http://yetl.yabesh.ir/yetl1/handle/yetl/4263911 Fri, 01 May 2026 09:39:22 GMT 2026-05-01T09:39:22Z http://localhost:80/yetl1/bitstream/id/413473/ http://yetl.yabesh.ir/yetl1/handle/yetl/4263911 http://yetl.yabesh.ir/yetl1/handle/yetl/4309316 The Impacts of Humanitarian Engineering Context on Students’ Sociotechnical Thinking Jeffrey P. Walters; Kayt Frisch; Ken Yasuhara; Jessica Kaminsky Framing engineering problems in a humanitarian engineering (HE) context has been shown to have a significant impact on students’ learning, particularly how they understand and articulate sociotechnical design considerations. However, no studies explicitly compared differences in sociotechnical thinking for different forms of engineering context. This study aims to investigate the differences in sociotechnical thinking for students presented with an engineering design challenge framed within two different country contexts. First-year (n=59) and third-year (n=58) students participated in a one-hour design challenge activity. Students were asked to consider the factors that they thought would influence the design of a retaining wall in a randomly assigned context: Mississippi [non-human engineering (HE)] or Bangladesh (HE). Students’ responses were quantitatively and qualitatively analyzed to evaluate differences in the sociotechnical factors mentioned by the two groups. Study results showed that HE context students identified significantly more (p=0.005) sociotechnical design factors and have a more nuanced understanding of how the wall impacted people. HE students also focused more on deficiencies in the local capacity in the Bangladesh context, whereas non-HE context students focused more on physical design considerations and alternative uses of the wall. Study results provide evidence for the strong gains in sociotechnical thinking facilitated by HE context integration, even during a short activity. They also imply that HE context integration must be done thoughtfully to teach students how implicit biases and cultural racism impede effective engineering design. Wed, 01 Jan 2025 00:00:00 GMT http://yetl.yabesh.ir/yetl1/handle/yetl/4309316 2025-01-01T00:00:00Z http://yetl.yabesh.ir/yetl1/handle/yetl/4307221 AI Integration in Construction Education: A Survey on Awareness, Attitudes, and Implementation of AI among US and International Faculties Jiun-Yao Cheng; Ajit Devkota; Masoud Gheisari; Idris Jeelani; Bryan W. Franz Artificial intelligence (AI) presents significant opportunities and challenges within the construction industry. Higher education will have a vital role in preparing future professionals to leverage AI tools, and in the effective incorporation of AI into construction curriculums is a topic of debate. As educators, construction faculty can offer insight into the current direction and progress of AI integration in their programs. This study surveyed construction faculty in both the US and internationally to examine their awareness of and attitudes toward AI, its integration, and the current status of AI education implementation. The results revealed that over 90% of respondents in both groups demonstrated medium to high levels of AI awareness, enabling them to engage in broader discussions. Although there were statistical differences in attitudes between the two groups, the overall patterns were similar. Overall, both US and international construction faculty exhibited more positive than negative attitudes toward AI and its integration into the curriculum, with statistically significant differences. Despite recognizing AI’s potential, concerns still persist among respondents. Faculties’ perceived lack of AI competencies and uncertainty about integration methods are key barriers. Furthermore, 65% of respondents indicated they have never integrated AI into their curriculum. Among those who have, AI knowledge predominantly is incorporated into technology-based courses, often through lectures on practical use cases and hands-on instruction using existing AI tools. This study contributes to the ongoing dialogue on AI integration in construction education by highlighting faculty knowledge, barriers, and support, and laying a foundation for future research essential for facilitating AI integration. Wed, 01 Jan 2025 00:00:00 GMT http://yetl.yabesh.ir/yetl1/handle/yetl/4307221 2025-01-01T00:00:00Z http://yetl.yabesh.ir/yetl1/handle/yetl/4307220 Prioritizing Mental Health to Improve Academic Performance and Enhance Construction Engineering and Management Students’ Well-Being Claudia Calle Müller; Mohamed ElZomor Mental health is a cornerstone of overall well-being, significantly impacting various facets of daily life, including academic success. The rising prevalence of mental health conditions among tertiary students is concerning, with 42% experiencing anxiety and/or depression and 38% receiving a mental health diagnosis in the United States. Additionally, 13% have contemplated suicide, ranking it as the second leading cause of death among tertiary students. Despite these concerning statistics, there is a notable lack of research on construction engineering and management students, who are particularly susceptible to mental health disorders. This highlights the crucial need to investigate the factors contributing to their poor mental health and to develop effective strategies for addressing these issues. This study aims to fill this gap by identifying the main mental health conditions impacting students; pinpointing the factors exacerbating students’ anxiety, depression, and stress; and proposing strategies to improve mental health and overall well-being. To achieve these goals, the study analyzed data from Florida International University’s Counseling and Psychological Services (CAPS) and administered a survey to students from three different academic institutions. CAPS data highlighted anxiety, depression, and stress as the main mental health concerns. The findings from the 175 conducted surveys underscored several academic factors contributing to students’ poor mental health and well-being, including exams, not understanding assignments, increased workload, lack of time management skills, poor work–life balance, presenting in class, financial issues, and uncertainty about the future. In light of these results, the authors recommended additional resources to improve academic performance and enhance students’ overall well-being. Wed, 01 Jan 2025 00:00:00 GMT http://yetl.yabesh.ir/yetl1/handle/yetl/4307220 2025-01-01T00:00:00Z http://yetl.yabesh.ir/yetl1/handle/yetl/4307219 ASCE’s Response to the Pandemic: Empowering Inclusion through the Remote ExCEEd Teaching Workshop Mónica Palomo; Cristina Torres-Machi; Patricia Clayton; Fethiye Ozis; Corinna Fleischmann; Leslie Nolen; Dion Coward In the spring of 2020, the American Society of Civil Engineers (ASCE) was faced with the challenge of how to best serve and support its higher education members amid the COVID-19 pandemic. Specifically, for the Excellence in Civil Engineering Education (ExCEEd) Teaching Workshop (ETW), the indefinite prohibition of in-person gatherings triggered an abrupt change from the in-person to the remote delivery in the summer of 2021. The goal of this study is to investigate the effectiveness of the remote (R)-ETW experience and to determine whether the ETW experience is comparable and independent of the delivery mode. These research questions were answered by assessing quantitative and qualitative survey data collected from participants of both the in-person and remote ETWs. The findings show that, upon completion of the R-ETW program, graduates reported improved teaching skills, an enhanced ability to self-assess their teaching, and an increased self-confidence. Results suggest that both delivery modes are effective in comparably improving participants’ teaching skills and that the experience positively impacted their development as teachers. A remote option for the ETW provides valuable professional development opportunities for educators who may not be able to attend the in-person event due to a variety of reasons. This study explores the transition of the American Society of Civil Engineers’ Excellence in Civil Engineering Education (ExCEEd) Teaching Workshop (ETW) from in-person to remote delivery due to the COVID-19 pandemic. The perceived effectiveness of the remote and in-person ETW was analyzed quantitatively and qualitatively using survey data. Findings indicate that the participants rated the remote ETW experience as similar to the in-person ETW, indicating that ETW successfully enhances teaching skills, self-assessment abilities, and self-confidence among faculty participants regardless of the delivery mode. Applications of this study include identifying strategies to maintain the quality and impact of professional development workshops in a remote format, enhancing inclusivity and accessibility. Wed, 01 Jan 2025 00:00:00 GMT http://yetl.yabesh.ir/yetl1/handle/yetl/4307219 2025-01-01T00:00:00Z