Evaluation of disaster resilience preparation in the construction education curriculum

Abstract

The paper examines student perceptions for the resilience of the built environment towards natural disasters and the information sources to determine how teaching and assessment may be adapted to promote resilience within the curriculum. Resilience is related to construction as it is considered vital in the built environment. The research addresses wide-ranging definitions of resilience, encompassing endurance and adaptability, and seeks to understand how these definitions impact the learning experiences of students. The survey questions are used to determine how the students perceive natural disasters such as Avalanches, Landslides, Earthquakes, Floods, Hurricanes, Winter Storms, Sinkholes, Tornadoes, Tsunami, Volcanic eruptions, Tropical Storms, and Droughts. An online survey instrument was created to circulate among construction industry students to a) evaluate their experience of natural disasters, b) examine the source of knowledge of resilience on natural disasters, c) measure knowledge of post-disaster evacuation, and d) evaluate disaster preparation from university education. The study found that the population of the student body existed that had not experienced a natural disaster and were unaware of its impacts either on a personal or familial basis. Further, the majority of the responding students felt that their major(s) and universities did not prepare them in terms of handling natural disasters and extreme weather events. Finally, a correlation was found between the location students live and a desire for knowledge about extreme weather events at the college level.