Conference Session

Construction Engineering Division Technical Session 6 - Technology & Simulation

Collection

2019 ASEE Annual Conference & Exposition

Authors

Don Mah P.Eng., Northern Alberta Institute of Technology; Neetu Sharma, MacEwan University

Tagged Divisions

Construction Engineering

interaction at various levels was analysed andspecific examples for how such an approach improved the development process presented. Thestudy concluded that students were intellectually stimulated by the module design, enhancing theoverall teaching and learning process.Naufalin et al. (2016) concluded that experiential learning is an effective model to improvestudents’ soft skills in the subject of entrepreneurship. The study showed that it increased thedimension of confidence by 52.1%, result-oriented by 22.9%, being courageous to take risks by10.4%, leadership by 12.5%, originality by 10.4%, and future-oriented by 18.8%. Coker et al.(2017) conducted a 5-year study of graduating seniors (n=2,058) to evaluate the impacts ofexperiential learning depth

Conference Session

ConstDiv Technical Session 5 - Pedagogy & Accreditation II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Robert B. Pyle, North Carolina A&T State University; Iyshea Borders-Taylor; Christian A. Bock Hyeng, North Carolina A&T State University; Tony E. Graham, North Carolina A&T State University

Tagged Divisions

Construction Engineering

statistics. Also,the best practices, challenges, and lessons learned from the NAHB program are described.Results indicated that students’ had gained residential construction knowledge and careerinterests. Positive experiences included increased understanding of the technical and managerialaspects of residential construction, real-life industrial experiences, professional development,development of soft skills, improved sense of belonging, and lowered financial burden throughscholarships and internships. The few negative experiences included long travel times, newgroup discomfort, and feelings of inadequacy during NAHB competition team preparation.Seventy-five percent (75%) of students were interested in residential careers because of theirdesire to

Conference Session

ConstDiv Technical Session 5 - Pedagogy & Accreditation II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Ihab Mohammad Hamdi Saad P.E., Northern Kentucky University

Tagged Divisions

Construction Engineering

one box as their responsibilities included morethan one of the above-mentioned categories. The range of experience for the participantsincluded 94 participants with 16 or more years, 18 participants with 11 to 15 years, 15participants with 6 to 10 years, and 12 participants with less than 5 years of experience in theconstruction industry.When asked about the most important skills the employer is looking for in a graduate from aConstruction Management program, the respondents ranked soft skills such as communicationskills, problem solving, and teamwork as the most sought-after skills. These skills werefollowed by safety awareness, creative thinking, and standard hard skills such as electroniccollaboration, scheduling, and estimating. Other

Conference Session

ConstDiv Technical Session 4 - Pedagogy & Accreditation I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Luciana Debs, Purdue University; Jiansong Zhang, Purdue University; Yunfeng Chen, Purdue University

Tagged Divisions

Construction Engineering

becoming increasingly representative in theconstruction market [1], [2]. One of the greatest claim for the use of DB is that it allows foraccelerating the schedule by making use of fast-track techniques [3]. However, research indicatesthat for a successful DB project, it is necessary to have improved communication between allstakeholders, including between owner and design-builder [3]. The link between effectivecommunication and project success suggests that a successful construction manager not onlyneeds technical knowledge, but also ‘soft skills.’ [3], [4]. Similarly, a shift on how higher education institutions view undergraduate teaching isalso happening. Research in student motivation indicates that learning becomes more meaningfulto

Conference Session

ConstDiv Technical Session 3 - Social & Leadership

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Victor Ofori-Boadu, Penuel Consult Inc.; Iyshea Borders-Taylor; Lewis Waller; Paul Akangah, North Carolina A&T State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

program areexpected to enhance respondents’ CPID, none of the respondents linked any general educationcourse to their CPID. Almost 10% of the respondents related their CPID to construction classesthat they took in high school, placing some emphasis on providing students with age-appropriateconstruction learning opportunities to initial early CPID and attract them into this industry. Out-of-classroom learning experiences associated with student organizations, field trips, professionalconferences, and undergraduate research experiences impacted their CPID..Skills: Respondents’ natural and acquired soft skills to include team working skills (53%),communication skills (40%), and leadership skills (16%) enhanced the CPID. Due to CP roles inleading

Conference Session

Construction Engineering Division Technical Session 6 - Technology & Simulation

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tom Michael Leathem, Auburn University; Lauren W Redden, Auburn University; Jeffrey Kim, Auburn University; Wesley Collins, Auburn University; Ishmael Boynton Preer

Tagged Divisions

Construction Engineering

. (3rd ed.). Thousand Oaks, CA: Sage.[18] S. Ganguly, "Action Research to Improve the Communication Skills of Undergraduate Students," IUP Journal of Soft Skills, vol. 11, (3), pp. 62-71, 2017.[19] C. J. Cronin and J. Lowes, "Embedding experiential learning in HE sport coaching courses: An action research study," Journal of Hospitality, Leisure, Sport & Tourism Education, vol. 18, pp. 1-8, 2016.[20] C. Farias, P. A. Hastie, and I. Mesquita, "Towards a more equitable and inclusive learning environment in Sport Education: results of an action research-based intervention," pp. 1-17, 2015.[21] P. Gibbs et al., "Literature review on the use of action research in higher education," Educational