Conference Session

Construction Materials and Technologies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jing Du, University of Texas at San Antonio; Suat Gunhan, University of Texas, San Antonio

Tagged Divisions

Construction

.......................................................... Model 1 (b) Residuals-fitted, model 1(a) Residuals-fitted, model 0 (c) Q-Q plot, model 1 Figure 2. Residual Plot of model 0 and model 1, Q-Q plot of model 1 Model 2: Stepwise procedures To continue with the model refinement, stepwise procedures are highly preferred rather than all- subset selection due to the large number of subsets ( 2 P 1  8192 ). Three procedures were followed: Forward Selection, Backward Elimination, Forward Stepwise Regression and compare models by typical selection criteria. The result is listed below. Procedure Significance α

Conference Session

Construction Contracts, Law and Ethics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nicholas Tymvios, UNC Charlotte; John Hildreth, University of North Carolina, Charlotte

Tagged Divisions

Construction

responded similarly. For each action the highest percentage of responses occurred forthe same consideration with the only exceptions being actions “P” (Working in groups on web-based quizzes) and “Q” (Working in groups on take-home exams). In the survey by 4, the highestpercentage for the consideration of both actions was “Cheating”, while in the current study, thestudents considered action “P” to be “Unethical but not cheating” and action “Q” to be “NeitherUnethical nor cheating”. Regarding the frequency of cheating behavior the only difference in theoccurrence of the highest percentage was for action “C” (Asking another student about questionson an exam you have not taken). The highest percentage of students surveyed by 4, stated thattheir

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen Caroline Hurtado, Arizona State University; Dean Takeo Kashiwagi; Kenneth Timothy Sullivan, Arizona State University

Tagged Divisions

Construction

of Media on Learning: The Debate Continues. SLMQ, 22(4). Accessed 12 Nov 2013. URL: http://www.ala.org/aasl/aaslpubsandjournals/slmrb/editorschoiceb/infopower/selctkozmahtml11. Kurubacak, G. (2006). “Critical Curriculum Design for Blended Learning in Higher Education: The Strategies, Principles and Challenges of Interactive Classroom Management.” The Institute of Education Sciences. Accessed 12 Nov 2013. URL: http://eric.ed.gov/?q=media+richness+theory&ft=on&id=ED49525912. Layton, J. R. (1999). No Significant Difference Phenomenon. Educational Technology & Society 2(3), pp142- 143.13. Lim, D. H., & Morris, M. L. (2009). Learner and Instructional Factors Influencing Learning Outcomes within a