Journal Of Professional Issues Research Articles

Review of BIM Adoption in the Higher Education of AEC Disciplines

This Technical Note serves as one of the first review-based studies by analyzing existing trends of incorporating building information modeling (BIM) into the higher education of architecture, engineering, and construction (AEC)-related disciplines. Assisted by a scientometric review approach, this study identified mainstream journals and conference proceedings publishing BIM educational research outputs and analyzed existing research keywords. The results show that the Journal of Professional Issues in Engineering Education and Practice was ranked as the top journal measured by the number of publications and the total citations received by all articles related to BIM education. However, the Journal of Construction Engineering and Management was the journal with the highest average influence per article despite its small number of publications in BIM education. The keyword analysis through visualized mapping and quantitative analysis revealed that existing BIM educational studies had focused more on construction-related disciplines. Discipline-specific pedagogical activities were reported (e.g., interactive display in construction education), and there had been educational efforts to bridge different AEC disciplines through integrated and collaborative approaches. Several research trends were identified following the keyword analysis, such as the need of incorporating BIM at the program level by extending from a single course (e.g., quantity surveying) and integrating BIM with other digital technologies (e.g., drone). This study reports the state of BIM education literature by providing an overview of the latest trends of adopting BIM in the AEC education. Based on the current review, some continuous work in BIM education is foreseen, including educational innovation addressing both technical and managerial aspects of BIM, as well as the interdisciplinary collaboration to reduce the fragmentation among AEC disciplines.

First 60 Years of the Journal of Professional Issues in Engineering Education and Practice

AbstractThe ASCEs’ Journal of Professional Issues in Engineering Education and Practice has reached 60 years of publication. Taking a detailed look at the content and authorship during that time period provides insights into the journal’s history and its progression. The authors of this article employed qualitative and quantitative investigation techniques to answer the single research question: “How has the journal changed since its inception?” Data were collected via semistructured interviews, database assimilation, and the review and evaluation of 1,573 articles. Findings generated during this study address publication rates, citation rates, article subject area trends, keyword usage, author affiliations, impact factor rankings, international collaborations, and scholarship standards. A significant number of conclusions are offered, but the primary conclusion is that the journal has increased its publication of high-quality scholarly research.

Journal of Professional Issues in Engineering Education and Practice : 60th Anniversary

<i>Journal of Professional Issues in Engineering Education and Practice</i> : 60th Anniversary

Cross-Fertilization of Engineering Education Research and Development

There is considerable concern over the slow rate of dissemination of proven engineering education innovations (Borrego et al. 2010). One possible cause of the slow rate of dissemination is that engineering educators in different engineering disciplines rarely communicate with one another. To study this issue, we analyzed the citations in all the 2009 papers in the nine U.S. engineering education journals and the proceedings listed in Table 1. This guest editorial presents data and recommendations for the Journal of Professional Issues in Engineering Education and Practice. Because none of the engineering or science education journals can unilaterally solve the problems caused by lack of crossfertilization and low rates of dissemination, results for other journals and proceedings are published in the following companion guest editorials: Journal of STEM Education, the Proceedings of the ASEE Annual Meeting, and the Proceedings of the Frontiers in Education (FIE) Conference (Wankat 2011c); Chemical Engineering Education (Wankat 2011a); and IEEE Transactions on Education (Wankat 2011b).

Hazel Beh Retires from the Editorial Board

Having served the Journal admirably, Dr. Hazel Beh expressed a desire to retire from the Editorial Board. She has been with the Journal of Legal Affairs and Dispute Resolution in Engineering and Construction since 2003, when it began at ASCE as a legal affairs section in the Journal of Professional Issues in Engineering Education and Practice. We have depended on her to set standards for the review process and to impart a character to the Journal. Indeed, she has helped pave the road to our current status. In addition to a law degree, Dr. Beh holds a Ph.D. in American studies and an M.S. in social work. She is professor of law at the University of Hawaiʻi William S. Richardson School of Law, where she teaches contracts, advanced torts, insurance, higher education, and legal writing. She received the University of Hawaiʻi Board of Regents’ Excellence in Teaching Award, the university’s highest honor for professors. Recently, she stepped down as associate dean for academic affairs. In other service, she was section chair both for contracts and for education law at the American Association of Law Schools. Before joining the faculty at the University of Hawaiʻi, Dr. Beh clerked for Hawaiʻi Supreme Court Chief Justice Herman Lum and City and County of Honolulu Corporation Counsel. At its most recent meeting, the Editorial Board of the Journal of Legal Affairs and Dispute Resolution in Engineering and Construction passed a unanimous vote expressing appreciation for her services to the Journal. We wish her the best!

Teaching Law on Engineering and Construction Programs

It seems a long time ago now that my colleague at the University of Salford, Paul Chynoweth, floated the idea that I might take forward his brainchild and, with the guidance and support of ASCE Editor Dr. Amarjit Singh, guest edit a special issue of the Legal Affairs Section of the Journal of Professional Issues in Engineering Education and Practice dedicated to teaching law on engineering and construction programs. Much has happened since that lunchtime proposal in spring 2007, not least that a new Journal has been developed by Dr. Singh, the Journal of Legal Affairs and Dispute Resolution in Engineering and Construction, which is now home to this project. Moreover, I have been pleasantly surprised that the topic for the special issue has attracted so much interest that it has been necessary to publish the fruits of the call for papers in two tranches, the second being scheduled soon for release. The sheer range and geographical origin of submissions has been a revelation, and I hope that these two special issues may play a part in consolidating the wider community of construction law academics. I thank all contributors for their efforts and their patience, and Dr. Singh and the ASCE team for their support. I have deliberately opened this first issue with Matthew Bell’s avowedly nonexhaustive survey of “Construction Law Graduate Studies around the World,” Despite making no claim to being comprehensive, it nonetheless demonstrates how law relating to construction is being taken seriously at higher education institutions in the United States, Australia, Hong Kong, Canada, the United Kingdom, France, Singapore, and Holland. The preponderance of courses outlined are based in the United Kingdom. While the long-established course at King’s College London may have prompted other U.K. institutions to consider construction law a viable postgraduate subject area, it will be interesting to see whether debate prompted by publication of this survey in fact reveals that the breadth and depth of construction law postgraduate studies is significantly wider than Matthew’s survey suggests. I suspect it is, since some of the other papers even in these two special issues indicate postgraduate construction law being taught at institutions not included in the survey. Certainly at undergraduate level construction law is widely studied, being an integral part of the education of many different construction professionals. Emmanuel Ntumy’s reflections on his experience of “Teaching Law Courses to Non-Law Students in an Engineering Faculty” in Botswana introduces some of the issues that consideration of these two special issues as a whole may suggest are universal issues for teachers of construction law to engineering and construction students. Such issues are how to deal with primary legal resources case law and legislation with a group for whom the entire topic is alien, or how best to get such a group to grasp necessary legal principles. Emmanuel’s solution,

Our Last Issue

After six years, this is our last issue of the legal affairs section in this Journal of Professional Issues in Engineering Education and Practice. Next year we will be transitioning to our own independent journal, the Journal of Legal Affairs and Dispute Resolution in Engineering and Construction, becoming the 31st journal of ASCE. We have enjoyed being a part of Professional Issues all these years and are indeed indebted to that journal for housing us. Our profound thanks are extended to the Board Publications Committee, Editor Emeritus Brian Brenner, and former Director of Journals Johanna Reinhart for starting us off in the Journal of Professional Issues. We have seen ourselves grow step by step with each passing year. Of course, our primary gratitude is to the authors, who felt impelled to write on legal affairs and dispute resolution, since without them there could be no journal. I am also immensely grateful to those who have been our corresponding editors for these past few years—Richard Allen, Hazel Beh, Evan Caplicki, Sai On Cheung, Mike Loulakis, Paul Lurie, Robert Rubin, and Justin Sweet—for they are our real backbone. We hope to continue to serve multiple constituents from our new position: authors, readers, practitioners, CEOs, owners, engineers, and contract administrators. In these six years 5.75 years to be precise! , we have published 127 articles, including seven special issues. Our sincerest thanks extend to the guest editors who focused on multiple legal issues, thus exhibiting the wide variety of topics in legal affairs and dispute resolution in engineering and construction. To acknowledge their contribution, a list of all special issues published follows in Table 1. Legal affairs and dispute resolution has become a pervasive topic that has seeped into engineering design and consulting from construction. No more can we hope for a successful project and effective design without some use of legal affairs and dispute resolution. Indeed, a subject that was once thought distant from engineering education is entering its mainstream. Disputes are everywhere. However, it is probably infinitely easier to start a dispute than resolve one. Thus, our engineers must now learn how to relate effectively to business and contracting groups from a

The ExCEEd Teaching Model

While the first five articles in this Journal of Professional Issues in Engineering Education and Practice JPI series covered a variety of teaching tools and techniques such as the chalkboard, questioning, drama, board notes, physical models, and demonstrations, the previous issue took a broader view and introduced a model instructional strategy. This strategy provides a conceptual framework that an instructor can use to develop classroom instruction in an organized and coherent manner. The strategy reflects the way that students actually learn and prompts the instructor to make conscious decisions about allocating responsibility for student learning and sequencing the contributing activities. This article takes an even wider perspective and attempts to answer the question, What constitutes good teaching? The ExCEEd Teaching Workshop strives to demonstrate and then develop good teaching skills. To do this, good teaching, at some point, must be defined. The ExCEEd Teaching Model represents our best attempt to do this. The ExCEEd Model was developed by examining what attributes make a good teacher, how students learn best, and what tools are available to assist the teacher. The model is based on teaching and learning theory from the literature, supported by years of practical experience from veteran instructors. This article traces the development process of the ExCEEd Teaching Model shown in Fig. 1. Once established, this model serves as a definition of good teaching that can then be used consistently throughout the workshop. Admittedly, many others have attempted to answer this same question, and no two answers are the same. Nevertheless, the ExCEEd Teaching Model is relatively simple; and if an instructor is doing everything in it, he or she is most likely teaching well. Defining high quality teaching is a controversial and perilous task. Teaching is a very personal activity, and no two people do it the same way. Teaching effectiveness is often dependent on the personality and individual talents of the instructor. What works superbly for one teacher may totally flop for another. The answer often becomes, “I can’t define good teaching, but I know it when I see it.” Evidence of good teaching can be seen in the infectious enthusiasm of the teacher, the obvious engagement of the students, the clarity of the presentation, or the successful measured evaluation of what the students have learned. Although there are an infinite number of ways to teach well, there are some consistent elements, activities, and attributes that seem to be present with all good teachers. The ExCEEd Model attempts to capture these.

In-Line Engineering—A Study in Creative Corporate Financing

This forum is a continuation of a regular series of columns on engineering ethics based on the Applied Ethics Case of the Month program, sponsored by the National Institute for Engineering Ethics ~NIEE!, Texas Tech University. The Case-of-the-Month program consists of applied ethics cases taken from actual professional practice and presented in narrative format on the NIEE’s interactive Web site, with the names of the participants and the locations altered to preserve anonymity. Each case is linked to a series of suggested solutions, not all of which are necessarily ethical but which represent reactions commonly found in professional practice. Web site visitors are given the opportunity to vote on their preferred course of action for the dilemma, as well as to offer commentary. Results are tabulated at the end of the voting period and the statistical responses are reported, along with commentary and in some cases, the actual solution for the case. Actual real-life situations are the central notion upon which the program is founded. Such ethics cases stimulate greater attention to ethical issues, and they allow readers the opportunity to avoid similar pitfalls in their own careers. In addition to individual review and reflection, the case histories may also provide a convenient focus for informal brown-bag discussions in firms and agencies. Those interested in the program are encouraged to visit the NIEE’s Case-of-the-Month Web site at the following Internet address: http://www.nie.org/Case-of-the-Month/. Results and discussion appear on the Web site and also appear in this forum section of the Journal of Professional Issues in Engineering Education and Practice. A more detailed description of this program appeared in the January 1998 issue of this journal.

Between a Buck and a Hired Place

This forum is a continuation of a regular series of columns on engineering ethics based on the Applied Ethics Case of the Month program, sponsored by the National Institute for Engineering Ethics (NIEE), Texas Tech University. The Case-of-the-Month program consists of applied ethics cases taken from actual professional practice and presented in narrative format on the NIEE’s interactive Web site, with the names of the participants and the locations altered to preserve anonymity. Each case is linked to a series of suggested solutions, not all of which are necessarily ethical but which represent reactions commonly found in professional practice. Web site visitors are given the opportunity to vote on their preferred course of action for the dilemma, as well as to offer commentary. Results are tabulated at the end of the voting period and the statistical responses are reported, along with commentary and in some cases, the actual solution for the case. Actual real-life situations are the central notion upon which the program is founded. Such ethics cases stimulate greater attention to ethical issues, and they allow readers the opportunity to avoid similar pitfalls in their own careers. In addition to individual review and reflection, the case histories may also provide a convenient focus for informal brown-bag discussions in firms and agencies. Those interested in the program are encouraged to visit the NIEE’s Case-of-the-Month Web site at the following Internet address: http://www.niee.org/Case-of-the-Month/. Results and discussion appear on the Web site and also appear in this forum section of the Journal of Professional Issues in Engineering Education and Practice. A more detailed description of this program appeared in the January 1998 issue of this journal.

Introducing the Legal Affairs Section

I am delighted to introduce the inaugural issue of the Legal Affairs Section of the Journal of Professional Issues in Engineering Education and Practice. Not only has law become important in the profession of engineers, but also it is becoming the profession itself in many a contract and business dealing. Liability issues, with which many engineers are fast becoming familiar, are just one part of a larger legal imbroglio, and we know how insidious just these liability issues can be. Engineers are generally uninformed of the intricacies of law and are frequently unacquainted with what is legally untenable or deciphering their contractual rights. Moreover, the disputes among engineers themselves—such as between designers and contractors—can reach mammoth proportions, where the blind run after the blind. The mission of the Legal Affairs Section is to bring articles pertaining to dispute resolution and engineering law to the engineering and legal readership. While there are about 150,000 members of ASCE to whom this Section is directed, about 6,000 attorneys are members of the American Bar Association ~ABA! Forum on the Construction Industry, who participate in legal affairs and cases pertaining to civil engineering, and who would benefit from the articles in this Journal. This new section provides a forum for publication of scholarly papers about legal issues in civil engineering. In the United States, an estimated $80 billion a year is spent on lawsuits, and much of this in the A/E/C industry. Let us face the truth—the civil engineering industry loses large sums of money in disputes and legal matters, even as it flashes media headlines with its huge investments and massive constructions. Even large change orders and claims make local headlines. Too much taxpayer money is at stake. Project after project is plagued by disputes ~in one fashion or another! which exhaust our personal, project, and national resources and adversely affect the productivity of the industry. Civil engineers have been famous in history, and have been well renowned for many legendary accomplishments. However, the skills of interpreting contracts, analyzing compensability, and calculating damages often escape the engineer and are not usually taught in engineering school. Claims are prepared where neither a contractor can rigorously defend the prepared claim, nor is the client’s representative capable of finding flaws in the claim submitted. It is imperative that we begin to address the issue of legal affairs in civil engineering in an organized manner. Hence, creation of this Legal Affairs Section that serves as a forum as well as conduit for scholarly articles in the relevant areas of law. The subject of alternate dispute resolution ~ADR! arose as a necessity from the gravestones of good civil engineers, in reaction to increases in litigation. William Blake and Jane Mouton, the famed management scientists, termed the development of law as one of the four achievements of humankind in countering differences. There is a profound purpose to the philosophy of law, since law fundamentally relates to morality and righteousness, and re-

Standards for Scholarship in JPI Papers

The ASCE Journal of Professional Issues in Engineering Education and Practice ~hereafter JPI! covers a wide range of topics that may not traditionally be considered research. Technical papers address educational issues, professional practice issues, history and heritage, legal issues ~recently added!, and possibly others. As a result, many writers and reviewers are unsure of what constitutes good scholarship in a JPI paper. In many respects, the standards of scholarship for a JPI technical paper are the same as for any other peer-reviewed papers published by ASCE. A partial listing of those standards follows: 1. The topic selected should be of interest to a reasonably broad readership of educators and practicing engineers. Papers that focus too narrowly, for example a description of a course likely to be offered at only one or two institutions, are not appropriate. 2. The paper should be supported by a reasonably thorough review of the literature. If the author does not provide any references, or very few references, that calls the quality of

Don’t Bank On It!

This Forum article is a continuation of a regular series of columns on engineering ethics. The column has been generated, in part, by an interactive discussion on the Internet. The focus of the Ethics Case program is to present real situations taken from professional practice in order to stimulate greater attention to ethical issues, and to allow Internet Web site visitors the opportunity to avoid similar pitfalls in their own careers. In addition to providing an opportunity for individuals to read and respond to the case histories, it may also provide a convenient focus for informal brown bag discussions in firms and agencies. Those interested in this program are encouraged to visit the Web site at the following Internet address: http://www.engr.washington.edu/epp/Pepl/Ethics (Use of the capitalized letters as shown is important.) Results and discussion will also appear in the Forum section of the Journal of Professional Issues in Engineering Education and Practice. A more detailed description of this pr...

Santa in the Summer

This Forum article is a continuation of a regular series of columns on engineering ethics. The column has been generated, in part, by an interactive discussion on the Internet. The focus of the Ethics Case program is to present real situations taken from professional practice in order to stimulate greater attention to ethical issues, and to allow Internet Web site visitors the opportunity to avoid similar pitfalls in their own careers. In addition to providing an opportunity for individuals to read and respond to the case histories, it may also provide a convenient focus for informal brown bag discussions in firms and agencies.Those interested in this program are encouraged to visit the Web site at the following Internet address: http://www.engr.washington.edu/epp/Pepl/Ethics (Use of the capitalized letters as shown is important.) Results and discussion will also appear in the Forum section of the Journal of Professional Issues in Engineering Education and Practice. A more detailed description of this pro...

All Trussed Up and No Place to Go

This Forum article is a continuation of a regular series of columns on engineering ethics. The column has been generated, in part, by an interactive discussion on the Internet. The focus of the Ethics Case program is to present real situations taken from professional practice in order to stimulate greater attention to ethical issues, and to allow Internet Web site visitors the opportunity to avoid similar pitfalls in their own careers. In addition to providing an opportunity for individuals to read and respond to the case histories, it may also provide a convenient focus for informal brown bag discussions in firms and agencies. Those interested in this program are encouraged to visit t h e W e b s i t e a t t h e f o l l o w i n g I n t e r n e t a d d r e s s : http://www.engr.washington.edu/epp/Pepl/Ethics (Use of the capitalized letters as shown is important.) Results and discussion will also appear in the Forum section of the Journal of Professional Issues in Engineering Education and Practice. A more detailed description of this program appeared in the January 1998 issue of this journal.

Reviewers of the Journal of Professional Issues in Engineering Education and Practice

Reviewers of the <b> <i>Journal of Professional Issues in Engineering Education and Practice</i> </b>

REVIEWERS OF THE Journal of Professional Issues in Engineering Education and Practice

REVIEWERS OF THE <b> <i>Journal of Professional Issues in Engineering Education and Practice</i> </b>

Errata: Reviewers of the Journal of Professional Issues in Engineering Education and Practice

Errata: Reviewers of the <i>Journal of Professional Issues in Engineering Education and Practice</i>

Reviewers of the Journal of Professional Issues in Engineering Education and Practice

Reviewers of the <b> <i>Journal of Professional Issues in Engineering Education and Practice</i> </b>

ETHICS CASES IN PROFESSIONAL PRACTICE

This forum is a continuation of a regular series of columns on engineering ethics based on the Applied Ethics Case of the Month program, sponsored by the National Institute for Engineering Ethics (NIEE), Texas Tech University. The Case-of-the-Month program consists of applied ethics cases taken from actual professional practice and presented in narrative format on the NIEE’s interactive Web site, with the names of the participants and the locations altered to preserve anonymity. Each case is linked to a series of suggested solutions, not all of which are necessarily ethical but which represent reactions commonly found in professional practice. Web site visitors are given the opportunity to vote on their preferred course of action for the dilemma, as well as to offer commentary. Results are tabulated at the end of the voting period and the statistical responses are reported, along with commentary and in some cases, the actual solution for the case. Actual real-life situations are the central notion upon which the program is founded. Such ethics cases stimulate greater attention to ethical issues, and they allow readers the opportunity to avoid similar pitfalls in their own careers. In addition to individual review and reflection, the case histories may also provide a convenient focus for informal brown-bag discussions in forms and agencies. Those interested in the program are encouraged to visit the NIEE’s Case-of-the-Month Web site at the following Internet address: http://www.niee.org/Case-of-the-Month/. Results and discussion appear on the Web site and also appear in this forum section of the Journal of Professional Issues in Engineering Education and Practice. A more detailed description of this program appeared in the January 1998 issue of this journal.