Combining practice and theory in construction education curricula

Abstract

The development of construction education curricula has undergone several significant changes over the last several decades. Existing construction programs fall primarily under two categories, construction engineering and construction management programs. Further, construction education is significantly different at the undergraduate and graduate levels and within engineering and non-engineering-based programs. The original emphasis of construction education has been on planning, scheduling and estimating. Construction Management education emphasizes the qualitative and administrative aspects of construction such as law, resource management, and finance. Construction Engineering education emphasizes the quantitative aspects of construction including materials, equipment, and operations. In the latter, the recent trend has been towards an increased use of simulation and modelling, and the use of computer technologies and future automation capabilities on the construction site. This has created a gradual move of construction education toward the experimental and theoretical side of construction, but unfortunately, away from the applied aspects of construction practice. One result of this move is the increasing fragmentation and specialization in courses and educational experiences. This paper introduces one approach currently being implemented in the Construction Engineering and Management program at Georgia Tech to alter this change. This paper describes the primary components of this approach including the integration of courses, the cooperation required to support the interdisciplinary emphasis, and the establishment of an innovative academic/industry partnership to provide a state-of-the-art physical and technological infrastructure to support the program goals.