Capital construction projects on university campuses produce experience opportunities and archived data. Meanwhile, construction engineering faculty seeks research projects and funding for graduate students who, in turn, seek additional practical experience. In response, symbiotic relationships, between an academic department with construction engineering proficiency and the administrative office that oversees campus construction, have formed at both The University of Alabama (UA) and The Pennsylvania State University (Penn State). At each institution, the intracampus collaboration provides funded opportunities and access to projects, which enable graduate students to successfully complete thesis research (M.S. and Ph.D.). Further, campus construction offices at both institutions are also realizing benefits from the collaboration, including a connection to academia, and have committed to continuing the relationship indefinitely. Aimed at helping other institutions establish and benefit from similar collaboration, this paper describes a model for research partnerships made possible by campus construction. The development of a model for intracampus construction collaboration is explained using separate experiences from UA and Penn State. Both positive results and lessons learned are shared.

Total quality management (TQM) has increasingly been introduced into the construction industry across many countries as an improvement strategy, but there are many barriers impeding its effectiveness in implementation. Many researchers pointed out that partnering can facilitate TQM application, yet the quintessential nature on the linkage between the two techniques is still not clear due to a lack of rigorous verifiable empirical evidence. With support of the data collected from a survey of the Chinese construction industry, together with a case study of the Three Gorges Dam Project, this study reveals the mechanism of how partnering, associated with incentives, can enhance the implementation of TQM into the construction industry. It is concluded that partnering can enhance TQM largely due to enhancing the links across the boundaries of organizations within a trust environment; and the impacts of incentives on TQM are through both aligning strong motivations to encourage participants using the established links efficiently and aligning the necessary financial resources for participants to directly assist the investment on improving TQM. Further studies should be conducted to build optimum links and alignments among all project participants to ensure intraorganizational TQM activities are congruent with the interorganizational interactions, which require future project organizations to change in order to fit this.

The use of green specifications as a contractual tool to promote sustainable development should be adopted in the construction industry. The definition and characteristics of green specifications are presented in conjunction with the results of a cross-sectional survey on the possible barriers to their implementation. Generally, construction stakeholders agree that environmental considerations should be included in construction specifications but their underlying motive may be simply for satisfying mandatory requirements. Among the potential barriers identified, the additional cost associated with green requirements is perceived to be the most dominant barrier, followed by possible delay and a limited pool of competent suppliers. Although the crucial barriers based on overall responses were identified, different groups of stakeholders have shown their concerns on particular barriers. Hence, their concerns should be addressed with due regard to these differences during implementation of green specifications. Based on the results of this study, a database and a new market mechanism for green specifications are recommended for adoption by the construction industry.

Communication between advisees and their research advisers while they are in graduate school has a major impact on their academic and research performance. A model of communication process was verified using results from a poll of more than 100 engineering graduate students. Major findings from the results and analyses include that advisees appreciate an adviser’s concern, pressure, and timely feedback. However, graduate students would like their advisers to be more sensitive to their lack of technical knowledge. Feedback from the advisee to the adviser can increase the likelihood of effective communication. In addition, advisers need to better guide their students in career building aspects during the Ph.D. process (e.g., submitting papers to journals). Language differences do not appear to be significant barrier to effective communication. An array of recommendations for improving adviser-advisee communication is provided.

Hands-on inquiry-based educational modules were designed for two undergraduate geotechnical engineering courses at the University of Vermont. The modules were designed to achieve three objectives: (1) meet the goals of our ongoing civil and environmental engineering curricular reform (e.g., inquiry-based experiential learning and civic engagement through service-learning); (2) reach higher levels of Bloom’s taxonomy in specific topical areas addressed by the modules; and (3) help achieve Accreditation Board for Engineering and Technology (ABET) outcomes for civil and environmental engineering programs. All four modules were conducted within team settings and required students to write formal technical papers or reports followed by presentations. An additional underlying objective was the development of students’ interpersonal and communication skills. The educational modules included: (1) Atterberg limits using Casagrande and fall cone devices; (2) physical, analytical, and numerical modelings of steady-state seepage; (3) validation of undrained slope stability, bearing capacity of shallow foundations, and active and passive lateral earth pressure analytical solutions using centrifuge modeling; and (4) service-learning projects related to foundations, retaining structures, or slope stability for rehabilitation of historic structures. Student reflection and self-assessment activities were conducted. The student self-assessment results and assessments of student work indicated that many of the curricular reform objectives, ABET outcomes, and higher levels of Bloom’s taxonomy could be reached through these modules. Modules similar to these could be effective in other engineering disciplines and subdisciplines.