As the construction industry advances technologically, it becomes imperative to introduce the respective information technology tools to present-day curriculum. This research study was conducted to identify any significant differences in student performance contributed by using an information technology tool, specifically the Apple® iPad® tablet. IPad tablets were used to electronically present construction drawings to a treatment group, and a control group was given traditional paper drawings. Following an instructional lecture, students were given a test based on the provided construction drawings. The test results indicate that there was no significant difference in performance between students who used the information technology tool to complete the test and those who used traditional paper drawings to complete the same test. The treatment group also answered a usability survey, which helped to comprehend how students perceive the tablet’s usability. Students indicated that they would like to use the tool in the future.

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The goal of teaching zero energy building design in architecture schools has to be tackled by different approaches, from design disciplines to building science, combining traditional and new teaching methods. Current curricula at architecture schools are trying to introduce design courses according to the so-called integrated energy design. This chapter studies current building science and technology teaching strategies, examples of student work at Keene State College in New Hampshire (US), the competencies acquired in each course, and the impact of the technical disciplines on design studios. Finally, the impact of building information modeling (BIM) and building performance simulation (BPS) on the teaching of technical disciplines in architecture programs are evaluated. The essential goal of this chapter is to determine and establish some techniques for using BIM and BPS as adequate tools to teach sustainable building design and construction.

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The number of Hispanic workers in the construction industry is more than any other industry in US, but they are under-represented in management position. In an attempt to grow the number of Hispanic construction managers, there should first be a growth in Hispanics obtaining construction science degrees. Retention of Hispanic students who could be the future construction professionals is a problem in Construction education. The objective of this study was to explore which of the factors reported by the literature, have the strongest positive effect on Hispanic students in undergraduate construction education programs. In order to identify which factors, have the strongest impact to assist undergraduate construction programs in determining where best to focus retention strategies to enhance Hispanic student success, this study employed the Delphi method. The results of the study showed that “financial aid”, “academic advising”, and “mentoring programs” were the topmost important factors. Additionally, it was found that “Construction-related student organizations” as the least important retention factor on the list. Research in the area of Hispanics in construction education is limited. This study can serve as a basis for future research in Hispanic students’ retention.