assignments must be persuasive or informative • All final submission must be reviewed by at least one peer • All final submissions must be accompanied by the draft (with corrections/comments made by the peer)Critical Thinking and WritingWilliam Zinsser states, “Writing is thinking on paper.”5 And we can not agree more. Oneof the primary objectives of the writing-intensive course in construction course was toenhance critical thinking among the students. It is the instructor’s obligation to make thestudent think. We found in our earlier experiment with writing across curriculum thatduring writing laboratory report most students had problem writing the conclusion. Manystudents amusingly wrote “I enjoyed the lab very much” or “This is a very
Construction Engineering from the University of Nebraska. c American Society for Engineering Education, 2016 Peer and Student Review of an Online Construction Management Sustainability Course This paper presents the delivery system for an online construction management course in sustainability and the built environment at a major university. Information about the course layout, assignments, discussions, and assessments are provided in this paper. The course provides a systems approach to green building science that includes sustainable site development, water use efficiency, renewable energy, improving material use, indoor environmental quality, and design innovation. The authors
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
assignments inwhich they have greater interest, and that they will think more deeply about the materialinvolved.Assignments were returned with ample feedback, providing students the opportunity to revisefuture assignments based on that feedback. Emphasis was placed on clarity, conciseness, andself-reflection. Writing assignments themselves were evaluated for content, clarity, andgrammar, all necessary for professional communications, and many (particularly opinion papersand journal critiques) promote both seeing the global and societal context of construction andincreasing knowledge of contemporary issues (failures, social networking, etc.).The first style was the use journal critiques of academic peer-reviewed articles. Journal critiquesallowed
AC 2008-1480: PEER ASSESSMENT OF TEAM WORK AND COLLABORATIVELEARNING IN CONSTRUCTION/CIVIL ENGINEERINGEnno Koehn, Lamar University Enno “Ed” Koehn is Professor of Civil Engineering at Lamar University. Dr. Koehn has served as the principle investigator for several research and development projects dealing with various aspects of construction. He also has experience in the design, scheduling, and estimating of facilities. He has authored/co-authored over 200 papers in engineering education, as well as the general areas of civil and construction engineering. Dr. Koehn is a member of ASEE, AACE International, ASCE, NSPE, Chi Epsilon, Tau Beta Pi, Sigma Xi, and is a registered Professional
AC 2010-1581: USE OF WIKIS IN CONSTRUCTION EDUCATIONJeong Han Woo, Milwaukee School of Engineeirng Dr. Woo has been an active researcher in the field of Architectural Engineering and Construction Management, especially in BIM, building energy efficiency, and construction information technologies. He presented his research findings numerously at Construction Research Congress, ISARC (International Symposium on Automation and Robotics in Construction), ACADIA (Association of Computer Aided Design in Architecture), ASC (Associated Schools of Construction), and ASEE (American Society of Engineering Education). Dr. Woo’s papers are published in peer-reviewed journals in the field, such as
Paper ID #7573Enhancing Student Learning and Engagement in Construction Course usingService LearningDr. Chung-Suk Cho, University of North Carolina, Charlotte Assistant Professor Engineering Technology and Construction Management University of North Carolina CharlotteMs. Candace Mazze, Univeristy of North Carolina at Charlotte Ms. Mazze is a doctoral candidate in the Educational Leadership department at University of North Carolina at Charlotte. She has served as a graduate research assistant for Construction Management in College of Engineering. She has researched, gathered and analyzed data, and assisted in writing and
separate ranking isdone for the oral presentations. Grades are influenced by team rankings asdetermined by outside jurors. Students peer evaluate each other for performanceaccording to posted rubrics; student project grades are affected by the peerevaluation. This approach has been very successful in the past four years and thecurrent class of 23 attracted 1 landscape urban planning, 6 civil, 7 architecture,and 9 building construction students, resulting in a truly interdisciplinary classand team composition.The goal of this paper is to showcase the framework, structure, and logic forintegrating the two courses and compares the results in terms of grades andquality of the responses from the faculty and the jurors. All classes were asked tokeep
confidently apply the skills several years later when they enter college, even though they maybe eligible to take pre-calculus at that time.This paper presents the results of a diagnostic construction-related math quiz given in a freshmanlevel CM course over five different semesters, illustrating students’ consistent difficultyperforming these math skills. Since it is imperative that students have confidence applyingconstruction-related math skills upon graduation with a construction management degree, thispaper also proposes strategies to improve students’ construction math skills.IntroductionThe 3Rs, Reading, wRiting and aRithmetic, have long been considered foundational skills in oureducation system, even though there has been much debate over the
. Page 22.1450.1 c American Society for Engineering Education, 2011 Does Watching Video Clips Affect Student Performance in a Construction Science Course at an Undergraduate Level?AbstractThe method of instruction in regular classrooms has traditionally been lectures, sometimes usinga chalk board for writing important concepts. This procedure essentially requires only short-termmemory acquisition and an organization that allows for efficient retrieval of the information.With the increase in class sizes, most teachers find it difficult to disseminate information andengage students in effective learning. The use of information and communication technologies isgradually becoming popular as vehicles of
Management Department at Southern PolytechnicState University in Marietta, Georgia. Dr. Banik completed his Ph.D. in Civil and Construction Engineering fromIowa State University. He has eleven years working experience in both private and public sector as an engineerand/or construction manager. He is a registered professional engineer. Dr. Banik has twenty nine refereedpublications in the area of civil engineering and construction management. He presented some of his research inseveral well-known and peer reviewed conferences like ASEE, ASCE, ASC, WEFTEC and CIB, and publishedarticles in those conference proceedings. He presented his research all over the world including the United States,Canada, Greece, Italy, Brazil and the Philippines.APPENDIX
be open-minded about sharing their life, work andeducational experiences. Visual barriers that hinder some students are eliminated, and studentshave time to reflect in preparation of written responses. Since most course correspondence is bywriting, students must be able to communicate clearly through writing. Students need to be self-motivated and self-disciplined to stay on schedule with the course materials and assignments.When they have problems with the course content or assignments, they need to speak up.Instructors are not able to recognize student problems from visual interactions and cannot help ifthey are not notified of problems. Students need to recognize that they are responsible for theirlearning and need to be proactive. On
School of Technology. Prior to joining the School of Technology fac- ulty, she held position at U.S. Department of Energy, N.C. A&T’s Division of Research and College of Engineering. Dr. Sowells earned a Ph.D. in Electrical Engineering from North Carolina A&T State Uni- versity’s College of Engineering. She also holds a M.S. and B.S in Computer Science with a concentration in software engineering from the same university. Her primary research interests are in the areas of low- power high performance digital systems design, asynchronous design, self-timed digital system design and STEM education. As a result of her work, she has numerous peer reviewed journal and conference publications. She recently authored a
-8 I fairly contributed in the sample preparation part of the lab project.Q-9 I fairly contributed in the sample testing part of the lab project.Q-10 I fairly contributed in the report writing part of the lab project.Each question was rated on the scale of 1 to 5, 1 representing strong disagreement, 3 representingthe neutral or not sure response and 5 representing the strong agreement. All the students wereasked to complete the survey at the end of the course. The responses of students on the survey hadno impact on student’s grade. All the responses were kept confidential. The collected data wasanalyzed for evaluating perceptions of students about Green Concrete project. The questions werefocused on the learning in Green Concrete project
1971. The AIC ConstructorCertification Commission was organized under the sponsorship and support of the AIC. Thecommission expanded the qualifying process to include examination and offering of certificationprocess which is recognized internationally to AIC members and nonmembers alike. Thecertification process is developed with the support and input of peers with the objective of settinghigh standards for the education, knowledge, skills, and conduct of the certified constructor.The Construction Manager Certification Institute (CMCI)3, an independent administrative bodyof the Construction Management Association of America (CMAA) administers the CMCertification Program. The Institute is comprised of construction management
mobile learning are far from being a theoretical possibility. Mobile learning is anon-the-ground reality allowing learners to access educational content, communicate and shareinformation with other learners, and elicit support from peers and instructors. While mobiletechnology is not an educational panacea, it is a powerful tool that can support education in waysnot previously possible10. The use of mobile technologies in education can be used to re-enactapproaches and solutions already used in 'conventional' e-Learning by using mobile technologiesas flexible replacements for desktop technologies11, aiding in the acquisition of knowledgeregardless of location and time12.Materials and Methods LaboratoryBolstered by andragogical studies on adult
with worker training. Thetraining consists of peer to peer activity based learning. The training covers potential hazardexposures that flow from warehousing and processing tasks such as off-loading and loadingmaterials, movement of material by overhead crane, forklift, loaders or by hand, falls fromequipment or loads, struck by or caught between accidents, musculoskeletal injuries due tolifting, bending or working overhead, electrical equipment operation and maintenance requiringsafe practices and lock-out/tag-out, and chemical processes. Educational materials consist of asix contact hour worker training which includes activity based learning, PowerPointpresentations, demonstration materials, trainee workbooks and a learning outcomes
: Simulation of real-world processes Exploration of choice and consequence with complex variables Deep understanding of the targeted knowledge Self-directed learning Peer-to-peer teaching opportunities Highly motivated and engaged learning environment Autonomous thinking through meaningful perspectivesHowever, as promising as the use of games and simulations appears to be forlearning environments, there are several major challenges researchers might facewhen developing games and simulations. One of the biggest challenges is likelyto be the integration with traditional learning contents. Furthermore, developing along-term strategy for game and simulation-based learning is one of the mostimportant decisions
instillstudents’ drive to gain new knowledge (Kuh, 2007). Astin (1993, 1999) found that frequentstudent-faculty interaction is more strongly related to student satisfaction in college than anyother type of involvement. Lin and Tsai (2009) and Holt et al. (2007) observed that engineeringstudents valued a learning environment that was student-centered, peer-interactive, and teacher-facilitated, and favored both classroom and laboratory instruction. Chen et al. (2008) echoedAstin’s (1999) call for educators to be more focused on student engagement, advocating highlevels of faculty engagement in the design, revision, and improvement of undergraduateengineering programs, and teaching that effectively addresses students’ cognitive and affectivestates of mind
, noxious gases may beproduced and may enter the building and waste will not properly leave the building. Systemperformance depends highly upon quality installation, which is the primary reason why buildingcodes have opted to write codes in a prescriptive manner.Students now read about DWV systems in textbooks, and use the prescriptive building codes to draftdiagrams the systems - which in industry are used to fabricate and install the DWV systems, but failto understand the physics behind why DWV works and often cannot adapt the code to situationswhich are not specifically prescribed in the code. Several practices are used for the installation ofDWV piping in buildings. These include, but are not limited to the following
semester,industry representatives were invited to make presentations to the class on various topics.Students also take field trips to construction sites. Students were required to write a one pagepaper on how the presentation or field trip applied to their particular project and their careergoals. These papers were very enlightening in that students expressed their opinions of therelevance of the topics. A majority of the students thought that the technical presentations werenot as valuable as the professional topics. This corresponds with the findings in the pilot study byHowe et all.2Students develop their problem solving skills through the experience gained by working withindustry beyond what is possible in conventional classroom setting, thus
this assignment is issued is to write a concise project statement describing broadly the goals for the project. What kind of object is desired and how should it look? Don’t try and describe how it is made or define its characteristics in detail. (Isn’t that typical of owners?) You have no more than $5.00 to spend and need it completed in 5 weeks. This project statement must be typed and is due as Part 1 Project Team Assignment. The Owner needs to turn this in via email to the instructor and also needs to provide a copy to the Architect. 3. The second part of this group project begins one week from the date this assignment was handed out. The person chosen to be the architect in your group is assigned to
papers are presented by the lecturer. The following week, the students present a peerreviewed paper on a topic that was covered the week before by the lecturer. In addition, thestudents choose one particular topic and prepare a research paper. Throughout the semester theybecome familiar with research papers in advanced construction management, discussion is madeboth on the topic and the structure of the peer reviewed publications. The term project gives themthe opportunity to make a research in one of those topics and write a technical paper. This way, thecourse helps them to build writing skills especially towards their Master of Science thesis. Thispaper presents a term project example showing how this is accomplished.The topic includes the
a Ph.D. in civil engineering from Georgia Tech.Dr. Lee W. Lee, Central Connecticut State University Chair and Professor at Central Connecticut State University Department of Management and Organization Senior Fulbright Scholar Page 24.161.1 c American Society for Engineering Education, 2014 An Exploratory Study to Identify an Effective Pedagogical Approach to Teaching Math-Related Content Knowledge in Construction EducationIntroductionBrown1 and Mohr2 mentioned that reading, writing, and math skills are essential in any kind
, Schweingruber HA. Discipline-based education research: Understanding andimproving learning in undergraduate science and engineering. Washington D.C. 2012. Page 23.202.1413. Ardizzone T, Breithaupt F, Gutjahr PC. Decoding the humanities. In: Pace D, Middendorf J, eds. New Directionsfor Teaching & Learning.Vol 2004. Wiley; 2004:45–56. Available at: http://doi.wiley.com/10.1002/tl.146.14. Hund JL. Writing about music in large music appreciation classrooms using active learning, discipline-specificskills, and peer review. Journal of Music History Pedagogy. 2012;2(2):117–132.15. Burkholder JP. Decoding the discipline of music history for
, etc. Algebraic and other Algebraic and in a finite system; they functions that describe other math calculate the needed functions that changes to conserve sustainable buildings describe resources and preserve traditional various eco-systems buildingsLanguage Read, write, research Traditional Students embrace the Page 14.1108.8Arts listen to non-fiction curricular language of
dating back to the original edition of the NSC’s Accident PreventionManual3 and the origins of systems engineering of products. Behm4 takes a cautionary approachto promoting PtD in academic programs: “Given that practicing design professionals do notincorporate PtD in their design work, an educational effort aimed at colleges and universitiesmay be ineffective until the industry standards changes to incorporate PtD in practice at somelevel.”Toole5 identified five major tasks performed by civil and construction engineers, and indicatedhow the engineer could increase his role in assuring worker safety: 1. Review for safety (peer review of completed design documents, design reviews within organizations) 2. Create design documents for