Summer Camp’s Impact on High School Students’ Perceptions of Construction Management: A Case Study
Hands-on projects are effective in teaching and reinforcing Science Technology Engineering and Mathematics (STEM) principles. For this reason, STEM-based summer camps often include a hands-on project as part of the camp. Additionally, service learning-based projects often provide value and a rewarding experience to those participating. This case study involves a hands-on service learning project as part of a week-long building construction summer camp for high school students. The service learning project involved partial construction of a tiny house on wheels (THOW). Campers attended lecture classes on blueprint reading, estimating, modeling, safety, quality control, and scheduling, all of which related back to the service learning project. A survey was administered to the campers before the first class and after completion of the camp. Survey results indicate that applying knowledge gained in the lecture sessions to a service-based project was effective in elevating the camp participants’ interest in construction management as a career. Additionally, the majority of responses concerning professionalism of construction managers went from “moderately professional” on the precamp survey to “extremely professional” on the post-camp survey. Information gathered from this study will be used to evaluate future summer camps program.
Work Values of Millennial Construction Management Students
The construction industry is facing substantial challenges relating to employment, skilled labor shortages, and human capital management. In addition to successfully recruiting new talent, companies must adapt to managing a millennial work force that research suggests has different career expectations than previous generations. The purpose of this research is to identify the current work values of construction management students. Data was collected via survey from a sample of students enrolled in an accredited four-year Construction Science and Management program. The students were asked to rank the significance of 21 specific work values derived from the literature as they related to their future careers. Findings indicated that the three most significant work values to this sample of millennial students are work that provides job security, provides a feeling of accomplishment, and provides an opportunity to earn a high income. It is anticipated that an improved understanding of these work values will assist the industry in adapting to the needs of this new generation of employees. Additionally, this understanding can assist academic institutions as they advise and coach students by allowing them to speak to trending values and student expectations.
Relationship of Construction Engineering and Management Student Performance with Personality Traits: HEXACO and Emotional Intelligence
Many researchers have tried to predict the factors that can influence the performance of individuals. Similarly, performance of construction engineering and management students in colleges have also been a topic of research for many researchers, for many feel performance in college has an influence on the performance in construction industry. Previous research has mostly analyzed academic performance with factors such as GRE, SAT, TOEFL score, and Self-Efficacy, while very little research has analyzed the performance of students with personality traits, HEXACO, and Emotional Intelligence (EI). Across the United States, 269 students from different universities filled out the HECOA-PI-R survey and took the EI test. The results of the survey and test were analyzed for individual student and team academic performance, using exam and project scores. The Kruskal-Wallis H test was conducted for the relationship between the personality trait’s domain and academic performance. The results showed that Conscientiousness and Altruism were significant for individual student performance, while Altruism and Self-Management were found to be significant for team performance. Lastly, no significant result was found for diversity in team personality trait and team performance. This paper can help educators focus on domains that can have an influence on individual student and team performance.