Faculty Internship: Providing New Skills for Construction Educators

Lisa M. Holliday; Matthew Reyes; Kenneth F. Robson

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Conference: 2014 ASEE Annual Conference & Exposition
Location: Indianapolis, Indiana
Publication Date: June 15, 2014
Start Date: June 15, 2014
End Date: June 18, 2014
ISSN: 2153-5965
Conference Session: Industry Collaboration in Construction Education
Tagged Division: Construction
Page Count: 7
Page Numbers: 24.596.1 - 24.596.7
DOI: 10.18260/1-2--20487
Permanent URL: https://peer.asee.org/20487
Download Count: 414

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Matthew received his bachelor's and master's degrees from Texas A&M University. After working for several years in the construction industry both in the field and in management, he joined the Construction Science faculty at the University of Oklahoma in 2012. Along with his research interests in earthen construction and the Latino workforce in construction, he is interested in teaching students to improve their visuo-spatial skills and abilities.

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Kenneth F. Robson University of Oklahoma

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Abstract

The Associated General Contractors of America (AGC) Faculty Internship: Providing New Skills for Construction Educators ***, ****, **** University of **** ***,**** Undergraduate Construction Management programs value both advanced education and construction experience in faculty. As more construction programs require faculty to hold a PhD, it is becoming increasingly difficult to find quality tenure-track faculty applicants with both a PhD and industry experience. Generally, the path to a PhD does not leave room for significant construction industry experience. The shortest path to a PhD is continuous education from undergraduate through graduate school. Once a person leaves the education path and enters the industry, it is often hard to leave the industry for full-time studies and construction does not lend itself to part-time graduate studies while working full-time. These divergent paths to a professional career leave a gap in prospective construction educators. The Associated General Contractors of America (AGC) values construction experience in construction management faculty and has sponsored summer internships to increase faculty industry experience. The internship program is structured by a three party agreement between AGC, the sponsoring university, and a local contractor. Each of the three parties pays a third of the faculty intern’s regular monthly salary. Thus, each entity has a vested interest in the faculty intern’s success in the program and its benefits to education. The University of *** took this opportunity to partner with a local general contractor to increase faculty construction experience and to train the faculty member in the use of Revit Structure. The faculty intern joined the contractor’s pre-construction team and developed the Revit model for an upcoming project. The model was used by the contractor for their planning purposes. This additional Revit expertise will be integrated into the structures and documents classes. Through this industry experience and training, the faculty intern will bring construction knowledge and real world examples from industry back to the classroom to enhance learning. Keywords: faculty internship, industry experience, faculty education, AGC

Citation
Format

Holliday, L. M., & Reyes, M., & Robson, K. F. (2014, June), Faculty Internship: Providing New Skills for Construction Educators Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20487

TY - CPAPER
AB - The Associated General Contractors of America (AGC) Faculty Internship: Providing New Skills for Construction Educators ***, ****, **** University of **** ***,**** Undergraduate Construction Management programs value both advanced education and construction experience in faculty. As more construction programs require faculty to hold a PhD, it is becoming increasingly difficult to find quality tenure-track faculty applicants with both a PhD and industry experience. Generally, the path to a PhD does not leave room for significant construction industry experience. The shortest path to a PhD is continuous education from undergraduate through graduate school. Once a person leaves the education path and enters the industry, it is often hard to leave the industry for full-time studies and construction does not lend itself to part-time graduate studies while working full-time. These divergent paths to a professional career leave a gap in prospective construction educators. The Associated General Contractors of America (AGC) values construction experience in construction management faculty and has sponsored summer internships to increase faculty industry experience. The internship program is structured by a three party agreement between AGC, the sponsoring university, and a local contractor. Each of the three parties pays a third of the faculty intern’s regular monthly salary. Thus, each entity has a vested interest in the faculty intern’s success in the program and its benefits to education. The University of *** took this opportunity to partner with a local general contractor to increase faculty construction experience and to train the faculty member in the use of Revit Structure. The faculty intern joined the contractor’s pre-construction team and developed the Revit model for an upcoming project. The model was used by the contractor for their planning purposes. This additional Revit expertise will be integrated into the structures and documents classes. Through this industry experience and training, the faculty intern will bring construction knowledge and real world examples from industry back to the classroom to enhance learning. Keywords: faculty internship, industry experience, faculty education, AGC
AU - Lisa M. Holliday
AU - Matthew Reyes
AU - Kenneth F. Robson
CY - Indianapolis, Indiana
DA - 2014/06/15
PB - ASEE Conferences
TI - Faculty Internship: Providing New Skills for Construction Educators
UR - https://peer.asee.org/20487
DO - 10.18260/1-2--20487
ER -