Abstract
Construction educators continue to assess and refine their approach to the classroom. Most instructors know the credible models of teaching, learning, and assessment; however, not all have been applied to the construction classroom. In this paper, the researcher specifically applies the formative approach to management courses of the built environment with the specific intent of producing four general learning outcomes: a) vocabulary mastery b) concept framework understanding c) iterative problem-solving d) writing skill advancement. Each of these gives students a management skill set that is valuable to many construction firms. This formative approach is focused on the process of teaching, learning, and assessment. It does not change the content in any construction course. It emphasizes skills which are professionally valuable to both student and the industry they may work in.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 1st International Conference on Advancements in Engineering Education (iCAEED-2018), 03-06 December 2018, Sydney, Australia |
| Publisher | Science, Technology and Management Crest |
| Pages | 78-84 |
| Number of pages | 7 |
| ISBN (Print) | 9780648014799 |
| Publication status | Published - 2018 |
| Event | International Conference on Advancements in Engineering Education - Duration: 3 Dec 2018 → … |
Conference
| Conference | International Conference on Advancements in Engineering Education |
|---|---|
| Period | 3/12/18 → … |
Keywords
- construction industry
- management
- study and teaching (higher)
- graduate students in engineering
- employment
- problem solving
- writing skills
- critical thinking
