QEP-Real World Problem Solving

ASEE 2019, Paper ID #25476.
Employers are implementing various strategies to improve construction students’ interests in residential construction careers to address workforce shortages. In order to advance construction students’ learning experiences and residential career interests, the National Housing Endowment, National Association of Home Builders (NAHB), and True Homes USA, awarded a $100,000 grant to a historically black college/university (HBCU). The goal is to strengthen industry- university collaborations between residential construction organizations and the HBCU through an NAHB- Residential Construction Certificate Program, which includes NAHB memberships, scholarships, educational programing, and networking opportunities. Key NAHB program components include: (1) Residential construction modules in construction courses; (2) Travel and participation in NAHB International Builders Show (NAHB- IBS); (3) NAHB student organization; (4)Recruitment; (5) Scholarships; (6) Residential construction employment; (7)Field trips; (8) Professional development sessions; (9) NAHB student competition team for national NAHB four- year universities competition; (10) Residential construction certificates; and (11) Program evaluation and reporting. Drawing from foundational principles in professional career identity development, the purpose of this research was to gain insights into the residential construction learning experiences of HBCU- NAHB program participants. This limited case study approach involves the authors ’ experiences, NAHB program data analysis, and the administration of two self-reporting surveys with open-ended questions to gain insights into HBCU students’ learning experiences as they participated in various components of this NAHB program. Thematic data analysis involves coding, categorization, and descriptive statistics. Also, the best practices, challenges, and lessons learned from the NAHB program are described.
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ASEE Conference. 2019 Jun 21,Paper ID #26632.
Sustainability in civil and construction engineering is practiced globally in a variety of ways that are dependent on regional customs, available resources, governmental policy, and local building and design practices. Thus, the ability to examine the practice of sustainability internationally may be considered to enhance student learning outcomes in a course on sustainable engineering and construction. This paper examines the impact of incorporating a study abroad component to such a course, as compared with a traditional on-campus offering. In particular, a study abroad program was conducted for two summers in Australia, and application of practices and rating systems in that country were used to develop projects that could be certified through the LEED (Leadership in Energy and Environmental Design) rating system in the U.S. Several offerings of a traditional on- campus course were then made, with a similar project development aspect at the conclusion of each. The learning outcomes from each type of offering are compared using similar assessments, and an evaluation of the differences is made. Besides considering the benefits of study abroad programs in sustainability education, a reflection on the benefits of bringing an understanding of the global aspects of sustainability to on-campus course offerings is also made.
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Eng, Const and Arch Man. 2012,19(5): 512-525.
The purpose of this paper is to investigate the history of dissemination and use of lean concepts in construction and potential challenges for continued use, as application of lean concepts transitions from a small group of first adopters to an industry-wide community. Design/methodology/approach - Using insights obtained from a meeting with industry practitioners, literature review, and published cases in which different approaches were used to disseminate lean production/construction, evidence is presented that supports these challenges. Findings - The authors identify three challenges facing lean construction (LC) practitioners, researchers, and educators. One challenge is lean has many meanings (whether denoted or connoted) when applied to construction. Another challenge is to have academics constantly working with industry practitioners to keep working on the adaptation of concepts/systems and not only tools. The third challenge is that without a sustained effort to engage people in meaningful learning experiences, LC may be viewed as a fad in the construction industry. Research limitations/implications - The discussion presents the authors' interpretation of facts and existing literature reviewed to support the arguments made. Moreover, while the literature reviewed addresses sources from different parts of the world, the preponderance of the authors' research activities and experience are limited to two countries, Brazil and the USA. Practical implications - In the face of overwhelming interest in lean by the construction industry, research on effective methods for disseminating lean concepts is overdue. Social implications - By partnering with industry practitioners who are already implementing LC or want to start the journey, academics have access to projects (labs in the real world) and can bring back to the classroom examples to educate future generations of professionals who can push for changes in the industry. This partnership also helps the validation of experiments regarding LC implementation, as data can be collected and analyzed in a scientific way, and can be documented for dissemination within the industry. Originality/value - The paper discusses challenges related to the evolution of LC in the industry, with the aim of forming a basis for an informed discussion on how to promote sustained and informed learning in construction.
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ASEE Conference. 2019, Paper ID #26950.
This paper presents the development of project-based course materials for a sequence of two new undergraduate manufacturing courses: Design and Prototyping and Machining Technology that are designed for freshman and sophomore level students. The course materials presented in this paper start with introducing students to a working product and then challenge them with problems requiring the redesign of components. Subsequently, various manufacturing methods, techniques, processes, and equipment are discussed in detail so that students can prototype these newly designed components in the laboratories. As part of the curriculum of an Engineering Technology program, these courses aim at developing students' ability to work in collaborative groups to apply engineering and technology knowledge to solve real-world technical problems requiring the application of practical procedures and methods.
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ASEE Conference. 2019, Paper ID # 25476.
While the building industry has a major impact on the US economy, it is one that is often criticized for poor productivity and waste resulted from interoperability. Additionally, the impending labor shortage requires that this is industry becomes one that can do more with less in order to remain effective. As part of preparing civil engineering students for careers in this industry and to design/build infrastructure that is responsive to changing societal needs, educators have aimed to replicate the processes associated with real-world projects through design/build educational activities (like the Department of Energy’s (DOE) Solar Decathlon, Sacramento Municipal Utility District’s (SMUD) Tiny House Competition, and DOE’s Challenge Home Competition) as part of helping students situate civil engineering concepts in an authentic learning environment. Unfortunately, not all universities have the financial resources necessary to fund these types of hands-on projects. Thankfully, technology has the potential to mitigate some of these inequities. This paper presents an update on a three year NSF-funded project that aims to: develop mixed reality (MR) technology aimed at sufficiently replicating physical design and construction learning environments to enable access to students at institutions without sufficient resources; and assess the impact of a MR-facilitated cyber learning environment on cognitive-, affective-, and skill-based learning that occurs during traditional (in person) design and construction activities. Human Centered Design principles and the tenets of the Carnegie Foundation’s Three Apprenticeships Model (i.e., learning related to “Head”, “Hand”, and “Heart”) inform the design, development, and assessments in this project. Highlights from the first year and future plans will be discussed.
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