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Design and Implementation of a Practice-Based Course in Contracting and Project Management

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Construction Division Poster Session

Tagged Division

Construction

Page Count

11

DOI

10.18260/p.26671

Permanent URL

https://peer.asee.org/26671

Download Count

111

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Paper Authors

biography

Kristen Caroline Hurtado Arizona State University

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Kristen Hurtado, MS, LEED AP (O+M), FMP, Fulbright Scholar, is a PhD student in Construction Management in the School of Sustainable Engineering and the Built Environment at Arizona State University (ASU). Currently, Kristen’s research is in the fields of measurement of adult learning in the built environment and how that relates to organizational change management. She is a lecturer and project manager at the Performance Based Studies Research Group (PBSRG), at ASU. Kristen has her undergraduate and graduate degrees in Construction Management, with an emphasis on Facilities Management from ASU. In her career, she has had the opportunity to work in the building industry for large international contractors, owners, consulting entities, and recently as an educator in the field. She has seen projects in the public, private, transportation, health, and manufacturing sectors. While also pursuing her PhD, Kristen is also working towards another graduate degree in Education and Instructional Design.

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Jake Smithwick Arizona State University Orcid 16x16 orcid.org/0000-0002-6260-3670

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Jake Smithwick is a Ph.D. Candidate in the Del E. Webb School of Construction at Arizona State University (ASU). He received his degrees in Computer Information Systems and Construction Management, and spent six years in the US Air Force (Civil Engineering / Emergency Management). Jake’s research is focused on optimizing project delivery within construction organizations (owners, contractors, designers/engineers, and other entities) in value-based project delivery. He has supported over 115 projects totaling $573M of project value, in diverse scopes (new construction, tenant improvement, software services, health insurance, commodities, and others), at a wide range of public and private organizations

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Kenneth Timothy Sullivan Arizona State University

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John Savicky Arizona State University

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John Savicky is a Lecturer and the Director of Sourcing Research at Arizona State University (ASU). He has worked with private, public, federal, and international organizations, procuring over 700 projects and services (worth over $1.5 Billion).

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Abstract

Addressing the needs of engineering curriculum to provide evidence based practice and opportunities for students to gain skills that can be applied in the workplace has been identified as a need by industry and accreditation bodies. Institutions are seeking to properly meet these needs, while also balancing decades of history with traditional courses. Courses that teach business-type practices and fundamentals are only meeting a portion of that need. Further, the topics covered in these courses may vary, depending on the specific instructional design of the course. Instructional design is largely the responsibility of the instructor and can vary greatly depending on the specific objectives outlined, delivery strategy, materials, and media selected for that specific course. The instructional design of a course to meet the needed practical skills identified, specifically in the development and response to requests for proposals and contract success measurement, is developed to assist instructors in meeting this need in curriculum. This research can also assist instructors in modifying existing courses or development of new courses. Foundational work in the field of education forms the structure of the instructional design and is exposed to assist instructors with instructional design of similar courses. The course curriculum was also tested across two semesters, in which a formative assessment was carried out. The results of the two semesters were: student enrollment in the course increased by forty-two percent, the quality of the student final projects increased twenty percent, the course rating decreased by four percent, and student self-efficacy ratings increased across all performance objectives. These results have encouraged the researchers to continue course refinement and work towards further instructional and assessment tools.

Hurtado, K. C., & Smithwick, J., & Sullivan, K. T., & Savicky, J. (2016, June), Design and Implementation of a Practice-Based Course in Contracting and Project Management Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26671

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: © 2016 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