Scholarly Works, Myers-Lawson School of Construction
Permanent URI for this collection
Browse
Browsing Scholarly Works, Myers-Lawson School of Construction by Content Type "Conference proceeding"
Now showing 1 - 3 of 3
Results Per Page
Sort Options
- Disciplinary Influences on the Professional Identity of Civil Engineering Students: Starting the ConversationGroen, Cassandra J.; Simmons, Denise Rutledge; McNair, Elizabeth D. (2016-06)As the discipline of civil engineering has evolved from an apprentice-based trade to a socially-engaged profession, the role of the civil engineer has responded to shifts within the ever-changing culture of society. These shifts and historical events have directly influenced what is considered to be valued civil engineering knowledge, behaviors, and practices that we teach to students during their undergraduate careers. As part of a larger grounded theory study that is currently being conducted by the authors, the purpose of this paper is two-fold. First, we present the topic of professional identity formation as heavily influenced by unique historical events that shape the civil engineering discipline. . To establish the connection between identity formation and the history of civil engineering, we interpret historical events as constituents that create a disciplinary identity that is communicated to and subjectively applied by students during their undergraduate careers. Second, we hope to promote and invoke conversations surrounding the relevancy of civil engineering professional identity formation in engineering education among our colleagues within the technical disciplines. Through this paper, we add to ongoing research exploring the professional formation of engineering identities and promote discussions surround this topic at the disciplinary level. While most research conducted on identity formation has been generalized to include all or most engineering disciplines, we focus our discussion solely on professional identity formation within the civil engineering discipline. To reinforce the relationship between the history of the civil engineering profession and students’ professional identity formation, we review the literature on these two areas of inquiry. In particular, we will frame our paper using the following key discussion points: 1) providing a brief overview of key historical events of civil engineering in the United States; 2) discussing the influence of this history on instructor pedagogies and student learning within civil engineering education; and 3) conceptualizing this learning process as a means of professional identity formation. From this work, we will begin to understand how major historical shifts within our discipline maintain the potential to impact its future as we educate the next generation of civil engineering students. To conclude this paper, we will introduce current research that is being conducted by the authors to further understand the nuances of professional identity formation in undergraduate civil engineering students and how instructors may help or hinder that development.
- Ranking Student Employment Decision CriteriaJenkins, James L.; Benhart, Bradley; Mills, Thomas H.; Reyes, Matthew; Rahn, Keith (2020-09-25)This paper presents the results of a recent survey taken by construction management (CM) students at four U.S. Construction Management programs and the construction industry companies that recruit them. Respondents were asked to rate factors that affect the students’ employment decision. Survey results indicate that although industry has a grasp on the top-5 factors of importance there remains some misalignment of other factors of importance. Results indicate the five most important factors when considering employment with a company are: upward job movement, salary, company reputation, company culture, and company ethics. Comparisons between the two surveys are discussed.
- Service Learning on the River: Educating for Sustainability in the NRVPearce, Annie R. (New River Symposium, 2017-05-16)The New River is influenced by a variety of pressures ranging from economic development and attendant environmental impacts, to changing community expectations and choices, to infrastructure investments by local government. Coordinating local action to improve sustainability of the river is complex, with many stakeholders, conflicting priorities, and systems-level impacts that are poorly understood. Local universities can contribute to this challenge through community-based service learning (CBSL). CBSL involves exposing students to structured, real-life problem solving opportunities working with community stakeholders to develop and apply solutions in the real world. This presentation describes a series of CBSL experiences employed in graduate and undergraduate sustainable building and infrastructure courses at Virginia Tech over a three-year period. Experiences included facility assessment and designing and building a new feline housing area at the Radford Animal Shelter along the river, followed by a comprehensive Sustainable Riverfront Development Plan for the City of Radford including the entire riverfront. Current efforts involve designing and building new environmentally friendly access points for recreational access to the river in Bisset Park. Partners include the City of Radford, Radford University, local businesses, and others. The presentation includes outcomes, impacts, and lessons learned for others interested in this approach.