Displaying all 8 results
- Conference Session
- Construction Engineering Division: Career Preparation
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Jonathan Robert Gomes, Roger Williams University; Amine Ghanem, Roger Williams University; Christina Marra, Roger Williams University; Gabriella Elisabeth Cruz, Roger Williams University
- Tagged Topics
- Diversity
- Tagged Divisions
- Construction Engineering Division (CONST)
show how theconstruction industry views vocational education in a positive light and looks at it morefavorably as compared to regular high school education.ObjectivesThe objective of this study is to identify the perceptions held by construction industryprofessionals (i.e., construction owners, general contractors, construction managers,subcontractors, designers, and educators) of CTE high school programs and the career path theyoffer. The specific objectives were as follows: 1. To determine potential career paths of graduates from CTE high school programs based on the perception of their performance by survey respondents 2. To determine if CTE high school students are perceived to lack soft skills and if parents are believed to
- Conference Session
- Construction Engineering Division: Curriculum Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Yilmaz Hatipkarasulu, The University of Texas at San Antonio
- Tagged Divisions
- Construction Engineering Division (CONST)
essential role in shaping educational content,including technical, managerial, and soft skills [5-8]. In 1998, Rosso conducted a study to reviewthe current status of four-year construction education programs and highlighted the evolvingapproaches and the distinct programs of study under the “construction” umbrella [9]. Discussingthe different teaching and learning approaches, as they relate to the nature of constructionpractice, is also a focus of attention from an educational perspective [10-12].The mathematics and science preparation of the students is a critical matter as it would directlyimpact the remaining construction courses in the curriculum. It is common to hear facultymembers discuss issues related to their students’ math/physics
- Conference Session
- Construction Engineering Division (CONST) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Farzam S. Maleki P.E., Wentworth Institute of Technology ; Hariharan Naganathan, Wentworth Institute of Technology
- Tagged Divisions
- Construction Engineering Division (CONST)
from industry professionals have contributed valuable insights tothis study. The findings emphasize the urgent need for curriculum reforms incorporating sensingtechnologies to better align academic training with industry demands. Notably, 77% of industryprofessionals advocated for integrating these technologies during their junior year, whichcorresponds with the preferences of 50% of students who expressed interest in exposure to thesetechnologies after completing their first co-op experience.Additionally, industry stakeholders highlighted the importance of soft skills, such as problem-solving and teamwork, in conjunction with technical expertise. This study outlines the feasibility,logistics, and pedagogical strategies for effectively
- Conference Session
- Construction Engineering Division: Emerging Technologies and Data Analytics
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sanjeev Adhikari, Kennesaw State University; Narmada Vadlamudi, Kennesaw State University
- Tagged Divisions
- Construction Engineering Division (CONST)
adaptabilitywhile keeping education relevant. Ashok [5] suggests that this integration results in graduateswho are better prepared to meet the changing demands of the construction sector.Virtual reality (VR) has emerged as a transformative technology in construction education,providing immersive experiences for remote collaboration, soft skills training, and expertcoaching. VR allows virtual building experiences in educational settings, allowing students toexperiment with difficult construction scenarios and obtain hands-on experience in a controlledenvironment. However, integrating VR in construction education presents considerable hurdles,including accessibility issues, the requirement for ongoing material creation and upgrades, and alack of industry
- Conference Session
- Construction Engineering Division (CONST) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Yanxiao Feng, New Jersey Institute of Technology; Huiran Jin, New Jersey Institute of Technology
- Tagged Divisions
- Construction Engineering Division (CONST)
learning opportunities not only enhance technical knowledgebut also foster essential soft skills like teamwork, communication, and adaptability. By workingon innovative projects, students gain exposure to emerging trends and develop a mindset ofcontinuous learning and innovation. This paper presents a case study on an undergraduate teamproject that utilized advanced sensing technologies to enhance construction safety education,highlighting the value of active learning in preparing future engineers to lead in safety,efficiency, and resilience.2. Research Background2.1 Smart Sensing and Wearable TechnologiesSmart sensing and wearable technologies represent a paradigm shift in the field of constructionsafety, offering innovative solutions to mitigate
- Conference Session
- Construction Engineering Division: Best of Construction
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Qinghao Zeng, Georgia Institute of Technology; Tran Duong Nguyen, Georgia Institute of Technology; Kamyar Fatemifar; Abdurrahman Baru; Leonardo Garcia; Jing Wen
- Tagged Divisions
- Construction Engineering Division (CONST)
the DT to facility sensors, andperforming facility management and operational tasks using WireTwin.Beyond providing technological support, industry representatives offered valuable feedback onstudents’ interim and final deliverables, sharing expert perspectives on the strengths andweaknesses of the teams’ approaches and technical competencies. By bridging the gap betweenacademia and industry, the collaboration with WireTwin motivated students to develop and refineboth professional and technical skills, including DT creation and maintenance, data management,and soft skills such as teamwork and project collaboration. This industry-academia partnershipenhanced the learning experience by aligning classroom activities with real-world
- Conference Session
- Construction Engineering Division: Curriculum Development
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Sarah Jayne Hitt, New Model Institute for Technology and Engineering; Steve Bertasso, New Model Institute for Technology and Engineering
- Tagged Topics
- Diversity
- Tagged Divisions
- Construction Engineering Division (CONST)
researchers access to the site surveys and engagement with the companies on thistopic.In addition, all the courses offered at NMITE are rooted in the knowledge, skills, and attitudesrequired of the modern construction professional. This means that learners must also develop thehabits of mind that enable a sustainable and equitable built environment. Competencydevelopment in construction education has often focused on skills and abilities but mindset isalso a critical aspect of competence [11], [21]. This aligns with the long-recognized demand forbuilt environment graduates with better “soft skills” in communication, collaboration, leadership,and emotional intelligence [11], [22], [23]. Fostering an inclusive mindset and developing a habitof seeing
- Conference Session
- Construction Engineering Division: AI & Automation
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
- Souhail Elhouar, Bradley University; Phuong Nguyen, South Dakota State University
- Tagged Divisions
- Construction Engineering Division (CONST)
regarding soft skills, such asleadership, collaboration, conflict resolution, using AI-powered simulations and chatbots. AI-driven tutors should provide real-time assistance and guidance in areas such as structural designcalculations, material selection optimization, and project planning strategies. Finally, universitiesshould establish AI labs that allow students to experiment with AI-based project managementtools (e.g., PlanGrid, Procore AI, AutoML for scheduling), AI-enhanced robotics for automatedconstruction site analysis, and drone-based AI for site monitoring and safety compliance.Future work of this study includes performing in-depth inferential testing focusing on multiplegroups of AI-focused practices and construction students