The coursework constituted a 15% weighting for a 20 credit module (CL120 Construction and the Environment) as ‘assessment for learning’ (AfL) to support and promote learning (see McDowell, 2014).
The complex character of the construction industry together with global business pressures, regulatory demands and increasing client expectations require highly educated and skilled civil engineering graduates. Consequently, sound knowledge and meaningful understanding of construction technology, ‘its means and methods’ is fundamental to the performance requirements of a civil engineer.
Unlike alternative academic programmes such as mathematics, the science disciplines (physics, chemistry and biology) and languages, the subject of civil engineering and by extension construction technology are largely absent from secondary education. As a result, the majority of first year undergraduates enrolling on civil engineering programmes exhibit little or no basic appreciation of construction technology. This absence of prior knowledge and understanding raises unique challenges for first year undergraduate students and construction technology lecturers alike.
There appears scant evidence to suggest that the NCE is used by civil engineering academics for pedagogical impact. However, the lead author has advocated its use to students for some years. Moreover, the magazine regularly features reports on regional projects where UOS students have attended site visits ([i.e. Rosyth Docks Refurbishment; M74 JV; Forth Replacement Crossing). These site visits combined with targeted reading, arguably help the students to establish an affinity with civil engineering within their local community.
Please see below for a link to a full account of the case study.
In response to whether reading the NCE had confirmed their intentions to become a civil engineer, 112 students (73%) agreed/ strongly agreed.
142 students (93%) agreed/ strongly agreed that the NCE was interesting reading material.
107 students (70%) of students agreed / strongly agreed that the NCE was inspirational.
Using industry / trade magazines can assist freshers to become familiar (i.e new language and terminology) with the industry sector related to their degree studies. Whilst such magazines are not considered ‘scholarly’ and may only provide anecdotes they are immediately accessible to students in that they can demonstrate industrial relevance and provide inspirational case studies and role models for students.
In this case the students has a biased understanding of what constituted ‘construction technology’ and had a propensity to sketch mechanical construction plant / tools rather than seek out case study project articles that contained descriptions of designed elements of building / structures. Whilst this demonstrated elements of a strategic learning approach, the intended legacy that would see the students consult the magaxine throughout their studies appears to be on target.
No scalability issues. This was an individual coursework.
The trade magazine employed in this case study is affiliated to the Institution of Civil Engineers (ICE) and other academic subjects will have similar type publications reporting on current affairs related to a course of study. They can be used as a coursework (individual or group) to introduce a variety of topics (i.e ethics, graduate career profiles etc).
These magazines provide a backcloth of industry knowledge (as opposed to scholarly journals) that can help students familiarise themselves with contemporary practice. This knowledge is very helpful when students attend placement / job interviews and they can show employers that they are interested and have an awareness of their chosen industry. The job advertisements in these magazines can be used with students to examine graduate skills / knowledge / attributes.
Murray M and Tennant S (2014) New Civil Engineer: Introducing Undergraduate Civil Engineers to Construction Technology, Engineering Education, 9 (1): 33-47. https://pure.strath.ac.uk/portal/en/publications/new-civil-engineer(e9ce0edc-a49e-4531-b3ed-89ea643cb0a0).html