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In this paper, we examine the influence of branding a building as LEED certified on occupants' proenvironmental behavior (individual participation in an activity that promotes sustainable (green) practices by reducing or eliminating negative environmental impacts). Branding is defined as identifying a building as LEED certified and emphasizing the aspects of the building's green features to its users. One hundred participants were randomly assigned to one of the two experimental groups: (1) the branding group, in which the building was branded as being LEED certified, and (2) the control group, in which no information was provided about the building being LEED certified. Through the use of an immersive virtual environment, two examples of pro-environmental behaviors were examined between the two groups: participants' choices in using natural light vs. artificial light for increasing the lighting levels in the room, as well as their choices of recycling bin vs. regular trashcan for placing scrap paper. The results show that the participants in the branding group chose natural light and recycling bin significantly more than the participants in the control group, suggesting that LEED branding motivates occupants' proenvironmental behaviors. The results also show that participants' environmental values and views had significant effects on the influence of LEED branding. The results also suggest that increasing building occupants' knowledge about environmental issues might improve their pro-environmental behaviors.

This paper includes the results of an online survey that was conducted by the American Society of Civil Engineers (ASCE) task committee on computing education in order to assess the evolution of computing in Architecture, Engineering, and Construction (AEC) education in 2012. The committee aims to understand and measure the evolution of computing in civil engineering as well as architecture and construction management curricula and evaluate the current state of computing within the AEC curricula.The paper contains an investigation of the levels and concentrations of computer science knowledge versus computer skills in curricula. In addition, the committee seeks to recognize the similarities and differences between architecture, engineering, and construction management programs by comparing the data associated with these disciplines. The paper also includes a discussion of basic aspects of computing education including the prerequisites that are necessary for further learning. The survey results provide useful benchmarks for decision-making regarding research, industry collaboration, and curricula.Findings of the study include: (1) the importance and coverage of computer skills and competence of graduates has increased over the past decade; (2) computing skills are judged to be more important than computer science knowledge in AEC curricula; (3) the links between computer science concepts, and AEC applications of computing are not yet fully recognized; (4) computing education is not sufficient to meet the demands of the AEC industry and that the share of computing courses is less than what educators desire; and (5) scientific concepts of computing are important for preparing architects and engineers for unknown future developments in information technology.

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In this study, we investigated the effects of immersive vs. non-immersive virtual environment (VE) platforms (i.e., head mounted display (HMD) vs. laptop PC) on compliance with pro-environmental behaviors. We performed a detailed analysis of the effects of these VE platforms on other variables, such as task performance, sense of presence, and simulator sickness. We also explored the factors, such as participants' gender and immersive tendency that could have influenced the effects of VE platforms. In a between subject design, 100 participants were randomly assigned to interact with either a desktop or an HMD. The results showed no significant effects of VE platforms on compliance with proenvironmental requests, task performance, and sense of presence. However, the HMD elicited higher simulator sickness compared to the desktop display. In addition, we demonstrated there was a strong relationship between participants' immersive tendency and the presence that they experienced. Our findings provide empirical evidence capable of helping researchers select an appropriate VE platform when investigating the influence of behavioral interventions aim to promote sustainable behaviors.