Conference Session

New Teaching Methods in Construction Eduction

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Walewski, Texas A&M University; Amy Ahim Kim

Tagged Divisions

Construction

significant improvements to ensure some minimal skill setfor entry into the workforce or for future education. However, a limited body of research hasbeen conducted that explores the skill set needs of the construction industry that align with thelifecycle of construction that evolves from a business decision, feasibility analysis, designconstruction, and operations. As the construction industry moves towards a model of fillingmanagement positions with university graduates that come from academic programs that areABET or ACCE accredited (a few universities have both), an evaluation of the need skills offuture university graduates should be from the much broader construction project life cycle

Conference Session

Methods of Teaching and Learning in Construction

Collection

2012 ASEE Annual Conference & Exposition

Authors

Edward Godfrey Ochieng, Liverpool John Moores University ; Andrew David Price, Loughborough University; Ximing Ruan Ruan, Robert Gordon University; Yassine Melaine, Liverpool John Moores University

Tagged Divisions

Construction

experiences with cognitive additions: abstractconceptualization, active simulations, concrete experience and reflective observation.The entry point to the circular process is not essential as learning transpires when the cycle iscompleted8. These four elements provide the foundation for teaching Construction ProjectManagement in the United Kingdom. For example, the existing Construction ProjectManagement Master‟s programme at Robert Gordon University has been operating for aboutfive years, graduating masters‟ students in Construction Project Management with MBAdegrees as well as, more recently, with corporate certificates. A good construction projectmanagement programme should have a balance of three learning domains: knowledge, skilland personal

Conference Session

Trends in Construction Engineering Education I

Collection

2009 Annual Conference & Exposition

Authors

Enno Koehn, Lamar University; Kishore Gopal Vaska, Lamar University; Kartik Paruchuri, Lamar University; James Koehn, Chadron State College

Tagged Divisions

Construction

procedures. The findings of this paper may bebeneficial to students as they graduate and become a member of an organization. For example,being aware of local, national, and global issues could assist a firm to make correct financial andmanagement decisions. Therefore, the issues presented in the paper may assist engineers to bebecome truly professional and an asset to an organization.AcknowledgementThe authors wish to recognize Ms. Linda Dousay for her assistance with the production activitiesinvolved in preparing this paper.Bibliography1) Anon “Application in the Construction Industry Source”, Safety through Design, 2000, p- 217-2262) Ashford, J. L. (1990). “The management of quality in construction.” E & FN Spon, London.3) Carpenter, D. “Using

Conference Session

Assessment in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jonathan Weston Elliott, Colorado State University; Carla Lopez Del Puerto, Colorado State University

Tagged Divisions

Construction

social persuasion and vicarious experience are: - Mentoring: provide like-gender mentors for female mentees. Mentors can be female faculty, students enrolled in the program, or active construction industry members. - Establish Women in Construction Clubs: These clubs support both the professional and social needs of female construction management students by providing an environment of camaraderie. - Summer Programs for Prospective Female Students: Summer program experiences encourage prospective students to explore the construction management field.Future research will focus on determining whether or not female students had formal or informalmentors who influenced their academic and career

Conference Session

Pedagogical Approaches in Construction Education

Collection

2014 ASEE Annual Conference & Exposition

Authors

Namhun Lee, Central Connecticut State University; Jacob P. Kovel P.E., Central Connecticut State University; Lee W. Lee, Central Connecticut State University

Tagged Divisions

Construction

, and AutoCAD. Without confidencein math, students may fail these courses and drop out of college9. Therefore, fundamental mathskills should be developed before students reach upper level courses. Students must be able toconfidently solve construction-related math problems by the time they graduate.Research Purpose and Method Page 24.161.2The main purpose of this study is to explore different pedagogies and identify an effective one toteach math-related content knowledge in construction education. This study investigated threepedagogical approaches to teach math-related CM courses: the traditional lecture model, theproblem-based learning model

Conference Session

Sustainability in Construction Engineering

Collection

2008 Annual Conference & Exposition

Authors

Yong Han Ahn; Hyuksoo Kwon; Annie Pearce; John G. Wells

Tagged Divisions

Construction

course, organizing the chosen contents of the course, and planning the course schedule. Atthe improvement stage, the proposed course is improved, reviewed and evaluated by expertsfrom both the construction industry and academia through an in-depth feedback process. Fromthis systematically developed sustainable construction course, students in construction programscan learn basic knowledge of sustainability and the importance of sustainable design andconstruction. They will be exposed to different sustainable building rating systems such asLeadership in Energy and Environmental Design (LEED), collaborative skills amongconstruction participants and the advantages and pitfalls of sustainable construction. In addition,these sustainable construction

Conference Session

Trend in Construction Engineering Education I

Collection

2006 Annual Conference & Exposition

Authors

Eddy Rojas, University of Washington; Carrie Dossick, University of Washington

Tagged Divisions

Construction

the model is to define the scenario and thecontext for the Experience. This step involves the identification of the activities and resourcesrequired for the implementation of the learning objectives. The scenario is the script that definesthe activities students will perform and/or the decisions they will encounter. The context is thesituational environment in which the scenario is being played. Several tools can be used to assisteducators in defining the scenario and the context for an Experience.Fig. 1 illustrates an example whereby decision diagrams are used as a planning tool for decision-making scenarios. Decision diagrams depict the logical thinking process required to solve aparticular problem and the decisions that a reasonable person

Conference Session

Sustainable Construction Practice

Collection

2010 Annual Conference & Exposition

Authors

Mark Shaurette, College of Technology, Purdue University

Tagged Divisions

Construction

that whilecollaborating on the educational process these potential issues should be explored in an opendialogue between faculty and practitioners. Those involved in the educational collaborationshould also keep in mind that a faculty member is as likely as an industry practitioner to harbor Page 15.1227.3bias that can influence the process.Accreditation ConsiderationsAccreditation guides the minimum standards for educational objectives in post-secondaryconstruction education programs. Educational outcomes from construction programs thatinfluence career and professional accomplishments, as well as specific skills, knowledge, andbehaviors, are

Conference Session

Building Information Modeling (BIM)

Collection

2012 ASEE Annual Conference & Exposition

Authors

Namhun Lee, East Carolina University; Carrie S. Dossick, University of Washington

Tagged Divisions

Construction

can be better prepared for professional practice. Page 25.898.12The most practical way to offer BIM to students would be to incorporate it into a series ofrequired courses. Using BIM technology as an integrated format for construction education canbe able to provide students better quality of education. A rich and rigorous learning environmentcould be achieved through purposeful attempt of integrating BIM into various course contents.The BIM incorporation may require that more faculty members be able to use BIM technology.For this reason, faculty members who teach BIM-incorporated courses will need proper trainingand appropriate version of BIM

Conference Session

Sustainable Construction Practice

Collection

2010 Annual Conference & Exposition

Authors

Phil Lewis, North Carolina State University; Michael Leming, North Carolina State University

Tagged Divisions

Construction

. Completing the case study project allowed students to demonstrateproficiency in the Accreditation Board of Engineering and Technology (ABET) Criterion 3c, 3e,and 3g, which were major objectives of the course. For the case study presented here, thestudents were required to design the construction process for an electrical substation project thathad recently been completed by the industry partner. At the completion of the case study project,the students presented their results to a panel of professionals including the course instructor, twomembers representing the industry partner, and two members representing the local electricalutility company. The industry partner also conducted job interviews for all students that wereinterested in a career with