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In researching virtual environments for educational purposes, it has been found that there are no set characteristic guidelines to develop educational material using virtual environments. Recognizing this fact, this paper is an attempt at listing and defining key characteristics for virtual environments for education. The approach that was used to identify these characteristics was a combination of literature reviews and experimental exploration of virtual reality over the Internet. The results from this project identify and document four key categories, namely interaction, navigation, fidelity, and components of education. Each of these key categories is further divided into sub-categories that provide the needed guidelines to develop educational materials using virtual environments. It is the intent and desired impact of this paper to establish criteria for virtual environments for education, which will enrich collaboration and knowledge of this technological resource for educational facilities. This is important because with the everincreasing technological advancements available in most universities, virtual environments could help education to reach new heights

Teaching retailing principles to students is a challenge because although real-world wholesale and retail decision making very heavily depends on dynamic conditions, classroom exercises are limited to abstract discussions and role-playing. This article describes two interlocking class projects taught using the virtual reality of secondlife.com, which allowed students to use their recently gained skills in wholesaling and retailing. The exercises provided students with unique educational experiences without the need of "bricks and mortar" product development, wholesale, or retail spaces. This spurred students' creativity and entrepreneurship. Students described the simulations as "fun" and "interesting." Students also reported a greater depth of learning as a result of participating in the virtual simulation. This article describes the interdisciplinary team efforts to develop educational experiences for students. It also uses previous research in virtual reality implementation for classroom use to provide a framework for assessing the credibility of the set of assignments.

Tulio Sulbaran received his Ph.D. in civil engineering from Georgia Institute of Technology with a concentration in construction management and with a minor in computer engineering and strong statistical background. He has more than eight years of work experience in the A/E/C (architecture, engineering, and construction) industry with office and field experience in scheduling, estimating, and project management in the United States and several international locations, including Venezuela, Singapore, Brunei, Malaysia, and Thailand. Sulbaran is an accomplished teacher and has taught a variety of construction courses, including Construction Planning and Scheduling, Construction Project Management, Cost Estimating I, Project Control, Proposal Preparation, and Project Implementation, among others. Sulbaran received the prestigious John Trimmer Award for Excellence in Teaching in 2010. Sulbaran engages students in learning activities inside and outside the classroom continuously advocating hands-on experience and collaborative learning. He has been in the forefront of online teaching, and he was one of the pioneers in delivering online courses in the School of Construction. He established the Study Abroad program in Panama at the University of Southern Mississippi. Sulbaran led the effort to establish the newly created master's of science in logistics, trade, and transportation (MSLTT), and he is currently leading the effort to put the MSLTT fully online to further the educational reach of the university. Sulbaran has the best externally funded projects track record of the School of Construction. He has submitted as PI/Co-PI more than 100 proposals and has been awarded more than 40 externally funded projects, totaling more than $10 million. Additionally, he has been collaborator in multi-million, multi-institution proposals with institutions in the United States and abroad. Sulbaran has received funding from several organizations, such as the National Science Foundation, Mississippi Department of Transportation, Transportation Research Board, Northrop Grumman, Mississippi Development Authority, Army Corp of Engineers, and Department of Health and Human Services among others. Sulbaran founded the Center for Logistics, Trade, and Transportation, and all of his projects have supported and benefit from talented graduate and/or undergraduate students from a variety of academic units in the university. Sulbaran has been very prolific in the area of scholarship and research. He has authored more than 60 peer-reviewed national/international publications, written several books, and made more than 100 professional presentations nationally and internationally. Sulbaran's manuscripts have been published in the

Tulio Sulbaran received his Ph.D. in civil engineering from Georgia Institute of Technology with a concentration in construction management and with a minor in computer engineering and strong statistical background. He has more than eight years of work experience in the A/E/C (architecture, engineering, and construction) industry with office and field experience in scheduling, estimating, and project management in the United States and several international locations, including Venezuela, Singapore, Brunei, Malaysia, and Thailand. Sulbaran is an accomplished teacher and has taught a variety of construction courses, including Construction Planning and Scheduling, Construction Project Management, Cost Estimating I, Project Control, Proposal Preparation, and Project Implementation, among others. Sulbaran received the prestigious John Trimmer Award for Excellence in Teaching in 2010. Sulbaran engages students in learning activities inside and outside the classroom continuously advocating hands-on experience and collaborative learning. He has been in the forefront of online teaching, and he was one of the pioneers in delivering online courses in the School of Construction. He established the Study Abroad program in Panama at the University of Southern Mississippi. Sulbaran led the effort to establish the newly created master's of science in logistics, trade, and transportation (MSLTT), and he is currently leading the effort to put the MSLTT fully online to further the educational reach of the university. Sulbaran has the best externally funded projects track record of the School of Construction. He has submitted as PI/Co-PI more than 100 proposals and has been awarded more than 40 externally funded projects, totaling more than $10 million. Additionally, he has been collaborator in multi-million, multi-institution proposals with institutions in the United States and abroad. Sulbaran has received funding from several organizations, such as the National Science Foundation, Mississippi Department of Transportation, Transportation Research Board, Northrop Grumman, Mississippi Development Authority, Army Corp of Engineers, and Department of Health and Human Services among others. Sulbaran founded the Center for Logistics, Trade, and Transportation, and all of his projects have supported and benefit from talented graduate and/or undergraduate students from a variety of academic units in the university. Sulbaran has been very prolific in the area of scholarship and research. He has authored more than 60 peer-reviewed national/international publications, written several books, and made more than 100 professional presentations nationally and internationally. Sulbaran's manuscripts have been published in the

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The Construction Industry plays a critical role in the construction and maintenance of the national infrastructure. However, the industry faces numerous challenges, one of which is the labor shortage. One way to alleviate the challenge is to encourage high school students to pursue careers in construction industry programs. Historically, summer experiences have been utilized by educators to facilitate career choices among high school students. However, limited literature exists on the use of Transformational Leadership and Constructivism (TLC) for Construction Summer Experiences. Therefore, the study discusses the development, delivery, and assessment of the Construction of Transportation Infrastructure Academy – Summer Experience grounded on TLC theories. The targeted population of the study was the economically disadvantaged high school students in the inner cities. Four Key Performance Indicators (KPI) were used to assess the summer experience's effectiveness based on TLC. Utilizing an online survey at the end of the summer experience among the participating high school students, the study found that the participating students' perception of careers in the construction of the transportation industry improved considerably.