Simulations in Construction and Engineering Management Education to Explore Professional Challenges
Publication: Journal of Professional Issues in Engineering Education and Practice
Volume 143, Issue 4
Abstract
Experiential learning opportunities in construction management courses allow students to explore principles and theories through direct, lived experiences that help them develop understandings of professional concepts foundational to their future work. This article examines the results of a multiple-case study that examines a simulation called marshmallow dodgeball conducted in an undergraduate project management course, designed to help students consider ethical and professional dilemmas that parallel those in the field. A thematic analysis of student reflections on the simulation shows students learned about dealing with ethical issues in the field, the role of teamwork, the importance of job skills and specialization, and communication on the job site.
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Information & Authors
Information
Published In
Journal of Professional Issues in Engineering Education and Practice
Volume 143 • Issue 4 • October 2017
Copyright
©2017 American Society of Civil Engineers.
History
Received: Jun 27, 2016
Accepted: Jan 24, 2017
Published online: Apr 13, 2017
Discussion open until: Sep 13, 2017
Published in print: Oct 1, 2017
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