Displaying all 9 results
- Conference Session
- Construction Division Poster Session
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Andrea Nana Ofori-Boadu, North Carolina A&T State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Construction Engineering
provides a laboratory ofcommon experience for development of language, logic, and problem-solving skills in theclassroom; 3. A democracy demands that its citizens make personal and community decisionsabout issues in which scientific information plays a fundamental role, and they hence need aknowledge of science as well as an understanding of scientific methodology; 4. For somestudents, it will become a lifelong vocation or avocation; and 5. The nation is dependent on thetechnical and scientific abilities of its citizens for its economic competitiveness and nationalneeds [12].Upon graduation from undergraduate construction programs, graduates are engaged in thedesign, planning, engineering, construction, estimating/budgeting, management
- Conference Session
- ConstDiv Technical Session 4 - Pedagogy & Accreditation I
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Saeed Rokooei, Mississippi State University; George D. Ford, Mississippi State University; Tori Thompson, Mississippi State University
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- Diversity
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- Construction Engineering
university grade pointaverage (GPA) and transfer credit as well. Their ACT scores and sectional scores were recorded alongwith the construction studios grades. A data model was created by compiling all data and grouping theminto two groups of students who 1) took or 2) did not take studios A and B in the summer. Studio A is atwelve hours laboratory which presents an introduction to construction materials and methods,construction drawing and modeling, building systems, project life cycles and management, andprofessional thinking and action. Studio B is also a twelve hours laboratory in which the development ofbuilding assemblies and construction sequencing, drawings and computer applications, projectmanagement skills, and professional thinking and
- 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
learning outcomes, and study the impact of social ties gainedfrom classroom activities. In short, the SNA tool will contribute to the development andunderstanding of how classroom activities support and foster student social engagement whichsupports learning gains and an inclusive environment.2 Background2.1 Social EngagementStudent engagement with a college course can come in many forms and occur inside and outsideof the classroom. The classroom experience can range from entirely composed of lectures to thosehaving only interactive activities. Students may additionally attend laboratory, recitation, orcomparable sessions. Students may engage in a multitude of ways with class material outside ofthe classroom to include working in groups
- 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
. Schmucker, "Models, Models, Models: The Use Of Physical Models To Enhance The Structural Engineering Experience," Seattle, Washington, 1998/06/28. [Online]. Available: https://peer.asee.org/7291.[4] K. F. Meyer, S. J. Ressler, and T. Lenox, "Visualizing Structural Behavior: Using Physical Models In Structural Engineering Education," Washington, District of Columbia, 1996/06/23. [Online]. Available: https://peer.asee.org/6397.[5] R. A. DeVries and D. C. Stahl, "Structural Engineering Workshop: A Curriculum Of Real And Virtual Experiments," St. Louis, Missouri, 2000/06/18. [Online]. Available: https://peer.asee.org/8713.[6] A. Estes, D. Sibert, and C. Conley, "Using A Realistic Hands On Laboratory
- Conference Session
- Architectural Engineering Division Technical Session 1
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- Adriana Rios Santiago, Texas Southmost College; Anabel Pineda-Briseño, Tecnologico Nacional de Mexico/Instituto Tecnologico de Matamoros; Jesus A. Gonzalez-Rodriguez, University of Texas Rio Grande Valley; Uriel Saul Huerta P.E., Tecnologico de Leon
- Tagged Topics
- Diversity
- Tagged Divisions
- Architectural Engineering, Construction Engineering
, 2, 34-42.[6] Pinter-Wollman, N., Penn, A., Theraulaz, G., & Fiore, S. M. (2018). Interdisciplinary approaches for uncovering the impacts of architecture on collective behaviour. Phil. Trans. R. Soc. B37320170232[7] Self, J. A., & Baek, J. S. (2017). Interdisciplinarity in design education: Understanding the undergraduate student experience. International Journal of Technology and Design Education, 27(3), 459-480.[8] Yocom, K., Proksch, G., Born, B., & Tyman, S. K. (2012). The built environments laboratory: An interdisciplinary framework for studio education in the planning and design disciplines. Journal for Education in the Built Environment, 7(2), 8-25.
- Conference Session
- Construction Division Technical Session 3: Case Studies
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Jing Wen, Ohio State University; Jin Rong Yang, Ohio State University; Michael Parke, Ohio State University; Adrian Hadipriono Tan, Ohio State University; Fabian Hadipriono Tan Dr.Eng., Ohio State University
- Tagged Topics
- Diversity
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- Construction Engineering
the effectiveness ofthis model in the classroom environment by undergraduate and graduate students.AcknowledgementsThe authors of this paper sincerely thank the suggestions and support from members inConstruction Laboratory for Automation and System Simulation (CLASS) and thereviewers’ evaluation. The reviewers’ comments have greatly improved this paper. Theauthors wish to thank Avichal Sharma, a fellow graduate from the Construction Programat The Ohio State University, and Bruce Rogers for their help in proofreading this paper.References1. T. Sun, Y. Yang, D. Li, and Z. Yi, “Investigation and Study of Ancient Rivers andLocks in Shandong Section of Grand Canal & Reconstruction of Elevation of GrandCanal in Shandong Section of Qing Dynasty
- Conference Session
- Construction Engineering Division Technical Session 5
- Collection
- 2020 ASEE Virtual Annual Conference Content Access
- Authors
- M. Scott Stanford P.E., United States Air Force Academy; Joel Sloan P.E., United States Air Force Academy; James B. Pocock, United States Air Force Academy; M. Mark Russell P.E., DFCE
- Tagged Topics
- Diversity
- Tagged Divisions
- Construction Engineering
the curriculum (Figure 1). Kuh [6] argues for high impact practices (HIPs)in the curriculum and advocates for one in the first year and one in the majors curriculum thatoccurs later. Although not in the first year due to the large core curriculum requirements, thedepartment offers one HIP at the start of the major, and one at the end of the senior year. The first HIP occurs during a three week period in the summer between the sophomoreand junior year, Civil Engineering 351: Civil Engineering Practices – Field Engineering. Thecourse is required for all civil engineering majors and is affectionately referred to as “FERL”since it is held at the department’s 50-acre Field Engineering and Readiness Laboratory (FERL)site. Although it may
- Conference Session
- ConstDiv Technical Session 3 - Social & Leadership
- Collection
- 2019 ASEE Annual Conference & Exposition
- Authors
- Andrea Nana Ofori-Boadu, North Carolina A&T State University; Victor Ofori-Boadu, Penuel Consult Inc.; Iyshea Borders-Taylor; Lewis Waller; Paul Akangah, North Carolina A&T State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Construction Engineering
problems in a timely andcost-effective fashion, with focus on safety, quality, and environmental impacts. Formaleducation experiences included construction courses, professors, peers, laboratory projects,designing, sketching, site observation projects, Building Information Modelling (BIM), class andvolunteer experience, and student organizations. Through these experiences, students gainedknowledge and understanding of the principles and practices that guide the successfuldevelopment of construction projects. The strong links between formal education and industrialexperience opportunities contributed to students’ competencies, performance, and self-efficacy.Virtual experiences: Respondents indicated that virtual experiences that influenced their
- Conference Session
- Construction Division Technical Session 4: Capstone, Safety and Beyond
- Collection
- 2018 ASEE Annual Conference & Exposition
- Authors
- Dorail F. Porter, Associated General Contractors; Andrea Nana Ofori-Boadu, North Carolina A&T State University
- Tagged Topics
- Diversity
- Tagged Divisions
- Construction Engineering
not thefocus of most construction programs and are not discussed to a satisfactory extent in constructionclassrooms and laboratories, some students do not even have the chance to seriously consider thoseroles and even decide if they would prefer to work in those roles in the future. Unfamiliarity andmisconceptions about professional roles brings conflicts during practice and also increasesstudents’ doubts about their level of knowledge and capabilities [4]. Construction graduates havefound themselves working on transportation and infrastructure projects, instead of the typicalcommercial construction building projects that they are mostly prepared for through typicalconstruction programs. It is not uncommon to find students who have graduated