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Combining Practice And Theory In Construction Education Curricula

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1996 Annual Conference


Washington, District of Columbia

Publication Date

June 23, 1996

Start Date

June 23, 1996

End Date

June 26, 1996



Page Count


Page Numbers

1.106.1 - 1.106.6



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Paper Authors

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Paul S. Chinowsky

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Jorge A. Vanegas

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1221

Combining Practice and Theory in Construction Education Curricula

Paul S. Chinowsky and Jorge A. Vanegas Georgia Institute of Technology

Abstract The development of construction education curricula has undergone several significant changes over the last several decades. Existing construction programs fall primarily under two categories, construction engineering and construction management programs. Further, construction education is significantly different at the undergraduate and graduate levels and within engineering and non-engineering-based programs. The original emphasis of construction education has been on planning, scheduling and estimating. Construction Management education emphasizes the qualitative and administrative aspects of construction such as law, resource management, and finance. Construction Engineering education emphasizes the quantitative aspects of construction including materials, equipment, and operations. In the latter, the recent trend has been towards an increased use of simulation and modelling, and the use of computer technologies and future automation capabilities on the construction site. This has created a gradual move of construction education toward the experimental and theoretical side of construction, but unfortunately, away from the applied aspects of construction practice. One result of this move is the increasing fragmentation and specialization in courses and educational experiences. This paper introduces one approach currently being implemented in the Construction Engineering and Management program at Georgia Tech to alter this change. This paper describes the primary components of this approach including the integration of courses, the cooperation required to support the interdisciplinary emphasis, and the establishment of an innovative academic/industry partnership to provide a state-of-the-art physical and technological infrastructure to support the program goals.

Introduction Construction engineers and managers focus on many issues of concern to society. Foremost among these issues is the provision for the infrastructure that supports the economic well-being and quality of life associated with the modern world. As the United States and other countries become increasingly linked through the global market, this infrastructure (including water resource management, transportation, housing, and health/education facilities) becomes a critical element to the success of national and regional economies. More importantly, significant international attention is being focused on infrastructure and how the systems and services it represents can be provided more efficiently and effectively. New technologies and technological advances in materials engineering, construction methods, transportation/water delivery systems, and multimedia technology have revolutionized the way engineers provide and develop solutions for

1996 ASEE Annual Conference Proceedings

Chinowsky, P. S., & Vanegas, J. A. (1996, June), Combining Practice And Theory In Construction Education Curricula Paper presented at 1996 Annual Conference, Washington, District of Columbia. 10.18260/1-2--5920

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