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Using the Flipped Classroom Model to Improve Construction Engineering and Management Education

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2016 ASEE Annual Conference & Exposition


New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016





Conference Session

Construction Session 3: Curriculum

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Paper Authors


Namhun Lee Central Connecticut State University

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Dr. Namhun Lee is an associate professor in the department of Manufacturing and Construction Management at Central Connecticut State University, where he has been teaching Construction Graphics/Quantity Take-Off, CAD & BIM Tools for Construction, Building Construction Systems, Building Construction Estimating, Heavy/Highway Construction Estimating, Construction Planning, and Construction Project Management. Dr. Lee’s main research areas include Construction Informatics and Visual Analytics; Building Information Modeling (BIM), Information and Communication Technology (ICT) for construction management; and Interactive Educational Games and Simulations. E-mail:

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Talat Salama P.E. Central Connecticut State University

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Dr. Talat Salama, PE, is an Associate Professor at the Department of Manufacturing and Construction Management. Before joining CCSU, he was an Associate Professor of Civil Engineering at the University of Alabama at Birmingham. Dr. Salama earned his BS and PhD in Civil Engineering and Structural Engineering, respectively, from Rutgers University and he earned his MS in Construction Engineering from the American University in Cairo. His expertise and research interests include Structural Health Monitoring of bridges using Non-Destructive Testing, and rehabilitation, retrofitting and strengthening of structures. He is a licensed Professional Engineer in the states on New Jersey and Alabama, with six years of industrial experience.

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Seong Jin Kim Minnesota State University, Mankato

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Seong Jin Kim is a Ph. D. in Building Construction. He had diverse teaching experiences in K-16 settings. His primary interests in research are class environments in teaching and performance improvements based on the team work and team alignment in construction organizations and job sites.

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In Construction Engineering and Management (CEM) education, hands-on exercises are essential. Even students in CEM programs mention the importance of hands-on activities in their learning. The “flipped classroom” model may be a proper pedagogical model to provide the students with more hands-on activities. In a flipped classroom, lectures are delivered before class and concept mastery exercises are provided during class. This reversed teaching model also allows us to create a learner-centered learning environment and draw students’ active engagement. The main objective of this study is to identify strategies for implementing the flipped classroom model in CEM education. To accomplish this objective, an extensive literature review was conducted to thoroughly examine the flipped classroom approach in higher education and observe pedagogical strategies to implement the reversed teaching method in CEM education. Then, a plot study was carried out to investigate if the new teaching paradigm is more effective than the conventional teaching method. After analyzing the results of the pilot study, some pedagogical strategies for effective implementation of the flipped classroom model in CEM education were discussed.

Lee, N., & Salama, T., & Kim, S. J. (2016, June), Using the Flipped Classroom Model to Improve Construction Engineering and Management Education Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27168

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