Design and implementation of a practice-based course in contracting and project management

Kristen Hurtado, Jake Smithwick, Kenneth Sullivan, John Savicky

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Addressing the needs of engineering curriculum to provide evidence-based practice and opportunities for students to gain skills that can be applied in the workplace has been identified as a need by industry and accreditation bodies. Institutions are seeking to properly meet these needs, while also balancing decades of history with traditional courses. Courses that teach business-type practices and fundamentals help fill key a necessity for the "engineer of the future." In response, the researchers developed a new course over two semesters that provides instruction on the owners' role in developing request for proposals (RFP), evaluating proposals, conducting project pre-planning, and identifying project performance indicators. The researchers used applied instructional design concepts from the field of education in creating the course, focusing on the objectives and related student outcomes. Thus, the primary goals of this paper are to summarize the researchers' course development efforts so that others may benefit in their own development of similar courses, and also, present some initial findings of student support and learning as a result of the course. Specifically, student enrollment in the course increased by 42 percent, students' final project quality increased by 20 percent, and students' self-efficacy ratings increased across all performance objectives by 109 percent. These results have encouraged the researchers to continue course refinement and work towards further instructional and assessment tools.

Original languageEnglish (US)
Title of host publication2016 ASEE Annual Conference and Exposition
PublisherAmerican Society for Engineering Education
Volume2016-June
StatePublished - Jun 26 2016
Event123rd ASEE Annual Conference and Exposition - New Orleans, United States
Duration: Jun 26 2016Jun 29 2016

Other

Other123rd ASEE Annual Conference and Exposition
CountryUnited States
CityNew Orleans
Period6/26/166/29/16

Fingerprint

Project management
Students
Accreditation
Curricula
Industry
Education
Engineers
Planning

Keywords

  • Business concepts
  • Contracting
  • Project management
  • Scenario-based instruction

ASJC Scopus subject areas

  • Engineering(all)

Cite this

Hurtado, K., Smithwick, J., Sullivan, K., & Savicky, J. (2016). Design and implementation of a practice-based course in contracting and project management. In 2016 ASEE Annual Conference and Exposition (Vol. 2016-June). American Society for Engineering Education.

Design and implementation of a practice-based course in contracting and project management. / Hurtado, Kristen; Smithwick, Jake; Sullivan, Kenneth; Savicky, John.

2016 ASEE Annual Conference and Exposition. Vol. 2016-June American Society for Engineering Education, 2016.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Hurtado, K, Smithwick, J, Sullivan, K & Savicky, J 2016, Design and implementation of a practice-based course in contracting and project management. in 2016 ASEE Annual Conference and Exposition. vol. 2016-June, American Society for Engineering Education, 123rd ASEE Annual Conference and Exposition, New Orleans, United States, 6/26/16.
Hurtado K, Smithwick J, Sullivan K, Savicky J. Design and implementation of a practice-based course in contracting and project management. In 2016 ASEE Annual Conference and Exposition. Vol. 2016-June. American Society for Engineering Education. 2016
Hurtado, Kristen ; Smithwick, Jake ; Sullivan, Kenneth ; Savicky, John. / Design and implementation of a practice-based course in contracting and project management. 2016 ASEE Annual Conference and Exposition. Vol. 2016-June American Society for Engineering Education, 2016.
@inproceedings{0e7af0a16e8b40e28ab01a3d9545a7a8,
title = "Design and implementation of a practice-based course in contracting and project management",
abstract = "Addressing the needs of engineering curriculum to provide evidence-based practice and opportunities for students to gain skills that can be applied in the workplace has been identified as a need by industry and accreditation bodies. Institutions are seeking to properly meet these needs, while also balancing decades of history with traditional courses. Courses that teach business-type practices and fundamentals help fill key a necessity for the {"}engineer of the future.{"} In response, the researchers developed a new course over two semesters that provides instruction on the owners' role in developing request for proposals (RFP), evaluating proposals, conducting project pre-planning, and identifying project performance indicators. The researchers used applied instructional design concepts from the field of education in creating the course, focusing on the objectives and related student outcomes. Thus, the primary goals of this paper are to summarize the researchers' course development efforts so that others may benefit in their own development of similar courses, and also, present some initial findings of student support and learning as a result of the course. Specifically, student enrollment in the course increased by 42 percent, students' final project quality increased by 20 percent, and students' self-efficacy ratings increased across all performance objectives by 109 percent. These results have encouraged the researchers to continue course refinement and work towards further instructional and assessment tools.",
keywords = "Business concepts, Contracting, Project management, Scenario-based instruction",
author = "Kristen Hurtado and Jake Smithwick and Kenneth Sullivan and John Savicky",
year = "2016",
month = "6",
day = "26",
language = "English (US)",
volume = "2016-June",
booktitle = "2016 ASEE Annual Conference and Exposition",
publisher = "American Society for Engineering Education",

}

TY - GEN

T1 - Design and implementation of a practice-based course in contracting and project management

AU - Hurtado, Kristen

AU - Smithwick, Jake

AU - Sullivan, Kenneth

AU - Savicky, John

PY - 2016/6/26

Y1 - 2016/6/26

N2 - Addressing the needs of engineering curriculum to provide evidence-based practice and opportunities for students to gain skills that can be applied in the workplace has been identified as a need by industry and accreditation bodies. Institutions are seeking to properly meet these needs, while also balancing decades of history with traditional courses. Courses that teach business-type practices and fundamentals help fill key a necessity for the "engineer of the future." In response, the researchers developed a new course over two semesters that provides instruction on the owners' role in developing request for proposals (RFP), evaluating proposals, conducting project pre-planning, and identifying project performance indicators. The researchers used applied instructional design concepts from the field of education in creating the course, focusing on the objectives and related student outcomes. Thus, the primary goals of this paper are to summarize the researchers' course development efforts so that others may benefit in their own development of similar courses, and also, present some initial findings of student support and learning as a result of the course. Specifically, student enrollment in the course increased by 42 percent, students' final project quality increased by 20 percent, and students' self-efficacy ratings increased across all performance objectives by 109 percent. These results have encouraged the researchers to continue course refinement and work towards further instructional and assessment tools.

AB - Addressing the needs of engineering curriculum to provide evidence-based practice and opportunities for students to gain skills that can be applied in the workplace has been identified as a need by industry and accreditation bodies. Institutions are seeking to properly meet these needs, while also balancing decades of history with traditional courses. Courses that teach business-type practices and fundamentals help fill key a necessity for the "engineer of the future." In response, the researchers developed a new course over two semesters that provides instruction on the owners' role in developing request for proposals (RFP), evaluating proposals, conducting project pre-planning, and identifying project performance indicators. The researchers used applied instructional design concepts from the field of education in creating the course, focusing on the objectives and related student outcomes. Thus, the primary goals of this paper are to summarize the researchers' course development efforts so that others may benefit in their own development of similar courses, and also, present some initial findings of student support and learning as a result of the course. Specifically, student enrollment in the course increased by 42 percent, students' final project quality increased by 20 percent, and students' self-efficacy ratings increased across all performance objectives by 109 percent. These results have encouraged the researchers to continue course refinement and work towards further instructional and assessment tools.

KW - Business concepts

KW - Contracting

KW - Project management

KW - Scenario-based instruction

UR - http://www.scopus.com/inward/record.url?scp=84983266546&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84983266546&partnerID=8YFLogxK

M3 - Conference contribution

AN - SCOPUS:84983266546

VL - 2016-June

BT - 2016 ASEE Annual Conference and Exposition

PB - American Society for Engineering Education

ER -