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Select this Article		Career Counselors' Perceptions of Construction as an Occupational Choice Valerie Francis and Adele Prosser Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000125 Posted ahead of print 14 May 2012 Full Text: \| Download PDF
	+ -	Show Abstract Skill shortages exist in the construction industry in Australia, as they do in most industrialized countries around the world. These shortages are predicted to worsen with an ageing population, and with concerns young people are not attracted to construction. Initial career choices are made during secondary school, after exploring a broad range of options. Career counselors facilitate resource gathering about areas of interest, and need to provide accurate information about the many opportunities available. Therefore perceptions of the working conditions and individual characteristics suitable for blue collar and white collar construction roles were gathered from 202 career counselors. Overall their knowledge of the industry was reasonably accurate and realistic, however there were some inconsistencies in responses about work conditions, safety, job security, work hours and having a good work ethic. Construction was also considered a better career option for males than for females. Reasons young people may not be pursuing construction careers are discussed, including the industry's traditional career path being out of step with current expectations of flexible work arrangements, portable skill sets and work‐life balance, and a male dominated work culture. (183 words)

Select this Article		Strategies for Managing Migrant Construction Workers from China, India and the Philippines Florence Yean Yng Ling, Mohammed F. Dulaimi, and Mui Hia Chua Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000124 Posted ahead of print 12 April 2012 Full Text: \| Download PDF
	+ -	Show Abstract In order to overcome construction labor shortage, the Singapore construction industry employs migrant workers from other countries. The cultural differences between local project managers and foreign workers may give rise to communication problems and mismanagement, leading to low productivity. This study identified the similarities and differences in cultural traits among migrant workers from China, India and Thailand; and recommended strategies to manage diversity among migrant construction workers. The research method was questionnaire survey, and data were collected from project managers who had experience in managing migrant construction workers in Singapore. In‐depth interviews were also conducted to gain insights into how diversity among migrant workers could be managed. The results show that workers from Thailand tend to exhibit the least negative traits. Workers from China have traits that are significantly different from Indian and Thai workers. The recommended management strategies to deal with cultural diversity are: engage highly skilled migrant workers; administer employment contracts closely; supervise strictly to lessen poor and passive‐aggressive attitudes; reward workers who took initiative; and train workers to work safely and produce high quality workmanship. Besides work related strategies, project managers should also form concrete personal relations with workers to create trust; and organize social activities to engender inter‐team spirit.

Select this Article		Using Sun Tzu's Military Strategies to Achieve Competitiveness in China Shan Li and Florence Yean Yng Ling Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000121 Posted ahead of print 10 April 2012 Full Text: \| Download PDF
	+ -	Show Abstract The rapid growth of mainland China's construction market has spurred the increase of projects, but at the same time also attracted competition from local and foreign architectural, engineering and construction (A/E/C) firms. For these A/E/C firms to survive and expand, appropriate and effective strategies and practices need to be adopted to improve competitiveness. The aim of this research is to identify relevant military‐like strategies that A/E/C firms adopt to improve their competitiveness in China, with a focus on the practices that Chinese firms adopt that lead to higher competitiveness. Metrics of competitiveness are: winning large number of projects, winning large value projects, achieving client satisfaction, having good public image, delivering product/service speedily, to a high level of quality and profitability. Data were collected from foreign and Chinese A/E/C firms operating in China using a structured questionnaire. The results show many practices that Chinese firms adopt that lead to competitiveness do not reap the same benefits for foreign firms. It is recommended that foreign firms adopt to a greater extent the practices identified in this study that enable Chinese firms to achieve higher competitiveness so that foreign firms may compete more effectively in China.

Select this Article		A Method for Planning Graduate Programs in Construction Management Eugenio Pellicer, M. ASCE, Víctor Yepes, and Alejandro J. Ortega Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000120 Posted ahead of print 14 March 2012 Full Text: \| Download PDF
	+ -	Show Abstract University programs in western countries must be accredited and although several detailed conceptual methods have aimed to design new programs, to date no specific quantitative tools are available. The purpose of this paper is to describe a method to plan, design, or improve graduate degree programs based on selected requirements and market demands. This method involves two metrics, which are later combined into a final index. The first metric is the Completeness Index, which evaluates the extent to which certain programs cover a discipline, in this case construction management, according to a model using two variables: infrastructure life cycle and organizational breakdown. The second metric is the Adequacy Index, which measures how a program addresses the previously identified market demands. The final indicator (Summary Index) relates both indeces in a plot chart. In this study, a sample of 21 construction management programs from prestigious universities and a survey of the Spanish construction industry illustrate the applicability of the method. It can be applied in practice, not only in the construction management field, but also in other fields with an appropriate theoretical model that maps each field of knowledge as well as exploratory data that highlight the demands of each specific market.

Select this Article		Embedded Knowledge in Transportation Engineering: Comparisons between Engineers and Instructors Shannon Davis, Shane Brown, Michael Dixon, Robby Borden, and Devlin Montfort Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000119 Posted ahead of print 7 March 2012 Full Text: \| Download PDF
	+ -	Show Abstract Substantial research in a diversity of fields suggests that being successful in a skilled profession requires ways of thinking that are unique to the context of that profession and present in practitioners of that field. The purpose of this study is to characterize embedded knowledge of sight distance and stopping sight distance in instructors and engineers and similarly examine course materials. Individual interviews were conducted with 29 transportation engineers and 19 transportation instructors. Course notes from a selection of instructors and three commonly used textbooks were also analyzed. Although instructors and practitioners expressed similar content knowledge, there were significant differences in the context in which it was embedded. Engineering practitioners used and referred to software, manuals, and specific experiences, while instructors primarily spoke in a more abstract context, or referred to textbooks. Also, engineers discussed methods of mitigating for the inability to meet minimum design criteria; this was not found in course notes or textbooks. This research strongly suggests that context‐dependent embedded knowledge exists in transportation engineering and efforts are necessary to integrate this knowledge in the curriculum.

Select this Article		Education for Sustainable Development: Methodology and Application within a Construction Course Beatriz Rodríguez Soria, José M. Pérez Bella, Javier Domínguez Hernández, Enrique Cano Suñén, and Juan J. del Coz Díaz Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000118 Posted ahead of print 7 March 2012 Full Text: \| Download PDF
	+ -	Show Abstract This article presents a plan of action composed of various initiatives for including sustainable development education (SDE) transversally within university degree programs. The most important initiative is that of introducing sustainable development (SD) as a basic transversal skill for each thematic unit of the class, thereby completely modifying the content. To achieve this adaptation, a methodology is developed that can be systematically followed in any class. This article includes an example of how this methodology was implemented in an “Industrial Construction and Industrial Services” class, which is part of the Industrial Engineering major at a Spanish university. The objectives and results achieved in the class demonstrate the benefits of using the proposed method to incorporate an adequate amount of SDE into university degree programs.

Select this Article		Enhancing Education of Construction Materials Course Using Guided Inquiry Modules Instruction Chung‐Suk Cho, A. M. ASCE, David S. Cottrell, Candace E. Mazze, Sandra Dika, and Sungkwon Woo Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000117 Posted ahead of print 3 March 2012 Full Text: \| Download PDF
	+ -	Show Abstract This paper describes a study of the effects of guided inquiry module instruction on undergraduate construction engineering students’ understanding of course concepts and attitudes toward module instruction. Eighty‐one students from two sections of the same Construction Materials engineering course participated in the study. Both sections received guided inquiry module instruction (treatment) for three of the six course topics. Participants completed pre‐ and post‐tests for each topic, exams (midterm and final), and a questionnaire to assess attitudes and perceptions. Results of the study show students perceived module instruction to be more effective than the traditional lecture. Students across both sections indicated that they participated more during module instruction, and that this approach was more effective in encouraging participation, and providing opportunities for discussion, activities, and teamwork. Additionally, students performed better on certain topic post‐tests under the treatment condition. This study contributes to the growing research on the effectiveness of active instructional approaches in engineering education to improve student learning gains. Future research should consider instructor teaching style and class composition in the design of experimental comparisons.

Select this Article		PBL and B‐Learning for Civil Engineering Students in a Transportation Course Antônio Nélson Rodrigues da Silva, Nídia Pavan Kuri, and Adriana Casale Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000115 Posted ahead of print 23 February 2012 Full Text: \| Download PDF
	+ -	Show Abstract The results of a pedagogical strategy implemented at the University of São Paulo at São Carlos are presented and discussed. The initiative was conducted in a transportation course offered to Civil Engineering students. The approach is a combination of PBL (Problem‐Based Learning and Project‐Based Learning) and blended‐learning. Starting in 2006, a different problem was introduced every year. From 2009 on, however, the Problem‐Based Learning concept was expanded to Project‐Based Learning. The performance of the students was analyzed with the following elements: i) grades in course activities; ii) answers from a questionnaire designed for course evaluation, and iii) cognitive maps made to assess the effects of PBL learning through the comparison of the responses provided by the students involved and by those not involved in the experiment. The results showed positive aspects of the method, such as a strong involvement of several students with the subject. A gradual increase in the average scores obtained by the students in the project activities (from 6.77 in 2006 to 8.24 in 2009) was concomitant with a better evaluation of these activities and of the course as a whole (90 % and 97 % of options ‘Good’ or ‘Very good’ in 2009, respectively). A growing interest in the field of transportation engineering as an alternative for further studies was also noticed.

Select this Article		BIM‐Enabled Virtual and Collaborative Construction Engineering and Management Burcin Becerik‐Gerber, Kihong Ku, and Farrokh Jazizadeh Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000098 Posted ahead of print 15 February 2012 Full Text: \| Download PDF
	+ -	Show Abstract Today's construction engineering and management (CEM) graduates must have strong communication and teamwork skills; they must have the ability to work efficiently within co‐located teams; and finally they must know how to apply fundamental engineering, management and computer skills in practice. However, the traditional CEM education does not equip future engineers and managers to deal successfully with such issues. The authors describe experiences from a course that focuses on modes of learning involving virtual collaboration, problem‐oriented project‐based and role based learning. The aim of this course is to combine experimental and experiential learning into a research driven experience. The course was co‐designed and co‐taught by two instructors from two universities. The learning outcomes and lessons learned during the introduction of this (building information modeling) BIM‐enabled virtual and collaborative construction engineering and management course are discussed. Specifically, it is shown that the introduction of BIM in a virtual collaborative setting allows instructors to design a course that incorporates the use of more realistic scenarios that better simulate real‐world challenges. Such experiences teach students how construction projects are executed in practice, how different disciplines rely on each other for information, what type of information is needed from relevant disciplines and when and how this information could be exchanged/shared between tools and processes.

Select this Article		Policy 465: The Latest Struggle in the “Revolt of the Engineers” Harold W. Walker, P.E., M. ASCE Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000113 Posted ahead of print 26 January 2012 Full Text: \| Download PDF
	+ -	Show Abstract A clashing of views has emerged in the engineering community over Policy 465 and the call for a master's degree or equivalent (or “MOE”) as a pre‐requisite for professional licensure. This conflict over Policy 465 echoes much of the divisive rhetoric that characterized what Edwin Layton has termed the “revolt of the engineers” in the Progressive Era of the United States in the early part of the 20^th century. During this time period, reform‐minded engineers attempted to strengthen the professional stature of engineering through licensing initiatives and other reforms. Both then and now, the debates are characterized by diverging opinions about how changes in licensing may affect the competency of engineers, the cost of engineering work, and the public image of engineering. Furthermore, both those in favor of Policy 465 and reformers in the Progressive Era invoke a new higher purpose, or “transcendent value” for the profession to garner support for their movements. Ultimately, these debates underscore the inherent conflict between professional independence and business interests in the practice of engineering. The similar nature of the current debate over Policy 465 and the Progressive Era “revolt” suggests many of the divisive issues of the early 20^th century remain unresolved, and is characteristic of two separate ideological cultures within engineering, one profession and one industrial. This long‐standing discord within the engineering community highlights the need to better understand the ideologies and values in conflict within engineering in order to more fully realize the potential of the engineering profession.

Select this Article		An Educational Module to Demonstrate the Seismic Behavior of Piles in Improved and Unimproved Soft Soils Amy B. Cerato, Ph.D., P.E., M. ASCE, Amirata Taghavi, MSCE, Kanthasamy K. Muraleetharan, Ph.D., P.E., GE, F. ASCE, and Gerald A. Miller, Ph.D., P.E., M. ASCE Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000112 Posted ahead of print 20 January 2012 Full Text: \| Download PDF
	+ -	Show Abstract This engineering educational module on the behavior of piles in soft clays during earthquake loading sought to introduce engineering as a viable career to 8^th graders and teach students how geotechnical engineers design foundations in marginal soils to minimize damage to infrastructure during earthquakes. This module could also be used at various educational levels, from elementary to middle and high school, as well as at the undergraduate level, with appropriate modifications. A five hour module was created to simulate real‐world behavior of piles in soft clays during earthquake loading, and visually show the improvement in how these same piles behave after being stabilized with a deep soil mixing technique. In this module, soft soil was simulated by using Jell‐o®, piles were simulated using Slim Jims® and soil stabilization was simulated using peanut butter, marshmallows or cheese. Each student group had to design a stabilization procedure to improve the behavior of piles. The students competed to see who could design a stabilized pile with the least amount of deflection for the least amount of money. An abbreviated module was also administered to a group of Middle School science and mathematics teachers. The students’ and teachers’ learning and perceptions were assessed by administering pre‐ and post‐assessment questions, which were matched.

Select this Article		Implementation of the Behavior‐Based Safety and the Impact of Site Level Commitment: A Case Study Rafiq M. Choudhry Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000111 Posted ahead of print 20 January 2012 Full Text: \| Download PDF
	+ -	Show Abstract This work presents the results of a case study and addresses an important area within the field of construction safety management, namely behavior‐based safety (BBS). The study investigates the implementation process of BBS management approach and assesses how the commitment of site level management, BBS implementation observers, and operatives’ impact on safety performance by using data collected from construction sites located in Hong Kong. While achieving the set objectives, this work provoked several aspects of education, training, and engineer's obligations towards managing safety on construction sites. The research introduces BBS practices in five categories: personal protective equipment; house‐keeping; access to heights; plant and equipment; and scaffolding. Intervention was introduced and its impacts on site safety were monitored and analyzed. The results revealed that improvement in safety performance was higher where the site management team was more committed to implementing the intervention. The results confirm that the BBS technique based on goal setting and feedback arrangements can be applied to construction sites to deliver better project safety performance. Managerial implications of these findings are discussed and guidelines for how project managers, safety professionals and construction safety practitioners better implement the BBS approach are also proposed.

Select this Article		Introducing Dynamics and Control to Civil Engineers through an Experimental Flume Juan A. Mantecón, Manuel Gómez, and José Rodellar Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000110 Posted ahead of print 9 January 2012 Full Text: \| Download PDF
	+ -	Show Abstract This paper presents the benefits of using an irrigation canal scale model as a main tool for introducing systems dynamics and control to postgraduate civil engineers. The canal is used as an educational resource for teaching the master course Real Time Control of Irrigation Canals. The prime educational objective of this course is that graduate students, interested in building a professional career in water management, are trained to acquire skills that are essential in the development of automation projects for real irrigation canals. As supported by student's answers to an evaluation survey, using the experimental flume allows not only to experience the involved hydraulics concepts, but also to introduce the students in a hands‐on manner into the necessary steps required to face any control system design process: modelling the system, design the controller, testing the control system by simulation and implementing them on real‐time. The theoretical background on dynamics and control supporting all these steps are not usually included into civil engineering curriculum, and thus using the canal as a teaching resource is a better way of introducing future professional civil engineers into new technologies, making a perfect bridge between the classroom and practical activities on real canal facilities. The experience presented herein can be easily extrapolated to others disciplines complementing classical civil engineering curriculum.

Select this Article		Impact of Team Characteristics in Learning Sustainable Built Environment Practices Sinem Korkmaz, M. ASCE and Aditya Singh Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000107 Posted ahead of print 7 December 2011 Full Text: \| Download PDF
	+ -	Show Abstract The existing architecture, engineering, and construction industry has a fragmented nature where each team member works in isolation away from a whole‐systems thinking. It is a challenge to produce sustainable buildings with systems optimization and multi‐disciplinary collaboration among different disciplines. It is therefore crucial to help AEC students, learn how to exchange information and work in teams for effective design and construction of sustainable buildings. This paper presents a research study based on a senior level undergraduate course, taught at Michigan State University that utilizes a teamwork approach to teach sustainable built environment practices. The study tests the proposition that integrated student teams produce more comprehensive outputs for sustainable projects by using mixed methods of data collection and analysis: observations, interviews, and qualitative and social network analysis. The results showed that teams with high degree of interaction and leadership provided creative sustainable solutions and had better articulation for every aspect of the project.

Select this Article		How Students Spend Their Time Andrea L. Welker, P.E., M. ASCE and Bridget Wadzuk, M. ASCE Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000105 Posted ahead of print 3 December 2011 Full Text: \| Download PDF
	+ -	Show Abstract An analysis of how students spend their time while pursuing a Bachelor of Science in Civil Engineering at Villanova University was performed. The purpose of this study was to determine how many hours a week our students spent both in and out of class and how our students were spending their time when not in class or studying. Another purpose of this study was to provide a methodology for tracking how much time students spend on their coursework that could be applied at other universities to monitor academic stress and rigor. Several data sources were used to gather data on how our students were spending their time: Higher Education Research Institute (HERI) surveys; end‐of‐semester course surveys; the recommended curriculum for each semester; and time logs. Overall, the data indicate that the amount of time students devote to their coursework has fluctuated throughout the years. In six out of the eight semesters that students are in the program students were found to be studying more in 2011 than they did in 2004. Our students were found to spend approximately 3 to 4 hours a week on their coursework outside of class, or about 1 to 1.25 hours outside of class for every hour spent in class. The only semester showing a consistent decline was spring of senior year. This decrease is reflected in all three of the instruments used for this work: the nationwide HERI survey, which is administered senior year, the end‐of‐semester surveys, and the time logs. The time logs and HERI survey data indicate that students are spending a significant amount of time on leisure activities as opposed to extra‐curricular activities or paid work. Curricular changes, which were made over the time period considered in this study, were reflected in the data, which indicates these methods can be used to monitor and assess academic rigor and make data‐driven curricular decisions.

Select this Article		Behavior, Attitude and Perception towards Safety Culture from Mandatory Safety Training Course Vivian W. Y. Tam and Ivan W. H. Fung Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000104 Posted ahead of print 25 November 2011 Full Text: \| Download PDF
	+ -	Show Abstract Construction industry is one of the hazardous trades as far as work safety is concerned. Efforts have been made for improving safety in workplace. These efforts have focused upon legislations, engineering failure, safety awareness campaigns, safety training, and unsafe acts. After years of the development on safety technologies and safety management systems in the industry, many organizations recognize that safety culture has to be addressed if high standards of health and safety are to be maintained. Therefore, this paper investigated relationship among people' behavior, attitude and perception towards safety culture and evaluated the effectiveness of mandatory safety training course in the Hong Kong construction industry. Questionnaires survey and structured interviews were conducted. It was found that good personal safety attitude, personal roles and commitment among workers, low obstacles to safe behavior resulted in good perception of accidents. Besides, most of the mandatory safety training course participants understands the contents taught in the course and considers the course is practical and useful. The result showed that workers would pay more attention after completing the course, this was indicated that positive personal attitude towards safety training course would result in positive personal safety attitude. Recommendations to improve safety culture, effective mandatory safety training and safety regulations implementation were also explored.

Select this Article		Attributions of Hong Kong Construction Engineering Student Learning Approaches: An Investigation of Chinese and Western Personal Values Mei‐yung Leung, Dongyu Chen, and YesShan Cha Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000103 Posted ahead of print 17 November 2011 Full Text: \| Download PDF
	+ -	Show Abstract Background Members of the construction engineering profession require developing not only technical knowledge, but also various personal attitudes and values, to enable them to keep abreast of an ever‐changing body of knowledge and solve construction dilemmas. However, construction engineering education in Hong Kong emphasizes students' professional and technical training, and pays less attention to their personal development, despite previous studies having identified that personal values have a significant impact on learning. Inappropriate personal values in education can result in students becoming surface learners whose only aim is to achieve a pass or a particular grade. A student's learning approaches will not only affect his or her academic performance, but also shape further personal and professional development when working in the construction industry after graduation. For these reasons, it is essential to investigate the complicated relationships between the personal values and learning approaches of construction students, so that educators can develop and refine their programs so as to help students cultivate appropriate personal value systems and hence develop proper learning approaches. Nevertheless, as yet no study has looked at the personal values and learning approaches of construction engineering students in Hong Kong. Purpose This paper aims to investigate the relationships between construction engineering students' personal values and their learning approaches, which involve both motivation to learn and the learning strategies subsequently selected. Method An anonymous survey of all students studying construction engineering‐related programs at four universities in Hong Kong was conducted, and the data was analyzed using factor analysis and structural equation modeling. Results The study identified five value factors, including work competence, intra‐personal integration, openness to others, ideal life, and social conservatism. Work competence and openness to others may induce students to adopt deep learning and discourage them to use surface learning; in contrast, ideal life and social conservatism are associated positively with surface learning and negatively with deep learning. Conclusions To enhance the learning approaches of each student group, construction educators should not only focus on technical knowledge and skills, but also foster the development of appropriate personal value systems to help instill a positive, deep learning approach over the long term.

Select this Article		Use of BIM for Effective Visualization Teaching Approach in Construction Education Jin‐Lee Kim, M. ASCE Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000102 Posted ahead of print 5 November 2011 Full Text: \| Download PDF
	+ -	Show Abstract This paper presents the effectiveness of Building Information Modeling (BIM) as an integrated learning tool in construction education. A BIM‐based teaching approach was designed and used to teach a construction management course offered at California State University, Long Beach. The approach first begins with an understanding of the physical models for residential buildings. 2D drawings are then generated based on the physical models using traditional Computer Aided Design (CAD) programs. 3D BIM model is finally developed to better understand the buildings in detail and to accurately takeoff the material quantities. The effectiveness of the proposed approach is evaluated by using an assessment rubric for both the understanding of construction details and the ability to takeoff the material quantities. The evaluation results indicate that the approach helps students to effectively learn the construction details and material quantity takeoffs.

Select this Article		Assessing Building Information Modeling Estimating Techniques Using Data from the Classroom Khaled Nassar Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000101 Posted ahead of print 20 October 2011 Full Text: \| Download PDF
	+ -	Show Abstract One of the main applications of Building Information Modeling (BIM) in the construction management process is estimating. BIM has proven to offer great advantages over traditional estimating methods. There are however many methods for estimating using BIM and the literature on the accuracy and precision of each of the BIM modeling methods remain scarce. Moreover, data on the actual benefits of utilizing BIM in terms of time and cost savings remains fairly limited and is hard to collect from companies in the field. In this paper data collected over the course of two years in a graduate construction course where BIM is taught for the purpose of costing and estimating is analyzed and presented. The paper first discusses the various techniques that could be used for BIM estimating and then presents the results of an experiment designed to assess the accuracy, effort and cost of each of the various estimating techniques. This is a pioneering paper, which for the first time quantifies the benefits of using BIM in construction estimating. The results show the difference in estimating time, accuracy and cost of the different estimating methods and the results should be useful for construction managers as well as educators.

Select this Article		The Impact of the Application of International Quality Processes on Engineering Education sat Universities in Sri Lanka Kathirgamalingam Somasundaraswaran, ASCE Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000100 Posted ahead of print 6 October 2011 Full Text: \| Download PDF
	+ -	Show Abstract Globally, the delivery of engineering degree programs and accreditation processes for benchmarking the quality of engineering education have been improved with introduction of the Washington Accord. This paper highlights the overview of engineering education conducted by the national universities in Sri Lanka, and the impacts of the application of international quality processes on their delivery. Currently three national universities offer highly competitive engineering education in Sri Lanka; the University of Peradeniya, the University of Moratuwa and the University of Ruhuna. The University Grants Commission (UGC) and the Institution of Engineers, Sri Lanka (IESL) have been working together with these universities to assure the relevance and the quality of engineering education. After the Washington Accord, several notable actions have been employed to ensure quality engineering education including: the institutional and subject reviews carried out between 2005 and 2009 by UGC; the introduction of an improved accreditation process in 2006, and the initiatives towards international recognition by IESL in 2007. As a result IESL currently holds provisional status in the Washington Accord and has become a member of the Engineering Mobility Forum.

Select this Article		Preparing Civil Engineers for International Collaboration in Construction Management Lucio Soibelman, Rafael Sacks, Burcu Akinci, Irem Dikmen, M. Talat Birgonul, and Matineh Eybpoosh Journal of Professional Issues in Engineering Education and Practice doi:http://dx.doi.org/10.1061/(ASCE)EI.1943-5541.0000044 Posted ahead of print 3 August 2010 Full Text: \| Download PDF
	+ -	Show Abstract Economic globalization is increasingly affecting both the construction industry and academia. It is changing the traditional roles of civil engineers and construction managers. Cross cultural collaboration and communication skills, multi‐national team management skills, the ability to overcome the social challenges of geographically distributed teams, and familiarity with construction materials, standards, and methods of foreign countries are vital for modern construction professionals. However, the traditional skills and education style of engineers and construction managers do not equip them to deal successfully with such issues. This paper describes experiences of a university course named “International Collaborative Construction Management” that was developed to educate next generation civil engineers to be more internationally savvy. Throughout the three years that the course has been conducted to date, students in Turkey, U.S., Israel and Brazil, grouped in multi‐national teams, collaborated to develop construction schedules, cost estimates, risk assessment plans and response strategies and to prepare bid documents for actual construction projects. Within the context of this course, students were introduced to different challenges of cross‐cultural collaboration and improved their technical/managerial skills through direct involvement in hands‐on experiences.