Journal of Professional Issues in Engineering Education and Practice 

About: Journal of Professional Issues in Engineering Education and Practice is an academic journal. The journal publishes majorly in the area(s): Engineering education & Curriculum. It has an ISSN identifier of 1052-3928. Over the lifetime, 1142 publications have been published receiving 14539 citations.

Understanding K–12 Engineering Outreach Programs

Abstract: The United States relies on technology. To continue the development of new and the expansion of existing technologies requires a strong background in science, math, and engineering. Because student...

Building Information Modeling in Architecture, Engineering, and Construction: Emerging Research Directions and Trends

Abstract: Currently, the architecture, engineering, and construction industry is facing enormous technological and institutional changes and challenges including the proliferation of information technology and appropriate application of sustainable practices. The 21st century engineer and architect must be able to deal with a rapid pace of technological change, a highly interconnected world, and complex problems that require multidisciplinary solutions. This paper focuses on research directions and trends around building information modeling (BIM) through interdisciplinary endeavors: how BIM research topics could be explored; their relevancy; and their potential future impact. It identifies BIM research topics that are considered to be important to a wide range of practitioners and future practitioners, both architecture and engineering students. It also assesses the relevance of current research projects to the industry and categorizes future BIM research topics. It aims to formulate research ideas and methodologies to pursue them and to explore how an industry/academic partnership for exploring exciting research opportunities could be established.

Implementing Sustainable Development through Problem-Based Learning: Pedagogy and Practice

Abstract: This paper presents an approach for implementing sustainability within a university environment, and for helping students become more effective problem solvers and professionals. In a ''Sustainable Urban Development'' course, taught by the writer, students develop projects to make their campus and community more sustainable. In the process, students learn how to analyze sustainability, work with decision makers, and put classroom knowledge into practice. Further, through this course's emphasis on problem-based learning, students acquire critical cognitive skills and professional skills as they tackle complex, interdisciplinary, and real-world problems. Systematic evaluations of the course offer useful lessons. One is how to create synergies. For instance, while students benefited from hands-on experience with sustainability, the university benefited from students' work. Another is how to demonstrate and quantify benefits from sustainability, which is vital to gaining support. Yet another is how to enable students to learn from both successful and unsuccessful attempts to implement ideas. Courses such as this can create important bridges between theory and application, and between education and professional practice.

Teaching Building Information Modeling as an Integral Part of Freshman Year Civil Engineering Education

Abstract: Lack of personnel with Building Information Modeling BIM skills is a significant constraint retarding use of the technology in the architecture, engineering, and construction industry. Unless BIM is introduced into undergraduate civil engineering curricula in a fundamental way, graduate civil engineers will lack the skills needed to serve a construction industry in which three-dimensional models are the main medium for expression and communication of design intent and the basis for engineering analysis. A mandatory freshman year course titled "Communicating Engineering Information," which teaches both theoretical and practical aspects of BIM, has been developed to replace the traditional engineering graphics course at the Technion. The main lesson learned through four semesters of teaching the class is that students find BIM tools intuitive and therefore relatively easy to learn; the majority of lecture hours are now devoted to the conceptual aspects of BIM and the principles for preparing models that can be analyzed in multiple ways. BIM can and should be taught in its own right, and not as an extension to computer-aided drawing. The skills students have been able to bring to bear in design courses later in their university education indicate that the approach is sound and will enable graduates to meet the needs of the civil engineering profession in the "BIM age." DOI: 10.1061/ASCEEI.1943-5541.0000003 CE Database subject headings: Engineering education; Information technology IT; Three-dimensional models. Author keywords: Engineering education; Building information modeling BIM; Three-dimensional models.