ORCID Profile
0000-0003-3849-2947
Current Organisation
Virginia Tech
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Publisher: Emerald
Date: 02-05-2023
DOI: 10.1108/SASBE-07-2022-0144
Abstract: As video-based interventions are continuously utilized as alternatives to physical site visits, directing students' attention to specific learning contents within videos could increase their comprehension and stimulate their interest. Students' knowledge of construction practice can be reinforced, misconceptions and improper inferences can be reduced by calling out significant learning concepts. However, few studies have formalized practice concepts that could be beneficial in preparing students for the workplace. This paper presents an investigation of construction practice concepts, based on site visits that would be beneficial in complimenting classroom teaching to prepare students for the realities of practice. A mixed methods research approach was employed combining qualitative and quantitative data collection and analysis. An online questionnaire, semi-structured interviews and a focus group were conducted with industry practitioners and instructors to identify the topics and practice concepts significant for supporting classroom teaching with site visits. The findings suggest that the most relevant topics typically supported with site visits are preconstruction management, excavation and foundation work, construction equipment, construction means and methods, project management, road construction, sustainability, building systems, structures, construction technology, building construction, capstone, site logistics and safety. Practice concepts were identified for each of these topics. The study will guide researchers in the design of video-based pedagogical tools to be used as an effective complement of or alternative to site visit experiences. The findings will support instructors on how to structure their teaching practices to prepare students for some of the complexities of the workplace. This study adds value to the existing literature by providing insights into industry perception of practice concepts for complementing classroom teaching.
Publisher: American Society of Civil Engineers (ASCE)
Date: 11-2023
Publisher: American Society of Civil Engineers (ASCE)
Date: 2024
Publisher: ASEE Conferences
Date: 2018
DOI: 10.18260/1-2--29937
Publisher: ASEE Conferences
Date: 2019
DOI: 10.18260/1-2--33241
Publisher: ASEE Conferences
Date: 2019
DOI: 10.18260/1-2--32392
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--34675
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--35169
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--35428
Publisher: ASEE Conferences
Date: 2019
DOI: 10.18260/1-2--32834
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--35429
Publisher: ASEE Conferences
Date: 2018
DOI: 10.18260/1-2--30918
Publisher: Wiley
Date: 27-12-2021
DOI: 10.1002/JEE.20491
Abstract: Despite many initiatives to improve graduate student and faculty ersity in engineering, there has been little or no change in the percentage of people from racially minoritized backgrounds in either of these groups. The purpose of this paper is to counter the scarcity fallacy, in which institutions blame the “shortage” of qualified people from traditionally marginalized backgrounds for their own lack of representation, related to prospective PhD students and prospective faculty from traditionally marginalized groups. This study identifies the BS‐to‐PhD and PhD‐to‐tenure‐track‐faculty institutional pathways of Black/African American and Hispanic/Latino engineering doctorate recipients. Using the US Survey of Earned Doctorates, we tracked the BS‐to‐PhD institutional pathways of 3952 Black/African American and 5732 Hispanic/Latino engineering PhD graduates. We also used the Survey of Doctorate Recipients to track the PhD‐to‐tenure‐track faculty pathways of 104 Black/African American and 211 Hispanic/Latino faculty. The majority of Black/African American and Hispanic/Latino PhD graduates in this study did not earn their BS degrees from Top 25 institutions, but rather from Not Top 25, non‐US, and minority‐serving institutions. The results also show the relatively small proportion of PhD earners and faculty members who move into highly ranked institutions after earning a bachelor's degree from outside this set of institutions. The findings of this study have important implications for graduate student and faculty recruitment by illustrating that recruitment from a narrow range of institutions (i.e., Top 25 institutions) is unlikely to result in increased ersity among racially minoritized PhDs and faculty in engineering.
Publisher: American Society of Civil Engineers (ASCE)
Date: 07-2021
Publisher: IEEE
Date: 10-2016
Publisher: ASEE Conferences
DOI: 10.18260/1-2--22933
Publisher: IEEE
Date: 10-2014
Publisher: IEEE
Date: 10-2018
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--35275
Publisher: IEEE
Date: 10-2014
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--35456
Publisher: ASEE Conferences
DOI: 10.18260/1-2--36886
Publisher: ASEE Conferences
Date: 2018
DOI: 10.18260/1-2--30187
Publisher: ASEE Conferences
Date: 2019
DOI: 10.18260/1-2--33475
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--35318
Publisher: Scholink Co, Ltd.
Date: 23-12-2019
Abstract: Engineering culture is a complex phenomenon that needs to be understood to promote the value of professional skills and not only the technical skills that have been traditionally valued in engineering. This study investigates ways to identify patterns of cultural traits in undergraduate engineering students, by using and validating an instrument originally developed to measure national culture. This study was conducted in three phases: in Phase 1, we validated an instrument to measure engineering culture based on Hofstede’s model of national culture. In this phase, we conducted an exploratory factor analysis and a reliability analysis with responses of 1261 undergraduate students. In phase 2, we identified how the dimensions in Hofstede’s model mapped and differed between academic engineering disciplines. To accomplish that goal, we conducted descriptive statistics and an analysis of the variance of responses of 794 engineering students. In phase 3, we analyzed if some of Hofstede’s dimensions are inherent to prospective engineering students or if they were influenced by their specific engineering programs. In phase 3, we collected data from 1,330 first-year engineering students and compared them with data from the same students at the end of their first year. Moreover, for three specific majors, we compared them with data of 261 senior students. Results demonstrated the validity of the instrument in academic disciplines and showed that the uncertainty avoidance dimension of Hofstede’s model differed between three engineering majors (i.e., ECE, ISE, and CS). This dimension did not differ after the first year but changed in the senior year.
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--34644
Publisher: ASEE Conferences
Date: 2021
DOI: 10.18260/1-2--36609
Publisher: Zenodo
Date: 2021
Publisher: ASEE Conferences
Date: 2020
DOI: 10.18260/1-2--34109
Location: United States of America
Location: Venezuela (Bolivarian Republic of)
Start Date: 2019
End Date: 2022
Funder: Directorate for Engineering
View Funded ActivityStart Date: 2019
End Date: 2022
Funder: National Science Foundation
View Funded ActivityStart Date: 2021
End Date: 2024
Funder: Directorate for Education & Human Resources
View Funded Activity