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A Proposed Dynamic Model for Education in Construction Project Planning

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Collection

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Pedagogical Approaches in Construction Education

Tagged Division

Construction

Page Count

8

Page Numbers

24.93.1 - 24.93.8

Permanent URL

https://peer.asee.org/19985

Download Count

30

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Paper Authors

biography

Kristen Caroline Hurtado Arizona State University

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Kristen is a current Ph.D. candidate in construction management at Arizona State University in the School of Sustainable Engineering in the Built Environment. She also is pursuing a graduate certificate in instructional design and performance improvement in the Mary Lou Fulton Teachers College. Kristen has experience teaching applied statics and estimating at the undergraduate level. She also instructs professionals in her work and research in value-based project delivery. The main areas of her research lie in instructional design, online learning, measurement, professional education, higher education, the built environment, and facilities management. She is also interested in instructional technology, learning analytics, connected learning, and project-based learning.

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Kenneth Timothy Sullivan Arizona State University

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Abstract

A Proposed Dynamic Model for Education in Construction Project PlanningProject planning and coordination is one of the key fundamentals to executing successful projectmanagement. In the current construction industry, professionals are challenged with theplanning of increasingly complex projects, while also maintaining a competitive schedule. Asproject teams and environments are constantly in flux in the construction industry, there is a needfor education that is equally responsive to these needs. The education of professionals regardingplanning is critical to the execution of successful planning activities and the utilization of theproper tools. The literature and frameworks, such as checklists and logs, have a more reactiveapproach and do not focus on how to educate a project manager to pre-plan. A framework modelfor the education of construction professionals in the area of pre-contract planning is developedand tested. The model derives its foundation from the research of key theorists in the field ofeducational psychology, such as Ausubel, Bruner, and Mezirow, taking more of a constructivistapproach. Key educational areas addressed in the model are: risk mitigation, proactivescheduling, and behavioral considerations. The framework model proposed is a heuristic tool forconstruction educators, professionals, and any individuals interested in becoming more adept inplanning in dynamic construction environments.

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