Curriculum Delivery and Assessment for Net Generation Construction Students

Learning Space Design: The Presentation of a Framework for the Built Environment Discipline

“…Additionally BE students noted that a 'common room', a specific learning/social space for their subject group is preferable, a space for "each built environment, law, business, whatever should have their own [space]." This supports previous research where it was identified that BE students like to work with others, however, not outside of their subject (Farrow, Liu, & Tatum, 2011). Having flexible workspaces that are "multi-functional, so you have got space for a quiet zone but if you wanted it, you also have space for a meeting and so you can always mix it about."…”

Developing a Request for Qualifications Activity to Integrate Construction Topics at the Sophomore Level

“…With more authentic tasks, the importance of 'soft skills' is greater than in the traditional deductive way of teaching, especially if active learning is coupled with collaborative learning activities. [19] found that all students in the two iterations of a PBL residential construction course felt they have learned more working in groups, which is consistent with research in the current generation of construction undergraduate students [20]. This is promising, as previous research in the AEC industry has shown the importance of developing trust, collaboration, and effective communication towards project success [3], [4] and that accrediting bodies of construction and construction engineering education [21], [22] require that students be able to contribute as part of a team.…”

“…Since the turn of the Millennium, questions about the effectiveness of the traditional teaching pedagogy have risen [10]. Despite those questions, a large part of the construction undergraduate curriculum is still taught the traditional way, which can be described as deductive teaching, and content is delivered through several separate courses.…”