Students’ Perception of Instructional Delivery Methods Utilizing Various Teaching Modalities in an Integrated Construction Management Curriculum

Cleary, Joseph P.; Kolegraff, Stacy; Kline, Andrew

doi:10.1061/9780784483985.018

Cited by 1 publication

(1 citation statement)

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“…Cleary et al Preferences in learning styles vary, with some students favoring less demanding passive learning (Kumar et al, 2004;Frank et al, 2003). Nonetheless, interactive, hands-on methods are often seen as more effective (Kolgraff et al, 2019, Kolgraff et al, 2021, Kline et al 2022, Cleary et al, 2022. PBL and SL environments not only enhance learning but also prepare students to collaborate beyond their comfort zones and tackle real-world projects (Gunderson & Moore, 2008;Maghiair et al, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Skip the Grid: An Interdisciplinary Service-Learning Project Installing Solar Power in the Navajo Nation Case Study

Cleary,

Woo,

Belanger

EPiC Series in Built Environment

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Skip the Grid is an interdisciplinary community service project-based senior project, with the pilot implementation completed in March of 2022, a second project completed in March 2023, and a 3rd project planned for March 2024. Facilitated through the non-profit Heart of America (HOA) and funded through the generous support of SOLV Energy and several industry and community sponsors, the project was completed by an interdisciplinary group of 26 undergraduate students and three faculty from California Polytechnic State University, San Luis Obispo (Cal Poly) over a two- year period. The project improved energy equity in the Navajo Nation by providing off-grid solar energy to 38 families of school age children living without electricity. This project comprised the design, planning, and installation of the off-grid solar photovoltaic (PV) energy systems consisting of PV panels, a battery with inverter and load center, and lights. The students on the project prepared for the implementation, collaborating across academic disciplines with industry partners and the community to provide complete working PV systems to families of school age children, primarily in the Red Mesa and Chinle Unified School Districts. This paper documents students’ lessons learned to help other students and faculty initiate similar service projects in indigenous communities.

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