An innovative Practice of Critical Thinking in an Undergraduate Construction Course Project

Behnam Shadravan

Download Paper | Permalink

Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Construction Engineering Division Technical Session 4
Page Count: 14
DOI: 10.18260/1-2--41756
Permanent URL: https://peer.asee.org/41756
Download Count: 445

Paper Authors

biography

Behnam Shadravan

visit author page

Dr. Behnam Shadravan is an assistant professor in the Construction Engineering Technology program at Florida A&M University. He is also an affiliate faculty in the civil and environmental engineering departments in FAMU-FSU cllege of engineering. He holds Civil Engineering degrees, including a bachelor's and master's from the Sharif University of Technology and a Ph.D. from the University of Ottawa, Canada. His background includes engineering, research, and teaching experience in Structural, Civil, Construction Materials and Methods, and Geotechnical Engineering. His engineering experience for large and small-scale projects includes large dams, bridges, and buildings. Some of his research expertise include sustainable construction, sustainability, and building resilience against natural disasters, e.g., Hurricanes, Earthquakes, and Floods. He also has some engineering education research.

visit author page

Download Paper | Permalink

Abstract

It is verified that undergraduate students learn through research. A short project was designed and performed to assist the understanding of interdisciplinary ethics, political, environmental, economic, and other disciplines in civil and construction engineering projects. It was part of a larger structural design project. The project was a simulation of real-life multidisciplinary aspects of engineering projects. Various ways were tested and developed. Individual and group projects were assigned. An activity of theatrical role presentation was added to the previous methods that included a critical thinking debate. After an initial literature review, they were asked to play their role after the instructor introduced their role in the project. During the term, the instructor guided the students to gather information about their enrolled position. The role positions were in construction or the disciplines participating in the construction. At the end of the term, they presented their research as their role and then discussed and argued it in a town hall with their classmates. Each student explained, debated, and defended their point of view based on their research. They were suggested to manage the situation, find reasonable solutions that other parties might agree, be ethical and rational, and follow the regulations and legislations even if the discussion results did not match their personal or group role benefits. Each of the students presented their role section even if it was assigned as a team project. Despite the point that all the students participated in the team presentation, their involvement and participation were assessed based on their peers' feedback and the instructor's assessment. The students showed particular interest, enthusiasm, and passion for the project, and the observation of their commitment and involvement was exceptional. This paper presents the project and the reasons for the success of this experience. The pieces of the discussion and arguments of the students are presented. This method and the students' response and feedback conclude that the approach can be adopted and used in the courses in different disciplines with higher levels of education learning environment matching the current complicated job conditions.

Citation
Format

Shadravan, B. (2022, August), An innovative Practice of Critical Thinking in an Undergraduate Construction Course Project Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41756

TY - CPAPER
AB - It is verified that undergraduate students learn through research. A short project was designed and performed to assist the understanding of interdisciplinary ethics, political, environmental, economic, and other disciplines in civil and construction engineering projects. It was part of a larger structural design project. The project was a simulation of real-life multidisciplinary aspects of engineering projects. Various ways were tested and developed. Individual and group projects were assigned.
An activity of theatrical role presentation was added to the previous methods that included a critical thinking debate. After an initial literature review, they were asked to play their role after the instructor introduced their role in the project. During the term, the instructor guided the students to gather information about their enrolled position. The role positions were in construction or the disciplines participating in the construction. At the end of the term, they presented their research as their role and then discussed and argued it in a town hall with their classmates. Each student explained, debated, and defended their point of view based on their research. They were suggested to manage the situation, find reasonable solutions that other parties might agree, be ethical and rational, and follow the regulations and legislations even if the discussion results did not match their personal or group role benefits.
Each of the students presented their role section even if it was assigned as a team project. Despite the point that all the students participated in the team presentation, their involvement and participation were assessed based on their peers' feedback and the instructor's assessment.
The students showed particular interest, enthusiasm, and passion for the project, and the observation of their commitment and involvement was exceptional. This paper presents the project and the reasons for the success of this experience. The pieces of the discussion and arguments of the students are presented. This method and the students' response and feedback conclude that the approach can be adopted and used in the courses in different disciplines with higher levels of education learning environment matching the current complicated job conditions.

AU - Behnam Shadravan
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - An innovative Practice of Critical Thinking in an Undergraduate Construction Course Project
UR - https://peer.asee.org/41756
DO - 10.18260/1-2--41756
ER -