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This paper describes initial research on a project designed to understand the experiences of past generations of constructors and make that knowledge accessible to future generations of engineering students and construction practitioners. Much in the same way as medical students can trace their lineage back to Hippocrates, this project aims to provide architecture, engineering, and construction students, and professionals alike, a sense of their professional history. The project was developed around five time epochs, four geographic regions, and three different project types. We investigated issues such as the flow of money, training of workers, sharing of design knowledge, and nature of contracts and agreements. The central question posed by this work is how should knowledge of the history and evolution of construction practices be incorporated in the dialog that educators have with students and with the larger professional community? This research has led to multifaceted results. On the one hand, the message to students should be pride in their professional heritage because throughout time constructors and designers have used knowledge, perseverance, and innovation to accomplish remarkable projects. On the other hand, we have shown that much of what is considered new in the industry (alternative project delivery methods, worker safety programs, public private partnerships, and globalization) have historical antecedents and are not new at all. [ABSTRACT FROM AUTHOR]

The history of construction engineering and management education closely follows the emergence of the construction industry as an economic force in the United States. The initial introduction of programs in the post-World War II era was followed by specialization and the introduction of graduate construction specialties in the early 1960s. However, the lack of qualified individuals was recognized as a factor in successfully developing the construction engineering management (CEM) focus as an academic discipline. Today, that concern continues as CEM programs in the United States find themselves under attack by academic colleagues for issues such as lack of qualified faculty candidates and lack of funding opportunities. This paper addresses the status of the construction academic community by examining the common history of the CEM faculty through a genealogical approach, the historical research record through an examination of the publication record, and the questions that face a community that has appeared to slip from its intellectual peak. [ABSTRACT FROM AUTHOR]