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Developing standards for undergraduate university construction education internship programs.

机译：制定大学建设教育实习计划的标准。

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摘要

Personally observed variability among construction education internship programs prompted this investigation. The schools of construction that form the Associated Schools of Construction (ASC) encourage its members to provide curricula that produces qualified professionals for the construction industry. There is agreement within ASC that a practical component along with classroom curriculum is needed for construction students' education (Senior, 1997). Although construction programs have different ways of accomplishing this experiential component, most do have some sort of internship or cooperative program (Chapin, et al., 2003). Construction internships vary greatly from one program to the next---in length, supervision, academic deliverables, and whether credit is earned. No common set of internship field experience standards or best-practices guidelines have been developed for construction education.; This study was divided into three subproblems. Subproblem One describes the status of construction internship programs currently administered in selected American undergraduate universities. Subproblem Two identifies elements that students, companies and schools perceive to support valuable, satisfying internship experiences. And, Subproblem Three incorporates findings from Subproblems One and Two to identify common elements to provide a structure for construction internship programs, in order to develop a set of guidelines for construction education internship programs.; Three constituencies were surveyed: (1) university undergraduate construction programs, (2) construction companies, and (3) students of the respective construction programs. The school survey utilized ASC membership rosters to survey 91 schools, with 56 participating (62%). The company survey randomly sampled 200 of the Top 400 U.S. Construction Companies listed in Engineering News Record's ENR Sourcebook 2003, with 75 participating (37.5%). The student survey had 31 students from eleven schools in nine different states voluntarily participate.; Univariate analyses on only one variable at a time served to describe the survey population, and by extension, the population from which the sample was selected. The data were analyzed utilizing frequency percentages and summary averages including mode and mean.; Based on the findings of this study, it was concluded that a set of "best-practices" guidelines were needed for construction education internship programs. A set of best practices guidelines for developing construction education internship programs are provided.
机译：亲自观察到的建筑教育实习计划之间的差异促使这项调查。组成建筑联合学校（ASC）的建筑学校鼓励其成员提供课程，为建筑行业培养合格的专业人员。 ASC达成协议，建筑学生的教育需要与课堂课程一起使用的实用组成部分（Senior，1997年）。尽管建设计划有不同的方式来实现这一经验性组成部分，但是大多数建设计划都有某种实习或合作计划（Chapin等，2003）。从一个计划到下一个计划，建筑实习的差异很大-长度，监督，学术成果以及是否获得学分。还没有针对建筑教育制定一套通用的实习现场经验标准或最佳实践准则。这项研究分为三个子问题。子问题一描述了目前在部分美国本科大学中实施的建筑实习计划的状况。子问题二确定了学生，公司和学校认为支持有价值的令人满意的实习经历的要素。并且，子问题三结合了子问题一和子问题二的发现，以识别共同的要素，从而为建筑实习计划提供结构，从而为建筑教育实习计划制定一套准则。对三个选区进行了调查：（1）大学本科建设计划，（2）建筑公司，以及（3）各个建设计划的学生。学校调查利用ASC成员名册对91所学校进行了调查，其中56所参与了调查（62％）。该公司的调查随机抽取了《工程新闻记录》的《 2003年ENR资料手册》中列出的美国400强建筑公司中的200家，参与的公司有75家（37.5％）。学生调查有来自九个州的11所学校的31名学生自愿参加。一次仅对一个变量进行单变量分析可用来描述调查总体，并以此来扩展从中选择样本的总体。使用频率百分比和汇总平均值（包括众数和均值）分析数据。根据这项研究的结果，得出的结论是，建设教育实习计划需要一套“最佳实践”准则。提供了一套开发建筑教育实习计划的最佳实践准则。

著录项

  • 作者

    Hager, Cassandrea Jane.;

  • 作者单位

    Texas A&M University.;

  • 授予单位 Texas A&M University.;
  • 学科 Education Industrial.; Education Vocational.
  • 学位 Ph.D.
  • 年度 2005
  • 页码 229 p.
  • 总页数 229
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 职业技术教育;
  • 关键词

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