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Faculty Experience in Team Teaching in Construction Management Higher Education

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Construction Engineering Division Technical Session 4

Tagged Division

Construction Engineering

Page Count

16

DOI

10.18260/1-2--34661

Permanent URL

https://peer.asee.org/34661

Download Count

385

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Paper Authors

biography

Luciana Debs Purdue University Programs Orcid 16x16 orcid.org/0000-0002-9713-0957

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Luciana Debs, is an Assistant Professor of Construction Management in the School Construction Management Technology at Purdue University. She received her PhD from Purdue University Main Campus. Her previous degrees include a MS from the Technical Research Institute of Sao Paulo (IPT-SP), and BArch from the University of São Paulo (USP), in Sao Paulo, Brazil. Prior to her current position she worked in design coordination in construction and real estate development companies in Brazil. Her research interests include team work and collaboration in construction, effective communication in spatial problem solving, and design - field team interaction.

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biography

Bryan John Hubbard P.E. Purdue University, West Lafayette

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Associate Professor
School of Construction Management Technology
Polytechnic Institute
Purdue University

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Abstract

Effective collaboration is one of the expected student learning objectives in construction higher education. This reflects the need for construction professionals to deal with a diverse group of professionals in architecture, engineering and construction. Previous research has validated this need from an industry perspective and construction programs are aware of the need to train our students to be effective collaborators. However, despite encouraging students to work in teams, faculty rarely teach in teams in construction higher-education. Faculty collaboration may occur in research endeavors, but team-teaching is not often employed on a large scale in very high-research activity institutions or other large higher education institutions. The present exploratory paper adds to the previous team-teaching literature in construction higher-education by providing reflections and lessons learned from two faculty from the School of Construction Management Technology of Purdue University, who have team-taught two courses and two modules focusing on design and construction integration topics during Fall 2019. Previous studies focused on team teaching of one module or one course, so the authors provide a unique point of view by sharing experiences of teaching team across multiple courses within one semester. The paper uses a phenomenology approach focusing on faculty experiences, rather than students’ perceptions. The rationale for this choice was because despite the benefits of team-teaching being known and highlighted by previous literature, in most cases the driving factor for it to be used is the willingness of faculty to collaborate. The results from this paper overlap greatly with previous research in team-teaching in higher-education, but also adds specific information into the logistics and organization of having multiple team-taught courses in one semester. This paper can be used by construction program administrators and instructors considering team teaching in their courses.

Debs, L., & Hubbard, B. J. (2020, June), Faculty Experience in Team Teaching in Construction Management Higher Education Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34661

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