Conference Session

Capstone Courses in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Jose L. Fernandez-Solis, Texas A&M University

Tagged Divisions

Construction

promoting sustainableconstruction; and characterizes the components of successful sustainableconstruction projects. COSC 663, Sustainable Construction, is charged withforming several design companies that will team up with construction companiesfrom COSC 440 – Integrated Capstone Class to form Design-Build Companies.The companies will respond to a real life RFPfor a building that meets andexceeds LEED 3.0 Platinum requirements, a Net Zero. Both classes are expectedto coordinate the work among the respective companies. A final presentation ofthe companies’ response to the RFP is held at the Texas A&M UniversitySystems building where real companies compete for real projects. The proposalsand presentations are reviewed and ranked by a jury of

Conference Session

Construction Education Topics

Collection

2015 ASEE Annual Conference & Exposition

Authors

George D. Ford, Western Carolina University; Aaron K. Ball, Western Carolina University; Sungho Tae, School of Architecture & Architectural Eng., Hanyang Univ., Ansan, Korea; Michael E. Smith Ph.D., Western Carolina University

Tagged Divisions

Construction

Environmental Industry Technology Institute.Michael E. Smith Ph.D., Western Carolina University Michael Smith is Department Head and Joe W. Kimmel Distinguished Professor of Construction Man- agement at Western Carolina University. Page 26.1264.1 c American Society for Engineering Education, 2015 A project based capstone course in an undergraduate construction management programAbstract: The undergraduate Construction Management program in the College of Engineeringand Technology at Western Carolina University is 124 credit hours in duration and is accreditedby the

Conference Session

Capstone Courses in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Mohsin K. Siddiqui, King Fahd University of Petroleum & Minerals; Sulaiman Dawood Alrasheed, Saudi Aramco; Abdul Rahman Mohammed, King Fahd University of Petroleum & Minerals; Azfar Amaan, King Fahd University of Petroleum & Minerals; Waheed Hussain Aljaroudi P.E.; Abdullah Ahmed Al-Jughaiman, King Fahd University of Petroleum & Minerals; Fayez Mohsen Alsaikhan, King Fahd University of Petroleum & Minerals; Bahir Mohamad Alhashem

Tagged Divisions

Construction

AC 2012-3110: INTEGRATING SUSTAINABILITY IN THE CURRICU-LUM THROUGH CAPSTONE PROJECTS: A CASE STUDYDr. Mohsin K. Siddiqui, King Fahd University of Petroleum & Minerals Mohsin K. Siddiqui is an Assistant Professor of construction engineering and management (CEM) at the King Fahd University of Petroleum and Minerals (KFUPM), Dhahran, Saudi Arabia. He is also a project management training consultant for the Saudi Aramco oil company. Siddiqui holds a Ph.D. in civil engineering (CEM) and M.S. degrees in civil engineering (CEM) and computer sciences (CS). Siddiqui’s research interests focus on scheduling, technology-aided construction management, and human technology interactions. In addition to peer review roles for

Conference Session

Capstone Courses in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

G. Bruce Gehrig, University of North Carolina, Charlotte; John Hildreth, University of North Carolina, Charlotte

Tagged Divisions

Construction

undergraduate programs requiresenior level students to complete a comprehensive capstone experience prior to graduation. Suchexperiences are usually structured in a manner that requires student teams to design constructionoperations for realistic projects. Often, the goal is for teams to mirror standard industry practicesduring the development of bid-level cost estimates, project schedules, etc. and thereby providestudents the opportunity to demonstrate and integrate the myriad of skills and knowledge learnedover the course of the undergraduate curriculum.To facilitate learning and improve student performance faculty mentoring of the capstoneprojects is often used. Faculty members frequently have actual industry experience that allowsthem to

Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cameron J. Turner P.E., Colorado School of Mines; Susan Michelle Reynolds P.E., Colorado School of Mines

Tagged Divisions

Construction

individual students and the needs of the project. Improving this balanceis a major focus of the program going forward.6.0 Conclusions and Future WorkThe nature of a multidisciplinary capstone course is significantly different than a capstone courselimited to one discipline. Such a multidisciplinary course can provide meaningfulinterdisciplinary experiences for students and faculty, cross-pollination of design methodsbetween sectors, and can robustly demonstrate compliance with ABET outcome D, “An abilityto function on multidisciplinary teams.”Such a course also imposes significant challenges. This section contains a discussion of twoongoing initiatives to improve the course: the need to match suitable students and faculty to eachproject, and the

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

. Kolb’s (2015) life-long learning concepts have transformed the traditionalstructure of the classroom through “real world” experiential learning methods whichcompliments and enhances project-based learning (PBL) with the perspective that “all learning isrelearning” (Kolb and Kolb 2005).Capstone courses that include term-length, group PBL assignments have long been a staple ofmany construction management programs, including BGSU’s (Todd et al. 1995, Dutson et al.1997, McKensie 2004, Howe and Wilbarger 2006 and Pembridge and Parretti 2010). While thedetails of these courses vary, a common goal of each is to prepare students to assumeconstruction engineering and management responsibilities in real-world situations. A secondcommon element is that

Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

James W. Jones, Ball State University; Mike Mezo, Ball State University

Tagged Divisions

Construction

study for other construction engineering andmanagement programs considering enhancing or revising their own capstone courses.Capstone course overviewA well-designed construction engineering and management curriculum should build upon itselfin an interconnected and integrated process2. The capstone course in a construction program iswhere a student‟s prior coursework is wrapped up in a single, comprehensive course3. Theauthors‟ intent when creating this course was to provide as much of a realistic, team-basedsimulation of managing the construction process as was possible within a college classroomenvironment.To that end, a common project of approximately $1-7 million is used by all students, who worktogether on teams of 3-5 members each. While

Conference Session

Trends in Construction Engineering Education I

Collection

2009 Annual Conference & Exposition

Authors

Philip Dunn, University of Maine

Tagged Divisions

Construction

AC 2009-1111: DEVELOPING A WORKABLE CONSTRUCTION-MANAGEMENTTECHNOLOGY SENIOR CAPSTONE PROJECT AT THE UNIVERSITY OFMAINEPhilip Dunn, University of Maine Page 14.446.1© American Society for Engineering Education, 2009 Developing a Workable Construction Management Technology Senior Capstone Project at the University of MaineAbstractCreating a meaningful capstone experience in a construction education program is often achallenge. Most of these programs do not offer significant design courses or foster creation of aproject from concept through the design cycle to actual construction completion. A capstoneexperience in construction management is best developed

Conference Session

BIM and Other New Construction Practices

Collection

2010 Annual Conference & Exposition

Authors

Althea Arnold, University of North Texas

Tagged Divisions

Construction

to cutting edge technology currently beingused by progressive industries, give students experience working in teams and making bothwritten and oral presentations. These objectives are in line with the ABET requirements forcapstone courses: (1) “draw together diverse elements of the curriculum,” and (2) “developstudent competence in focusing both technical and non-technical skills in solving problems.” TheSenior Design capstone course is a two semester course pair required of all graduating seniors inthe degree program. Students in these courses closely follow actual construction projects over thenine month course duration. Students choose from projects in commercial construction,residential subdivision construction, heavy highway or

Conference Session

Sustainable Construction Practice

Collection

2010 Annual Conference & Exposition

Authors

Phil Lewis, North Carolina State University; Michael Leming, North Carolina State University

Tagged Divisions

Construction

AC 2010-899: INVOLVING INDUSTRY PARTNERS IN CONSTRUCTIONENGINEERING AND MANAGEMENT CAPSTONE COURSESPhil Lewis, North Carolina State UniversityMichael Leming, North Carolina State University Page 15.816.1© American Society for Engineering Education, 2010 Involving Industry Partners in Construction Engineering and Management Capstone CoursesAbstractThe objective of this paper is to share the experiences of faculty using a case study project in aconstruction engineering capstone course as part of a construction engineering and managementcurriculum. This case study may be used by others as a model for incorporating industrypartners in capstone courses

Conference Session

Capstone Courses in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Vivek Sharma, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos

Tagged Divisions

Construction

c American Society for Engineering Education, 2012 Development and Implementation of an Industry Sponsored Construction Management Capstone CourseIntroductionCapstone courses have been used by construction programs to prepare graduates for thechallenges and realities of the construction industry.1,2At Texas State University-San Marcos, acapstone course for construction science and management (CSM) majors has been taught for thepast decade. This course had been evolving over this period. Initially, the course entailedstudents completing a “real world” residential project outside the campus. Students were largelyinvolved in the physical aspects of the construction process. However, owing to legal

Conference Session

Trends in Construction Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Michael Soller, Indiana University-Purdue University-Indianapolis; Erdogan Sener, Indiana University-Purdue University-Indianapolis

Tagged Divisions

Construction

Management CurriculumAbstract Assessment methodologies that evaluate student development through demonstratedknowledge assure that student education is current, relevant, and comprehensive, thus meetingthe needs of the industry, as well as, that of educational accreditation. However, if theeducational assessment method is a comprehensive exam, or a portfolio, or an exit exam, theremay be little difference in the demonstration of knowledge other than good examinationpreparation or good course work production even if a capstone course is used for the assessmentpurpose This paper focuses on an innovative assessment method used in a capstone course. Thismethod entails analyzing the management of a variety of construction projects by the

Conference Session

Trends in Construction Engineering Education I

Collection

2007 Annual Conference & Exposition

Authors

Eric Asa, North Dakota State University; Zhili (Jerry) Gao

Tagged Divisions

Construction

Page 12.470.2environment. Construction graduates must possess technical strength coupled withcommunication (written and speech), and soft skills. In most of the capstone courses, studentsare given a real-world problem to solve over a period of a semester or a year. Many programshave capstone / project-based courses, which are aimed at training students in solving real worldproblems. Some programs have courses which run for a year. Walker and Slotterbeck1, instudying the incorporation of teamwork into software engineering curriculum, concluded that: (i)there is not enough time to teach software engineering skills and also carry out a significantteam-based project in a single term, (ii) the software development process is best learnt

Conference Session

Global and Cultural Issues in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio; Gulsen Senol, Gediz University İzmır Institute of Technology; Sevgi Zeynep Dogan, Gediz University İzmır Institute of Technology

Tagged Divisions

Construction

people’s business. In this business you are hired for your technical skills, fired for your lack of people skills and promoted for your management skills”.Close interaction with industry professionals is required in order to integrate social intelligenceskills to construction courses. The professionals need to bring their experience into classroomeither by being part of the seminar and capstone classes or supporting research by providingfunding. An example of industry professionals’ contribution is given below:Currently, in the Construction Science and Management Program Curriculum at the Universityof Texas at San Antonio, a Construction Capstone course is offered in the senior year. SeniorCapstone Project emphasizes and helps students

Conference Session

Trend in Construction Engineering Education II

Collection

2006 Annual Conference & Exposition

Authors

Paul Chinowsky, University of Colorado-Boulder; Hyman Brown, University of Colorado-Boulder

Tagged Divisions

Construction

expected that a broadknowledge foundation can be applied to specific projects. However, the authors propose thatPBL by itself is only the first step in revising engineering education in general and constructioneducation specifically. To enhance the education experience, educators should move furthertowards integrating the cognitive concept of broad knowledge application and transformation inall levels of courses and not limited to capstone experiences. Specifically, it is proposed thatconstruction educators adopt a cognitive concept that has emerged from the authors’ PBLexperience and introduced as the Knowledge Landscape approach. In this approach, students arerequired to solve project scenarios with a diverse range of external and internal

Conference Session

Current Issues in Construction Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

Suat Gunhan, University of Texas, San Antonio; Yilmaz Hatipkarasulu, University of Texas, San Antonio

Tagged Divisions

Construction

students and may be more appropriate for a senior capstone course. Forexample, the estimating tasks would require students to be comfortable with performing planreading, quantity take-off, labor/material pricing, construction cost database analysis, andcontingency/profit calculation tasks and considerations. Similarly, selection of material andmethods for the project require an understanding of each available method, related toconstruction cost, schedule and safety concerns.It is extremely important to emphasize the communication aspect of preconstruction serviceswhile they are introduced in construction courses. Understanding of the roles and responsibilitiesof the project participants and proper communication formats would significantly affect

Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carol L. Considine, Old Dominion University; Michael W. Seek, Old Dominion University; Jon Lester, Old Dominion University

Tagged Divisions

Construction

students. He has served as the Civil-Site design option evaluator for Senior Design projects each semester as part of his normal teaching responsibilities. Dr. Lester has developed new courses in Civil Engineering Technology to better distribute the student load in Fluid Mechanics and the accompanying laboratory. Dr. Lester has also taught the Professional Engineering preparation courses through the ODU Business Gateway. Dr. Lester has embarked upon the initial asynchronous modality course development and was instrumental in promoting the program forward with this initiative with the Center for Learning and Teaching. He has developed an asynchronous course for Fundamentals of Building Construction and will develop

Conference Session

Capstone and Online Courses in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

John Mallen, Iowa State University; Charles T. Jahren P.E., Iowa State University; Natalya A. Koehler, Franklin University, OH; Aliye Karabulut Ilgu, Iowa State University

Tagged Divisions

Construction

construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme California. His teaching interests include construction equipment, cost estimating and construction process design. His research interests include highway and heavy construction methods, road maintenance methods and innovations in construction process administration.Dr. Natalya A. Koehler Koehler, Franklin University, OH Instructional Design Faculty Franklin University, OHDr. Aliye Karabulut Ilgu, Iowa State University Page 24.1400.1 c

Conference Session

Construction Education Topics

Collection

2015 ASEE Annual Conference & Exposition

Authors

Saeed Rokooei, University of Nebraska, Lincoln ; James D. Goedert, University of Nebraska

Tagged Divisions

Construction

Architectural Engineering , The PennsylvaniaState University, PARokooei, S., Goedert, J. (2015). Using Simulated Virtual Interactivity in Construction Education, 7th Conference onHigher Education Pedagogy, Virginia Tech, Blacksburg, VA.Rokooei, S., Goedert, J., & Fickle, K. (2015). Using a Simulation Model for Project Management Education, 7thConference on Higher Education Pedagogy, Virginia Tech, Blacksburg, VA.Rokooei, S., Goedert, J., Weerakoon, A. (2014). Simulation as an Effective Tool for Gender Education inConstruction, 6th Conference on Higher Education Pedagogy, Virginia Tech, Blacksburg. VA.Szot, J. (2013). The Value and Effectiveness of Project Management Simulation as a Capstone Activity in anExecutive MBA Educational Program

Conference Session

Building Information Modeling (BIM)

Collection

2012 ASEE Annual Conference & Exposition

Authors

Zhili (Jerry) Gao, North Dakota State University; Charles McIntyre, North Dakota State University; Zhi Ge, Shandong University

Tagged Divisions

Construction

scheduling andproject control.Course layout and components can be established similarly to the one in the literature7, 8. BIMhas to be learned while students are learning typical construction knowledge with a concentrationon skills of project scheduling and project control along with other aspects such as field layoutand management. As discussed above several related courses in the existing curriculum of aconstruction engineering program are used. Courses selected based on the nature of courses areGraphic Communication (CAD), Construction Planning and Scheduling, Construction Contract,Field Management, and Construction Information Technologies and/or Senior Design(Capstone). The development of instructional materials is critical, and is different at

Conference Session

Industry Collaboration in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Marcel Maghiar, Georgia Southern University

Tagged Divisions

Construction

Page 24.740.2and collaboration ability that are crucial in our economy. Practical approach preferred byindustry and the more hands-on experience working collaboratively with others (includingindustry individuals) will benefit students in understanding project scheduling. Through theindustry project-based educational model, students spend their time learning material fromexperiential case studies brought to the class in small-size groups. After collecting and analyzingquantitative and qualitative data about real projects selected in the University’s region, they arepreparing the findings to be exposed in class through presentations and small hands-on demos.These accumulate into a capstone project with all knowledge gained for deeper

Conference Session

Building Information Modeling (BIM)

Collection

2012 ASEE Annual Conference & Exposition

Authors

Joseph A. Wright, University of Wisconsin, Stout

Tagged Divisions

Construction

AC 2012-4587: THE INTEGRATION OF BUILDING INFORMATION MOD-ELING AND INTEGRATED PROJECT DELIVERY INTO THE CONSTRUC-TION MANAGEMENT CURRICULUMDr. Joseph A. Wright, University of Wisconsin, Stout Joseph A. Wright has 18 years as a university lecturer/professor in construction management with an em- phasis on contract administration. He has 15 years experience in industry as a Project Engineer/Manager on oil and gas and infrastructure projects. Current research interests include pathways for integrated project delivery and the use of software to enhance communication through the project process. Page 25.1317.1

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

as an Inductive Learning Technique with Construction Case Studies Western Illinois UniversityIntroduction & Literature ReviewThis paper focuses on the use of debate as an example of an inductive teaching method in aConstruction Management legal course. The 400 level course is one of the last courses to betaken by the students in the Construction Management program. Typically only the Soils andFoundations, Occupational Safety and Health, and Construction Management capstone coursesare taken after this course, while and Estimating and Scheduling are taken the same semester.Having taught this class multiple times, the author found that traditional lecture, supplementaldiscussion

Conference Session

Current Issues in Construction Education

Collection

2012 ASEE Annual Conference & Exposition

Authors

M. Ilyas Bhatti, Wentworth Institute of Technology

Tagged Divisions

Construction

Construction Impacts • Junior Year – Development of a Mitigation Plan • Senior Year – Capstone project must incorporate implementation strategies for mitigating construction impacts.These topics could be embedded into courses such as Heavy Highway Construction, PublicInfrastructure Project Management or a new course that could be created to combine variousaspects of project management including analysis of construction impacts, strategies forminimizing impacts, negotiation skills etc. The course could also be called Contemporary ProjectManagement in the 21st Century.Curriculum Development: Any course that is developed to address the above aspects of designand construction must start with an Impacts Analysis & Mitigation

Conference Session

Innovation in Construction Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

James Pocock, U.S. Air Force Academy; Steve Kuennen, U.S. Air Force Academy

Tagged Divisions

Construction

Integrating Element of a Comprehensive Civil Engineering CurriculumAbstractThis paper demonstrates how construction can effectively function as the integratingelement of a comprehensive civil and environmental engineering curriculum. The UnitedStates Air Force Academy offers ABET-accredited undergraduate programs in civil andenvironmental engineering. Throughout these programs, construction is used to providerealistic experience, to teach project management, and to provide opportunities for multi-disciplinary capstone experiences.As in many other engineering programs, students at the Air Force Academy spend thefirst two years of study taking many required courses. Before beginning their junior year,students majoring in civil and

Conference Session

Construction Safety and Risk Management

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jing Du, University of Texas at San Antonio; Yilmaz Hatipkarasulu, University of Texas at San Antonio; Rui Liu, The University of Texas at San Antonio

Tagged Divisions

Construction

on the Monte Carlo simulation. Because of the difficulty of teaching andimplementing the Monte Carlo simulation, probabilistic risk analysis has not been widely used inthe industry, although it is more desirable. This paper developed an interactive probabilistic riskanalysis tool called RISK (Real-time Interactive Simulation Kit) that makes the Monte Carlosimulation of project risks unprecedentedly easy. RISK was tested in a capstone class at theUniversity of Texas at San Antonio Result showed that RISK is an effective tool in teaching riskanalysis for construction engineering and management. It is also expected to improve theutilization of the probabilistic risk analysis in the industry by providing graduates with

Conference Session

Construction Session 2: PM, BIM, and Collaboration

Collection

2016 ASEE Annual Conference & Exposition

Authors

Carla Lopez Del Puerto, University of Puerto Rico, Mayagüez; Luis G. Costa Agosto, University of Puerto Rico, Mayagüez; Douglas D. Gransberg PhD, PE, Iowa State UIniversity

Tagged Topics

Diversity

Tagged Divisions

Construction

required curriculum in Construction Engineering and Management programs.IntroductionFrom an owner’s perspective, Preconstruction services (PCS) consist of all the work completedon the project from the conception through the contract award. It includes activities such asconceptual design, feasibility studies, preliminary engineering, and many other activities until theconstruction contract is awarded. Capstone courses are offered at most Construction Engineeringand Management programs in order to integrate and apply the knowledge gained during astudent’s academic degree. According to Gehrig et al., capstone courses “are usually structuredin a manner that requires student teams to design construction operational plans for realisticprojects” [1

Conference Session

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

Collection

2017 ASEE Annual Conference & Exposition

Authors

James W. Jones, Ball State University

Tagged Divisions

Construction

departments.This relationship may be viewed as a continuum, with varying degrees of partnership beingexhibited by different degrees of involvement and collaboration. An illustration of thiscontinuum with some of the examples discussed in this paper placed referentially may be foundin Figure 1 below.Through these varied approaches, building a relationship with the university as a partner canbenefit stakeholders including students, faculty, programs, and the institutions themselves.Bibliography1. Dunn, P. (2009). Developing a workable construction-management technology senior capstone project at the University of Maine. Proceedings of the 2009 Annual Conference & Exposition, American Society for Engineering Education. Retrieved from http

Conference Session

Building a Better Program - Construction Curriculum Enhancements

Collection

2013 ASEE Annual Conference & Exposition

Authors

Philip A. Dunn Jr. P.E., University of Maine

Tagged Divisions

Construction

Estimating CET 462 Construction Scheduling CET 458 Construction Administration (capstone)To better understand how the innovation center examples are employed, brief discussions ofimplemented exercises will illustrate.CET 221 is a sophomore course that introduces students to the equipment and techniques used inconstruction projects. It provides students with an overview of heavy civil and commercialbuilding techniques. Two basic exercises using the innovation center are assigned in this class.Students self select teams of up to 4 students to develop a written overview of how they wouldbuild that aspect of the project. Students are given ½ size .pdf files of the plan set for use. Thereare no stated guidelines other than how would you

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Thomas Nicholas II, University of North Carolina, Charlotte; Don Chen, University of North Carolina, Charlotte

Tagged Divisions

Construction

.” Journal of College Science Teaching, v. 36, no. 5, p. 14-20.13. Finger, S., Gelman, D., Fay, A., Szcerban, M. (2006). “Assessing Collaborative Learning in Engineering Design,” International Journal of Engineering Education, v. 22, No. 3, Pg 636-644.14. Marin, J.A., J. E. Armstrong, Jr., and J.L. Kays, (1999) “Elements of an Optimal Capstone Design Experience,” Journal of Engineering Education, p. 19-22.15. Brackin, P. and Gibson, J.D., (2004) “Service Learning in Capstone Design Projects: Emphasizing Reflection,” ASEE Annual Conference Proceedings, Salt Lake City, UT. Page 24.428.11