Analysis of the AIC Associate Constructor Practice Exam for Cognitive Domain and ACCE Student Learning Outcomes (SLO) Inclusion
Identifying direct assessments appropriate to the requirements for the American Council of Construction Education (ACCE) has become a topic of increased interest among construction educators. The Associate Constructor exam is one such direct assessment under consideration. Although the AC exam has been validated as a mechanism for the certification of constructors, use of the exam for accreditation purposes requires appropriate validation achieved through extensive evaluation of the content, construct, and criterion parameters of the exam. As a first step, the intent of this research was to identify the topical and cognitive scope of the AC practice exam in relation to the ACCE SLO requirements. Analysis of the practice exam questions showed that the test generally covers the range of subject matter and topical content associated with the discipline, but falls short of the appropriate cognitive levels in many areas per ACCE requirements. This paper provides a background and basis for the study, description of the methodology, results, and suggestions for further research of the full AC Level I exam to determine its validity as measurement tool for ACCE accreditation purposes.
Teaching Vegetative Roofing Systems: An Industry and Academic Collaboration
Leveraging relationships with industry to produce current and real-world learning activities offers students the opportunity to explore the benefits and challenges of sustainable technology and practice. This study reports the results of implementing a three-week vegetative roofing teaching module composed of three phases: 1) an industry-expert lecture, 2) multiple case study analysis, and 3) an in-class student presentation (cohort one) or a student-led debate and defense of students' green roof system selection (cohort two). Specifically, the teaching module was designed to expose students to green roofing system installation requirements, their benefits and disadvantages, as well as green roof application-specific project management considerations. In total, 46 students (n=20 presentation format, n=26 debate format) completed the vegetative roofing teaching module and survey. Students ranked the case study research and analysis phase as the most effective classroom intervention for increasing their knowledge of vegetative roofing systems. T-test results revealed that students completing the debate reported statistically higher effectiveness (p = 0.019) and increased green-roof knowledge (p = 0.022) resulting from the teaching module than did those in the presentation format. The roofing industry expert’s perspective is presented. Study implications and areas of further research are discussed.
Site Visit Application in Construction Education: A Descriptive Study of Students’ Perspectives
Ricardo Eiris Pereira
Site visits in construction education are learning experiences that aid the students to better understand real-world construction practices. These field trips create a guided interactive environment for students, enabling awareness of spatiotemporal challenges present in a construction project. This research uses descriptive research to explore construction site visit application as an educational component in the construction curriculum. An online survey was distributed to assess the benefits and barriers of site visit implementation on real-world classrooms. This study focused on the perspective of university students in construction programs across the United States. The results of the research show that the respondents indicated that observing/interacting with the construction environment and the construction professionals is a crucial benefit of site visits. The respondents also stated that short duration of site visits and the substantial amounts of information required to be absorbed in such a brief time were the most significant barriers in the site visits.