Conference Session

Construction 2: Teaching Using Projects, Case Studies, and Service Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin Earl Weidman, Brigham Young University ; Clifton B. Farnsworth, Brigham Young University

Tagged Divisions

Construction

simulated projects possess the potential to provideunique learning opportunities particularly, designed experiences triggering different emotionswithin the structures of the traditional classroom.KeywordsExperiential learning, simulations, constructionIntroductionThis paper discusses the use of a small-scale design-bid-build project simulation to provideexperiential learning for construction management students in the College of Engineering andTechnology at Brigham Young University. Experiential learning opportunities like this allowstudents to explore the implications of principles and theories of the industry by learning in theclassroom through their own direct, lived experience in a low risk setting. Reflecting on theirexperiences helps them

Conference Session

Construction 2: Teaching Using Projects, Case Studies, and Service Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Alan Bugg P.E., Auburn University; Wesley Collins, Auburn University; Scott William Kramer, Auburn University

Tagged Topics

Diversity

Tagged Divisions

Construction

students from being able to participate during their undergraduate education. In order to help alleviate these common barriers, two faculty members at Auburn University designed and implemented a 10-day Service-Learning class to Quito, Ecuador. An international Service-Learning class is defined as: "A structured academic experience in another country in which students (a) participate in an organized service activity that addresses identified community needs; (b) learn from direct interaction and cross- cultural dialogue with others; and (c) reflect on the experience in such a way as to gain a deeper appreciation of the host country and, an enhanced sense of their own responsibilities as citizens, locally and

Conference Session

Construction 2: Teaching Using Projects, Case Studies, and Service Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert B. Austin, Bowling Green State University

Tagged Divisions

Construction

newgraduates’ communications skills and readiness for industry roles could be improved and raisedquestions about the extent to which real world conditions were reflected in coursework. Duringthe decade of AIC testing, graduating seniors showed erratic performance and had relatively lowscores in communications, job cost management, and planning and scheduling. The three strandsof assessment together suggested improvements for revising the capstone course and developingthe program curriculum.Development of Instructional ImprovementsInstructional methods for the capstone course were redesigned to increase student engagementand persistence. Faculty workshops conducted by BGSU’s Center for Faculty Excellence and theliterature provided ideas on new

Conference Session

Construction 4: Construction Education Curriculum and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Luciana de Cresce El Debs, Purdue University, West Lafayette; Mark Shaurette, Purdue Polytechnic Institute; Denise McAllister Wilder NCIDQ, Purdue Polytechnic Institute

Tagged Divisions

Construction

bedetermined through qualitative analysis of course names and descriptions.This study has currently finished phase 1 (online data collection). Phase 2 will be completedduring the first semester of 2017, and phase 3 during the summer of 2017. The results in thispaper reflect findings for phase 1 and are aimed at helping CM educators evaluate the presentlevel of collaboration between AEC undergraduate programs in the United States.Partial ResultsSample DemographicsThere are 129 ASC affiliated schools in regions 1 through 7 in the association’s website.Region eight was excluded from the analysis as it encompasses only schools from outside ofthe United States. Other exclusions were made and are presented below. Finally, this researchwas conducted using

Conference Session

Construction 1: Special Topics in Construction Education: BIM, Simulation, Sustainability, and Safety

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jamie R. Metzinger, Purdue University; Jessica Anderson Cabral, Purdue University; Bradley Louis Benhart, Purdue University; Patti Morgan, Purdue University; Scott Douglas Santon, Purdue University

Tagged Divisions

Construction

,Scientific and Cultural Organization provided 14 learning outcomes for all levels of ESD whichlay the groundwork for several organizations’ and institutions’ learning objectives:  Critical reflective thinking  Understanding complexity/systemic thinking  Futures thinking  Planning and managing change  Understanding inter-relationships across disciplines  Applying learning in a variety of life-wide contexts  Decision-making, including in uncertain situations  Dealing with crises and risks  Acting with responsibility locally and globally  Ability to identify and clarify values  Acting with respect for others  Identifying stakeholders and their

Conference Session

Construction 4: Construction Education Curriculum and Assessment

Collection

2017 ASEE Annual Conference & Exposition

Authors

Mark Shaurette, Purdue University, West Lafayette

Tagged Divisions

Construction

support a topic using existing literature,develop a well-crafted research question, and design a clear research framework were alsoadded27.The students are encouraged to take the required three credit technology research course (TECH646) offered by the college during the same semester as Construction Research Fundamentals.TECH 646 prepares students to write and research using a standard university thesis format withan introduction to a variety of methodologies used in technology research. The group mentoringand peer reflection of the Construction Research Fundamentals course complements andsupports the mostly lecture activities of the college research course. Table 2 shows the basicoutline of the Construction Research Fundamentals schedule. Table

Conference Session

Construction 3: Beyond the Academy: Leveraging Partnerships, Internships, and Outreach

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kamalesh Panthi, East Carolina University; Donna A. Hollar, East Carolina University; George C. Wang P.E., East Carolina University

Tagged Divisions

Construction

quantity take-offs, working with vendor and subcontractor contracts, developing estimates, and performing scheduling functions, checking drawings and specifications for completeness and discrepancies, attending bid openings and conferences, handling the paperwork. 3. Project Management – Perform management, field engineering or office functions at the advanced level of a mature intern.In order to make the internship experiences more valuable to students, it is imperative thatstudents take the opportunity to reflect upon their experiences and document it in the form of ajournal or a portfolio. Within the literature, various means of evaluating internships have beenidentified. One example is Millers (2006) who outlined the

Conference Session

Construction 2: Teaching Using Projects, Case Studies, and Service Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Denise Diana Gravitt, Western Illinois University

Tagged Divisions

Construction

debate case study to reflect the increasing level of difficulty oftopics and the decreasing amount of information provided by the instructor. The students wereprovided with a scored points outline (see Appendix B) attached to their written research papersso they were aware of the strengths and weaknesses of their research and debate preparation foreach case study.Summary and Lessons LearnedThe legal course was taught two times with the same text book before introduction of debates inthe course. The reason for introduction of the debates was not to improve overall course grades,which were in the 83% to 85% overall for those two semesters, but in the hopes of improvingstudent participation, motivation for learning the materials, and understanding