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 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 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 Division Technical Session 4: Capstone, Safety and Beyond

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert Alan Bugg P.E., Auburn University; Wesley Collins, Auburn University

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

-Hourtraining to the incoming freshman class of Honors College students, which consisted of 71students from various majors of study (shown in Table 2 below). These faculty members wereOSHA certified to teach the course and issue students the 10-Hour OSHA cards uponcompletion. The training occurred over two days in August 2017. Table 3 contains the actualtraining conducted. The students received 11 hours of actual instruction, which is one hour morethan the minimum amount required by OSHA. This additional training was provided in specificareas that the instructors felt would address that the students would complete during their servicelearning activities. The students were also issued personal protective equipment (PPE) includinga hardhat, reflective

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

Tagged Divisions

Construction Engineering

able to reflect on what they have learned with the help ofintuitive illustrations and convenient operation of MUSSN. While no surveys have beenofficially conducted as of this writing, the program has been presented to a seminar of 10 civilengineering graduate students. The next step of the research would be to distribute formalsurveys to undergraduate, graduate students and experts to evaluate the effectiveness of theprogram. After analyzing the feedback, further improvements of MUSSN will be made for thefuture use in the classroom setting.MUSSNStudents are first greeted by a Welcome Screen tab when they use the MUSSN (Figure 3). Thebackground is a 3D graphical simulation of the NWDP. In the lower right corner is a “Next”button which takes

Conference Session

Construction Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gad M. Ghada, California State Polytechnic University; Jinsung Cho; Yasser Salem

Tagged Divisions

Construction Engineering

in the project report. Cycle 1- Assessment Results & Evaluation Actions. In the first cycle, all direct indicators met the target performance of 75%. As for the indirect measure demonstrated by the student survey response, it did not meet the target (69%).The indirect measure reflected the concerns that were received from students regarding the lack of training they received in estimating software. Through their internship experience, they realized most construction firms utilize construction software in their daily operations. The use of hand calculation, which is the main method of estimating in class is hardly used in the industry. Accordingly, faculty made effort to acquire estimating software such as Bluebeam

Conference Session

Construction Division Technical Session 3: Case Studies

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lauren W. Redden, Auburn University; April E. Simons P.E., Auburn University; Scott William Kramer, Auburn University; Trenton Huffines

Tagged Topics

Diversity

Tagged Divisions

Construction Engineering

risk of theft andvandalism of materials, and protect the materials from weather damage [2].The research presented herein takes the form of hands-on service-learning. The National Societyfor Experiential Education has defined service-learning as “any carefully monitored serviceexperience in which a student has intentional learning goals and reflects actively on what he orshe is learning throughout the experience” [5]. Service based, hands-on research has proveneffective in university level construction programs. One particular study [6] describes thedevelopment of an undergraduate construction management course at California PolytechnicState University intended to incorporate service-learning goals and objectives into a hands-onconstruction

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

studentsare trained in an educational atmosphere that defines and strengthens their career identities [11].In order to improve career identities and success, construction curriculum should include well-designed senior projects [4]; service learning [12]; industry partnerships and professionaldevelopment workshops [13]; electives [14]; project-based learning [5]; internships [15]; and trainstudents to use updated technology [16]. Educators should not be afraid to modify existing coursesor even introduce new courses to reflect changing needs of societies [14]. Due to theirbackgrounds, some students are aware of the changing needs in the construction industry, and enterinto construction programs expecting to be prepared to meet the most current needs of

Conference Session

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

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robert B. Austin, Bowling Green State University

Tagged Divisions

Construction Engineering

university practices. Strategies foraccomplishing this goal emphasize active and reflective learning trough project based learning,helping student make connections to see the relevancy of the subject, group collaboration,empowerment and promoting and assessing deep learning in contrast to surface or strategiclearning. One means of empowering students in the decision making for the class is to offer thema choice to pursue assignments and the ability to pursue something of interest [14].Ponton [33] and others highlighted that teachers affect student outcomes by communicating thepurpose for developing particular skills and the criteria for mastering them. As instructors, weoften profess that we do not want students to memorize but rather understand

Conference Session

Construction Division Technical Session 4: Capstone, Safety and Beyond

Collection

2018 ASEE Annual Conference & Exposition

Authors

Melissa Lynn Hrivnak, Ohio State University; Sheena Nastasia Marston, Dynotec Inc; Lisa E. Burris, Ohio State University; Fabian Hadipriono Tan Dr.Eng., Ohio State University

Tagged Divisions

Construction Engineering

featured on site can be viewed in Appendix D. Upon completion of the Interactive Safety Training Tool, the user’s earned points aretotaled and can be viewed by the user at the top left corner of the screen throughout the training.A score of greater than, or equal to70% results in a passing score reflecting the pass requirementfor the OSHA 10-Hour/OSHA 30-Hour tests. The total score is based on a calculation of 30 totalpoints, from 15 questions, with a maximum of two points earned from each. As shown in Figures13 and 14, text will appear letting the user know whether they passed and what percentage wasearned. At this time, the user can try again, as mentioned earlier, or end the training. Tryingagain will reset the training for the user