Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
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