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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. CE Database subject headings: Construction industry; Engineering education; History; Research needs.

Learning is a process of acquiring knowledge, and students may adopt different learning approaches to achieving their learning goals. While educationalists can draw up what they believe is a good construction curriculum for students, students' learning would depend on their own learning approaches and attitudes. Acknowledging a lack of research on the learning attitudes of construction students, a matrix framework of learning approaches (MFLA) based on the relationships between three learning motives and three learning strategies is proposed in this paper. The MFLA enabled a major empirical survey to be carried out in Hong Kong to examine the learning characteristics of construction students. A questionnaire based on Biggs's study process questionnaire was distributed to five groups of construction-related students in three universities in Hong Kong. The results of the survey indicate that seven of the nine hypothetical learning approaches exist in construction education in Hong Kong. The assortment of learning approaches used varied across the five student groups. As a result, different teaching and learning factors should be adopted by educators of construction students to meet the distinctive characteristics of students in various universities. CE Database subject headings: Construction industry; Engineering education; Learning; Students; Teaching methods; Hong Kong.

Traditionally recognized construction professionals such as architects, engineers, and surveyors occupy segregated roles in the construction industry. With the rapidly growing complexity and ever increasing sophistication in project procurement and construction, new disciplines have been added to the traditional construction professions. The characteristics and the roles of the different disciplines in the construction industry are becoming less clear-cut. Specialism within the different disciplines and the working relationship among them are also not easily defined. Transprofessional practice among the several disciplines of construction professionals is commonplace. The skills needed by each discipline and the education structure required to develop those skills cannot be usefully examined on a discipline-by-discipline basis. This paper, based on a research study carried out with a questionnaire survey, aims to investigate these phenomena in professional practices within the construction industry and to develop cogent and sustainable directions for the education of construction professionals in the new millennium. Results from the study suggest that the demands of a transprofessional discipline practice call for construction professionals to critically reexamine their professional skills and realistically evaluate the professional demands made on them by the ever-increasing complexity and technological sophistication in construction and project procurement. The work concludes that the curricula for educating aspiring construction professionals should embrace a multidisciplinary and an integrative-professional approach. Such an approach should be implemented in curricula designed for undergraduates and for the continuing professional education of practitioners. DOI: 10.1061/(ASCE)1052-3928(2002)128:1(44) CE Database keywords: Construction industry; Professional personnel; Training; Continuing education; Engineering education.

The time required to perform a given process in a repetitive construction environment tends to fall progressively as the same process is repeated for a sufficient number of successions. This paper discusses the aspects and fundamentals of learning development and its impact on the time requirement of repetitive construction processes from a simulation perspective. Common learning curves and their basic parameters and equations are highlighted. Factors that determine the level of learning rates for construction tasks are also investigated. We also introduce a statistically based approach for modeling learning development. Modeling learning phenomena in a simulation experiment is then introduced as applied in MicroCYCLONE (Halpin 1990). An example application is presented reflecting the impact of learning on the time requirement on a high-rise building; the statistically based approach is compared to the currently used deterministic models. This paper presents a simulation-based methodology for incorporating learning development in process simulation modeling and experimentation. In particular, it is suggested that a stochastic learning model be adopted due to the random factors affecting learning in construction. The paper highlights mathematical models often applied in modeling learning development and reviews the factors that contribute to these phenomena. An example application is also presented to illustrate how learning models can be incorporated into a simulation experiment. The effect of learning on the time required to complete a given process, and the significance of using stochastic versus deterministic learning models on various performance measures are also discussed.

Universities continue to hire construction faculty that have inadequate or no construction experience. This is illogical considering that construction is a practical science and practical experience impacts the quality of construction education. This paper interprets professional codes of ethics and deduces the ethical impact of inadequate practical construction experience. The reasoning of classical philosophers is presented regarding the virtues of experience and its effect on intellectual virtues such as deliberation and judgment. Some special characteristics of construction experience are given. and the link between experience, leadership and decision-support systems is brought out in the construction context. Finally, a minimum level of construction experience is prescribed for faculty based on the conscience of responsibility and professional development It is argued that this minimum level of experience should be a criteria for the admission of doctoral students. The role of the university and construction departments is pivotal in this regard., The importance of practical industry experience is stressed for the faculty of universities turning out construction graduates. Industrial experience among educators contributes to learning, gathering knowledge and acquiring expertise. Some special characteristics of construction experience are laid down and the link between experience, leadership and decision-support systems are discussed within the construction context. A minimum level of experience required of construction faculty is also prescribed.

Auburn University has instituted a program called Rural Studio, which gives students experience in designing and building innovative housing for the poor. Started in 1993, the program has allowed students to build two houses, a chapel, and a smokehouse. The residents of Hale County, Alabama, where the houses were built, have been well satisfied with the comfortable homes, which offer much better accommodations than their dirt-floor shanties.

The author calls for more schooling in practical application trades such as electrical engineering and plumbing. Research indicates that 30% of Britain's employees are overeducated for the jobs they hold, and only 14% possess intermediate-level vocational skills compared to 46% of German workers who have similar skills.