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Eric A. Holt is an Assistant Professor at the University of Nebraska-Kearney, teaching in the Construction Management program. He has 23 years of industry experience, with 16 years in the design field. He teaches Plan Reading, Virtual Design and Construction, BIM, and Building Codes to CM Majors.Mr. James M Benham, JBKnowledge, Inc.James is now the President and CEO of JBKnowledge, Inc. and a highly acclaimed construction technology public speaker. JBKnowledge specializes in IT solutions for the construction and insurance industries and is the maker of the SmartBidNet, SmartCompliance, and SmartReality cloud solutions. JBKnowledge specializes in enterprise application and database development, electronic data interchange, strategy consulting, mobile solutions, and web development, focusing on the construction and insurance industries. As a rapidly growing business year after year, JBKnowledge is a six-time recipient of the Aggie 100 award, six-time Newman 10 recipient, and was recently named to the LSU One Hundred for the first time. The company, and James, are headquartered in Bryan/College Station, TX with offices around the U.S.A. and in Argentina. Dr. Ben Fitzgerald Bigelow, Texas A&M UniversityDr. Bigelow Joined the faculty at Texas A&M in August of 2011. Dr. Bigelow earned a BS in construction science at Texas A&M, an MS in construction management at Arizona State University, and his PhD from The School of Education at Colorado State University. He teaches Estimating and Residential Capstone. His research interests are generally related to affordable and sustainable residential construction, construction higher education, underrepresented groups in construction, and technology in construction. Dr. Bigelow holds the professional designations of: AC (Associate Constructor) from the American Institute of Constructors and CGP (Certified Green Professional), CAPS (Certified Aging in Place Specialist, and RCS (Residential Construction Superintendent) from the National Association of Home Builders Dr. Bigelow serves as the Texas A&M NAHB student chapter's faculty advisor, and competition team coach. He is a member of the NAHB student chapters advisory board, and is a former member of the NAHB education committee. Professionally Dr. Bigelow spent three years building production homes in Phoenix, Arizona and Dallas, Texas. He has also operated his own design built remodeling firm since 2001, providing remodeling, consulting, and expert witness services.c American Society for Engineering Education, 2015 Page 26.595.1 Emerging Technology in the Construction Industry: Perceptions from Construction Industry Professionals abstractAlthough historically the construction industry has been a slow adopter of technology, in recent years the technology available to increase productivity and thus profit margins has seen rapid adoption and advancement. As these advances have taken hold the need for students to be exposed to this technology, to better prepare them for their careers has arisen. Project management, estimating an...

Automation and robotics have been widely adopted across many industries, but the construction industry has not achieved the same level of diffusion. Construction is a critical global industry that is challenged to address issues of productivity, safety, quality, and profitability. Automation and robotics have a tremendous potential impact on all these fronts. The objective of this study is to identify barriers to the adoption of automation and robotics in the construction industry as perceived by industry experts and answer the research question: What are the barriers to automation and robotics in construction? We gain understanding through exploratory interviews with industry practitioners and automation and robotics researchers. Semi-structured interviews around construction technologies, implementation and development, perceived barriers, and future trends and opportunities provide insight into those barriers. We expected to find that implementation would be related to company revenue and openness to technology as it is in countries like South Korea and Japan. We found that barriers could be categorized into culture, teams, and technical aspects. Our research contributes to the body of knowledge by addressing the topic beyond just technical aspects providing the perspective of practitioners and researchers who are engaged in innovation. The research indicates that the construction industry, educators, and owners should do more to facilitate the adoption of automation and robotics and address the barriers which are more cultural than technical.

This paper presents the findings of a study analyzing the learning styles of undergraduate construction management (CM) students in bachelor degree programs in the U.S. and compares them to engineering student learning styles. The study utilized the Felder-Silverman model and the Index of Learning Styles (ILS) as a survey instrument. The population of the students surveyed was 1,069 CM students from 36 university CM programs across the Associated Schools of Construction regions. Past studies with engineering students were utilized for the engineering student data. The results were analyzed and comparisons were made of both the CM students and other similar studies done with engineering students. It was found that CM students were visual, active, sensing, and sequential learners. They are also significantly higher in all the learning style dimensions than engineering students.

This paper presents the delivery system for an online construction management course in sustainability and the built environment at a major university. Information about the course layout, assignments, discussions, and assessments are provided in this paper. The course provides a systems approach to green building science that includes sustainable site development, water use efficiency, renewable energy, improving material use, indoor environmental quality, and design innovation. The authors conducted surveys to obtain the students' perspectives about the course. This study compared students' perspectives about the online course using a Likert-type survey from two different quarters and a peer review of a sustainability and the built environment course at a four-year university. The paper presents and discusses the results of these student surveys. A quality online learning and teaching peer assessment was also performed. Results provided insight on areas to improve the online course for future users. Preliminary findings suggest the primary area for improvement centered on the ways in which to improve the discussion forums and to enhance the course delivery. This paper aims to provide information and guidance to assist educators in enhancing online education in the area of sustainability and the built environment.