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- Construction 2: Teaching Using Projects, Case Studies, and Service Learning
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- 2017 ASEE Annual Conference & Exposition
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Robert Alan Bugg P.E., Auburn University; Wesley Collins, Auburn University; Scott William Kramer, Auburn University
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Diversity
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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
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- Mechanical, Electrical and Plumbing (MEP) Topics in Construction Education
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- 2015 ASEE Annual Conference & Exposition
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Thomas Michael Korman P.E., California Polytechnic State University, San Luis Obispo
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approach for constructionmanagement education which requires students to be active participants in their own education.Students learn far more by doing something active rather than by simply watching and listening2.Therefore, to take advantage of the studio-laboratory format of the course proposed in the newcurriculum, the faculty was challenged with developing experiential learning experiences toenhance student learning. Page 26.455.3Experiential LearningExperiential learning is learning through reflection on doing, which is often contrasted withdidactic learning. Experiential learning is related to, but not synonymous with
- Conference Session
- Mobile and Emerging Technologies in Construction
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- 2015 ASEE Annual Conference & Exposition
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Eric A. Holt, University of Nebraska, Kearney; James M. Benham, JBKnowledge, Inc.; Ben Fitzgerald Bigelow, Texas A&M University
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focused oncommunication and collaboration, as the benefits to the construction process by improvement inthese areas is obvious 18, 11. Two types of technology have dominated in these areas, buildinginformation modeling (BIM), which has established a solid reputation for collaboration 2, andcloud computing, which has emerged more recently as a solution for collaboration 1, 10, 12. Whileaspects of BIM and cloud computing continue to emerge, in general they are rapidly becoming atypical component in the construction process, whereas a few years ago they were cutting edge.Because of this rapid pace of change knowing what direction technology is heading is vital.Technology in construction education should reflect that of the industry, but a variety
- Conference Session
- Construction Education Topics
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- 2015 ASEE Annual Conference & Exposition
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Fadi Castronovo, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; John I. Messner, Pennsylvania State University; Robert M. Leicht, Pennsylvania State University
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evaluate a construction plan. The tests will be in the formof open-ended questions. The questions will require the students to reflect on the planning andmanaging of the construction process for a hypothetical building structure. These cognitive andthinking skills paired with problem-solving skills provided the foundation for the development ofan assessment rubric. This assessment rubric provides an evaluation framework to assess andscore student’s performance on the pre- and post-test. This rubric will be utilized to facilitatefuture analysis. Each question of the test has a paired learning objective and thinking skill,together with a four-level scale evaluating the student’s performance.4. Conclusion In this paper the authors have
- Conference Session
- Teaching the Business Side of Construction
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- 2015 ASEE Annual Conference & Exposition
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Carla Lopez Del Puerto, University of Puerto Rico, Mayagüez ; Tim L. Mrozowski, Michigan State University; Lawrence F. Kruth, Douglas Steel Fabricating Corporation; Thomas J. Schlafly, American Institute of Steel Construction; Omar I. Molina Bas, University of Puerto Rico, Mayagüez
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training to allow for the material to be reviewed and the feedback to be incorporated into the final curriculum. Creating a secondary training module benefits future trainers because it provides guidelines and improves recall of the material to be taught in the training.AcknowledgementsThe training material is being produced under grant number SH-26316-SH4 from theOccupational Safety and Health Administration, U.S. Department of Labor. It does notnecessarily reflect the views or policies of the U.S. Department of Labor, nor does mention oftrades names, commercial products, or organizations imply endorsement by the U.S.Government
- Conference Session
- Development of Collaborative Skills in Construction Education
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- 2015 ASEE Annual Conference & Exposition
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Michele M. Herrmann Esq., Mississippi State University; Lyndsey N. Miller, Allied ASID, IDEC; Alexis Gregory, Mississippi State University; J. Suzanne Powney, Mississippi State University, Department of Art,
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surveys are used to measure thestudents’ knowledge and perception of IPD, and how that knowledge and perception changed asa result of the collaborative competition. The paper will also include an overview of the threeprior years of the competition as a reflection of lessons learned and improvements made to thecompetition format to improve student outcomes.IntroductionConstruction productivity has declined at a rate of -0.32% per year for the 48 year period from1964-2012.1 Inefficiency in the delivery of construction projects is one of the driving forcesbehind the shift toward integrated project delivery (IPD).2 IPD seeks to foster collaborationamong the project participants throughout all phases of a project, from the early design phase
- Conference Session
- Construction Engineering Division Poster Session
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- 2015 ASEE Annual Conference & Exposition
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Carla Lopez Del Puerto, University of Puerto Rico, Mayaguez Campus; Rodolfo Valdes-Vasquez, Colorado State University; MaryEllen C Nobe, Colorado State University
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of these cases studies to the class provides more opportunities to students to reflectabout the incident or accident. Particularly, students reflect during their oral presentation aboutincident/accident impact and how it could have been prevented. Page 26.1675.2IntroductionConstruction worksites are among the top three most dangerous worksites in the Unites StatesStates [1]. Construction workers are an increased risk of injuries and fatalities due to the natureof their work and the lack of adequate training and safety awareness. According to the Bureau ofLabor Statistics, the private construction recorded more than 775 fatalities in the year
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- Building Information Modeling (BIM) in Construction Education
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- 2015 ASEE Annual Conference & Exposition
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Norman Henry Philipp, Pittsburg State University
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Kansas) or incorporated design-build competitions (e.g. U.S. Department of Energy’s Solar Decathlon) into their curriculums asa means of meeting this need. These types of collaborative and engaging learning opportunitiesare what students of the 21st century are wanting to be involved with9.The goal of this paper is to share the integrated nature of implementing building information Page 26.1693.2modeling (BIM) software in a design-build project on a university campus – specifically the2014 and 2015 World Vision/Samaritan’s Purse and John Brown University TransitionalDisaster Shelter Competition6. It is also to reflect on the value of utilizing
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- Construction Session 4: Outside of the Construction Curriculum
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- 2016 ASEE Annual Conference & Exposition
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Joseph A Raiola III, Central Connecticut State University
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thesame side and removes the adversarial nature of a traditional construction project. Therefore,these skills align with research on what BIM should look like. The final skill, writtencommunication, is important because of the nature of construction, being able to communicateintent and requirements efficiently through writing. This has been and will continue to be anecessity in the industry.DiscussionImplications for Construction Management EducationCurriculum developers and instructional designers should find this research particularly useful.In reflecting on the findings it is worthy to note that BIM education is not as simple as atechnical skill or learning a piece of software. On the contrary, true BIM education withinconstruction management