Abstracts – Browse Results
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Jang, J (2008) Improving the make-ready process and forecasting project performance using performance of the make-ready process, Unpublished PhD Thesis, , State University of New York College of Environmental Science and Forestry.
Miers, R J (2001) Critical needs in current construction management education practices: The problem solving process as related to the curriculum, Unpublished PhD Thesis, , State University of New York College of Environmental Science and Forestry.
- Type: Thesis
- Keywords: education; skills; standards; construction education; estimating; innovation; learning; markets; problem solving; project delivery; scheduling; training; market
- ISBN/ISSN:
- URL: https://www.proquest.com/docview/304729688
- Abstract:
Traditionally in undergraduate construction education students are instructed in the aspects of knowledge retention in materials and methods, management, estimating, scheduling and other courses. This approach is accomplished through the application of appropriate predetermined work problems. Most students are not trained in the detail elements of creative problem solving e.g.…observation, fact-finding, problem finding, idea finding, solution finding, or acceptance finding (process for improving thinking and problem solving skills). Process Education (process oriented rather than detail specific) needs to be introduced to undergraduate students. The facilitation of learning changes when processes are developed. Students learn the processes rather than merely being taught definitions of materials and where they are applied. Students build confidence in problem solving, and thinking skills. The two major components of Process Education are assessment, followed by evaluation. Assessment helps students and faculty to think in diverse ways adding to their continued growth and gives guidance in accomplishing tasks by introducing new perspectives and outlooks. Evaluation is the measuring of performance against standards. Diverse markets, innovative products, and insightful project delivery systems of today require students who have the skills necessary to meet the ever-changing construction industry. Problem solving and critical thinking skills need to be introduced and developed through training and application of the students according to writings of field practitioners cited later in this text. Undergraduate education in construction management needs to produce improved thinkers that see new and unique ways of approaching construction management. This dissertation presents a new perspective on learning and programs that can be developed through the use of innovative process models. Proposed in this dissertation are model processes (illustrated methods of approach) that develop a creative environment that is open to innovation, change, and mind shifts in the perspectives of construction management education. The “Creative Resolution Development Process” is a tool created by this author, that when applied will enhance problem-solving skills in course application and curriculum development. Process models for creative problem solving were created for coursework and curriculum development. A sample curriculum demonstrates the process application that is used for construction management programs of the Northeast United States.