Problem-Based Learning Approach to Construction Management Teaching

This paper describes construction management teaching for the Master of Engineering in civil engineering course at the University of Glasgow in the United Kingdom. This course is a 5-yr undergraduate degree accredited by the Institution of Civil Engineers for membership in the Institution subject to graduates satisfying the appropriate postgraduate training objectives. Construction management teaching takes place in the third, fourth, and fifth years of the degree and is structured to make effective use of both traditional and problem-based learning teaching methods. Examples are given of two problem-based learning courses used in the fourth and fifth year of the degree course. Both are based on complex construction projects and provide students with the opportunity to apply and synthesis knowledge gained on the traditionally taught third year course. Formal feedback from students and informal feedback from local industry suggests that the courses are meeting their overall objective of producing graduates with relevant knowledge and skills in construction management.     

Using Senior Design Capstone as Model for Graduate Education

The Civil Engineering Department at Rose-Hulman recently modified its M.S. program in environmental engineering to replace the thesis with a structured design course. Our efforts are based on the hypothesis that engineers at the graduate level also need to be taught “how to design.” Recent pedagogical efforts emphasize the need for the baccalaureate-level engineer to learn how to design a standard product that meets the needs of a client within a determined budget. This level of design involves the integration of several technical tools as well as client preferences and other constraints such as codes, regulations, economics, etc. Senior design efforts, such as the one at Rose-Hulman, help the student to start this preparation. We argue that the master's-level student not only needs a higher level of technical skill, but also increased sophistication with design focusing on nonstandard problems. These problems have a higher level of technical requirements that require creative and often unique solutions. Rose-Hulman is attempting to prepare master's-level engineers with a client-sponsored investigative design project. “How to design” is taught to both graduate and undergraduate students via integrated capstone courses that are the subject of this paper.     

Teaching of Hydraulic Design at University of Newcastle upon Tyne

At the University of Newcastle, Hydraulic Engineering Design is part of the fourth (final) year curriculum of the (undergraduate) MEng course and of the 1-year (postgraduate) MSc course. The prerequisites are a good foundation in basic civil engineering subjects and a working knowledge of hydrology, hydraulic structures, and advanced hydraulics as covered in the previous 3 years of the undergraduate BSc course. Hydraulic Engineering Design is taught as a subject in its own right in two modules with 36 h contact each and 64 h private study requirement each. Module A is oriented toward computer-aided design. Module B has three major components: advanced topics in dam and reservoir hydraulics, hydraulic design of highway and irrigation structures, and structural design aspects of hydraulic structures. The structure of the course is continuously updated and further details together with one example of set coursework from each module are included in the paper. The aim of the course is to provide an understanding of and ability in design; the lecturers involved in the teaching of the modules should preferably have experience in hydraulic engineering design. The emphasis in teaching, apart from explanations of the factual background to the various topics, is on the demonstration of alternative solutions to the design problems, bearing in mind environmental, economic, and sociological aspect. It is important that students, in dealing with their open-ended assignments, show the ability of independent thinking. Hydraulic problems are part of integrated civil engineering design assignments in the Newcastle undergraduate BEng course (e.g., drainage and water supply), but the Hydraulic Engineering Design course discussed in this paper is needed for a deeper understanding of various problems and for a mature design philosophy in a specialized area of civil engineering. Civil engineering courses at U.K. universities are (in addition to teaching and research assessments) subjected to a rigorous professional assessment by the Institution of Civil Engineers, as their degree qualifications are a basic part of the requirements for the status of a chartered engineer. The design courses are a vital component in the institution assessment procedure.     

Real-World Projects Reinforce Fundamentals in the Classroom

In academia, achieving a balance between teaching fundamental principles and the application of those principles continues to be a challenge. One of the purposes of education is to teach fundamental principles and the thought process. Graduating engineers, however, also need experience and competence in real-world engineering problems. All engineering courses should be based on fundamental principles, but some courses should also demonstrate how to apply engineering concepts to practical engineering problems. This paper is directed primarily at courses that are more applied in nature. One of the factors complicating the implementation of applied courses is the lack of practical engineering by some faculty. If the faculty member goes from graduate student to assistant professor without experience in the profession, it may be difficult for the faculty member to generate meaningful classroom examples. Quality, real-world design problems can often be gleaned from research projects, consulting projects, or supplied by engineering firms. Another challenge is finding appropriate textbooks that address practical problems encountered in real-world engineering. Engineering students should be exposed to projects that require a meaningful analysis, allowing the students to exhibit creativity in their design and analysis without getting bogged down with too many details. The problems should be closely coordinated with the course material so the student has the proper background information. This paper discusses one such project used by the authors in teaching hydraulic design at a senior∕graduate student level and some general suggestions for developing design projects.     

Developing and Teaching a Course in “Applied Sustainability and Public Health in Civil Engineering Design” at Queen’s University, Kingston, Canada

This paper presents the writer’s pedagogical development and delivery of a new undergraduate course in applied sustainability and public health in civil engineering design in the Department of Civil Engineering at Queen’s University in Kingston, Canada. This innovative course introduces undergraduate civil engineering students to methods in sustainability indicators, life-cycle analysis, environmental input-output analysis, and risk analysis to evaluate the environmental impacts and public health impacts of civil engineering design. The paper discusses the learning objectives and course themes of preventive design, multicriteria decision making, and systems-level analysis. The course syllabus and the design project in which students were asked to design a water transmission pipeline and evaluate its environmental impacts are discussed in detail. An overview of the pedagogical methods and student evaluation tools employed in the course is given. An evaluation of learning outcomes and student impressions of the course suggest that topics on design for environment, sustainable development in an international context, and the interface between sustainability, engineering, and policy development should be included in future editions of the course.     

Evaluation of Student Learning for an Engineering Graphics Course

The ability of students to master various skills defined by a set of course learning objectives of an engineering graphics course at San Jose State University was assessed. One semester offering of the introductory course was reviewed. The course objectives were evaluated by the amount of coverage each received on the exams and the level of cognitive skill required according to Bloom’s Taxonomy. Student learning was assessed by review of their ability to produce documented evidence of mastering the skill. In addition two methods of assigning grades based upon student performance were compared. The primary finding of the study was that the ability of students to master particular skills varied widely on both objectives and taxonomy levels. Secondary findings were that the exams did not address each objective equally, and that some important objectives did not receive the coverage they likely deserved. Recommendations about improved wording of some objectives were made to more clearly state the instructor’s intent. The grade assigned to a student would have been different depending upon the method the instructor uses for evaluating their score for an exam. If scoring is weighted based upon the taxonomy level, then some students would receive higher grades while others would have been lower. The distribution of points received for exam questions covering objectives of different taxonomy levels showed that C-students generally performed poorer than A-students, but that at some levels performed better.     

Predicting the Academic Performance of Construction Engineering Students by Teaching and Learning Approaches: Case Study

There are various teaching approaches that instructors may adopt in their quest to teach effectively, and students can choose from a range of learning approaches to help them achieve good grades. This study investigates the effectiveness of personal learning approaches adopted by undergraduates and the teaching approaches employed by instructors in the context of construction engineering courses. The research questions are as follows. (1)?What are the students’ learning approaches that lead to better academic achievement? (2)?What are the instructors’ teaching approaches that give rise to better academic achievement? The study also aims to construct a model to predict a student’s likely academic performance in a construction engineering course. The research design is a self-administered survey. Using a structured questionnaire consisting of questions relating to learning strategies and teaching approaches, data were collected from undergraduates who majored in construction engineering. Statistical analyses undertaken include Pearson correlation and multiple linear regression modeling. Pearson correlation analysis shows that both the Growing Teaching approach and the students’ Achieving Motive learning approach are significantly correlated with academic performance. A robust grade prediction model was developed, whereby a student’s grade in a construction engineering course may be predicted using one teaching approach (Growing Teaching) and three learning approaches (Achieving Motive, Achieving Strategy, and Deep Motive). To help students obtain higher grades in a construction engineering course, instructors should adopt the Growing Teaching approach, and students should adopt the Achieving Motive learning approach. Because students who adopt the Deep Motive learning approach are penalized with lower grades, it is recommended that instructors modify their teaching methods and approaches so that students do not take shortcuts in their learning without deeper regard for higher-order learning outcomes.     

Validity of students' evaluations of college teaching: A multitrait–multimethod analysis.

College instructors in 329 classes evaluated their own teaching effectiveness with the same 35-item rating form used by their students. There was student–instructor agreement in courses taught by teaching assistants (r?=?.46), undergraduate courses taught by faculty (r?=?.41), and graduate level courses (r?=?.39). Separate factor analyses of the student and instructor ratings demonstrated that the same 9 evaluation factors (e.g., work load, organization, interaction) underlay both sets of ratings. A multitrait–multimethod analysis supported convergent and divergent validity of these rating factors. Not only were correlations between student and instructor ratings on the same factors statistically significant for each of 9 factors, but correlations between their ratings on different factors were low. Findings demonstrate student–instructor agreement on evaluation of teaching effectiveness, support the validity of student ratings for both graduate and undergraduate courses, and emphasize the importance of using multifactor rating scales derived through the application of factor analysis. (28 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bedside activated partial thromboplastin time monitoring: just a matter of time?

Hydraulic Engineering, a junior∕senior-level course, is typically taught in a lecture-based format. Lecturing as a singular teaching technique has repeatedly been shown to be ineffective. Lecturing does not advance problem-solving skills, does not require creative or critical thinking, and does not prepare students for the types of problems they will face as professional engineers. In this study, two teaching techniques, problem-based learning (PBL) and cooperative learning (CL), were used to enhance learning in the hydraulic engineering course. The goals of PBL are to provide the student with an active role in learning and to allow the student to take responsibility for learning. The goals of CL are to have students work in teams, thereby learning from both each other and the instructor, and to teach students to work together cooperatively in small groups. Methods of developing teams, projects, and other assignments were explored. The course was assessed midterm and at the end of the semester. As a result, some changes were made midsemester and other recommendations are made for the future.     

Effect of teacher sex, student sex, and teacher warmth on the evaluation of college instructors.

Examined the influence of teacher sex, student sex, and teacher warmth as perceived by students and teachers on teacher evaluation. Male and female instructors in the same department were matched on the level of course taught. 22 pairs of courses evaluated by 838 college students were obtained. Twenty Instructional Improvement Questionnaire items that directly evaluate instructor performance were analyzed using a 3-factor analysis of variance and the .0025 level of significance. No interactions between faculty sex, student sex, and teacher warmth were found. When Ss rated their instructor's interest and warmth, teachers who were warmer and primarily interested in students received higher ratings in teaching effectiveness. When teachers rated themselves on warmth and interest, self-ratings interacted with faculty sex. Generally, female teachers received higher effectiveness ratings than did male teachers when they considered themselves low in warmth or interested in course content. Male teachers who rated themselves high in warmth or primarily interested in students received higher ratings than did male teachers who rated themselves low in warmth or primarily interested in course content, respectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Peer and Self-Assessment for First-Year Students as a Tool to Improve Learning

In a time when European university systems are facing changes and opportunities for convergence, civil engineering teachers are also engaging in new methods of teaching that foster active learning, creativity, and leadership by students. This paper presents the most relevant results of a study on a first-year course, Introduction to Civil Engineering, that has been evolving from a merely knowledge-based course to a competence-oriented course, focusing on both technical competences as well as soft skills. The course was associated to other courses, in which similar practices were implemented to increase the responsibility of the student for his or her own learning process. Peer and self-assessment were instrumental key features in the courses and pedagogical support from the Council of Engineering Courses was used to facilitate the successful introduction of these assessment methods. The findings show a positive correlation between student and teacher marks as well as increased motivation and accountability that justified the extra time effort of the teacher. Based on these experiences, the authors recommend a continuous effort to move away from the traditional educational teaching system, in which assessment does not stimulate the development of soft skills.     

Assessing the clinical ethical competence of undergraduate medical students

At the University of Newcastle, health law and ethics is taught and assessed in each year of the five-year curriculum. However, the critical question for assessment remains: 'Does teaching ethics have a measurable effect on the clinical activity of medical students who have had such courses?' Those responsible for teaching confront this question each year they sit down to construct their assessment tools. Should they assess what the student knows? Should they assess the student's moral reasoning, that is, what decisions the student makes, and, how these decisions are justified, or should they assess what the student actually does when dealing with patients in the clinical setting, and how he or she does it? From 1982 to 1991, assessment at Newcastle was primarily aimed at determining the quality of the students' ethics knowledge base. This paper describes the strengths and limitations of a purely knowledge-based method of evaluation and why in 1992, we are now attempting to redefine and assess, what we call 'clinical ethical competence' in terms of how students actually apply this knowledge base in a controlled clinical context.     

Intelligent Interactive Tutoring Systemfor Engineering Mechanics

Engineering education has traditionally been imparted through the lecture-tutorial-laboratory paradigm. Education technology in the last few years has tried to make teaching more effective by supplementing the chalkboard teaching with audiovisual aids like overhead∕slide projectors and videos. These are, however, passive teaching tools. Recent advancement in computer multimedia has brought in a new teaching medium. Multimedia education has several advantages; most noticeably, the instructions can be interactive and self-paced to meet the needs of each individual student. The writers have developed an Intelligent Interactive Tutoring System for engineering mechanics for the first-year engineering students at the Nanyang Technological University, Singapore. The main objective of this system was to supplement classroom teaching via intelligent interaction with the computer-based tutoring system. This system is designed to be a self-paced virtual tutor with intelligent, user-friendly interactions. It is intended to be different from the many commercially available computerized textbooks. The prototype system was tried out with about 200 students who had earlier failed the course in the first semester and repeated it in the second semester of academic year 1997–1998. The system received good response from the students. The full version was implemented on the Nanyang Technological University Intranet and the Internet for use by the regular class of more than 1,600 students in both academic years 1998–1999 and 1999–2000.     

Teaching Building Information Modeling as an Integral Part of Freshman Year Civil Engineering Education

Lack of personnel with Building Information Modeling (BIM) skills is a significant constraint retarding use of the technology in the architecture, engineering, and construction industry. Unless BIM is introduced into undergraduate civil engineering curricula in a fundamental way, graduate civil engineers will lack the skills needed to serve a construction industry in which three-dimensional models are the main medium for expression and communication of design intent and the basis for engineering analysis. A mandatory freshman year course titled “Communicating Engineering Information,” which teaches both theoretical and practical aspects of BIM, has been developed to replace the traditional engineering graphics course at the Technion. The main lesson learned through four semesters of teaching the class is that students find BIM tools intuitive and therefore relatively easy to learn; the majority of lecture hours are now devoted to the conceptual aspects of BIM and the principles for preparing models that can be analyzed in multiple ways. BIM can and should be taught in its own right, and not as an extension to computer-aided drawing. The skills students have been able to bring to bear in design courses later in their university education indicate that the approach is sound and will enable graduates to meet the needs of the civil engineering profession in the “BIM age.”     

Use of Tangible and Augmented Reality Models in Engineering Graphics Courses

Engineering graphics courses are typically a requirement for engineering students around the world. Besides understanding and depicting graphic representation of engineering objects, the goal of these courses is to provide students with an understanding of the relationship between three-dimensional (3D) objects and their projections. However, in the classroom, where time is limited, it is very difficult to explain 3D geometry using only drawings on paper or at the blackboard. The research presented herein aims to develop two teaching aids; a tangible model and an augmented reality (AR) model, to help students better understand the relationship between 3D objects and their projections. Tangible models refer to the physical objects which are comprised of a set of differently shaped pieces. The tangible model we developed includes eight wooden blocks that include all the main geometrical features with respect to their 3D projections. The AR models are the virtual models which can superimpose 3D graphics of typical geometries on real-time video and dynamically vary view perspective in real-time to be seen as real objects. The AR model was developed using the ARToolKitPlus library and includes all the geometrical features generally taught in engineering graphics courses or technical drawing courses. To verify the effectiveness and applicability of the models we developed, we conducted a user test on 35 engineering-major students. The statistical results indicated that the tangible model significantly increased the learning performance of students in their abilities to transfer 3D objects onto two-dimensional (2D) projections. Students also demonstrated higher engagement with the AR model during the learning process. Compared to using the screen-based orthogonal and pictorial images, the tangible model and augmented reality model were evaluated to be more effective teaching aids for engineering graphics courses.     

The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science

A senior-level university swine management class of 42 students consisted of three laboratory sections (containing 22, 12, and 8 students). A counterbalanced design was used to evaluate three teaching approaches (field-dependent, field-independent, and combination); each weekly laboratory section received each teaching approach for 3 wk. All students were evaluated and categorized as field-dependent or field-independent learners before the study. All students were evaluated for achievement and satisfaction at the end of each laboratory period. Teaching approach x learning style x laboratory section was not significant for achievement or satisfaction. Teaching approach x laboratory section was significant for achievement (P = .01) and satisfaction (P = .01). Teaching approach x learning style was not significant for achievement (P = . 15) or satisfaction (P = .15). Field-independent learners scored 6% higher on achievement tests when taught with a field-dependent approach rather than a field-independent approach. Field-dependent learners scored 21.9% higher when taught with a combination approach rather than a field-dependent approach and 13.8% higher than when taught with a field-independent approach. Overall student satisfaction was positive (3.50 on a 5-point scale). Field-independent learners were most satisfied with a combination approach; however, field-dependent learners preferred a field-dependent approach. Teaching approach was significant (P = .03) for achievement with the combination approach and resulted in higher scores (8.7 to 9.7%). Teaching approach was not significant for satisfaction (P = .61). Overall, a combination of teaching methods, tailored to both field-dependent and field-independent students, was most effective. Matching instruction to student learning style is not necessary. The study represents an example of using animal science students and faculty in research to improve animal science instruction and heighten awareness of teaching methods.     

Observations on relating teaching goals to student response styles and classroom methods.

Contends that instructor perceptions of student ability differences are partly influenced by class design favoring instructor rather than student needs. Analysis of different approaches to teaching undergraduate psychology courses indicates that instructor need-oriented classes encouraged avoidant, competitive, and dependent response styles. Dominant causes were: (a) uncertainty in and disenchantment with class activities, (b) competitive rewards and collaborative sanctions, (c) authority fixations, and (d) few transfer activities. Teaching goals attempting to attentuate these styles featured a classroom model with small group projects, class and small group student "teachers of the day," and instructor content study guides. Questionnaire and response style assessment data reveal that students exposed to this design liked the method, and reported their behaviors as more participatory, collaborative, and independent than those taught by traditional methods. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-cultural issues in psychology training programs: An invitation for discussion.

The American Psychological Association has, since 1973, formally supported the inclusion of cross-cultural training in accredited clinical psychology programs. However, in practice, such training has been slow in implementation at the departmental level. In this article, possible reasons are discussed for the resistance against including cross-cultural training in clinical programs, such as assumptions about the scope and importance of the courses. These resistances are placed within a framework of majority culture identity models (e.g., J. G. Ponterotto; see record 1989-20395-001). The content of the cross-cultural course taught at Washington State University is described in detail. It is offered as a model for those interested in developing a similar course and also serves to inform those unaware of the contents of such courses. The authors hope to stimulate a dialog about this important topic. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Architectural Engineering Program at University of Miami

The baccalaureate and masters programs in architectural engineering at the University of Miami are described here. The Bachelor of Science in Architectural Engineering (BSAE) program contains required courses in all the specialty areas of architectural engineering (structures, construction, and environmental systems), as well as courses in architectural design. Students can pursue each of these subjects in more depth by the proper selection of electives. The BSAE program requires 132 semester credits and is nominally a four-year program. The Master of Science in Architectural Engineering (MSAE) was introduced in 1990, and the course content of this program provides for specialization in one of the key areas of architectural engineering, and is customized for each student. Students with nonengineering backgrounds are typically admitted to the MSAE program with deficiencies.     

Teachable Moments and the Tyranny of the Syllabus: September 11 Case

The September 11, 2001, terrorist attacks on the World Trade Center and the Pentagon presented unique teachable moments to engineering educators but with the competing demand to complete the course as designed and as dictated by the tyranny of the syllabus. A questionnaire was administered to undergraduate students enrolled in three professional ethics courses in 2001 and 2002 to ascertain the extent to which their instructors used the events as teachable moments. For comparison, the questionnaire was administered 1 year after the attacks to students enrolled in courses of an academic enrichment program at Duke University and environmental science students at North Carolina Central University. The percentage of courses addressing the events was highest in the Fall 2001 semester, when the attacks occurred, falling in the Spring 2002 semester, but increasing in Fall 2002. Most respondents supported the use of the events as teachable moments even if the syllabus and course outline had to be adjusted. The results indicate that engineering education must be open to opportunities to teach physical science and engineering concepts and to introduce the students to the social sciences and humanities.