Conference Session

Broadening Perspectives in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jose Manuel Fuentes-Cid; Monica Quezada-Espinoza, Universidad Andres Bello, Chile

Tagged Divisions

Construction Engineering Division (CONST)

Signed-Rank Test to analyze the data. Dataanalysis was conducted using quantitative techniques for survey responses, which includedboth descriptive and comparative analyses. Informed consent was obtained from allparticipants before the administration of the surveys, and the confidentiality of the gatheredinformation was maintained. Privacy was respected, and an ethical protocol consistent withresearch standards was adhered to throughout the study.ResultsIn this study, we used SPSS® to analyze our quantitative data. We applied the WilcoxonSigned-Rank Test to compare scores before and after the Sense of Belonging and Self-efficacy Survey (SBSS). This test is helpful for small sample sizes and compares two relatedsamples or repeated measurements on

Conference Session

Construction Engineering Division: Career Preparation

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jingyuan Shen, Georgia Institute of Technology; Jing Wen

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

clearer or stronger career aspirations,which could be further examined in future studies with larger and more diverse samples. Thelack of significant changes, particularly for self-efficacy and outcome expectations, may beexplained by the limited duration of the intervention. A two-week program may not providesufficient time to foster measurable shifts in students' confidence or expectations. Anotherpossible explanation for the limited change is that voluntary participation in this construction-related program may reflect a preexisting higher baseline of construction-related confidence andexpectations, resulting in a smaller observable increase.3.2 Correlation analysis for both pre-and post-programThe non-parametric method was used to analyze the

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carmen Paz Munoz, Universidad Andres Bello, Santiago, Chile; Monica Quezada-Espinoza, Universidad Andres Bello, Santiago, Chile

Tagged Divisions

Construction Engineering Division (CONST)

the course, before initiating the thesis portfolio. Studentscomplete the Survey about Collaboration Skills (SCS) and Senses on Belonging and Self-Efficacy Survey (SBSS) to establish baseline data during this session. The second activity(Activity 2) is conducted in Week 14, following the academic recess in Week 13, ensuring itdoes not interfere with other evaluated course activities. This session focuses on conflictresolution and teamwork, complemented by reflective discussions. Finally, the third activity(Activity 3) takes place in Week 17 during the course's closing session. This final sessionintegrates a continuous improvement exercise and a second application of the SCS and SBSSsurveys to measure changes and outcomes across the semester

Conference Session

Student Engagement in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

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

Tagged Divisions

Construction Engineering Division (CONST)

requires, students come back to class inspired and driven tocomplete their studies. The graduate, thus, has acquired the necessary work readiness of skills,confidence, and self-efficacy to become a contributing member of the organization in a shortertimeframe [4]. This ease of transition into the career parallels the paradigm shift of employeeslooking beyond pay and wanting “learning opportunities, a sense of belonging and work-lifebalance” [5].Belonging is a fundamental human desire to be part of a group [6]. Studies have shown thatstudents with a higher sense of belonging to their university or major are more likely toovercome challenges and persist in their college studies [7-9]. Walton and Cohen [7] also foundthat a one-hour intervention to

Conference Session

Construction Engineering Division (CONST) Technical Session 2

Collection

2023 ASEE Annual Conference & Exposition

Authors

Raúl Esteban Toscano; Vanessa Guerra, University of Virginia; Miguel Andres Guerra, Universidad San Francisco de Quito USFQ

Tagged Divisions

Construction Engineering Division (CONST)

, pp. 665–685, 1999.[27] J. S. Hegenauer, “Stress, depression, and anxiety in undergraduate engineering and architecture students,” in American Society for Engineering Education Northeast Section Conference, University of Hartford, Hartford, CT, 2018, pp. 27–28.[28] M. S. Chapell et al., “Test anxiety and academic performance in undergraduate and graduate students.,” J. Educ. Psychol., vol. 97, no. 2, p. 268, 2005.[29] L. Myyry and T. Joutsenvirta, “Open-book, open-web online examinations: Developing examination practices to support university students’ learning and self- efficacy,” Act. Learn. High. Educ., vol. 16, no. 2, pp. 119–132, 2015.[30] T. Ringeisen, S. Lichtenfeld, S. Becker, and N. Minkley, “Stress experience and

Conference Session

Student Engagement in Construction Education

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hariharan Naganathan, Wentworth Institute of Technology; John Cribbs Ph.D., Wentworth Institute of Technology

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

benchmarks. It details an XRframework that can be implemented by CM institutions that follow ACCE accreditation as part oftheir student learning outcomes and program objectives.XR in Construction EducationExtended Reality (XR) technologies, such as virtual reality (VR), augmented reality (AR), andmixed reality (MR), can provide significant benefits in the field of construction education. Theyhelp improve understanding of AEC subdisciplines, enhance the visualization of complexconcepts, and increase student engagement and self-efficacy [6]. XR is particularly useful forsafety training and risk management, with VR being the most used tool [7]. Integrating deeplearning and XR technologies in construction engineering and management presents

Conference Session

Construction Engineering Division (CONST) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Behnam Shadravan, Florida A&M University; Doreen Kobelo Regalado, Florida A&M University - Florida State University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering Division (CONST)

instruction and real-world application. Studies show that participation incompetitions fosters critical thinking, problem-solving, leadership, and teamwork skills [1, 2].Additionally, competitions provide opportunities for networking, exposing students to industryprofessionals and enabling them to build relationships that are instrumental in their careertrajectories [3, 4].Competitions also improve students' self-efficacy and confidence in their abilities. A study byHaidet, et al. (2014) concluded that students who participated in team-based competitionsexhibited greater confidence and competence in handling complex problems [5]. Furthermore,competitions provide a platform for students to demonstrate their talents and gain recognition,which can lead

Conference Session

Construction Engineering Division: Curriculum Development

Collection

2025 ASEE Annual Conference & Exposition

Authors

Rodolfo Valdes-Vasquez, Colorado State University; Mehmet Egemen Ozbek; Papa Ansah Okohene, Colorado State University; Zachary Lopez

Tagged Divisions

Construction Engineering Division (CONST)

about the FWV on day one of class in a video that setsthe stage for an exploratory semester of learning. The findings showed that 59% chose FWV-related resources over the traditional readings, which is an extremely high level of engagement.In-class assignments regarding FWV scenarios, like the Floating City, created a real atmosphereof creativity and investigation.Bielefeldt [4] also pointed out the motivational theories of the course design. Using theExpectancy Value Theory, a mix of self-efficacy, intrinsic interest, and utility values promotedstudent motivation. The choice was a valued factor to be used for increasing engagement.Students could choose contexts or themes that meant something to them, which gave a degree ofautonomy- a