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Population Health Initiative awards College of Built Environments researchers a spring quarter 2023 Tier 1 pilot grant

The Population Health Initiative announced the award of nine Tier 1 pilot grants to interdisciplinary research teams representing 10 of the University of Washington’s schools and colleges. The total award value of these grants is nearly $210,000, which includes school, department and unit matching funds. Read more in the CBE Story here. “We were extremely pleased with the range of challenges these awards will work to address,” said Ali H. Mokdad, the UW’s chief strategy officer for population health and professor of…

College of Built Environments Announces 2023 Inspire Fund Awards

In 2021, the College of Built Environments launched the CBE Inspire Fund to “inspire” CBE research activities that are often underfunded, but for which a relatively small amount of support can be transformative. The Inspire Fund aims to support research where arts and humanities disciplines are centered, and community partners are engaged in substantive ways. Inspire Fund is also meant to support ‘seed’ projects, where a small investment in early research efforts may serve as a powerful lever for future…

Building a Body of Knowledge in Construction Project Delivery, Procurement and Contracting

Migliaccio, Giovanni C., & Shrestha, Pramen P. (Eds.). (2023). Building a Body of Knowledge in Construction Project Delivery, Procurement and Contracting. World Scientific.

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Abstract

This book aims to consolidate, structure and articulate collective knowledge on construction project delivery, procurement and contracting, so that it can serve as a gateway to the contiguous topics of construction project delivery. In addition to supporting the education of student researchers, as well as broadening and deepening the knowledge of practitioners, the book is also intended to serve as a foundation for future education and as a reference book. Academicians can use it to benchmark and support their research and also as a textbook for an undergraduate or graduate course on the topics of project delivery, procurement and contracting.

Keywords

Construction; Engineering; Project Delivery; Procurement; Contracting

Evaluation of Hazard Brochures Using Topic Viewing Durations: Application to Tsunami Evacuation Brochures

Lindell, Michael K; Jung, Meen Chel; Prater, Carla S; House, Donald H (2023). Evaluation of Hazard Brochures Using Topic Viewing Durations: Application to Tsunami Evacuation Brochures. Risk Analysis.

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Abstract

This study describes a novel method of assessing risk communication effectiveness by reporting an evaluation of a tsunami information brochure by 90 residents of three Pacific coast communities that are vulnerable to a Cascadia Subduction Zone earthquake and tsunami—Commencement Bay, Washington; Lincoln City, Oregon; and Eureka, California. Study participants viewed information that was presented in DynaSearch, an internet‐based computer system that allowed them to view text boxes and tsunami inundation zone maps. DynaSearch recorded the number of times each text box or map was clicked and the length of time that it was viewed. This information viewing phase was followed by questionnaire pages assessing important aspects of tsunami hazard and sources of tsunami warnings. Participants gave the longest click durations to what to do in the emergency period during earthquake shaking and in its immediate aftermath before a tsunami arrives—topics that should be displayed prominently in tsunami brochures and emphasized in talks to community groups. The smallest adjusted click durations were associated with advance preparations for a tsunami—topics that can be posted on websites whose URLs are printed in the brochures.

Keywords

DynaSearch; hazard awareness brochure; Protective Action Decision Model

Behind the Mask: A Psychoanalytic Perspective on Interaction in the Design Studio

Ochsner, J. K. (2000). Behind the Mask: A Psychoanalytic Perspective on Interaction in the Design Studio. Journal of Architectural Education, 53(4), 194–206.

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Abstract

Design studio is routinely referred to as the center of architectural education, yet surprisingly little has been published about the nature of the interaction between instructors and students in the studio environment. This article draws upon ideas such as Donald Schön's description of design as "reflection-in-action" and D. W. Winnicott's discovery of the foundations of creativity in the "transitional phenomena" of early childhood to provide a basis for understanding the emotional power of the design studio experience and the ways in which phenomena identified by psychoanalysis can emerge in the interaction of studio instructors and students.

AIA publishes “Equity in Architectural Education” co-authored by Dean Renée Cheng and Laura Osburn

The American Institute of Architects (AIA) recently published a supplement to the AIA Guides for Equitable Practice titled “Equity in Architectural Education.” Renée Cheng, dean of the College of Built Environments, served as the project lead for the research and writing team, which included Laura Osburn, research scientist in construction management. The supplement argues that organizational culture is critical to achieving goals of equity, diversity, and inclusion, and is intended to inspire discussion within individual institutions, and among thought leaders…

Building A Construction Procurement Negotiation Training Game Model: Learning Experiences And Outcomes.

Dzeng, Ren-jye; Lin, Ken-yu; Wang, Pei-ru. (2014). Building A Construction Procurement Negotiation Training Game Model: Learning Experiences And Outcomes. British Journal Of Educational Technology, 45(6), 1115 – 1135.

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Abstract

Game-based education is a promising method for encouraging student learning. Although learning construction procurement and negotiation require hands-on practice, in most construction management courses at the college level, this subject is taught by using lectures and case studies. In this study, a construction procurement and negotiation game was developed, and paper-based and web-based versions were implemented. The game enables students to play the role of contractors or suppliers and generate profits by negotiating and procuring or selling reinforcing steel in a simulated market with a probabilistic nature. The experimental results indicate that playing both versions of the game increased student learning motivation, satisfaction and outcomes. Students awarded the web-based game higher assessment scores than they did for the paper-based game. Students playing either version of the game also achieved higher test scores than students who were taught using the traditional approach did. However, for students with work experience, playing the paper-based game resulted in higher scores than the web-based game scores.

Keywords

Educational Games; Simulation Games In Education; Simulation Methods In Education; Game Theory; Academic Motivation; Learning; Contractors; Construction Industry Personnel; Education; Construction Procurement Negotiation Training Game Model; Learning Experiences; Game-based Education; Construction Procurement Learning; Negotiation Learning; Hands-on Practice; Construction Management Courses; Negotiation Game; Paper-based Version; Probabilistic Nature; Student Learning Motivation; Web-based Game; Higher Assessment Scores; Civil Engineering Computing; Computer Based Training; Computer Games; Construction; Educational Courses; Probability; Procurement; Instructional Simulation Game; Motivation; Impact; Achievement; Performance; Skills

Advancing Impact of Education, Training, and Professional Experience on Integrated Project Delivery

Hyun Woo Lee; Anderson, S.M.; Yong-Woo Kim; Ballard, G.. (2014). Advancing Impact of Education, Training, and Professional Experience on Integrated Project Delivery. Practice Periodical On Structural Design And Construction, 19(1), 8 – 14.

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Abstract

With the increased interest in applying integrated forms of project delivery to complex and uncertain construction projects, the building industry has been experiencing an increased demand for integrated project delivery (IPD). With the trend, many empirical studies have examined the collaborative characteristics of IPD and reported that participants must make the necessary transition for its contractual, technological, and cultural requirements. However, little study has been done to investigate relevant education, training, or professional experience that can support the transition. In response, this study used an online survey that was designed to investigate the level and type of education, training, and professional experience of project members and their corresponding level of background knowledge for each IPD requirement. The key survey findings include (1) project members have the highest level of background knowledge on the cultural requirements of IPD, but the lowest level on the technological requirements; (2) the group with more design-build experience has more background knowledge; (3) the group that received an IPD kick-off training has more background knowledge; and (4) having a lean construction class can prepare students for the IPD environment. It is expected that the survey findings will advance the education, training, and levels of background knowledge of IPD participants, which will enhance their IPD experience accordingly.

Keywords

Buildings (structures); Construction Industry; Contracts; Cultural Aspects; Industrial Training; Professional Aspects; Project Management; Construction Project; Building Industry; Integrated Project Delivery; Ipd; Contractual Requirement; Cultural Requirement; Professional Experience; Design-build Experience; Training Impact; Education Impact