and Environmental Science (Vol. 654, No. 1, p.012001). IOP Publishing.[17] Saka, A., Taiwo, R., Saka, N., Salami, B. A., Ajayi, S., Akande, K., & Kazemi, H. (2023). GPT models inconstruction industry: Opportunities, limitations, and a use case validation. Developments in the Built Environment,100300.[18] Zarifhonarvar, A. (2023), "Economics of ChatGPT: a labor market view on the occupational impact of artificialintelligence", Journal of Electronic Business & Digital Economics, Vol. ahead-of-print No. ahead-of-print.https://doi.org/10.1108/JEBDE-10-2023-0021[19] Gustafsson, M., Gluch, P., Gunnemark, S., Heinke, K., & Engström, D. (2015). The role of VDC professionalsin the construction industry. Procedia Economics and Finance, 21
background information related to laboratory report questions. At the end of each labactivity, students prepared and submitted laboratory report. Each individual student was requiredto submit his/her own report via ReggieNet by due date.Concrete Bowling Ball ProjectThis study’s concrete bowling ball project is very similar to Fiber-Reinforced Concrete (FRC)Bowling Ball student competition offered by American Concrete Institute (ACI), except fewchanges. A brief explanation of the guidelines of this project is following:(a) The whole class was divided into four groups and a maximum of 6 students were allowed ineach group.(b) Each group was asked to prepare two concrete bowling balls which should measure 200 ± 15mm diameter, weigh no more than 5.5 kg
construction so they can be better prepared toparticipate in building a safe infrastructure.References[1] American Council for Construction Education (ACCE), Standards and Criteria for theAccreditation of Construction Education Programs, Document 103, 2023[2] B. S Bloom, M. D. Engelhart, E. J Furst; W. H. Hill, and D. R. Krathwohl, Taxonomy ofeducational objectives: The classification of educational goals, Vol. Handbook I: Cognitivedomain. New York: David McKay Company, 1956.[3] Catherine Wetzel, “Integrating Structures and Design in the First-Year Studio,” Journal ofArchitectural Education, 66:1, 107-114, 2012, DOI: 10.1080/10464883.2012.715980[4] AISC (2016a), Code of Standard Practice for Steel Buildings and Bridges, ANSI/AISC 303-16, American
Practices,” Sustainability (Switzerland), vol. 15, no. 22, Nov. 2023, doi: 10.3390/su152215870.[20] M. van den Berg, H. Voordijk, and A. Adriaanse, “Information processing for end-of-life coordination: a multiple-case study,” Construction Innovation, vol. 20, no. 4, pp. 647– 671, Aug. 2020, doi: 10.1108/CI-06-2019-0054.[21] D. William Dobson, A. Sourani, B. Sertyesilisik, and A. Tunstall, “Sustainable Construction: Analysis of Its Costs and Benefits,” American Journal of Civil Engineering and Architecture, vol. 1, no. 2, pp. 32–38, Apr. 2013, doi: 10.12691/ajcea-1-2-2.[22] C. Calle Müller, L. Lagos, and M. Elzomor, “Leveraging Disruptive Technologies for Faster and More Efficient Disaster Response
construction programs and that our respondents were limited to ACCE-affiliated 4-year programs. In addition to previous suggestions, further studies could (a) evaluatethe impact of these career services toward student recruitment, retention, graduation and jobplacement rate, (b) assess industry perceptions of value and participation provided by thoseservices, and (c) assess how construction programs assess the effectiveness of their careerservices, focusing on developing and validating tracked metrics or key performance indicators.AcknowledgementsThe authors would like to thank all institutions that provided information through the survey.References[1] Bureau of Labor Statistics, “Construction Managers,” Occupational Outlook Handbook. Accessed
supporting information allows students to quantify specific items (such as paint and carpet square footage and number of doors/windows) on the pre-existing scanned structures. This approach not only enriches students' learning experiences by facilitating a deeper understanding of the concepts but also aligns with the established SLOs for the program. To effectively evaluate SLOs, it is imperative to develop appropriate assessment tools and corresponding rubrics. B. Faculty Training and Development Provide adequate training and professional development opportunities for faculty members. Instructors must proficiently use the mapping/scanning technology to teach and support students
University with specializa- tion in Construction Management. His research focus is in the area of contract administration on heavy civil projects. His teaching areas include 1. introduction to the built environment and construction man- agement, 2. construction materials and methods, 3. construction equipment, 4. building construction cost estimating, 5. heavy civil construction cost estimating, 6. project planning, scheduling, and control, 7. temporary structures, and 8. contract changes and claims management.Mr. Chris Souder, M.S. Chris Souder graduated with an undergraduate degree in Construction Management in 1988 before going to work for Kiewit Pacific Co. in Northern California. Chris had a successful sixteen year
Paper ID #42911Assessing Stress Levels and Stressors Among Architecture, Engineering, andConstruction (AEC) Students: Underpinnings for Mental Health CurriculaDevelopmentSepehr Khorshid, The University of Alabama Sepehr Khorshid is a Ph.D. student with a background in civil engineering. He serves as a graduate research assistant (GRA) in the department of Civil, Construction, and Environmental Engineering at the University of Alabama. Sepehr’s research focuses on his areas of interest, which include occupational safety and health, workforce training, and engineering education. He is also involved in developing training
(7) group work effectiveness, showcasing personal and professional development through the course. - “It allowed me to develop leadership and communication skills.” Teamwork This category emphasizes teamwork aspects, including developing a cooperative spirit to Experience (13) achieve common goals and responsible and respectful interactions among group members. - “As a group, it helped us to complement each other with a focus on achievement; there was development of teamwork, which increased as we progressed in the project.”B. Alumni resultsThe methodology section describes the process of a survey administered to alumni
GraduateConstruction Engineering and Management Education," pp. 2176–2183. DOI:10.1061/9780784413616.270.[10] Z. Gao (Jerry) and R. Walters, "Strategy To Incorporate GIS and GPS Applications IntoConstruction Education," pp. 11.1151.1-11.1151.8. DOI: 10.18260/1-2--1243.[11] A. S. Hamzah, B. Nathan, and I. R., "Laser scanning technology and BIM in constructionmanagement education," *Journal of Information Technology in Construction*, 2016.[12] S. Kurzinski, S. Mirzabeigi, M. Razkenari, and P. Crovella, "Construction ManagementEducation with Reality Capture: Enabling Communication and Teamwork in a Learner-centeredApproach." Available: https://doi.org/10.18260/1-2--40619.[13] G. Maldonado, S. Navaee, and M. Maghiar, "Design of a Novel Undergraduate
. Chi, and C. Kim, "Trends of fall accidents in the U.S.construction industry," Journal of Construction Engineering and Management, vol. 143, no. 8,Aug. 2017. [Online]. Available: https://doi.org/10.1061/(ASCE)CO.1943-7862.0001332.[8] V. C. and U. R. Salve, "A scientometric analysis and review of fall from height research inconstruction," CEB, vol. 20, no. 1, Mar. 2020. [Online]. Available:https://doi.org/10.5130/AJCEB.v20i1.6802.[9] Y. M. Goh and N. F. Binte Sa’adon, "Cognitive factors influencing safety behavior at height:A multimethod exploratory study," Journal of Construction Engineering and Management, vol.141, no. 6, p. 04015003, 2015. [Online]. Available: https://doi.org/10.1061/(ASCE)CO.1943-7862.0000972.[10] R. B. Rouf, A. N. Khan, R
Paper ID #41994Beyond the Classroom: Problem-Based Learning in Real Scenarios, FosteringSelf-Efficacy and Sense of BelongingJose Manuel Fuentes-CidDr. Monica Quezada-Espinoza, Universidad Andres Bello, Chile Monica Quezada-Espinoza is a professor and researcher at the School of Engineering at the Universidad Andres Bello in Santiago, Chile, where currently collaborates with the Educational and Academic Innovation Unit, UNIDA (for its acronym in Spanish), as an instructor in active learning methodologies. Her research interest topics involve university education in STEM areas, faculty and continuing professional development