Asee peer logo

Student Perception as a Planning Input in a Project-Based Construction Program

Download Paper |

Conference

2018 ASEE Annual Conference & Exposition

Location

Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Construction Division Technical Session 2: K-12 through Adult Learning

Tagged Division

Construction Engineering

Page Count

16

DOI

10.18260/1-2--31009

Permanent URL

https://peer.asee.org/31009

Download Count

106

Request a correction

Paper Authors

biography

Saeed Rokooei Mississippi State University Orcid 16x16 orcid.org/0000-0001-8543-653X

visit author page

Saeed Rokooei is an assistant professor of Building Construction Science at Mississippi State University. Saeed obtained his bachelor's degree in Architecture and then continued his studies in Project and Construction Management. Saeed completed his PhD in Construction Management while he got a master of science in Management Information Systems. He is continuing his research on simulation to provide a comprehensive supplementary method in construction management education.

visit author page

Download Paper |

Abstract

This paper addresses the results of the first stage of a study that explores different factors impacting students’ perception in a construction program that presents content through an innovative curricular model—studio-based learning. While there are disciplines outside of those that traditionally embrace studio-based learning such as architecture, art, and design, the application of this method to construction is limited. The similarity of learning objectives such as critical thinking, problem-solving, and collaboration across disciplines to produce buildings provide a strong foundation for applying studio-based learning to construction. While many aspects of architecture studios can be translated and implemented into the construction curriculum, neglecting inherent features of construction education endangers the potential to maximize the potential of this innovative curricular model to achieve effective construction learning. In this environment, student perception and feedback can be utilized as a valuable input to regulate the learning system and increase its effectiveness. This paper summarizes quantitative research that was conducted in fall 2017 to investigate how different aspects of studio impact students’ perception. This paper explores how students perceive the time structure and layout of the studio space. The results indicate that students perceive various aspects of studio positively, however, their perceptions toward some factors may vary by academic class level. These results are significant because they indicate that students perceive different layouts of studio differently. Modifying the planning and organization of studios ensure that the learning methods and environment support the objectives for the program.

Rokooei, S. (2018, June), Student Perception as a Planning Input in a Project-Based Construction Program Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31009

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015