- ASC Proceedings of the 40th Annual Conference
- Brigham Young University - Provo, Utah
- April 8 - 10, 2004
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The Evolution of a Faculty-Led Study Abroad Class for Construction Management Students
The construction industry is becoming increasingly global and the role of the construction professional now includes many front-end services, which increases the required skill set of new construction graduates (Bodapati and Kay, 1998; Choudhury, 2000; Kay, 2001). Alternative contractual delivery systems, collaborative partnerships, new management initiatives, and global product markets require students to have a broader awareness of construction methods and architectural issues. Many academic disciplines outside of construction education have successfully used study abroad programs as an effective means of broadening college students’ academic, personal, and professional views of the world (NASFA, 2003). Therefore, the department of Building Science at Auburn University created an experimental study abroad class for the summer of 2000 to expose students to construction-specific companies, projects, practices, and professionals that they would never be exposed to otherwise. The success of the 2000 class was repeated in 2002 and the next class will be conducted during the summer semester of 2004. This paper describes the design, development, and evolution of the class, along with the course objectives, structure, and outcomes.
Key Words: Study abroad, international construction, experiential learning
Introduction
The construction industry is becoming increasingly global and the role of the construction professional now includes many front-end services, which increases the required skill set of new construction graduates (Bodapati and Kay, 1998; Choudhury, 2000; Kay, 2001). Alternative contractual delivery systems, collaborative partnerships, new management initiatives, and global product markets require students to have a broader awareness of construction methods and architectural issues. Many academic disciplines inside and outside of construction education have successfully used study abroad programs as an effective means of broadening college students’ academic, personal, and professional views of the world (NASFA, 2003; Rebholz, 2000). Therefore, the department of Building Science (BSCI) at Auburn University created an experimental study abroad class for the summer of 2000. This initial class was financially supported by the Dean’s office through a grant and was composed of five graduate students and one professor. The success of this class led to the second study abroad class being offered during the summer of 2002. This second class was made up of six undergraduate students and one professor leading the class. However, the second class was required to break-even with the program fees supporting the professor’s expenses. Building upon the previous experience of the first two classes, the department of Building Science is again offering a study abroad class for the summer of 2004 and hopes to offer the class on an annual basis. The 2004 class consists of 10 undergraduate students, 1 graduate student, 1 lead professor and 1 professor-in-training. This paper describes the design, development, and evolution of a faculty-led traveling study abroad class that was created to expose students to international construction practices and construction-related issues from outside the United States. The course history, rationale, structure, and outcomes will also be discussed along with graphic illustrations of students’ experiences.
Summer 2000 Class
History and Objectives
In 1999, two Building Science faculty members, Patricia Lindsey and Rebecca Burleson, submitted a successful grant application to the College of Architecture, Design and Construction at Auburn University to create a pilot study abroad class consisting of five (5) graduate students. Based on the success of the school of Architecture’s 30-year history of traveling with students throughout Europe during the spring term, the department of Building Science proposed a similar faculty-led traveling study abroad class. However, the Building Science class would take place during the summer semester of 2000 rather than in the spring. This initial class actually consisted of two separate 3-credit courses, a preparation (prep) class and a special topics (elective) class. The first class, BSC 680d, was a study abroad prep class that the students were required to take during the spring term of 2000. The learning objectives are listed below:
 | To work as a group to complete the travel itinerary and specific learning objectives associated with each experience included in the construction study abroad trip. |
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§ To assist students in their preparation for European travel including foreign communications, currency exchange issues, travel and safety tips, passport, flight and hotel accommodations, etc. |
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§ To prepare individual student presentations related to specific sites and events included in the travel itinerary. |
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§ To develop and set up the communication system between the students traveling on the trip and students still at Auburn University. |
Unlike the school of Architecture’s study abroad class, which has a multi-city European itinerary pre-selected by Architecture faculty members, the Building Science students developed their own itinerary during the prep class under the faculty guidance of Patricia Lindsey. Europe was selected as the region of study and a tentative outline of cities was created. The itinerary guidelines, which consisted of homework assignments, are shown in figure 1.
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Each student will be required to propose at least one construction related experience and one cultural experience for each city included in the tentative itinerary. The proposal will be limited to two pages and will include the following items:
§ The name, location, and preliminary contact information for the proposed experience; § The significance of the proposed experience as it relates to construction materials and methods, professional practice, technology, construction equipment, or historic/cultural issues; § Any known costs, or travel requirements associated with the experience; § Photos, maps, or promotional materials that better explain the interest of the proposed experience. |
| The group will select together an appropriate number and variety of experiences for each city based on the student proposals and faculty input. The group will agree to general learning objectives for each experience and then a student/faculty "leader" will be assigned for each experience. |
| Each student will then proceed to research and develop presentation materials for the travel experiences assigned to them. A written paper providing background/pertinent information (not to exceed 5 pages) will be completed for each assigned experience. Specific learning objectives will be developed by the "leader" based on the general objectives and developed research. In addition, each student "leader" will prepare a 20-minute oral presentation to be delivered just prior to the scheduled event. All written materials, including learning objectives, will be assembled into a travel binder/journal prior to the end of Spring term. |
| Figure 1. Guidelines and Homework Assignments for Creating the Study Abroad Class Itinerary. |
Once the itinerary (see figure 2) was set, the prep class lectures focused on language, culture, riding the metro, changing money, hotel locations, train transportation, and other traveling skills.
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| Underground Sewer Tour, Paris | Atop the German Reichstag, Berlin |
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| Skanska visit, Copenhagen | Archeological dig at construction site, London |
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| Gaudi’s Casa Mila, Barcelona | Marble quarry at Carrara, Rome |
| Figure 2. Cities Selected for the Study Abroad Class Itinerary, Summer 2000. | |
The second class, BSC 680e, was the actual traveling study abroad portion, which took place during the summer of 2000. The class make-up consisted of the instructor, Assistant Professor Patricia Lindsey, 4 Building Science graduate students, and 1 graduate student/instructor-in-training Scott Kramer. The itinerary included spending 1 week each in 6 European cities and 2 weeks of free travel. The requirements for this class are shown in figure 3.
| Text: Each student should purchase a Berlitz Travel Dictionary for each country/language included in the trip. For this study abroad program, this includes: French, Italian, German, and Spanish. |
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Objectives: 1. To successfully complete the travel itinerary developed during Spring term and record learning experiences in the form of a daily journal. 2. To share the travel experiences with other construction students through periodic web updates. 3. To assist in the leadership of the study abroad experience through oral presentations related to each scheduled event. 4. To participate in the assessment of the travel abroad experience through surveys, journals, and other feedback mechanisms. |
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Homework: Students will be required to keep a written journal with daily entries to be submitted at the end of the travel experience. This journal will be returned to the student after evaluation. Journal entries should relate to learning experiences, observations, cultural differences, construction techniques, etc. Private information that the student does not want submitted for grading should be kept in a separate journal. |
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Grading: Grades will be based on a ten point scale using the following breakdown: Experience Leader - oral presentations = 40% Travel Journal = 40% Assessment Participation = 20% |
| Figure 3. Syllabus for Building Science Study Abroad Class, Summer 2000. |
Course Outcomes
Each student kept a travel journal during the class, which was graded by the instructor while everyone was in Europe. Also, each student completed a written assessment (see Appendix A) of each class visit or event attended during the summer. This assessment was part of the grant requirements set forth by the College and would provide valuable feedback for: evaluating the class, consideration of continuing the study abroad program, and future class itineraries, structure, region chosen, and type of visits.
Based on positive assessment from the 2000 class, the department of Building Science decided to continue the study abroad class and offer it every other summer if students showed interest. However, future classes must develop a break-even budget to pay for student expenses and faculty expenses since future grants from the College were not expected.
Summer 2002 Class
History and Objectives
Because of the success of the Summer 2000 class and extensive marketing efforts by Associate Professor Scott Kramer, many students were interested in participating in another study abroad class for the summer of 2002. However, this time the study abroad class was offered as an alternative senior capstone project to undergraduate students and involved analyzing, synthesizing, and reporting on information collected during a 5-week traveling portion of the class. The study abroad class was offered to all upper level undergraduate students at the end of fall semester 2001. The 2002 study abroad class actually consisted of two separate required Building Science classes. One was an alternative senior capstone class and the other was the Contracting Business class. By offering these two courses together, the senior students could graduate 1 semester early and complete their required senior capstone project during the 10-week summer semester, rather than the following fall semester as the curriculum dictated. This option made the class attractive from not only an educational standpoint, but from a financial one as well since students were paying the $6,000 study abroad program cost in addition to Auburn University tuition. Six students participated in the 2002 class, five seniors and 1 junior, plus Associate Professor Scott Kramer. The junior student only participated in the Contracting Business class for course credit and completed the regular senior capstone class the following summer term.
Like the 2000 pilot class, the overall goal of the 2002 class was to expose students to construction-specific companies, projects, practices, and professionals that they would never be exposed to otherwise. There were three construction-related visits per city (e.g. construction projects, material suppliers, construction firms, equipment manufacturers, etc.). Students visited with construction professionals and collected data from 5 of the top 10 international construction firms (ENR, 2002). Some of the other visits included: marble quarries in Carrara, GPS mapping in Venice, concrete pump manufacturers in southern Germany, renovation of the U.S. embassy in Rome, renovation of the War Cabinet Rooms in London, and the construction of a new development in Copenhagen. Also, there was one cultural event per city (e.g. ballet, opera, concert, musical, etc.).
In addition to the 5-week traveling portion of the 2002 class, all of the students were required to participate in a 1-hr. study abroad prep class offered during spring semester 2002. The prep class was again designed to be interactive on many levels. The students participated in developing the course itinerary for the summer and selected their capstone research topics to compliment the scheduled events in each of the cities visited. During the course itinerary phase, students were responsible for contacting the construction firms, material suppliers, and equipment manufacturers in cities that supported their research topics. Through this process, the itinerary was continuously revised to include construction visits that the students arranged (see figure 4). The student leaders are shown in figure 4 in bold type. Students were directly responsible for visits to Skanska’s London office, Bovis projects in London, the U.S. Embassy renovation project in Rome, the historic church renovation in Venice, GPS mapping and construction in Venice, the Sony Center visit in Berlin, and the visit to Schwing in Memmingen. The professor in charge of the class helped the students arrange the other construction-related visits in addition to arranging the cultural events for each city.
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Figure 4. Student-generated Study Abroad Class Itinerary, Summer 2002 |
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A high priority was placed on relating the students’ research topics with the study abroad construction visits. This enabled the students to collect data for their capstone class research topics (e.g. concrete placement methods & equipment, project delivery methods, and immigrant labor) as part of the activity. The students collected original source documents (e.g. transcribed interviews with key executives, photos, company brochures, company training material, videos of visits, etc.) during the 5-week traveling half of the 10-week summer semester. After returning from Europe, the second 5 weeks of the semester was dedicated to developing and completing the written capstone projects.
Course Outcomes
Students were required to write an original research paper, using the ASC Journal style guidelines (ASC, 2003), in the range of 40 – 60 pages excluding copies of original source documents, appendices, and references. In addition, the students were required to create a 30-minute PowerPoint presentation that would be presented and defended to a jury of Building Science faculty. The student’s grade was based 75% on the written paper and 25% on the PowerPoint presentation. All five students completed their senior capstone projects by the end of the summer semester 2002. Student capstone project titles were:
| The Past, the Present and the Future: An In-depth Analysis of the Progression of Construction Project Delivery |
| Project Delivery Methods: A Detailed Analysis of the Public-Private Partnerships, BOT and PFI |
| Concrete: History, Placing Equipment and Methods |
| Concrete Placement in the United States vs. Europe |
| Immigrant and Foreign Construction Workers: A look at the United States vs. Europe |
All the students responded positively to the study abroad experience and thought that the class met their expectations, both academically and personally. Immediately after graduating in the summer of 2002, two of the students used their study abroad knowledge concerning concrete pumps by explaining the capabilities of stationary and truck-mounted pumps to senior personnel in their respective companies. Also, as a result of the study abroad experience, two of the six participating students are planning careers in international construction. All of the students that participated in the study abroad class are very enthusiastic about the continuation of the program and are actively marketing the study abroad program to students currently in the Building Science program.
Summer 2004 Class
History and Objectives
During the summer and early fall semesters of 2003, Associate Dean Sharon Gaber and Associate Professor Scott Kramer pursued various clarifications to Auburn University’s ever changing procedures concerning study abroad classes. Since 9/11/01, university requirements for studying and traveling outside the United States have been re-evaluated and new procedures have been implemented by the university’s Office of International Education (OIE). In an effort to promote study abroad classes at the Auburn campus, new guidelines concerning study abroad program costs have allowed the Building Science study abroad class to be much more attractive on a financial basis. Effective 1/1/04, Auburn University students DO NOT have to pay university tuition in addition to the study abroad program costs if the students are already paying for the instructor’s travel expenses and salary. The students are required to pay only the $365 OIE study abroad fee (for in-state students) in addition to the program costs. This information was communicated to the Building Science students by email (see figure 5) and individual class presentations. This new policy helps defray the cost of the class for in-state students, but almost makes the cost of the study abroad class equal to staying in Auburn for out-of-state students. The results of this effort produced an enrollment of 10 undergraduate students, 1 graduate student, 1 instructor-in-charge (Scott Kramer), and 1-instructor-in-training (Michael Hein) for the Summer 2004 class.
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The program fee for the 2004 European Study
Abroad class will be $6,000 and INCLUDES TUITION FOR BSCI 4400 & BSCI
4980. Please see Tammie Cook at CADC student services (844-4527)
about individual student summer tuition charges. The class will be
limited to 16 students. The study abroad program fee includes:
roundtrip airfare from Atlanta, lodging, daily continental breakfast, Eurail
pass, construction visits, and tickets to cultural events. Other costs are
the responsibility of the student.
Interested students must pay a $2,000 non-refundable deposit,
to the BSCI department, by
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Figure 5. Updated Announcement for the Building Science Study Abroad Class, Summer 2004 |
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The 2004 class will again offer an alternative senior capstone option (BSCI 4980) in addition to BSCI 4400 – Temporary Structures class. Similar to the 2002 course design, students are required to enroll in a 2-hr. prep class spring semester 2003. Under faculty guidance, the students will determine the class itinerary based on their research topics for their individual capstone projects. Again, the students will be required to write an original research paper, create a 30-minute PowerPoint presentation and defend both to a jury of Building Science faculty. However, unlike the 2002 class, students will not be able to graduate earlier than their original plan of study graduation date. The tentative itinerary for 2004 is shown in figure 6.
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Figure 6. Building Science Study Abroad Class Itinerary, Summer 2004 |
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Conclusions and Recommendations
The Building Science faculty is firmly convinced that the study abroad courses added tremendous value to the educational experience of not only the students who participated, but to our entire construction program in general. Interaction with the participating students after they returned to Auburn stimulated even more interest among students and faculty members each time. Prospective students and their parents are even asking about the details of the study abroad class when making campus visits.
There are 95 construction education programs that are members of the Associated Schools of Construction (ASC, 2003). The majority of theses programs include senior capstone courses and technical electives in their curricula (Sayl, et. al., 1995). The study abroad classes described in this paper could be adopted by any of these construction programs as a similar study abroad experience. The primary concerns in establishing this type of class are:
| Determining when prerequisite courses are to be taught and which courses can be taught concurrent with the study abroad class |
| Establishing contacts with construction professionals in the region of travel |
| Coordinating students’ capstone research topics with scheduled visits |
| Developing an accurate budget prior to the trip so the students pay the appropriate amount for the trip |
| Coordinate with University administration concerning fees, tuition, medical insurance, visas, liability, course credit, etc. |
It has been suggested by our colleagues at other U.S. universities that students from their construction programs be allowed to participate in Auburn’s study abroad class. While we welcome this interest, issues concerning course credit, liability, and out of state tuition fees must be resolved prior to implementing this option. However, we are optimistic that these bureaucratic hurdles can be resolved and the Building Science study abroad class can begin to include students from other universities in the near future. We have also considered allowing Auburn University students from related academic disciplines such as architecture, community planning, or civil engineering to participate in the classes. This option could have the added benefit of broadening the students’ learning by integrating several professions associated with the built environment.
Studying abroad is an invaluable experience – for many students, a once-in-a-lifetime opportunity to live in a foreign country, to experience its customs and culture, and to adapt to new surroundings (Study Abroad, 2003). Traveling through Europe introduces students to new environments and knowledge that can best be gained from experiential learning. The successes gained through these experiences both equip and prepare students to thrive in a global world.
References
ASC (2003), Associated Schools of Construction, Retrieved November 1, 2003, from the World Wide Web: http://www.ascweb.org
Bodapati, N and Kay, D (1998), International Construction Employment: Challenges and Opportunities For Construction Graduates, International Proceedings of the Associated Schools of Construction, 145-154, April 15 - 18, 1998, Central Connecticut State University - New Britain, Connecticut
Choudhury, I (2000), Cross-cultural Training of Project Personnel for Implementation of International Construction Projects by US Contractors, [On Line] International Proceedings of the Associated Schools of Construction, 87-94, March 29 - April 1, 2000, Purdue University - West Lafayette, Indiana
ENR (2002), Engineering News Record: 2001 ENR Top 225 International Contractors, Retrieved May 1, 2002, from the World Wide Web: http://www.enr.com
Kay, D (2001), A Survey of the Foreign Language Preparedness of Construction Students, [On Line] International Proceedings of the Associated Schools of Construction, 21-32, April 4 - 7, 2001, University of Denver - Denver, Colorado
NASFA (2003), Association of International Educators: Study Abroad, Retrieved November 1, 2003, from the World Wide Web: http://www.nafsa.org
Rebholz, F (2000), Teaching a Construction Course Overseas, [On Line] International Proceedings of the Associated Schools of Construction, 59-66, March 29 - April 1, 2000, Purdue University - West Lafayette, Indiana
Sayl, M, Christofferson, J, and Bozai, G (1995), Development of Specialization in Undergraduate Curriculum through Senior Level Capstone Courses, [On Line] International Proceedings of the Associated Schools of Construction, 30-44, April 6 - 8, 1995, Arizona State University - Tempe, Arizona
Study Abroad (2003), The StudyAbroad.com Handbook, Retrieved November 1, 2003, from the World Wide Web: http://www.studyabroad.com
Appendix A
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