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Identification and Prioritization of Critical Subject Matter within Mechanical Systems Curriculum in Construction Management Education.

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Title: Identification and Prioritization of Critical Subject Matter within Mechanical Systems Curriculum in Construction Management Education.
Authors: Burgett, Joseph M.1 jmburg@clemson.edu, Perrenoud, Anthony2, Smith, James P.3
Source: International Journal of Construction Education & Research. Oct-Dec2018, Vol. 14 Issue 4, p295-312. 18p.
Abstract: In order for students graduating with construction-related undergraduate degrees to provide immediate and effective benefit to their employers, program curricula must accurately reflect the needs of the industry. One area of the typical construction management curriculum that receives a varying level of emphasis and consideration amongst accredited programs is Mechanical Systems. Similarly, the wide range of possible topics and concepts relevant to mechanical systems receive varying levels of attention. The purpose of this research was to identify what mechanical system topics and concepts were perceived by industry partners as being most important for graduating construction students to know. Construction industry professionals were surveyed to determine what topics they believed warranted prioritization in mechanical system courses. Results indicate that topics related to Contract Administration (e.g., plan and specification reading, MEP coordination, submittal review, etc.) and How HVAC Systems Work (e.g., differences between HVAC system types, HVAC equipment, etc.) were comparatively the most important topics for students to have a knowledge of. Instructors of mechanical systems classes should use these findings to determine what major subject areas to focus on, and allocate time to the various specific concepts appropriately within the constraints of their individual program. [ABSTRACT FROM AUTHOR]
Copyright of International Journal of Construction Education & Research is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Identification and Prioritization of Critical Subject Matter within Mechanical Systems Curriculum in Construction Management Education.
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  Data: <searchLink fieldCode="AR" term="%22Burgett%2C+Joseph+M%2E%22">Burgett, Joseph M.</searchLink><relatesTo>1</relatesTo><i> jmburg@clemson.edu</i><br /><searchLink fieldCode="AR" term="%22Perrenoud%2C+Anthony%22">Perrenoud, Anthony</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Smith%2C+James+P%2E%22">Smith, James P.</searchLink><relatesTo>3</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Construction+Education+%26+Research%22">International Journal of Construction Education & Research</searchLink>. Oct-Dec2018, Vol. 14 Issue 4, p295-312. 18p.
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  Label: Abstract
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  Data: In order for students graduating with construction-related undergraduate degrees to provide immediate and effective benefit to their employers, program curricula must accurately reflect the needs of the industry. One area of the typical construction management curriculum that receives a varying level of emphasis and consideration amongst accredited programs is Mechanical Systems. Similarly, the wide range of possible topics and concepts relevant to mechanical systems receive varying levels of attention. The purpose of this research was to identify what mechanical system topics and concepts were perceived by industry partners as being most important for graduating construction students to know. Construction industry professionals were surveyed to determine what topics they believed warranted prioritization in mechanical system courses. Results indicate that topics related to Contract Administration (e.g., plan and specification reading, MEP coordination, submittal review, etc.) and How HVAC Systems Work (e.g., differences between HVAC system types, HVAC equipment, etc.) were comparatively the most important topics for students to have a knowledge of. Instructors of mechanical systems classes should use these findings to determine what major subject areas to focus on, and allocate time to the various specific concepts appropriately within the constraints of their individual program. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of International Journal of Construction Education & Research is the property of Routledge and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Oct-Dec2018
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