Browsing by Subject "Engineering integration"
Now showing 1 - 2 of 2
- Results Per Page
- Sort Options
Item Identification of strategies to overcome barriers for the implementation of advanced work packaging(2020-05-07) Ribeiro Neto, Neuton Jose; Caldas, Carlos H.Work packaging is not a new concept for the construction industry. One work packaging method is Advanced Work Packaging (AWP), a construction-driven process that adopts the philosophy of “beginning with the end in mind”. Even though AWP was established as a CII Best Practice in 2015 and case studies prove its benefits in improving construction efficiency, its use is still limited among companies in the downstream and chemical sector. This research adds to the efforts of promoting the use of AWP and aims to identify potential solutions to overcome AWP implementation barriers and recommendations to enhance AWP and engineering integration. This research had four phases: (1) preparation, (2) data collection, (3) data analysis, and (4) development of the AWP Concierge tool. The preparation phase consisted of delineating the research objectives and methodology. During the data collection phase, the literature review and expert interviews were conducted. The third phase consists of a Qualitative Analysis (QA) of the data gathered in phase two. The QA identified potential solutions to overcome AWP implementation barriers and recommendations to enhance integration between APW and engineering. The last phase provides an overview of the AWP Concierge, an interactive document developed using the content presented in this research. This research collected 16 expert interviews. The main objective of the interview was to understand the issues that prevent AWP and engineering integration and actions to overcome these barriers. The perceived change in engineering work sequence and developing engineering schedule based on AWP deliverables are an example of issues identified. The research contains solutions to overcome AWP implementation barriers to support companies on their AWP journey; potential solutions are mapped directly to a barrier. One example of a barrier is the lack of inter-organizational coordination following a scope change. A solution to prevent this issue is to realize that AWP does not lock the project into a sequence but provides data that enables traceability and facilitates changes when needed. The research findings led to the AWP Concierge development, an interactive tool that presents the findings in a user-friendly formatItem Learning and identity development through integrated engineering instruction in secondary science classrooms(2020-05-07) Chu, Lawrence, Ph. D.; Sampson, Victor, 1974-; Riegle-Crumb, Catherine; Crawford, Richard; Hutner, ToddOne of the purposes of this dissertation was to describe the development of an assessment – the ScEnario-Based Assessment of Design (SEAD) – that can be used to measure ability to design solutions to problems using disciplinary core ideas and science and engineering practices. Another was to understand how teacher use of an integrated engineering instructional model – Argument-Driven Engineering (ADE) – during 8th grade science courses affects students’ (a) ability as represented by scores on the SEAD and (b) understanding of science concepts. I also sought to examine how the performance of female students and underrepresented minority (URM) students compared to that of their counterparts in this context. A final purpose was to study the ways integrated instruction affects students’ engineering identity over time. The inclusion of engineering as a core science discipline in national standards is a result of affordances that engineering integration can have on learning outcomes. It is also a response to the call for broadened participation in the engineering workforce. ADE was developed in light of recommendations in the literature to support these outcomes. In this dissertation, I discuss the development of the SEAD and examine student learning and identity development through integrated engineering instruction. The SEAD was designed using an evidence-centered design approach and Rasch methods. I analyze testing and rating scale data using multiple regression and longitudinal multilevel modeling. Focus group data was also collected and analyzed. Students whose teachers enacted the ADE model with high adherence outperformed comparison students on nearly all performance expectations and on a test of science content knowledge. These students also increased more in their engineering recognition over time than comparison students. However, no interactions between enactment group and gender or underrepresented minority status were found on any outcomes. Results provide further evidence that engineering integration benefits relevant learning outcomes and aspects of engineering identity. But less is known about its impacts on improving outcomes for groups underrepresented in the field. This dissertation pushes researchers to examine how combining the use of instructional models with educating teachers on inclusive pedagogical practices can bring about more equitable learning experiences in science classrooms.