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

Building a Better Program - Construction Curriculum Enhancements

Collection

2013 ASEE Annual Conference & Exposition

Authors

Robert G. Batson P.E., University of Alabama

Tagged Divisions

Construction

already squeezed time to cover current subject matter, safety topics should take no more than one week out of a fifteen week course, and would perhaps best be exposed as case studies or special topics for students to read and report on. Chances of success: Good. C. Requiring DfS on all senior capstone design projects, whether the project involves design of a system, component, or process, is an excellent approach to familiarize the students with the concepts and practical aspects of DfS (most likely in architectural, mechanical, or electrical engineering programs) or DfCS (most likely in civil, construction, or industrial engineering programs). It would expose the students to the subject in a realistic design

Conference Session

Crossing Boundaries - Service Learning and Interdisciplinary Teams

Collection

2013 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper, Norwich University; Michael Puddicombe, Norwich University

Tagged Divisions

Construction

learning modules across a wide range of courses, from freshman year throughgraduation. An example of a course taught by one discipline that serves as a required course for studentsfrom some disciplines and as a special elective for students from other disciplines is CE475/480-Senior Design Project – 4 credits (two semester capstone project, 1st semester involves scopedefinition and scheduling, 2nd semester involves project design). This course is required for bothCE and CM students and is taken as an elective by ARCH students. This course has had severalissues related to integrating the work of the ARCH, CE, and CM students. This course typicallyhas problems with work assignments, budgets, scheduling, deadlines and milestones,determining

Conference Session

Building BIM into Construction Curricula

Collection

2013 ASEE Annual Conference & Exposition

Authors

Arundhati Ghosh, Arizona State University; Kristen Parrish PhD, Arizona State University; Allan Dee Chasey, Del E Webb School of Construction, Arizona State University

Tagged Divisions

Construction

based scenarios for simulating Collaboration, interaction and Management common Project Management issues faced preparing for real life Capstone during pre-construction and construction challenges faced in the industry Table 2 - Core and BIM Concepts in the existing curriculumVertical IntegrationThe core concept of vertical integration is to share knowledge between different levels ofexpertise - allowing students to gain an appreciation for certain skills and the academy to deliveran education that is holistic and integrated. It mirrors the practices of the construction industrywhere alliances are formed between experts

Conference Session

Incorporating Technology into Construction Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Namhun Lee, East Carolina University

Tagged Divisions

Construction

approach into CEMcourses 27, 28, 29, 30, 31. Traditionally in CEM education, the project-based learning approach hasbeen widely used for CEM courses.Kajewski 32 proposed a PBL course called ‘Professional Studies.’ The course emphasizedstudent-centered and self-directed learning. The course was divided into several units, each unitincluded one problem, and students were forced to solve the problem through research andcollaboration. McIntyre 33 applied the PBL approach into a capstone course to provide studentsreal-world design and construction practices. In addition to these, there have been some attemptsto integrate the PBL approach into CEM education 34