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Project Based Learning in Concrete Industry Project Management

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2015 ASEE Annual Conference & Exposition


Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015





Conference Session

Construction Engineering Division Poster Session

Tagged Division


Page Count


Page Numbers

26.1262.1 - 26.1262.10



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Paper Authors


Anthony Torres Texas State University, San Marcos

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Dr. Torres, a native of New Mexico, joined the Department of Engineering Technology (Concrete Industry Management program) in August 2013 where he teaches Concrete Construction Methods and a variety of project management courses. He received both of his graduate degrees, Ph.D. and M.S., in Civil Engineering (Structural), from the University of New Mexico. He obtained his B.S. degree, also in Civil Engineering, from New Mexico State University. Dr. Torres’ research areas include the science and advancement of materials, such as concrete and cementitious materials, glass fibers, and composite materials. Dr. Torres’ research interest also extends to the classroom, where he is constantly evolving his courses to provide the best education to his students.

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Vedaraman Sriraman Texas State University, San Marcos

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Project Based Learning in Concrete Industry Project Management Anthony Torres and Vedaraman Sriraman AbstractA Project Based Learning (PBL) method has been implemented in a Project Managementcourse at Texas State University. This course is a junior level course that is required forall Concrete Industry Management (CIM) students. The project management coursefocuses on the concrete industry. A PBL method was employed that utilized an actualconcrete construction project from a local construction company. The students wereintroduced to the construction project early in the semester by the president of theconstruction company. The motivation for the work outlined in the paper was thatstudents’ learning and understanding would be enhanced by using an actual, in-the fieldproject, as opposed to a textbook problem. The students received photographs of theconcrete construction project, engineering documents, drawings and reports in addition toan introduction and question period with the president of the company. The students wereassigned milestone deliverables to be submitted shortly after the lecture that covered thetopic related to the deliverable was completed, as opposed to one project packet due atthe end of the semester. This ensured the topic was fresh in their memory when therequired task was due and ensured that students grasped the practical significance of thetheoretical coverage. Pre and post analysis were provided to the students to acquire dataregarding the effectiveness of the implemented teaching method. The results showed thatthe students favored both the actual concrete construction project and the milestonedeliverable method.

Torres, A., & Sriraman, V. (2015, June), Project Based Learning in Concrete Industry Project Management Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24599

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