scholarly journals SINGLE CAPSTONE OR MULTIPLE CORNERSTONES? DISTRIBUTED MODEL OF CAPSTONE SUBJECTS IN CONSTRUCTION EDUCATION

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Mehrdad Arashpour ◽  
Amrit Sagoo ◽  
Dallas Wingrove ◽  
Tayyab Maqsood ◽  
Ron Wakefield
Keyword(s):  
Undergraduate Students ◽  
Construction Management ◽  
Management Program ◽  
Distributed Model ◽  
Construction Project Management ◽  
Management Skills ◽  
Construction Engineering ◽  
Construction Education ◽  
Industry And Education ◽  
Design And Practice

Capstone experiences provide critical opportunities for undergraduate students to integrate and apply the skills and knowledge they have previously developed in their degree or program. Commonly, this involves students engaging in learning experiences that involve real-world issues and which in turn enhance the student experience and employability skills. The research on capstone experiences in the construction management education literature indicates a need to develop customized delivery models that addresses the specific requirements of construction industry and education providers. This paper aims to showcase an innovative model of distributed delivery for multiple capstones (cornerstones) in a construction management program. The case study described in this paper realized an improvement in capstone design and practice-based learning by incrementally enhancing a student’s knowledge of construction project management skills. The model of multiple capstones discussed here is applicable to diverse disciplines, including construction engineering and management programs.

scholarly journals Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation

2021 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
Ben Farrow ◽  
Tom Leathem ◽  
Amna Salman
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Construction Management ◽  
Student Perception ◽  
Management Program ◽  
Teacher Student ◽  
Learner Centered ◽  
Student Grades ◽  
The Impact ◽  
Teacher Centered

Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.

Formation of Universal Competencies of Undergraduate Students of Pedagogical Directions

2021 ◽  
pp. 50-56
Author(s):  
O. Minina
Keyword(s):  
Undergraduate Students ◽  
Soft Skills ◽  
Cross Cultural ◽  
Cultural Interaction ◽  
Management Skills ◽  
Leadership Communication ◽  
Master Degree ◽  
Training Materials ◽  
Teachers Training

The aim of the research was to develop and implement a teachers training master degree program with active integration of soft skills at all the stages to form students’ system and critical thinking, project management skills, teamwork and leadership, communication and cross-cultural interaction skills. To solve these problems, the program included specialized practice-orientated courses based on the principles of pedagogical ergonomics and the latest technologies (ball-rating system, workshop, case study, “agile” principle, pedagogical situations’ modeling and others). The research resulted is a unique, effective and validated program and a set of training materials to develop universal competencies of master degree students.

Inquiry on the Management Method of Pile Foundation Construction in Construction Engineering

2020 ◽  
Vol 5 (1) ◽  
pp. 11-13
Author(s):  
Lizhen Tao ◽  
Keyword(s):  
Construction Management ◽  
Pile Foundation ◽  
Quality Level ◽  
Present Stage ◽  
The Sustainable Development ◽  
Construction Engineering ◽  
Foundation Construction ◽  
Management Method ◽  
Important Position

At the present stage, the expanding scale of construction infrastructure in China has brought a lot of guarantee role to promoting the sustainable development of China’s national economy. Pile foundation construction plays an important position in construction engineering, and has a very important impact on the overall quality level of construction engineering. However, in the actual pile foundation construction, there are still many problems, restricting the quality of pile foundation construction. Therefore, the construction department of construction engineering should do a good job in construction management, improve the overall quality of pile foundation construction.

Development of a Building Information Modelling Threshold Capability Framework to Enable Global Curriculum Co-Integration

2021 ◽  
pp. 360-383
Author(s):  
Kerry London ◽  
Nicola Willand ◽  
Peng Zhang
Keyword(s):  
Project Management ◽  
Construction Management ◽  
Digital Literacy ◽  
Construction Project Management ◽  
Global Integration ◽  
Building Information Modelling ◽  
Information Modelling ◽  
Global Curriculum ◽  
Building Information ◽  
Management Curriculum

The construction and project management graduates are entering an ever-changing workforce that will require a smarter way of working. Creation, use, and management of building information modelling (BIM) models is a critical part of this smarter world. The aim of this research is to develop a threshold capability framework within the context of a broader digital construction project management curriculum to enable the global integration of BIM into a construction management curriculum. This chapter reports the evaluation of the framework through an analysis of 21 interviews with key stakeholder groups. Much effort is required to guide Australian construction practitioners to embrace a greater use of BIM in practice. This research identifies that the concept of graduate resilience skills in students is critical for the success of such a transition. Infusing construction management digital literacy is a long term and evolving exercise, and confidence in delivery capability must be simultaneously built.

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