Innovation in Construction Engineering Education Using Two Applications of Internet-Based Information Technology to Provide Real-Time Project Observations

Improvements in construction engineering education result when innovative information technologies are incorporated into academic curricula. Through the use of internet-based communication technologies, no longer must students physically travel to a construction project site to observe and hear construction operations. This paper discusses two applications of internet-based, audio and video technologies currently being piloted at Iowa State University (ISU) and at the University of Calgary (UC) for the purpose of bringing live construction projects into the university classroom. Virtual Project Tours have been piloted at Iowa State University in which real-time video and audio are delivered from active construction projects to a remote classroom through the internet. The second application discussed in this paper, Virtual Supervision, is being piloted at the University of Calgary and consists of the monitoring and analysis of construction projects by using imagery gathered by web-enabled, digital cameras of fixed location transmitting video through the internet. This paper also presents a vision of a globally networked organization of engineering and construction education institutions each sharing the unique engineering and building techniques of their respective part of the globe with design and construction students located around the world. This exchange of construction project observations among the institutions will be enabled by the internet-based applications of virtual project tours and virtual supervision systems described in this paper.     

Center for Excellence in Construction Safety

The National Institute for Occupational Safety and Health (NIOSH) has funded the establishment of a Center for Excellence in Construction Safety at West Virginia University. The overall objectives of the Center include: (1) The promotion of hazard control components in engineering curricula; (2) the promotion of hazard awareness and safety‐related knowledge and skills specific to the construction industry; and (3) the promotion of the consideration of safety issues during project design for the purpose of reducing injury during construction. Specific tasks to be accomplished by the Center include: (1) The development of course materials and instruction on construction safety for civil engineering students at the undergraduate and graduate levels; (2) the promotion of such course materials for adoption by other civil engineering academic institutions; (3) the design and conduct of projects related to the improvement of current construction practices that would develop design parameters to reduce trauma during the construction phase; and (4) the establishment of techniques for the collection and dissemination of construction safety information, educational materials, developed guidelines, and design criteria to engineers, architects, contractors, and trade unions.     

Cultivating Research and Information Skills in Civil Engineering Undergraduate Students

The ASCE’s body of knowledge for the 21st century and vision for civil engineering in 2025 outline skills and capabilities necessary for civil engineers to create a sustainable world. An undergraduate course at Georgia Institute of Technology introduces undergraduates to a systems-sustainability approach to civil and environmental engineering, applying systems methods to analyze decisions over the life cycle of large-scale civil-engineered facilities. This paper discusses voluntary and systematic improvements introduced in the course over a 2-year period to develop research and information skills in the students. A workshop on information sources and skills was developed, offered and assessed over multiple semesters using a team-based course project. The term project requires students to select one or two large-scale civil-engineered facilities, evaluate them using the integrated systems-sustainability framework presented in the course, and develop a written report and oral presentation to present their work to their peers at the end of the semester. The paper discusses integration of the information and library skills workshops with the course and presents results that underscore the importance of formally cultivating research and information skills in civil engineering undergraduate students.     

Building Integrated Architecture/Engineering/Construction Systems Using Smart Objects: Methodology and Implementation

Integrated project systems hold the promise for improving the quality while reducing the time and cost of architecture/engineering/construction (AEC) projects. A fundamental requirement of such systems is to support the modeling and management of the design and construction information and to allow the exchange of such information among different project disciplines in an effective and efficient manner. This paper presents a methodology to implement integrated project systems through the use of a model-based approach that involves developing integrated “smart AEC objects.” Smart AEC objects are an evolutionary step that builds upon past research and experience in AEC product modeling, geometric modeling, intelligent CAD systems, and knowledge-based design methods. Smart objects are 3D parametric entities that combine the capability to represent various aspects of project information required to support multidisciplinary views of the objects, and the capability to encapsulate “intelligence” by representing behavioral aspects, design constraints, and life-cycle data management features into the objects. An example implementation of smart objects to support integrated design of falsework systems is presented. The paper also discusses the requirements for extending existing standard data models, specifically the Industry Foundation Classes (IFC), to support the modeling of smart AEC objects.     

Linkages between Construction Engineering Education and Research

The needs of the construction industry require that an appropriate balance be provided between construction engineering topics and management topics in both education and research. Because construction is less mature as a research area compared to other areas in civil engineering, limitations on research funding have made the investigation of construction management topics more feasible in comparison to construction engineering topics. Because faculty members are drawn from the pool of Ph.D. students who have primarily researched management topics, there has been a tendency for them to continue emphasis on management topics in both education and research. Other civil engineering disciplines form their research programs around the needs of design codes and standards’ development, and academic participation is high. Similar efforts exist within construction engineering; however, there is less academic participation. It is suggested that greater effort be invested in the improvement of construction process standards and specifications so that construction engineering research efforts can advance construction process standards and stimulate increased engineering educational exposure. It is also suggested that academics who are interested in construction engineering research should consider participating in the specification improvement processes that occur at the national and state levels. A process for wider participation in construction engineering research and standards development is recommended.     

Course in Professional Practice Issues

The Accreditation Board for Engineering and Technology (ABET) and practitioners recognize professional practice issues as important in undergraduate civil engineering education. This paper describes a creative approach for incorporating professional practice issues into the civil engineering curriculum through a course entitled “Civil Engineering Practice.” This course has the following advantages: (1) It encourages active learning via activities as opposed to a traditional seminar; (2) forms long-term teaching partnerships with engineering professionals; (3) offers a venue where important yet distinct topics can be presented systematically; (4) provides the local engineering community with the opportunity to share its accomplishments and to further continuing education credits; (5) reinforces the professional practice elements of the capstone design project; and (6) supplies structured time where students can interact with potential employers and vice-versa. The course feedback from students, faculty, engineering professionals, and ABET evaluators has been overwhelmingly positive.     

Excavation Game: Computer-Aided-Learning Tool for Teaching Construction Engineering Decision Making

This paper reports on an interactive computer-aided-learning (CAL) tool that was developed for the education of construction engineering students: the excavation game. It builds on the large potential of using CAL in education. CAL tools could offer a better learning environment for students, as they provide an excellent opportunity for applying and testing the management skills learned in classroom, but are difficult to implement in reality. In this research, the CAL tool focuses on improving students’ decision-making skills in the aspects of excavation and related activities. These are excavation equipment, dewatering, and soil-support methods. It also covers mobilization, surveying, safety, overtime shifts, and reporting. Students compete with regard to time, cost, and quality of construction of a given project. The game flow is nonlinear as it depends on students’ decisions. Wrong decisions deviate the construction flow to a path that costs money and time, while reducing quality. This must be corrected costing extra money and time. The game was tested by senior practicing engineering and university professors. Then, it was tested by senior undergraduate construction students. Both groups agreed that the game responds, to a great extent, to the characteristics of effective CAL software, and that the information provided could not be easily assimilated or practiced through the usual tutorial or demonstration educational format. 18% of the professionals and 72% of students indicated the usefulness of the game in applying management and decision-making skills. 60–70% of students believed that it improved their technical skills in dewatering, soil-support, and excavation activities. In addition, 80% of the professionals found the game presenting realistic soil-support and excavation situations, while 72% of students became more appreciative of the interdependencies between activities.     

Component-Based Framework for Implementing Integrated Architectural/Engineering/Construction Project Systems

Current practices and integration trends in the architectural/engineering/construction (A/E/C) industry are increasing the demands for the implementation and deployment of integrated project systems. Much of the research throughout the last decade was driven by the need to develop integrated project systems and standard industry-wide data models to support their development. This paper presents a multitier component-based framework that aims to facilitate the implementation of modular and distributed integrated project systems that would support multidisciplinary project processes throughout the project life cycle. The framework addresses the specific requirements of A/E/C projects, and highlights the required functionality and approach to develop integrated project systems. The framework defines a three-tier architecture: Applications tier, common domain-services tier, and project data-repository tier. The applications tier includes a set of function-specific software tools that interact with the domain-services-tier components via a set of adapters. Adapters map the applications’ internal proprietary-data models to and from a standard integrated data model. The domain-services-tier components implement a number of generic services, such as data management, transactions management, document management, and workflow management. The data-repository tier represents a centralized shared storage of all relevant project information. The paper also discusses the implementation of a prototype software system that demonstrates the use of the framework’s reusable components and the industry foundation classes data model in typical building projects.     

Engineering Information Classification System

A good information classification and coding system is of great advantage to management. However, until now there has been no such a system for engineering management. MasterFormat is widely accepted as a construction information system but is not applicable to engineering work. This paper presents an engineering information classification system for engineering management that has a faceted and hierarchical structure that can flexibly classify information from facility to resource levels, such as construction information classification systems. The six digit coding system for products and functional tasks assists in project cost data collection and schedule planning. A design project was used as an example; the application can be broadened to incorporate the profit center practice and align a consulting firm’s business strategy.     

Multiple Device Collaborative and Real Time Analysis System for Project Management in Civil Engineering

Complexity in civil engineering projects has increased over the years, which has led to an increase in the number of organizations involved in those projects. In today’s environment, these organizations operate in different parts of the world requiring their personnel to be geographically distributed. However, current project management practices require project personnel to be geographically collocated and, thus, are unable to provide the infrastructure to support geographically distributed project management teams. In addition, current project management practices require access to personal computer (PC) based resources for project information, which is not always a feasible alternative for on-site project personnel, as it requires certain hardware and office configurations. Thus, alternatives to PC-based resources such as personal digital assistants (PDA) or phones are needed for information access. Moreover, once project information has been conveyed to all project personnel, the system should aid them in terms of providing data analysis tools and presenting technical or management solutions to the problems encountered by the project personnel. This paper presents a collaborative project management system with a knowledge repository, analysis resources, and multiple device access to support the infrastructure of distributed project management teams in complex architecture/engineering/construction projects. The primary goal for such a system would be to provide a platform where project information can be effectively shared with any of the project management personnel from anywhere and with a very few limitations on the computing device.     

Capturing Implicit Structures in Unstructured Content of Construction Documents

In a paper-based paradigm, whether construction information is presented in structured or unstructured format is not a critical issue because human beings are good at processing both types of information. However, the paradigm shift from using paper-based media to electronic media requires better handling of unstructured information, as a computer is more adept at processing structured information. It is observed by the writers that many existing information systems in the construction industry simply mimic paper-based construction documents, not just in presentations but also in data structures, such as request for information (RFI) forms developed by many existing software vendors. The writers thus question whether enough attention has been put into understanding the impact of the paradigm shift on data management for construction documents. This paper argues that a construction document such as a RFI is usually used by construction professionals to serve particular business purposes, which restricts the content of such a document. Consequently, some types of unstructured information make references implicitly or explicitly to certain types of information that are often well structured such as building or project management information. Further, the occurrence of such cross references is constant and stable among different instances of the same type of documents. A major challenge is to properly capture, represent, and utilize such knowledge in order to improve information processing for construction professionals. Text analysis and statistical analysis are applied by this study to determine the patterns of the occurrences for certain types of concepts that are related to building components, contract documents, or project management in unstructured content. With the identified patterns, this paper further discusses the potential use of metadata models as a method to support processing unstructured content in those documents.     

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.”     

Applying Concept Similarity to the Evaluation of Common Understanding in Multidisciplinary Learning

The success of an architecture, engineering, and construction (AEC) project largely depends on the effective collaboration of project participants. This characteristic of the industry requires that AEC education shall foster multidisciplinary collaboration skills of students. On the other hand, many AEC education programs have started using information and communication technologies (ICTs) to facilitate teaching and learning such as distance learning. One of the challenges in a computer-mediated learning environment arises from the need for computer systems to determine whether a common understanding regarding a certain subject is established among a group of students. To achieve this goal, ICT needs to be able to detect changes in the knowledge structure of students in order to provide better mediation. This paper presents a study on the development of a concept similarity measure that has less computational complexity than graph-based similarity analyses. The similarity measure is intended to determine the similarity of multiple knowledge structures [e.g., concept maps (CMAPs)] of students. The concept similarity measure is developed based on the feature-based method in which propositions associated with a concept are considered as features of the concept. Therefore, the similarity of concepts can be measured by comparing the propositions of the concepts. In addition, since concepts are the key component of a knowledge structure, the common understanding of students can be determined by measuring the similarity of concepts in the knowledge structure of the students. The proposed measure is evaluated by (1) comparing it with the Dice coefficient for analyzing two sets of concepts; (2) analyzing its performance in a generic case of four CMAPs; and (3) applying it to a case using “photovoltaic system” as an example. In this case, results are intuitively obvious so that calculation results can be corroborated by human judgment. Finally, the concept similarity measure is applied to derive the similarity of CMAPs in the case study. Based on the initial evaluations, this study shows that the proposed measure has demonstrated promising features for determining the similarity of multiple knowledge structures or the common understanding of students. However, when the number of knowledge structures increases, concept similarity analyses become more complicated because uncertain situations arise due to ambiguous human perception to propositions that are shared by multiple concepts. Future research is thus needed to understand and clearly define concept similarity in those situations. In addition, other studies are also identified for future research.     

Developing Knowledge Landscapes through Project-Based Learning

The traditional civil engineering-based approach to construction engineering and management education focuses significant attention on core subjects such as scheduling, estimating, and contracts. This paper introduces an alternative approach to this education based on the concepts of project-based learning. Through the introduction of courses developed by the writers, the paper provides a foundation for changing current education approaches from a lecture-based format to a project-based format. In this format, students are challenged with open-ended problems requiring greater application of multiple engineering concepts as well as requiring interaction with outside experts from within the construction industry and related professions. An outline for a project-based learning course is presented with experiences and lessons learned from four implementations of the course. Student responses are presented to indicate the potential benefits of such an approach. This finding is further supported by the introduction of the Knowledge Landscape concept for construction education that emphasizes greater use of context, scope, and multiple intelligences in construction engineering education.     

Information Technology Planning Framework for Japanese General Contractors

Developments in information technology (IT) continue to have a significant impact on the architectural/engineering/construction (A/E/C) industry. However, the issue of whether A/E/C organizations are receiving adequate returns from their IT investments remains an important managerial concern. Recently, Pe?a-Mora, Vadhavkar, Perkins, and Weber introduced a strategic IT planning framework for construction projects that includes four steps: environmental scan, internal scrutiny, IT diffusion analysis, and IT investment modeling. It analyzes the external and internal IT conditions of a project/firm, identifies the diffusion phase of IT in the project/firm, and finally evaluates the effects of IT investments on the project/firm. Although this framework was originally intended to plan future IT investments, we assume that the framework can also be used to evaluate ongoing or past IT investments in projects/firms. Following this idea, this paper presents an application of the Pe?a-Mora et al. framework to an ongoing IT project in Kajima Corporation, one of the largest Japanese general contractors. Kajima is currently developing an IT system called LINCS (Linkage of Information for a New Construction System). This synthetic information network system has been designed to share building data among design and construction stages and streamline design/build activities. By using the framework proposed in this paper, we analyzed how LINCS is justified in terms of its strategic and operational value for Kajima and its construction projects.     

Hands-On Engineering Experiments for Secondary School Students

A program entitled T4MS∕E, “Teaching Teachers to Teach Mathematics and Science via Engineering Activities” was initiated at the University of Toledo to attract secondary students (grades 6–12) to start along the academic path toward careers in engineering. T4MS∕E is a collaborative effort between several engineering and education professors, which targets secondary mathematics and science teachers and students. The core of T4MS∕E is a set of hands-on experiments that the teachers learned, practiced, and then took back to their classrooms, in order to excite their students about the engineering applications of basic mathematical and physical concepts and to start their students along the path towards engineering careers. Many of these teachers taught in schools with large minority populations.     

Case Studies and Information Technology in Civil Engineering Learning

A multimedia-supported case study is presented that deals with a large-scale civil engineering project. This case study is based on the complete analysis, design, and construction files of the developer of the project. The multimedia instructional tool has integrated different disciplines and input from the project manager, senior students, and instructors of different disciplines. This multimedia tool includes hypertext links to modular and stratified information. Information is made available through the user's control in a logical, interactive, deductive, and disciplinary way that follows the flow of a civil engineering project. Text, graphics, and videos are included. The multimedia tool presents a teaching tool that enables senior class civil engineering students to learn about planning, design, and construction phases of a civil engineering project, as well as their integration. The in-class use of the tool and project discussions help the students to relate better their previous academic knowledge to “real-life” problems, enhance their creativity, and increase the level of retention of the new knowledge acquired. Future enhancements and learning possibilities are discussed with the use of additional capabilities of information technology. The multimedia application developed has been used in an academic environment; however, with some modifications, it could be used to improve the “learning curve” of new employees in a company environment.     

自动化系统工程管理与探讨

自动化系统工程的管理不仅要求项目管理人员熟悉自动化、信息化项目管理的特点、项目冲突点,并能够对项目成本控制和风险控制灵活掌控。事实证明,自动化工程建设的成败关键在于工程管理水平的高低。     

Social Network Model of Construction

Engineering and construction projects are dependent on two fundamental elements: (1) the ability to plan and manage the technical components of the project such as the tasks and resources; and (2) the ability of the project participants to effectively develop into a high performance team. Historically, the industry has focused extensively on optimizing the project management processes associated with the former element. In this focus, organizations have emphasized the ability to develop the optimum plan, allocate resources efficiently, and utilize control functions to ensure that the project stays on schedule and within budget. Although this has been effective, this engineering focus has reached the point of diminishing results. Specifically, the engineering approach to project management has neglected to recognize the importance of the participants to the success of the overall project. Rather, the engineering approach has favored the development of an optimum plan as the path to effective project management. In this paper, the engineering-based approach to project success is reconfigured to reemphasize the need to develop high performing teams by recognizing the importance of the project network. This recognition is formalized in the social network model of construction that integrates classic project management concepts with social science variables to enhance the focus on knowledge sharing as the foundation for achieving high performance teams and project results.     

Domain Ontology for Processes in Infrastructure and Construction

With the increasing demands for domain-wide integrated construction and infrastructure development, there is a need for developing a domain ontology to build a knowledge model that describes the multistakeholder project development process. This paper presents a domain ontology for supporting knowledge-enabled process management and coordination across various stakeholders, disciplines, and projects. The ontological model is composed of concepts, relations, and axioms. Concepts represent the “things” in the domain of interest; relations establish the interconcept links; and axioms specify the definitions of concepts and relations and constraints on their behavior and interpretation. The ontology models the most fundamental concepts in the domain in a structured, extendable, and flexible format to facilitate future evolution and extension of the ontology for representing application-specific and/or enterprise-specific knowledge. The ontology was evaluated through technical evaluation and user evaluation. User evaluation was conducted through one-to-one expert evaluation interviews.