Tinker, A and Burt, R (2004) "Greening" the construction curriculum. International Journal of Construction Education and Research, 1(1), pp. 26-33. ISSN 1557-8771
Abstract
Traditionally, construction education in the United States has focused primarily on the management, materials and methods and technical aspects related to the construction of a structure. Environmental concerns have been left to the architect - after all, a construction company simply performs what the specifications require. Recently, however, it has become more apparent that construction companies and personnel can have a major impact on the environment through waste management techniques, design-build contributions and through the practices and philosophy of their company. Additionally, many governmental agencies and owners are demanding that sustainability be a key component in the design and construction of structures. In this paper, the growing trend in sustainable construction will be addressed which should provide evidence to why construction graduates must become educated in this area. There are a select group of construction programs across the country already addressing the need for sustainable construction courses. These will be identified as well as other ways sustainable courses can be incorporated into the curriculum of Associated Schools of Construction (ASC) programs.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | sustainable construction; construction education; green construction; environmental construction |
| Index terms: | owner, environmental concern, design and construction, architect, United States, personnel, sustainable construction, greening, specification, construction company, philosophy, construction education, program, evidence, waste management, agency |
| Subjects: | contractual arrangements, evaluation and assessment methods, organization, environmental issues, waste management, professional education, sustainable design, Geography, sustainable construction, profession, sociology, philosophical studies, management, software systems, contractual condition |
| Topics: | Contract Administration, Human Resources, Digital Applications, Stakeholder Management, Roles and Professions, Research Practice, Business Strategy, Education, Sustainability, Procurement, Geographical Context |
| Descriptive scope: | 4 PCTA |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here