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

\bibitem{asee_peer_24599}
  Torres, A., \& Sriraman, V. (2015, June), \emph{Project Based Learning in Concrete Industry Project Management}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24599

Anthony Torres and Vedaraman Sriraman.  "Project Based Learning in Concrete Industry Project Management".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24599 Internet.  26 Apr, 2024

\bibitem{asee_peer_24599}
  Anthony Torres and Vedaraman Sriraman.
  "Project Based Learning in Concrete Industry Project Management".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24599 Internet.  26 Apr, 2024

@INPROCEEDINGS{asee_peer_24599
author = "Anthony Torres and Vedaraman Sriraman"
title = "Project Based Learning in Concrete Industry Project Management"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24599}
number = {10.18260/p.24599}
}

TY  - CPAPER
AB  -          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.
AU  - Anthony Torres
AU  - Vedaraman Sriraman
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Project Based Learning in Concrete Industry Project Management
UR  - https://peer.asee.org/24599
DO  - 10.18260/p.24599
ER  -