Study Abroad to Promote Design and Construction Collaboration
The construction industry continues to implement greater collaboration between design and construction organizations. To be prepared for these collaborations, graduates of construction management (CM) programs need exposure to collaborative environments where they can develop the behavioral and communication habits that support success for teams composed of individuals from diverse backgrounds. To prepare students for these new collaborative opportunities, Purdue University has begun to offer study-abroad opportunities that expose CM students to international and architectural diversity at the same time. This paper uses literature support and lessons learned from recent study-abroad experiences to assemble a list of best practices for student international collaborations.
Students' Perceived Knowledge Acquired During Construction Management Internships
Philip Warren Plugge
Many studies have shown the value of an internship or cooperative experience for young professionals to gain experience. For students, internships historically have been a way to gain valuable hands-on knowledge within their chosen degree and career path. Sponsoring companies see this as a way to groom future employees whom they hope to hire as full-time employees after graduation. This paper is the analysis of a pilot study in an attempt to identify the perceived construction management knowledge acquired by students during their internship using an evidence-based documentation approach. The study analyzes students' knowledge acquired through the submission of documented evidence using weekly reports, intern documents or artifacts, job site photos, and a final report. In addition to the documented student work, a survey was used to identify the students' perceived knowledge gained during the internship. Knowledge areas were organized using the 20 American Council for Construction Education (ACCE) student learning outcomes (SLOs). The most significant areas of perceived knowledge included plan reading skills, understanding of how to apply electronic-based technology to a construction project, and understanding of site layout and utilization.
Student Perceptions and Initial Response to Using Virtual Reality for Construction Education
The use of immersive Virtual Reality (VR) as a means of entertainment has drastically accelerated over the last few years because of the increase availability in affordable technology. Its use in the design and construction industries also has risen and served as a powerful visualization tool for clients to understand space. This study looks to examine the perceptions of construction management students on the use of Head Mounted Display (HMD) VR in the classroom as a teaching aid. The study allowed students to interact with a developed virtual environment using Samsung GearVR headsets and Samsung S7 devices. A pre/post survey was used to document students’ perceptions before and after exploring the environment. The post survey was also used to document where students might see this technology applied within their curriculum. Overall the students who participated were open to the incorporation of the technology into the curriculum and rated their experience within the HMD-VR environment as positive. This paper presents an overview of this study and how the environment was developed and then details the student survey results. Recommendations for future content development and some instructor observations are also included.