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This study examines a short-term study abroad program in Costa Rica. The goals of the study are to (1) investigate the link between high impact learning practices (HIPs) and program learning outcomes and (2) capture the relation between program structure, program facilitation, and student learning networks. The methodology includes ethnographic observations, student interviews, and social network analysis. The implementation of three HIPs in the program (applied learning, project-based, and cultural-learning) drives the change in student network structure. The article places scholarly attention on how HIPs incorporated into the program structure influence changes in student learning and support networks as well as influence student reported learning outcomes.

The use of building information modeling (BIM) is well established in architecture, engineering and construction. However, previous studies note a lack of BIM expertise in academia, leading to slow adoption and limited knowledge on which to base BIM-related content. To improve course development, it is important to understand students' perceptions of BIM-related subject matter. This study exposed estimating students (n = 214) to a model-based quantity takeoff (QTO) tutorial using Revit. Students' perceptions of a Revit-based BIM's usefulness for easily providing reliable and accurate material quantities were measured using a pre-test, tutorial and post-test design. Results revealed significant differences in students' mean levels of agreement that an accurate QTO is completed for an estimator with the click of a button when a design team generated BIM model is available. Results also revealed significant differences in students' level of agreement that a Revit-based BIM makes performing QTO by hand obsolete. This study provides educators' insight into students' perceptions of BIM use in QTO. Understanding student perceptions is paramount for construction management educators when designing a course and attempting to convey the value of foundational estimating skills while acknowledging the existence of more technologically advance estimating methods. Limitations and opportunities for further research are discussed. [ABSTRACT FROM AUTHOR]

This research identifies 50 processes and categorizes them into a framework for integrating and evaluating social considerations in construction projects. These processes focus on the planning and design phases because they offer the greatest potential for influencing project performance. The concept mapping research method was applied to develop this framework on the basis of input from 25 experts in academia, industry, and government. Multidimensional scaling and hierarchical cluster analyses were used to organize the experts' input into six categories defining social sustainability in construction projects: stakeholder engagement, user considerations, team formation, management considerations, impact assessment, and place context. Although previous research has recognized social sustainability as a series of processes, this study is the first to integrate them into a comprehensive framework. Practitioners can benefit from this framework, which will enhance existing sustainability assessment methods and help address the challenge of developing truly sustainable projects. This framework also provides academics with a tool for introducing students to social sustainability in construction projects. Future research could use this framework as a baseline, developing metrics using the processes included in the framework. [ABSTRACT FROM AUTHOR]

Social sustainability is often overlooked in favor of environmental and economic considerations in civil engineering (CE) education. To help address this issue, this paper presents two instructional approaches to introduce students to social sustainability by using a conceptual model derived from four dimensions of social sustainability: community involvement, corporate social responsibility, safety through design, and social design. In the first instructional approach, the instructor is the primary facilitator; in the second approach, the students become the experts, sharing their knowledge with their peers. Methods to assess student understanding of these dimensions, such as concept mapping, are proposed. By providing the conceptual model and methods to teach it, this paper is for the purpose of assisting those teaching the social dimensions of sustainability to CE students, who will gain an understanding of how their technical decisions affect social sustainability. [ABSTRACT FROM AUTHOR]