As physical modeling sees increasing use in geotechnical engineering education, there is a need for a strategic approach for integrating this powerful simulation technique into courses in a way that ensures the greatest benefit for students. For this reason, a learning theory approach, which recognizes the natural learning cycle of students, has been developed. The approach is based on a modified version of the learning theorist David Kolb’s “theory of experiential learning.” The approach emphasizes a variety of learning styles and thus is appealing to a broad range of students. The approach is relatively easy to apply to traditional geotechnical engineering coursework and requires only a modest effort to adopt. It is expected that by using this approach when designing course modules, instructors can increase the likelihood that comprehensive learning will take place. While this paper focuses on physical modeling for geotechnical engineering, the approach presented here has educational applications to an array of other civil engineering topics.

This paper describes the organization and conduct of a 4th year capstone project for civil engineering students at the University of Calgary that embodied a very significant international component and the difficulties inherent to that component. The project design education process results in numerous contributions to university, industry, and society by permitting students to develop innovative design solutions that reflect multicultural influences, while also recognizing that Civil Engineering design is universal. This paper explains the novel approach adopted for the final-year civil engineering design course in 2002–2003 using the largest urban renewal project currently underway in Europe, for which the students had the opportunity to develop designs. The concept, structure, challenges, and contributions as well as the successful outcome of the civil engineering design course are also explained in the paper. Overall, this design project provided the students with valuable experience in communication, design, professional practice, and organizational skills that will be useful in their future careers, in addition to the challenges of dealing with a real and international client of a complex project.

The objective of this paper is to share experience gained in classroom assessment and subsequent redesign of an undergraduate, practice-oriented steel design course. A term project involving the design of a low-rise structural steel building was used to provide a summative evaluation of student learning. The essence of the project was for students to demonstrate their ability to apply the course material in a realistic activity, similar to structural engineering practice. Critical reflection on student performance, student feedback on course evaluation forms, the author’s observations as course instructor, and the educational literature motivated redesign of the course. Adaptation of an assignment-centered or project-based approach to course planning guided course redesign. Comparison of student performance and course evaluation data suggests that the redesigned course better meets the goal of developing the students’ abilities to apply the subject knowledge and skills to realistic problems or scenarios.

The Master of Industrial Technology in Construction Management program at Bowling Green State University has been experiencing undesirably low enrollment recently, which has led to an examination of the need for the continuation of the program. The program administrators researched their target students regarding their educational backgrounds, knowledge needs, preferred promotion channels, favored means of course delivery, financial restrictions, and time constraints to gain insight in order to enhance the existing curriculum and enrollment. The needs of the employers of the program’s graduates were also considered. The research tools were a questionnaire and reviews of the websites and literature of 42 master’s programs in construction management. This paper presents the findings of a questionnaire that was designed to identify the reasons for and solutions to this problem. Data analysis of the questionnaire identified issues of promotion, curriculum content, and course delivery. The respondents indicated that the master of construction management is a valuable degree that can prepare construction professionals to become senior managers. The research proposes the following corrective actions: Development and implantation of promotion plan, restructuring the curriculum content, and employment of more suitable course delivery means.

Mediation is becoming the premier method of resolving disputes within the construction industry. The linchpin to the mediation process is the mediator. An effective mediator may make the difference between mediation success or failure. Yet, considering the importance of an effective mediator, there is a dearth of information as to the attributes of one and how to recognize and retain one. Considering the importance of mediation in the arbitration process as well as the trend toward court ordered mediation, it behooves industry members to understand the attributes of an effective mediator. This paper will discuss the skills an effective mediator needs to assist the parties in moving forward, crafting a sustainable settlement as well as leave the disputing parties and their counsel satisfied with the process and result. It will alert readers what to look for when engaging a mediator’s service and what questions need to be asked in the quest for the effective mediator to assist in the resolution of disputes.

Disputes during construction projects are counterproductive to the progress of the project and they are not totally eliminated even when using relational contracting on projects. Using a dispute review board (DRB) during construction is one method that helps to resolve disputes on both public and private projects. This article discusses the advantages and disadvantages of utilizing DRB for relational contracts when disputes arise during construction. The issues discussed in this article include: defining DRBs; background information on dispute resolution methods; a description of a case study project; roles of the parties involved in the DRB; DRB member selection; causes of disputes; geotechnical design summary reports; DRB presentations by owners, contractors, construction managers, and subcontractors; and perspectives of the owner, contractor, and construction managers on the DRB process.

Horizontal directional drilling is rapidly becoming the method of choice for installing new underground systems including water, sewer, electrical, telephone, fiber-optic cables, and gas lines. Due to its minimal impact to surface activities and competitive cost, this technique is being utilized worldwide. Unfortunately, poor drilling practices by some contractors have caused utility strikes that have resulted in major legal ramifications and subsequent negative image of the technique. Just one incident alone can result in significant monetary judgments due not only to the reparation for repairing the damaged utility, but also for damages due to “loss of use.” This paper presents theories of legal liability and recoverable damages applied to incidents of damages to underground facilities by the contractor. Recommendations for preventing the repetition of these types of incidents through the discussion of prior identification of potential hazards and proper drilling practices are discussed.

E-commerce is steadily becoming a reality in the construction industry. However, despite the increasing rate of utilization by owners and contractors alike, the legal implications of using e-commerce in construction have not been studied in depth. This paper fills this gap in literature. It identifies and analyzes the different types of legal risks involved in the use of e-commerce in construction. It also outlines the risk that contractors and professionals may face in their e-commerce implementations. A classification of e-commerce legal risks is also introduced. The legal risks discussed include agency, jurisdiction, contract formation, validity and errors, authentication, attribution, nonrepudiation, privacy, conflict of laws, and conflict between law and technology.