Conference Session

Construction Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John Tingerthal P.E., Northern Arizona University; Nicholas Tymvios, Bucknell University; Rachel Mosier P.E., Oklahoma State University; Kimberly Grau Talley P.E., Texas State University

Tagged Divisions

Architectural Engineering, Construction Engineering

Paper ID #33163Responding to the COVID Pandemic: Results and Reflections on Round-TableDiscussions at ASEE 2020Dr. John Tingerthal P.E., Northern Arizona University John Tingerthal joined the Construction Management faculty at Northern Arizona University in 2007 and was appointed as a Distinguished Teaching Fellow in 2015. His engineering career spans a variety of design and forensic engineering experiences. He spent the first eight years of his career performing structural consulting engineering in Chicago. He earned his Doctorate in Education and is currently the Associate Chair of the Civil Engineering, Construction

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Saeed Rokooei, Mississippi State University; Michelle Garraway, Mississippi State University; Ali Karji

Tagged Divisions

Construction Engineering

popular strategy is to have project-based learning with an emphasis on service.This approach is referred to as service-learning (SL) or community-engaged learning (CEL). Bringle andHatcher [2] describe SL as an educational experience where students participate in and reflect on activitiesthat meet identified community needs and further understand academic concepts and the broader 1context of the overall discipline. CEL provides a way for students to reflect on their experiences andinternalize them. In addition, having that practical experience helps students develop essential skills likecritical thinking and interpersonal communication [3]. Students enter higher education settings every yearto

Conference Session

ConstDiv Technical Session 1 - Capstone & Case Study

Collection

2019 ASEE Annual Conference & Exposition

Authors

William P. Manion, University of Maine; Philip A. Dunn Jr. P.E., University of Maine

Tagged Divisions

Construction Engineering

sets the stage forbeginning their professional careers. Although service learning is relatively common ineducation, few examples were specifically noted in a review of ABET ETAC accreditedconstruction programs. This paper begins with a review of relevant literature to service learningin construction education programs, followed by a description of the two-semester educationalprogram and outcomes we expect students to achieve in the capstone process. At the time ofpublication, four semesters of students have responded to a reflective survey, asking aboutdevelopment of teamwork skills, awareness of the complexity of construction, communityservice, the construction profession, interpersonal skills, construction operations management,and open

Conference Session

Architectural Engineering Division Technical Session 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Darrell D. Nickolson, Indiana University Purdue University, Indianapolis; Katie Pruitt

Tagged Divisions

Architectural Engineering, Construction Engineering

• New typical wall sections • New building cross section. • Building code analysisLater on this paper we will see some examples of student reflection as they talk about how theassignments may have helped them be effective in their deliverables, or in some cases where they would like to see improvements in this course to better assist them in future assignments.Community partners can play a vital role in high impact practice courses that utilize servicelearning, and during the pre-course development I conducted several meetings to clarify, wants& needs of the partner. These meetings also help to set the groundwork for expectations

Conference Session

Construction Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rachel Mosier P.E., Oklahoma State University; Heather N. Yates, Oklahoma State University; Sanjeev Adhikari, Kennesaw State University

Tagged Divisions

Architectural Engineering, Construction Engineering

research has documented the relationship between the efficacy of internships in constructionor engineering (Laxman et al. 2005 and Moore and Plugge 2008). However, little research has focusedon the relationship between the availability of paid internships and the economy. There is plenty ofresearch available on job rates and the economy in general (BLS 2020), however there is no researchpublished that reflects the relationship between internships and the economy. In the past recession, jobloss has caused some employed to return to university as non-traditional students (Barr and Turner2013). It is not yet known if that same non-traditional population will return to university while courseshave shifted to an online format. Perceptions of student

Conference Session

ConstDiv Technical Session 3 - Social & Leadership

Collection

2019 ASEE Annual Conference & Exposition

Authors

Dong Zhao, Michigan State University; Denise Rutledge Simmons P.E., University of Florida; Meltem Duva, Michigan State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

and class belonging which was adapted from the belongingness and psychologicalsense of community scale [6, 7].Our measurement of the sense of class belonging contains five items, as follows:  I feel comfortable in the class. (M1)  I feel like a part of the class. (M2)  I feel supported by my classmates. (M3)  I feel committed to the individuals in class. (M4)  I often feel like an outsider in my class. (M5)3.3 Measure of social network positionThe social network analysis (SNA) is based on three domains of social network characteristics asmeasures of social engagement: (1) function measures, which reflect the content of network ties,and the provided network resources or information by the active learning in classroom

Conference Session

Construction Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Luciana Debs, Purdue University Programs; Bryan John Hubbard P.E., Purdue University, West Lafayette

Tagged Divisions

Construction Engineering

thoughts about the newteaching dynamics and all of them only cover the experience of teaching one course. The present exploratory paper proposes to add to the previous team-teaching literature inconstruction higher education by providing reflections and lessons learned from two faculty fromthe School of Construction Management Technology at Purdue University, who have teamtaught together two courses and two modules in another two courses focusing on design andconstruction integration topics during Fall of 2019. Previous studies focused on team teaching ofone module or one course, so the authors will provide a unique point of view by sharingexperiences of teaching team across multiple courses during one semester. The paper uses a

Conference Session

ConstDiv Technical Session 4 - Pedagogy & Accreditation I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Luciana Debs, Purdue University; Jiansong Zhang, Purdue University; Yunfeng Chen, Purdue University

Tagged Divisions

Construction Engineering

the originalRFP and how to structure the small group sections to provide the guiding students needed tocomplete the project, as well as how the assessment of the activity was performed. Then, we willpresent our reflections as instructors of the activity and our impressions of the students’ work.Finally, we will present the students’ impressions of the activity and industry judges’ perceptionsof student group presentations.Activity Preparation Both course managers decided that they wanted some type of integration activity at theend of the semester. The RFQ activity was chosen as a logical mid-program preparation for theRFP activity that students are required to do during their capstone course. One of the coursemanagers reached out at

Conference Session

Construction Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Long Duy Nguyen P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University; Simeon J. Komisar, Florida Gulf Coast University

Tagged Divisions

Construction Engineering

technologies improve theengagement and learning of engineering students?” As an educational technology, a cloud-basedstudent response system (SRS), Poll Everywhere, was the focus of the current study.Multiple definitions of learning have been proposed in literature. Bingham and Conner3 defined“learning as the transformative process of taking in information that – when internalized andmixed with what we have experience – changes what we know and builds on what we do. It’sbased on input, process, and reflection.” Brown et al.4 defined learning as “acquiring knowledgeand skills and having them readily available from memory so you can make sense of futureproblems and opportunities.” Adopting these definitions and for the purpose and scope of thisstudy

Conference Session

Construction Engineering Division Technical Session 6 - Technology & Simulation

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jeffrey M. Otey, Texas A&M University; Jorge D. Camba, Purdue University; Nicholas Danney, Texas A&M University

Tagged Divisions

Construction Engineering

the curriculum and inindustry. Specific course topics include two-dimensional and three-dimensional projectionmethods, linking files, data extraction, topography and catchments, virtual surfaces, earthworkand grading, surveying and parcels, corridors and intersections, pipe networks, rendering, andanimations.Initial results reflect that the course has been successful in student competitiveness andpreparation for industry and that student visualization skills have improved, validated by pre- andpost-course completion of the Purdue Spatial Visualization Test (object rotation) and the DATfor PCA Space Relations Test (3D object from 2D pattern).BackgroundHistorically, the College of Engineering required all first-year students to take a sequence

Conference Session

Architectural Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Scott Walbridge P.E., University of Waterloo; Rania Al-Hammoud P.Eng., University of Waterloo

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering, Construction Engineering

observations of the instructor in class and the reflection reportswritten by the students that the Arch E students were working in teams more effectively than thestudents in the other programs. As reported in their reflection reports, the Arch E already knewhow to work well together and resolve conflicts, as they have been doing this since Day 1 withtheir studio course and the Arch E Design Days event they all undertake in the first week of class(Mui et al., 2019). Teamwork being one of the twelve outcomes that need to be addressed foraccreditation of an engineering program according to the Canadian engineering accreditationboard (CEAB, 2018), it is important to identify that this outcome is being addressed in theprogram. As the first years of all

Conference Session

ConstDiv Technical Session 5 - Pedagogy & Accreditation II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Tom Michael Leathem, Auburn University; Eric M. Wetzel, Auburn University

Tagged Divisions

Construction Engineering

discipline-specific tasks within their team. 3. Other Disciplines & Industry: CM or Architecture students collaborating with other disciplines and/or industry representatives.Table 2: Qualitative Analysis of Student Experience and Assessment Instruments Used Domain Dimensions/ Supporting Details Researcher Factor Notes Instruments 1. Summative 1. Test (no further details) (3A); reflection after team 1N Arch that assessment project (10A); capstone (8A), final project (5A,N); final involves CM 2. Formative reviews from industry

Conference Session

Construction Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Yewande S. Abraham, Rochester Institute of Technology

Tagged Divisions

Architectural Engineering, Construction Engineering

learning, and collaborative learning [3]. The skills gained by incorporatingthese approaches are critical for students looking to pursue a career in the construction industry.Felder et al. reinforced the notion that active learning is more effective than lecturing as studentscan gain a deeper understanding of the material [4]. They also stressed the importance of practiceand reflection in the learning process. Freeman et al. compared studies focused on undergraduatestudents in science, technology, engineering, and mathematics (STEM) that used active learningtechniques and those that used traditional approaches [5]. Average examination scores increasedby 6% in the active learning sections, thus highlighting the importance of active learning inSTEM

Conference Session

Architectural Engineering Division Technical Session 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Christina McCoy P.E., Oklahoma State University; John J. Phillips, Oklahoma State University

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering, Construction Engineering

primary difference was beams were previously unreinforced.Additionally, students previously constructed their own forms as opposed to using the lab-provided molds. The shift to this new exercise was made in order to put more focus on theinteraction between concrete and steel reinforcement. In addition, the lab report component wasadded to prompt students to reflect and understand what went on during fabrication and testing.Process – beam fabrication, testing, and report The entire “lab” consisted of three parts, utilizing two class days. Students had two“Beam Days”; one was fabrication and the other was testing. The final part was a report, thatwas generated by each student group. Students were divided into groups of three. Prior to

Conference Session

Construction Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Rachel Mosier P.E., Oklahoma State University; Carisa H. Ramming, Oklahoma State University; Sanjeev Adhikari, Kennesaw State University

Tagged Divisions

Construction Engineering

perceptions may reflect the same. Otherfactors may include feedback from peers.A survey instrument was developed to determine how students and industry members perceivetheir major courses and if their attitude correlates with their self-reported grades. A positivecorrelation would indicate that attitude is a factor in learning. Further by measuring industryperceptions, additional insight will be provided into whether these courses are used aftergraduation. There were no questions as to how the perceptions were formed, although this couldbe the focus of a future study.MethodologyThe study utilized a survey method to identify the importance of structural design coursework andcompared with humanities, writing, calculus, English literature coursework

Conference Session

Construction Division Technical Session 3: Case Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Edwin R. Schmeckpeper, Norwich University; John Edward Patterson, Norwich University; Nadia Al-Aubaidy, Norwich University

Tagged Divisions

Construction Engineering

programs.Norwich University’s Architecture, Engineering, and Construction Management programs’ firsttwo full-scale house design and construction projects involved a solar powered lab and a solarpowered house. During these two projects, the various Architecture, Engineering, andConstruction Management programs began collaborating, integrating students from the variousdisciplines into a single project team. The Micro-House Related Design/Construction Projects,shown in Table 1, reflect Norwich University’s institutional support of experiential learning.Lessons learned from the design and construction of each project were used to refine the projectsfor subsequent years. Table 1: Norwich University Micro-House Related Design/Construction Projects

Conference Session

Construction Engineering Division Technical Session 2

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yilmaz Hatipkarasulu, University of Texas at San Antonio; Guntulu S. Hatipkarasulu, Texas State University

Tagged Divisions

Construction Engineering

Objectives for CSM 4523 o CLO.1 Apply fundamental construction scheduling methods. (SLO.5, SLO.10) o CLO.2 Create resource and cost loaded schedules using industry standard software. (SLO.5, SLO.10) o CLO.3 Create schedule updates to reflect project conditions & progress using industry standard software. (SLO.5, SLO.10) o CLO.4 Analyze construction specifications related to planning and scheduling. (SLO.7) • ACCE Student Learning Objectives for CSM 4523 o SLO.5 Create construction project schedules. o SLO.7 Analyze construction documents for planning and management of construction processes. o SLO.10 Apply electronic-based

Conference Session

Construction Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Tymvios, Bucknell University; John Gambatese, Oregon State University

Tagged Divisions

Construction Engineering

construction safety courses. Though limited inthe sample size, the investigation showed that the majority of the courses (90%) coveredtopics such as introduction to OSHA, workers’ rights, employers’ responsibilities, and healthhazards. To a smaller percentage, these courses included topics such as hazard analysis,hazard communication, as well as specific safety topics such as falls, fire protection, electricalhazards, etc.Regarding expectations from the industry for recent graduates entering the constructionindustry, the available information is dated, and does not reflect the technological advances,as well as current expectations for the industry. Specifically in 1995[10], a survey of ACCEprograms conducted by Suckarieh and Diamantes showed that only

Conference Session

Construction Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Andrew Richard Kline, California Polytechnic State University, San Luis Obispo; Fernanda L. Leite, University of Texas, Austin; Eduardo Luis Isatto, Universidade Federal do Rio Grande do Sul

Tagged Divisions

Architectural Engineering, Construction Engineering

Means Online, MS Project, Synchro, Bluebeam, and Recap.The hands-on portion of the course is currently divided into four modules: (1) model-based costestimating, (2) scheduling and 4D simulation, (3) design coordination, and (4) as-built modeling.Each module takes four classes to complete, which include: an introductory lecture on that topic,two hands-on lab classes, and a reflection class where two (out of eight) student teams presenttheir work for that specific module. The longest hands-on module of the course is designcoordination as it includes an industry-led, mock-design coordination session as well asdiscussions on BIM Project Execution Planning. In addition to the hands-on portion of thecourse, the students are also exposed to industry

Conference Session

Construction Engineering Division Technical Session 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kimberly Grau Talley P.E., Texas State University; Bobbi J. Spencer, Texas State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

matriculate, but had completed the requirements, as they now were forced tomatriculate to continue their studies. Since Fall 2017, the percentage of pre-construction majorshas been steady in the 60-65% range of the total construction student population. Thispercentage is still much higher than what was anticipated based upon academic requirements.BackgroundThe two needs identified in the self-study (retention and academic support) lead to the theoreticalunderpinning of this proposed study, Tinto’s theory of student engagement and retention [1975,1993]. The theory identifies the pre-academic individual’s identity, educational and socialexperiences, and family influence as both “predictors of and reflections… in that collegiateenvironment” (Tinto, 1975

Conference Session

Construction Division Technical Session 2: K-12 through Adult Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Saeed Rokooei, Mississippi State University

Tagged Divisions

Construction Engineering

professions. Thesefeatures range from professional socialization to critical thinking. They require that studentsengage in in-depth analysis of problems and apply creativity, critical thinking, problem-solving,collaborative interaction, negotiation, and teamwork to achieve satisfactory outcomes. Studio-and project-based learning provides a way to increase the relevance of course content byrequiring that students not only synthesize information but apply it to actual projects. It alsorequires that they engage in an iterative process that necessitates reflection as well defense.Finally, in many cases, the studio replicates the collaborative environment in which students willenter as professionals.The Building Construction Science program at Mississippi

Conference Session

Construction Engineering Division Technical Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Piyush Pradhananga; Mohamed ElZomor, Florida International University; Gabriella Santi; Lu Zhang, Florida International University

Tagged Topics

Diversity

Tagged Divisions

Architectural Engineering, Construction Engineering

reflect and are associated by theinfluence of the VR training on the students’ professional growth. The future stage of thisstudy will conduct social media activities that will further engage and nurture these students’presentation skills.CONCLUSIONTo become competent engineers and construction managers, STEM students must invest indeveloping their professional skills, such as communication and presentation skills. Based onthe benchmark survey, it is found that female, first generation and undergraduate students areless likely to possess proficient communication skills and thus require targeted trainingactivities to embrace underrepresented student’s growth. Additionally, through peer-evaluations, results indicate that the main weaknesses that CM

Conference Session

Construction Engineering Division Technical Session 5

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Kelli R. Kopocis-Herstein, University of Nebraska, Lincoln; Terry L. Stentz, University of Nebraska, Lincoln

Tagged Divisions

Construction Engineering

. Students write about their experience during the last ten (10) minutes of class. Students wrote they felt “refreshed” after the meditation experience and were going to try to add reflective time to focus on stress management into their schedules. Many students were very concerned about their Life Stressors Index and wrote about coping mechanisms they plan to employ in order to improve their own lives. They also wrote about how they will look for signs of distress in their construction crews and work to improve work-life balance for themselves and their subordinates.Week 4 – Leadership, Personality, and Learning Styles The module begins by juxtaposing the definitions of leadership and management. For this first class in the

Conference Session

Construction Engineering Division Technical Session 6 - Technology & Simulation

Collection

2019 ASEE Annual Conference & Exposition

Authors

Long Duy Nguyen P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University; Simeon J. Komisar, Florida Gulf Coast University

Tagged Divisions

Construction Engineering

Strongly Agree Neutral Disagree Stongly the instructor understand where Agree Disagree students had difficulty Figure 4. Student perception about the use of poll app for understanding course materialsFaculty Reflection on the Use of Poll EverywhereThe use of Poll Everywhere in the current course offered several benefits in many aspects ofteaching and learning. It enhanced active learning and interaction with peers for problem solving.It should be noted that in both semesters the instructor provided worksheets with practiceproblems or case studies depending on

Conference Session

ConstDiv Technical Session 5 - Pedagogy & Accreditation II

Collection

2019 ASEE Annual Conference & Exposition

Authors

Andrea Nana Ofori-Boadu, North Carolina A&T State University; Robert B. Pyle, North Carolina A&T State University; Iyshea Borders-Taylor; Christian A. Bock Hyeng, North Carolina A&T State University; Tony E. Graham, North Carolina A&T State University

Tagged Divisions

Construction Engineering

-university collaboration towards theimplementation of a professional development program for construction students improved theirinterviewing and soft skills, contributing to their professional identity development [22]. Well-designed informal learning programs will provide construction students with exposure to rolemodels, mentors, experiences, symbols and rituals within the architectural-engineering-construction (AEC) professional community to enhance their professional identity development.This occurs because these experiences encourage students’ reflections, interests, persistence, andand bring them to full participation in the construction professional community.BackgroundThrough a formal proposal submission by an HBCU for the development of a

Conference Session

Construction Division Technical Session 2: K-12 through Adult Learning

Collection

2018 ASEE Annual Conference & Exposition

Authors

Anthony Torres, Texas State University; Vedaraman Sriraman, Texas State University; Araceli Martinez Ortiz, Texas State University; Kristin Marie Kibling, Texas State University

Tagged Divisions

Construction Engineering

engagement as a result of peer teaching. Theparticipant population included students enrolled in a single course offered on twodifferent college campuses (main and branch). The content, material and planning werecontrolled, but each course had a different instructor. The participants were paired ingroups of two or three students and asked to assume the leadership in preparing andconducting one 50- minute class session and at week 5 of the 10-week semester, begantheir peer teaching. The peer teachers taught their class the material and then the courseinstructor would conclude with content clarity, conclusions, thoughts, question andanswers. The peer teachers were asked to remain in the classroom to reflect on theirexperience and the effectiveness of

Conference Session

Construction Engineering Division Technical Session 4

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Nicholas Tymvios, Bucknell University; Miles Book, Bucknell University

Tagged Divisions

Construction Engineering

contractor would require to build a perimeter offormwork around the foundations and strip footings. The reinforcement pieces for the stripfootings were printed in two parts and connected using epoxy glue. Figure 1: Site Layout for 3X3 set-up Figure 2: Footing Formwork Pieces (left), and Footing Formwork on the Site (right)Once formwork for the foundations is complete, the next step requires the placement of thereinforcement for the column foundations and the strip foundations, shown in black in figure 3.One section of the building will have a concrete wall, and that is reflected in the foundation aswell, where the reinforcement has reinforcement extended to be connected to the wall. Thatportion of the foundation is

Conference Session

Construction Engineering Division Technical Session 5

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sanjeev Adhikari, Kennesaw State University; Rachel Mosier P.E., Oklahoma State University; Sandeep Langar, The University of Texas at San Antonio

Tagged Divisions

Architectural Engineering, Construction Engineering

System, they do not think their faculty helped use it. A similar divide was identifiedin the students' perceptions of online classes. Respondents stated they did not enjoy the onlinecourses but felt like the online teaching was successful. In response to the perception of adaptation,respondents identified that they and their faculty adapted, with faculty to a lesser extent. Thus,students' perceptions reflect they are comfortable in an online learning environment but do notprefer it. The responses also indicate that students perceive that they may be better in the onlineenvironment and adapting to it than their faculty. This might be an expected outcome as facultyare older and perceived as slightly less capable of technology and adaptability

Conference Session

Construction Engineering Division Technical Session 1

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Krishna Prasad Kisi, Texas State University; Kimberly Grau Talley P.E., Texas State University; Snigdha Rangineni, Texas State University; Guntulu S. Hatipkarasulu, Texas State University; Bobbi J. Spencer, Texas State University

Tagged Divisions

Construction Engineering

as an extra credit work forfreshmen who are enrolled in pre-construction courses. Based on the evaluation of the PCLG, wewill modify existing modules while continuing to add scenarios. We expect to implement thisonline game in the upcoming academic year. After the successful outcome of the hypothesis test,the game will be introduced to other STEM majors.AcknowledgementsThis material is based upon work supported by Texas State University Big Ideas. Any opinions,findings, and conclusions expressed in this material are those of the authors and do notnecessarily reflect the views of the Texas State University Big Ideas.ReferencesAlhaddab, T. & Alnatheer, S. (2015). Future scientists: How women’s and minorities’ math self-efficacy and science

Conference Session

ConstDiv Technical Session 4 - Pedagogy & Accreditation I

Collection

2019 ASEE Annual Conference & Exposition

Authors

Bashar Haddad, Western Kentucky University

Tagged Divisions

Construction Engineering

, Hartman stated the risk premiums variesbetween 9% and 19% [6].Risk premiums are incorporated in the unit rates. Hence, the bid price not only reflects the cost,overhead and profit for the contractor, but also entails risk premiums. Eventually, premiumsbecome part of the contract value regardless of whether the risk materializes or not. According toHaddad, this will lead to a higher project cost to the owner than the original estimate due toimproper risk allocation practices [7].Exculpatory clausesWhile owners use exculpatory clauses with the goal of reducing project total cost, they shouldrecognize that this may result in unnecessary extra costs in the construction contract. The researchin this field posits that these clauses may eventually