No abstract

At our University, with our graduate program in construction, we looked for a vehicle to accomplish certain goals. Our construction program is in a major metropolitan area with an extremely active construction market. We wanted to expose graduate students to the broad spectrum of this market ranging from residential and commercial through to heavy construction. In addition, we wanted students to gain insight into construction problems faced by firms in these markets. These insights might help students to focus on areas of exploration in completing thesis or project requirements for their particular degree study plan. Also, we wanted to expose students to research that involved our construction faculty members. A further goal was to encourage student presentations on their selected topics. In order to address these above concerns, it was decided to implement a graduate seminar in construction. This is a two-course one-credit (two total credits) sequence spread over two consecutive semesters. Currently, we are in the second year of offering this graduate seminar. The subject paper explores the relevant issues and problems in successfully conducting this seminar program. One advantage we had as a graduate program is that we could add the two credit requirement on top of the existing program without having to reduce credit numbers devoted to other topics. Hopefully the lessons learned from our experience will prove useful for other university programs in construction.

A common component in construction litigation in the United States and throughout the world is the use of expert witnesses typically by both the plaintiff and defense. In the U.S., construction-area faculty often may be asked to serve as experts in these construction disputes. While many construction-area faculty members are aware of this practice area, due to a lack of understanding of requirements for experts, they may have not fully considered the benefits of being an expert in terms of career development, industry contact, and other areas. Interviews were conducted with several construction-area faculty members that serve as experts in construction disputes possessing significant experience in this area. The goal was to examine both requirements and benefits for the faculty member who acts as an expert witness. These requirements include verbal/written communication skills, background knowledge, research/analytical ability, and presentation ability before arbitrators, judges, and juries. The benefits besides obvious financial compensation include continued industry experience and contact along with keeping abreast of industry practices. The expert experience of these faculty members in construction litigation disputes was centered on construction safety/accidents, construction defects, construction contracting issues, construction scheduling issues, and construction cost issues.

Currently the U.S. Government has implemented and is continuing in developing substantial changes to the way that OSHA-authorized construction safety education is being taught in the United States. Faculty members teaching safety to construction students need to be aware of these significant changes taking place and not run afoul of federal requirements. A number of construction programs in the U.S. have safety education coursework whereby students, as an example, can obtain "OSHA 30-Hour" Cards. Numerous employers look more favorably upon hiring construction graduates that already possess the training represented by the "OSHA 30-Hour" Cards. In addition, some states such as Nevada and Missouri have implemented legislation requiring personnel on construction sites to possess either "OSHA 10-Hour" Cards or "OSHA 30-Hour" Cards dependent upon their role as either craft workers or managerial personnel. But requirements to obtain these Cards are being tightened. As an example, despite the fact that there are numerous websites offering on-line training to obtain these cards, very few of these online providers have obtained authorization from OSHA for this activity. Graduates of these online programs risk losing both the time and money invested in these online "credentials" since they will not be recognized by OSHA. New federal requirements effective October 1, 2010 mandate that now for classroom training, as an example, "OSHA 10-Hour" training programs be conducted over at least a two-day period with "OSHA 30-Hour" training over a least a four-day timeframe. Those conducting the training (e.g. college faculty) must be properly qualified through passing OSHA-authorized training programs. Criteria for trainers to pass these programs are being tightened considerably in these new regulations. In the U.S., there are 26 OSHA Training Institutes authorized by OSHA across the country. At one training institute, one construction director estimated that half of their past graduates would not be able to successfully renew their trainer credentials when they expire. Other requirements for "OSHA 10/30-Hour" training programs include the stepped up use of auditors to monitor the quality of this training and the furnishing of handouts or other media to the students that summarize key points. Faculty members or others sponsored by colleges/universities not adhering to these requirements run the risk of jeopardizing themselves and their students. This paper will focus on these issues and related concerns

Design-Build Contracting Services are becoming increasing more common. Thus, as educators we are responsible for training architects, engineers, and construction managers for this new work environment. This paper focuses on the teaching strategies and techniques used to train students to function in interdisciplinary work groups that are required to successfully complete Design-Build Projects. This paper uses Mechanical, Electrical, and Plumbing (MEP) Coordination for building systems as an example case. The case example begins by first addressing the students' prior knowledge of the building systems. Second, the case explains how students are introduced to the appropriate background knowledge required to work together (without becoming an expert in each building system). Third, classroom exercises are designed to encourage group work (specifically coordination of building systems). The paper concludes by addressing the results of the classroom effort and need for improved design of lessons and exercises for the future.