Active Experiential Sustainable Engineering Module for Engineering Education

Dancz, Claire L. A.; Bilec, Melissa M.; Landis, Amy E.

doi:10.1061/(asce)ei.1943-5541.0000345

Cited by 12 publications

(15 citation statements)

References 17 publications

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“…Similar to many other previous pedagogical studies (e.g., Amekudzi et al, 2010;Lewis et al, 2014;Dancz et al, 2018) , the student survey sample in the current study is limited to one institution. Future work could expand the research framework as shown in Fig.1 to other institutions and allow the cross-institutional comparison of influencing factors to students' BIM learning and perceptions.…”

Section: Discussionmentioning

confidence: 88%

AEC Students’ Perceptions of BIM Practice at Swinburne University of Technology

Zou

Jin

et al. 2019

J. Prof. Issues Eng. Educ. Pract.

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The growing BIM (i.e., Building Information Modeling) application in the construction industry worldwide has driven the research in both technological and managerial aspects. Existing managerial studies have not fully addressed individual perceptions of BIM implementation, especially AEC (i.e., architecture, engineering and construction) students' opinions related to BIM implementation or industry practice. As the future industry professionals, AEC students' perceptions and expectations have not been compared with that of industry professionals. Adopting the student population from Swinburne University of Technology as the case study, this research initiated a questionnaire-based approach followed by statistical analysis. Totally 257 AEC students were collected of their responses to four major

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Section: Discussionmentioning

confidence: 88%

AEC Students’ Perceptions of BIM Practice at Swinburne University of Technology

Zou

Jin

et al. 2019

J. Prof. Issues Eng. Educ. Pract.

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“…These authors also claim that sustainability education involves training individuals in making informed decisions and creating ways to work towards a more sustainable world. Similarly, Dancz et al (2018) point out that sustainability education requires the integration of practical, hands-on activities within courses. Therefore, this training should aim not only for knowledge acquisition, but also for skill and competence development in sustainable behavior and actions.…”

Section: Introductionmentioning

confidence: 99%

“…As Dancz et al (2018) showed, one way to integrate sustainability into engineering curricula is to include modules that improve student cognition and perceptions of sustainability. Additionally, it is important to use the principles of active learning to achieve stronger learning outcomes and development for students (El-Adaway et al 2015).…”

Section: Introductionmentioning

confidence: 99%

“…This paper proposes a module of PBL activities in which students solve an ill-structured problem integrating sustainability and decision-making concepts. Even sustainability concepts have been implemented in engineering studies (Dancz et al 2018;Pellicer et al 2016;Shephard 2008;Steinemann 2003;Tilbury et al 2005), multi-criteria decisionmaking methods are necessary to allow individuals to select a more precise rational solution, taking into account the trade-offs that inevitably exist between the various candidate solutions regarding sustainability goals (García-Segura et al, 2018;Zavadskas et al, 2018). This module contributes to advance knowledge in sustainability and decision-making education, as students use the last decision-making techniques to formulate a decision-making problem and decide the importance of sustainability criteria according to the context.…”

Section: Introductionmentioning

confidence: 99%

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Sustainable Decision-Making Module: Application to Public Procurement

et al. 2020

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Universities are preparing future professionals to face real problems. Sustainable development is a challenge that requires particular attention from education programs.In their profession, civil engineers address many decisions that can compromise the sustainability of infrastructure. This paper proposes a sustainable decision-making module to promote student competencies relevant to solving real engineering decisionmaking problems while meeting sustainability criteria. The module is tested in a Project Management course for a Master in Planning and Management in Civil Engineering program. Students were placed in a procurement process scenario with the objective of designing a sustainable decision-making layout for selecting the best construction company to construct a highway. The assessment of student performance revealed that most students acquired higher-order cognitive skills, and the perception survey showed that this learning method has been widely accepted for developing competencies related to both decision-making and sustainable thinking. This study could serve as an example for engineering education to promote sustainable practices through active exploration of decision-making in real professional situations.

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“…Some of these pedagogical studies adopted handson activities as teaching innovations aiming to enhance the teaching and learning effectiveness, such as those in geotechnical engineering (Cerato et al, 2012), in earthquake engineering (Mosalan et al, 2013), and in structural analysis (Sánchez and Millán, 2013). It is believed by many researchers (e.g., Dancz et al, 2018) including authors of this pedagogical study that traditional hands-on learning activities are one of the most effective teaching methods in CE education. Information technology applications (such as Building Information Modeling or BIM) in CE and built environment subjects have been undergoing rapid development since 2010, as reported by Sacks and Barak (2010), Tang et al (2015), Jin et al (2016), Lucas (2016), andJin et al (2018).…”

Section: Introductionmentioning

confidence: 99%

Incorporating Woodwork Fabrication into the Integrated Teaching and Learning of Civil Engineering Students

Zhang

Jin

et al. 2018

J. Prof. Issues Eng. Educ. Pract.

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As an alternative to the traditional structural analysis adopting computer-aided modeling and evaluation, this pedagogical research provided an integrated teaching and learning approach by mapping cognitive domains defined in Bloom's Taxonomy Theory in the newly launched course named Woodwork Fabrication and Analysis for second-year students. The course incorporated ancient Chinese woodwork tradition into the integrated learning activities involving engineering graphics, mechanics of materials, hands-on fabrication, and structural modeling/analysis. Aiming to compare the traditional and new courses in terms of their effectiveness in enhancing student learning of structural engineering subjects, both courses were designed to achieve consistent learning outcomes (e.g., to develop structural analysis skills). This study demonstrated student work in engineering drawing and structural analysis reflecting their critical thinking and active learning in the new course. Afterwards, students from both traditional and new courses were surveyed in terms of the overall satisfaction of their selected course, perceptions of the course effectiveness in enhancing civil engineering-related skills, and expectations of the course to their further study and work. With the student sample from the traditional course as the control group, the comparative study revealed that the integrated teaching and learning approach in the new course could lead to students' higher overall satisfaction and more positive perceptions of the course effectiveness in enhancing structural analysis-related skills. This pedagogical study would serve as a reference for other civil engineering educators in adopting integrated teaching and learning in lower-years' undergraduate education.

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Active Experiential Sustainable Engineering Module for Engineering Education

Cited by 12 publications

References 17 publications

AEC Students’ Perceptions of BIM Practice at Swinburne University of Technology

AEC Students’ Perceptions of BIM Practice at Swinburne University of Technology

Sustainable Decision-Making Module: Application to Public Procurement

Incorporating Woodwork Fabrication into the Integrated Teaching and Learning of Civil Engineering Students

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