Bugg, R A and Redden, L W (2020) Assessment and improvement of a required construction management service-learning course. In: Scott, L and Neilson, C J (eds.) Proceedings of 36th Annual ARCOM Conference, 7-8 September 2020, Online Event, UK.
Abstract
There is a trend for universities to embrace high-impact educational practices in their curricula to enrich the student learning experience. During a recent curriculum revision, the faculty at the McWhorter School of Building Science at Auburn University made the decision to add a required service-learning course as a requirement for graduation. The service-learning course is centered on a small construction project that serves the community and incorporates the application of various critical facets of construction management: engagement and communication with all stakeholders, planning, estimating, scheduling, and executing the project. This study is a continuation of previous research concerning the efficacy of the service-learning focused construction management course. Previous research focused on student feedback concerning the execution of the course and project accomplishments. This paper continues the work by analysis of data collected from structured interviewing of the instructors teaching the course, as well as the evaluating the impact of implemented changes to the course based on data gathered from students. In addition, this study includes an extensive literature review analysis which identifies the current standard of practice for assessment of student learning in service-learning courses in construction management education. Final results and conclusions will be presented in the final paper.
| Item Type: | Conference Paper (Paper) |
|---|---|
| Uncontrolled Keywords: | service-learning; community engagement; construction education; high-impact educational practices |
| Index terms: | scheduling, instructor, community engagement, construction management education, literature review, construction education, construction project, management service, building science, estimating, learning experience |
| Subjects: | professional development, production management, professional education, learning methods, practitioner, community and social dimensions, engineering principles, financial and cost management, data analysis and analytics, operations research |
| Topics: | Roles and Professions, Stakeholder Management, Cost Management, Research Practice, Project Management, Engineering Principles, Information Management, Time Control, Education |
| Descriptive scope: | 3 PCA |
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