Closing Achievement Gaps Using the Green-BIM Teaching Method in Construction Education Curriculum

Joseph Jinlee Kim

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: NSF Grantees’ Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 9
Page Numbers: 26.352.1 - 26.352.9
DOI: 10.18260/p.23691
Permanent URL: https://peer.asee.org/23691
Download Count: 384

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Joseph Jinlee Kim P.E. California State University, Long Beach

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Dr. Jin-Lee Kim, Ph.D., P.E., LEED AP BD+C, USGBC Faculty, is an Associate Professor of the Department of Civil Engineering and Construction Engineering Management at California State University Long Beach. He is a director of Green Building Information Modeling laboratory. His research interests include advanced construction scheduling techniques for optimization, green buildings, building information modeling, cost estimating methods, international construction, project delivery systems, statistical methods for construction engineers, project management practices, and engineering educational research methods. He is an active member of the American Society for Engineering Education and American Society of Civil Engineers, Construction Research Council of Construction Institute, ASCE.

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Abstract

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.

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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

TY  - CPAPER
AB  -             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.
AU  - Joseph Jinlee Kim P.E.
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Closing Achievement Gaps Using the Green-BIM Teaching Method in Construction Education Curriculum
UR  - https://peer.asee.org/23691
DO  - 10.18260/p.23691
ER  -