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June 22, 2020
June 22, 2020
June 26, 2021
The paper examines factors that impact students' learning within higher education to determine how teaching and assessment may be adapted to promote resilience in all its forms. Resilience is related to construction as it is considered vital in the built environment. The research addresses wide-ranging definitions of resilience, encompassing endurance and adaptability, and seeks to understand how these definitions impact on the learning experiences of students. The survey questions are used to determine how the students perceive about disasters such as Avalanches, Landslides, Earthquakes, Floods, Hurricanes, Winter Storms, Sinkholes, Tornadoes, Tsunami, Volcanic eruptions, Tropical Storms, and Droughts. An online survey instrument was created to circulate among construction industry students to a) evaluate their experience of disasters, b) examine the source of knowledge of resilience on natural disasters, c) measure knowledge of post-disaster evacuation, and d) evaluate disaster preparation from university education. Each of the questions is used to evaluate factors impacting evacuation and disaster resilience concepts applied by students’ families and friends. This study helps to a critical review of disaster resilience and its associated concepts within the context of higher education curriculum implementation. A correlation was found between the location students live and a desire for knowledge about extreme weather events at the college level.
Adhikari, S., & Mosier, R. D., & Langar, S. (2020, June), Evaluation of Disaster Resilience Preparation in the Construction Education Curriculum Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34603
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