Construction Management Curriculum Transformation Through Project-Based Learning: Part 2 of a Progressive Case Study Jamie Metzinger
In 2015, the Purdue University Building Construction Management Technology faculty decided to transform the entire construction management core curriculum to an integrated, project-based curriculum. This paper is the second of the series outlining the process of transformation. The first paper in this series described the work in the 2015−16 academic school year and is summarized here, while the work completed in the 2016−17 school year is explained. During this time, the curriculum committee grew and prepared to launch the new transformed curriculum for fall 2017 incoming students. Several topics were either started, continued, refined, or finalized, during which included outcomes, objectives, schedules, syllabi, handbooks, assessments, simulations, intercultural requirements, textbooks, project library, history, service learning, marketing, software integration, and work experience requirements. This paper provides an overview of this progress and next actions needed.
Leveraging Mobile Applications to Promote ACCE Student Learning Outcomes
The usage of mobile technologies is ubiquitous in the construction industry, yet to date, little research has been published regarding their usage in construction management curricula. Forty-one separate mobile applications were reviewed for functionality and mapped against the twenty American Council for Construction Education (ACCE) student learning outcomes to discern whether mobile technologies could be used to promote student learning in construction management curricula. The results of the analysis showed there is a vast opportunity to use mobile applications across eight identified core areas of construction management education, especially in the areas of field operations, project management, and virtual design and construction. Moreover, the analysis highlighted the opportunity to use mobile applications across disparate courses and engage in collaborative exercises. Future research into mobile technology usage across accredited construction management programs is suggested, along with further development of course activities where mobile technologies are used to promote specific course learning outcomes.
Collaborative Learning Methods in Construction Management Education
Architecture, engineering, and construction industries are advancing in collaborative methods for completing projects. Consequently, educational institutions are investigating methods of teaching students how to effectively function in teams to prepare students for industry. Most of the proposed methods are resource intensive and require extensive planning before students are introduced to the teamwork training. This paper presents the results of an exploratory investigation into applying a current training method as a one-time intervention. The goal of the research was to identify whether this method of training will impact student attitudes and behaviors about teamwork. A two-phase, survey-based research project collected data from civil engineering technology and construction management students at the University of North Carolina at Charlotte. The resulting data highlighted a significant change in attitudes between phases for 18 survey items; 44% of the significant responses were associated with communication. The results suggest that future studies for teamwork trainings with limited resources focus on communication for the highest chances of positive outcomes in a short period of time.