Conference Session

Crossing Boundaries - Service Learning and Interdisciplinary Teams

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chung-Suk Cho, University of North Carolina, Charlotte; Candace Mazze, Univeristy of North Carolina at Charlotte; Sandra Loree Dika, University of North Carolina, Charlotte; Gary Bruce Gehrig P.E., University of North Carolina, Charlotte

Tagged Divisions

Construction

 Foundation  Insulation The instructors of the course observed and participated at all of the service projects, assessingstudent performance on assigned tasks, as well as demonstration of professional skills, such aslevel of teamwork and communication among their team members as well as with other people atthe job site. Page 23.535.3Self-Assessment and Reflection Students completed a self-assessment at the end of the semester to allow some reflection onhow the experience enhanced their interaction with the instructor and peers and their learningafter the experience. Specifically, students completed self-assessment of their

Conference Session

Global and Cultural Issues in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Daphene C. Koch Ph.D., Purdue University, West Lafayette

Tagged Divisions

Construction

participation in thoughtfully organized service” 5Not all see Service Learning as an academic replacement for the pencil and paper calculations orcontrolled lab experiments, but those who support these have had positive results. The Kolb(1984) model for learning aligns well with service learning because it allows for all types oflearners and it involves concrete experience.6 Broader definitions have been used to outline therelationship between the service and the learning. “a type of experiential education in which students participate in service in the community and reflect on their involvement in such a way as to gain further understanding of course content and of the discipline and its relationship

Conference Session

Technology in Classrooms - Construction Engineering Perspective

Collection

2006 Annual Conference & Exposition

Authors

Ihab Saad, East Carolina University

Tagged Divisions

Construction

certainties a construction schedulewill have to go through. These changes might be due to an initial lack of information,false assumptions, unexpected events, or acts of God (Also known as Force Majeure).Regular and timely updating of the initially approved construction schedule becomes anecessity to reflect the impact of the different changes on the project timeline.This paper presents a new communication tool based on the framework of the WorkBreakdown Structure (WBS), and supplemented by multimedia files representing theplanned Vs. actual project performance in the form of digital pictures, still and animatedCAD drawings/models, and live video footage in addition to the computer-generatedschedule. This communication tool presents a multi-layered

Conference Session

Construction 2: Teaching Using Projects, Case Studies, and Service Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin Earl Weidman, Brigham Young University ; Clifton B. Farnsworth, Brigham Young University

Tagged Divisions

Construction

simulated projects possess the potential to provideunique learning opportunities particularly, designed experiences triggering different emotionswithin the structures of the traditional classroom.KeywordsExperiential learning, simulations, constructionIntroductionThis paper discusses the use of a small-scale design-bid-build project simulation to provideexperiential learning for construction management students in the College of Engineering andTechnology at Brigham Young University. Experiential learning opportunities like this allowstudents to explore the implications of principles and theories of the industry by learning in theclassroom through their own direct, lived experience in a low risk setting. Reflecting on theirexperiences helps them

Conference Session

Technology in Classrooms - Construction Engineering Perspective

Collection

2006 Annual Conference & Exposition

Authors

Bob McCullouch, Purdue University; Joohyoung Lee, Purdue University-Calument

Tagged Divisions

Construction

learning theoryand apply to a course in civil engineering. In order to achieve a new paradigm of the computer-based learning in engineering education, the approach utilizes wireless technology along withPen-based Tablet PC used by the instructor and the students in the classroom. This enables a newlearning environment called “Paperless Classroom.”The ELT is a learning theory that describes learning as a four-step cycle based upon theorthogonal relationship of two continuums of cognitive growth and learning2, 3. Kolb describesexperiential learning proceeds through four modes: Concrete Experience (CE), AbstractConceptualization (AC), Reflective Observation (RO), and Active Experimentation (AE) basedon how people obtain knowledge and develop2. To

Conference Session

Construction Session 3: Curriculum

Collection

2016 ASEE Annual Conference & Exposition

Authors

Eric A Holt, University of Denver; Mark Shaurette, Purdue University, West Lafayette; Christine L Chasek, University of Nebraska at Kearney

Tagged Divisions

Construction

practices [38-41]. Despite the questioning of theapplication of learning style research and assessment tools in the classroom, learning styleassessment is still widely utilized in classroom settings in many different types of courses.Of the many models, there are three learning style models that are utilized in engineeringeducation [13, 16, 42, 43]. The first is Kolb’s Learning Style Model [23]. Learners are classifiedinto four types. Type 1 are concrete and reflective. They ask “why” and want to connect howcourse materials relate to their experience, interest, and future careers. Type 2 are abstract andreflective. They ask “what” and connect with information that is presented in an organized andlogical order. They will then think about the

Conference Session

Innovative Course Developments in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

John Tingerthal P.E., Northern Arizona University

Tagged Divisions

Construction

provides stimulus for pedagogical improvement.IntroductionStudent assessment is both a necessary and a required part of any college curriculum.1,2Typically the student has little input or control over the format or content of assessments such ashomework assignments, quizzes and tests: Self-assessments, on the other hand, give a student theopportunity and power to evaluate his or her own performance. These evaluations can take theform of reflective essays, confidence ratings of conceptual understanding, and responses to open-ended questions. Self-assessment has been defined as “the evaluation or judgment of ‘the worth’of one’s performance and the identification of one’s strengths and weaknesses with a view toimproving one’s learning outcomes.”3

Conference Session

Construction Project Delivery and Control

Collection

2015 ASEE Annual Conference & Exposition

Authors

MaryEllen C. Nobe, Colorado State University; Rodolfo Valdes-Vasquez, Colorado State University

Tagged Divisions

Construction

. Interestingly,the importance of evaluation to successful management of a construction project is very similarto the importance of self-evaluation to students’ academic success, especially during their firstyear of college7.During their first year of college, students are faced with many changes that they are often notequipped to handle2. Students’ academic success often depends on how successfully and quicklythey learn to navigate these changes during their first year of college6,8. The development of self-reflections skills has been identified as a significant contributor to both their academic andprofessional success7. However, it is often assumed that students will learn these skills while incollege and that no specific instruction is needed in this

Conference Session

Mobile and Emerging Technologies in Construction

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joseph A. Wright, University of Wisconsin, Stout

Tagged Divisions

Construction

continue to meet the needs of theconstruction industry. The paper outlines the current state of practice in the industry regardinggraphic communication and presents the results of a survey of 22 contractors. The results arecompared with previous work in this area.1,2 The results and analysis reveal that the needs of theindustry are still fluid dues to changes in graphic software capabilities, and that continuedupdating of the curriculum is necessary to reflect this.The Importance of Graphic Communication in ConstructionOn all construction projects the contract comprises of both written and graphic information forboth the engineering/architectural, procurement, and construction phases, among others.3 Projectdocumentation during construction

Conference Session

Construction Classroom Development

Collection

2010 Annual Conference & Exposition

Authors

Whitney Lutey, Montana State University; Penny Knoll, Montana State University

Tagged Divisions

Construction

Constructors (AIC) Exam results and in-class assessment.3. Student attitudes towards safety and their belief that safety is common sense, intuitive knowledge.In addition, the paper offers a brief overview of our current approach to teaching constructionsafety, our plans for course improvement, and recommendations for safety education for similarprograms.This paper follows a similar thread to Peterson1 on student knowledge of and attitude towardsafety. Specifically, we wanted to investigate the safety culture of outgoing graduates of theprogram, reflecting the goal of the National Occupational Research Agenda’s NationalConstruction Agenda: research goal 8.1.2: Evaluate how safety and health cultures influence keyconstruction industry subgroups. In

Conference Session

Construction Curriculum Development

Collection

2012 ASEE Annual Conference & Exposition

Authors

James G. Sullivan, University of Florida, Gainesville

Tagged Divisions

Construction

D903-96 – Solar Absorption, Reflectance, and Transmittance  ASTM E1918-97 – Solar Reflectance  ASTM C1371 – 04 – Solar Emittance  ASTM C1549-04 – Solar ReflectanceWater Efficiency Energy Policy Act 1992/2005Energy Efficiency  ASHRAE 90.1: Energy Standard for Buildings Except Low Rise Residential  ASHRAE Advanced Energy Design

Conference Session

Global and Cultural Issues in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Rebecca N. Macdonald, East Carolina University; David L. Batie, East Carolina University; Ryan T. Goodman, East Carolina University

Tagged Divisions

Construction

goal ofthe University Writing Program is to provide instruction in the kinds of writing students canexpect to do academically and professionally and to provide support for that instruction. Manyargue for “the efficacy of writing as a valuable learning tool in content area courses.”5 TheProgram requires completion of 12 hours in writing intensive courses with at least one upperdivision course in a student’s major. The Department of Construction Management assigned asenior level course, Managing Construction Quality, to fill this requirement according to WACModel 4: Emphasizing a Combination of Writing Approaches. This model allows the instructorto combine academic, professional, and reflective (i.e., writing to learn) writing activities in

Conference Session

Pedagogical Approaches in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Anthony Torres, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos; Evan Humphries, Texas State University - San Marcos ; Eric Adams, Texas State University, San Marcos

Tagged Divisions

Construction

undergraduate students in the course. This learning method promotestopic retention, as the student is required to be the expert on the topic. The students were onlyrequired to teach this one topic, which consisted of one class period (~2hrs). The results wereverified through in-course surveys, objectively comparing assignment grades from a professortaught PMS (Microsoft Project), and graduate student reflection summary. The results show thatthe graduate students not only enjoyed teaching the topic, but they feel that their comprehensionhad increased by the employed teaching method. Additionally, the results show that theundergraduates students’ learning was not adversely affected by having their fellow studentsprovide instruction on software usage. The

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Arizona State University; Kristen Parrish, Arizona State University; Melissa M. Bilec, University of Pittsburgh; Amy E. Landis, Arizona State University

Tagged Divisions

Construction

level with theuse of reflective post-activity questions. These questions examine the value of the active andexperiential activities employed in the undergraduate introduction to construction classroom.MethodsStudent-developed games were designed and played over three game days, referred to as GameDay 1, 2, and 3, within the Building Construction Materials Methods, and Equipment course.The assessment of the student games was conducted via three methods, a student peer-to-peerfeedback questionnaire, an instructor assessment questionnaire and a student self-reflectionjournal entry. The game days and game evaluation methods are described below.Students were divided into groups of 4-6 people to split the 56-person classroom into 10 totalgame-design

Conference Session

Innovation in Construction Engineering Education II

Collection

2009 Annual Conference & Exposition

Authors

Thuy Nguyen, University of Texas, Austin; Fernando Mondragon Solis; William O'Brien, University of Texas, Austin; Kathy Schmidt, University of Texas, Austin

Tagged Divisions

Construction

options, paths. Always allow “Undo”. imaginary characters/roles. Offer solutions in all cases. Case studies. Students learn about an Metaphors. To create visible pictures in actual event related to subject matter, then the mind, grasp finest details of conceptual analyze and discuss many aspects of the model. problem. Modelessness. Give users total control at Concept clouds. On a prepared handout of all time. Avoid modes that lock users into key concepts to be learned, students one operation with no exit option. visually highlight best understood Reflect the user’s mental model. Built on concepts, then compare with instructor’s

Conference Session

Novel Methods of Construction Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Rebecca N Macdonald, East Carolina University; Erich Connell, East Carolina University

Tagged Divisions

Construction

.    Page 23.259.3Figure 1: Assignment InstructionsThis assignment followed course textbook reading which provided a pragmatic historicalrationale of the evolution of construction from its origins to the present.5 In addition, emphasiswas placed upon understanding how residential construction evolved from the primary criteria ofsurvival to that of comfort, and adapted according to location.3 Drawing from this insight, theexercise was intended for pairs of students to propose a residence on the moon. This encouragedindividual reflection and a team situation requiring students to take their ideas, discuss, andultimately compromise on a final solution. The submittal was to include a materials list, methodof construction, design rationale and a

Conference Session

Construction 2: Teaching Using Projects, Case Studies, and Service Learning

Collection

2017 ASEE Annual Conference & Exposition

Authors

Robert Alan Bugg P.E., Auburn University; Wesley Collins, Auburn University; Scott William Kramer, Auburn University

Tagged Topics

Diversity

Tagged Divisions

Construction

students from being able to participate during their undergraduate education. In order to help alleviate these common barriers, two faculty members at Auburn University designed and implemented a 10-day Service-Learning class to Quito, Ecuador. An international Service-Learning class is defined as: "A structured academic experience in another country in which students (a) participate in an organized service activity that addresses identified community needs; (b) learn from direct interaction and cross- cultural dialogue with others; and (c) reflect on the experience in such a way as to gain a deeper appreciation of the host country and, an enhanced sense of their own responsibilities as citizens, locally and

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

analysis, a 30-minute oralpresentation to the collective CM faculty, and the presentation of a poster at the annual college-wide Senior Design Expo which is open to the general public. To help keep teams on-track andto aid in the completion of the final technical report, four interim reports are required over thecourse of the semester. Each interim report has a specific topic designed to reflect comparablesections in the final report and include the following:Interim Report No.1 – a detailed work breakdown structure and quantity takeoff for the project including documentation, evidence and discussion that demonstrate that the work breakdown structure and quantity takeoff is comprehensive and complete.Interim Report No. 2 – a narrative

Conference Session

Trend in Construction Engineering Education I

Collection

2006 Annual Conference & Exposition

Authors

Eddy Rojas, University of Washington; Carrie Dossick, University of Washington

Tagged Divisions

Construction

) methods effective for certain students but ineffective for others ….” There are several models of learning style preferences. However, the authors recommend Kolb’s Experiential Learning Model7 as a starting point to understand student differences. Experiences can be developed to teach around the Kolb’s cycle by teaching for all four learning styles: Type 1 -- the diverger (concrete, reflective), Type 2 -- the assimilator (abstract, reflective), Type 3 -- the converger (abstract, active) Type 4 -- the accommodator (concrete, active) For example, Experiences in a lab setting can illustrate engineering concepts with the physical materials that perform or fail in

Conference Session

Trends in Construction Engineering Education II

Collection

2009 Annual Conference & Exposition

Authors

Amitabha Bandyopadhyay, State University of New York; Jamil Lacourt, State University of New York, Farmingdale

Tagged Divisions

Construction

building has an undergroundparking facility that can accommodate more than 50% of the occupants’ vehicles. Thebuilding has EPMD system with Solar Reflective Index of -1. The building utilizes abuilding management system for lighting control. The building does not have apermanent site irrigation system for landscaping. The building does not use any methodsto reduce the use of municipality provided potable water for building sewageconveyance. This building does not have on-site renewable energy system. However, thisbuilding has a system to re-use condensate return from base building system to re-heatglycol for snow and ice melting for the lobby exterior paving. The building is locatedwithin one half mile of ten of the basic services (bank, library

Conference Session

Methods of Teaching and Learning in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward Godfrey Ochieng, Liverpool John Moores University ; Andrew David Price, Loughborough University; Ximing Ruan Ruan, Robert Gordon University; Yassine Melaine, Liverpool John Moores University

Tagged Divisions

Construction

experiences with cognitive additions: abstractconceptualization, active simulations, concrete experience and reflective observation.The entry point to the circular process is not essential as learning transpires when the cycle iscompleted8. These four elements provide the foundation for teaching Construction ProjectManagement in the United Kingdom. For example, the existing Construction ProjectManagement Master‟s programme at Robert Gordon University has been operating for aboutfive years, graduating masters‟ students in Construction Project Management with MBAdegrees as well as, more recently, with corporate certificates. A good construction projectmanagement programme should have a balance of three learning domains: knowledge, skilland personal

Conference Session

Innovation in Construction Engineering Education I

Collection

2008 Annual Conference & Exposition

Authors

Amitabha Bandyopadhyay, State University of New York; Bala Veeramcheneni, State University of New York

Tagged Divisions

Construction

nonagricultural sectors. For example, the highest TImultiplier for a nonagricultural sector (construction) is 1.66, while the median for theproduction agriculture industries and agricultural manufacturing is 1.66 and 2.03,respectively. The TI multipliers for the production agriculture industries tend to be Page 13.1255.9highest of all. Also notable is that two of the three largest TI multipliers come from thedairy industry, reflecting its greater degree of integration within the overall New Yorkeconomy.With respect to EMP multipliers, the seven largest values are in the agriculturalmanufacturing industries. The median value for agricultural manufacturing

Conference Session

Crossing Boundaries - Service Learning and Interdisciplinary Teams

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Construction

Page 23.491.2Several engineering programs engage in community through service learning. These programsfollow a structured format in developing community service. Barrington and Duffy summarizewhat service learning is through definition: There have been many definitions for service-learning in the literature over the years[e.g., (Jacoby, 1996), (Bringle, Hatcher, & Games, 1997), (Stanton, Giles, & Cruz, 1999), (Learnand Serve America, 2009). One of the earliest definitions is still widely accepted andcomprehensive: Service-learning is a “a course based, credit-bearing, educational experience inwhich students (a) participate in an organized service activity that meets identified communityneeds and (b) reflect on the service

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

newgraduates’ communications skills and readiness for industry roles could be improved and raisedquestions about the extent to which real world conditions were reflected in coursework. Duringthe decade of AIC testing, graduating seniors showed erratic performance and had relatively lowscores in communications, job cost management, and planning and scheduling. The three strandsof assessment together suggested improvements for revising the capstone course and developingthe program curriculum.Development of Instructional ImprovementsInstructional methods for the capstone course were redesigned to increase student engagementand persistence. Faculty workshops conducted by BGSU’s Center for Faculty Excellence and theliterature provided ideas on new

Conference Session

Pedagogical Approaches in Construction Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Talat Salama, Central Connecticut State University; Namhun Lee, Central Connecticut State University; Glynis Fitzgerald, Central Connecticut State University; Lee W. Lee, Central Connecticut State University; Mary M. McCarthy, Central Connecticut State University

Tagged Divisions

Construction

education needs to be assessed as compared to on-ground (in the classroom) education. To continue growth and experience in e-learning,universities are encouraged to develop online graduate and undergraduate courses andspecialized certificate programs. A large comprehensive state university in New England,Central Connecticut State University (CCSU), created a task force to look closely at theuniversity’s online and hybrid courses to ensure that the university delivers high quality onlineand hybrid instruction. Comprised of educators, administrators and technology experts, the taskforce’s objective is to develop recommendations to ensure that 1) online and hybrid coursestaught at this state university reflect the best practices for online course

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

during andat the end of project, and hidden costs associated with building green. Page 25.810.5In additional to the project management challenges, awareness about sustainability is lackingamong the general public as well as the practitioners. In a survey12 conducted to exploreawareness about sustainability, out of a sample of 693 Saudi Arabian Engineers, 52.2% of theparticipants were not aware of the issue of sustainability and had not heard of the term before.However, more than 70% of the participants agreed that sustainable housing will save energyand will reduce the bills 12. This further reflects the limited availability of local expertise

Conference Session

Construction Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Namhun Lee, Central Connecticut State University; Jacob P. Kovel P.E., Central Connecticut State University; Lee W. Lee, Central Connecticut State University

Tagged Divisions

Construction

and services  Relations with industry  Relations with the general publicCurrently, the ACCE has only four CM master’s degree programs accredited.9 The number ofCM master’s degree programs accredited and the number seeking accreditation are expected togrow. The curriculum is an important criteria for accreditation. According to the ACCEdocument 103MD:8 “The purpose of the curriculum is to provide an education that will lead to a leadership role in construction and to prepare the student to become a responsible member of society. The curriculum should be responsive to social, economic, and technical developments and should reflect the application of evolving advanced knowledge in construction

Conference Session

BIM and Other New Construction Practices

Collection

2010 Annual Conference & Exposition

Authors

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

Tagged Divisions

Construction

Civil Engineers (ASCE) developed a BOK related to civilengineering and defined it as “the necessary depth and breadth of knowledge, skills, and attitudesrequired of an individual entering the practice of civil engineering in the 21st century”. 7 TheEnvironmental Engineering BOK8 authored by the American Academy of EnvironmentalEngineers (AAEE) is described as “the knowledge and core competencies integral to theunderstanding and practice of environmental engineering”. Other engineering focused BOKscan be described in a similar manner.As a result of engineering BOKs developed to reflect necessary knowledge and abilities,engineering educators have looked to the BOKs when developing and defining curricula. TheComputer Engineering BOK9 authored by

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

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

Conference Session

Innovation in Construction Engineering Education II

Collection

2007 Annual Conference & Exposition

Authors

Gunnar Lucko, Catholic University of America; Panagiotis Tsopelas, Catholic University of America; Timothy Garland, Catholic University of America; Rodrigo Gonzalez, Catholic University of America; Thomas Lee, Catholic University of America; Justin Molineaux, Catholic University of America

Tagged Divisions

Construction

the appreciationfor the material that students gain when exposed to a student-centered learning environmentexceeds what traditional teaching is able to achieve. Faculty members take on the role offacilitators to the learning process of the students, set the scope, pose challenges, provideguidance, and be partners to the students. While student-centered learning may at first glanceappear less formal and structured, it is certainly richer in opportunities for students to developtheir own learning styles. At the same time, the teacher is challenged even more than intraditional teaching, as the lessons change from a monologue style to a constructive dialogue.This also poses a higher demand on utilizing assessment techniques that reflect the