June 14, 2015
June 14, 2015
June 17, 2015
Diversity and NSF Grantees Poster Session
26.352.1 - 26.352.9
Closing Achievement Gaps using the Green-BIM Teaching Method in Construction Education CurriculumAbstractThis paper presents the assessment results from an ongoing NSF TUES project for theGreen-BIM teaching method that seeks to deepen the knowledge and skills for BIM technologyin order for the construction engineering management students to learn the state-of-art skills andknowledge of sustainability practices. The Green-BIM teaching method developed by the authorwas continuously used to teach a construction management course offered at California StateUniversity, Long Beach. The effectiveness of the Green-BIM teaching method was evaluated tosee if we can close achievement gaps between the majority groups and the minority groups bymeans of different assessment tools. In addition to the traditional assessment tools such ashomework, quizzes, tests, exams, lab reports, oral presentations, and projects, a rubricassessment tool was developed and used to evaluate the overall student achievements withrespect to the learning objectives of the course. Once the course of study has been established,the overall expectations are determined through reviewing course-learning objectives, lecturenotes, handouts, and materials collected on assessment strategies. To ensure the overallexpectations are being met, the performance criteria and evaluation methods should beestablished for assessment. The evaluation plan determines the degree to which the proposedcourse has been successful in enhancing student knowledge, enhancing teacher pedagogicalskills in BIM technology associated with sustainability practices, and improving studentlearning, thus closing the achievement gap between the majority group and the minority group.The evaluation plan will occur at two levels: formative evaluation of the implementation ofproject activities, and summative evaluation of the project’s impact upon student achievement.Based on the statistical analysis using data collected for the study, it is concluded that theGreen-BIM teaching method was effective in improving student learning for both the majorityand the minority group while reducing the gap significantly between the two groups. Thecomparison results between the two groups reveal that the Green-BIM teaching method helpsthem learn and understand better sustainability in a built environment over the study period ofthe NSF TUES project. For the future study, this project will focus on the demonstration of howthe proposed course affects students, teaching practice, and student learning over time. Thecohort design will allow us to see how groups of students who receive multiple years of exposureto sustainability grow and deepen in their understanding of sustainability and how to improveBIM skills. The challenge in evaluating an intervention using a quasi-experimental design is inmanaging a non-random sample and analyzing the data to allow for causal inference to be madefrom the findings.
Kim, J. J. (2015, June), Closing Achievement Gaps Using the Green-BIM Teaching Method in Construction Education Curriculum Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23691
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2015 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015