Construction Teaching Aids
Kris G. Mattila,
Ph.D., P.E.
Associate Professor
Civil and Environmental
Engineering
201 H Dillman
Hall
(906) 487-2523
One of the things that I
realized after getting my Ph.D. was that I was not really prepared to
teach. I had taken classes, performed
research and had 12 years of industry experience. However, while I could cover the necessary material
there were times that I needed something to make my classes more interesting,
interactive and fun. The fun part I
believe is important in that if students are having fun and laughing I believe
they are learning. Also, if I am having
fun teaching, then it makes the job that much better. Also, people who are just starting off need
help. That is why I developed this
site. I will put some of the things that
I do in class in the hopes that someone will use them, improve them and have
fun doing it. If you use something you
found here please mention where you got it from. If you have comments or suggestions please
let me know.
Mike Mulligan and
Mary Anne Come to Class
Kris G. Mattila, and Raine Wanner
Proceedings of the 2004 Associated Schools of
Construction
Presented
at the Associated Schools of Construction
Abstract:
It is important in any class to engage the students on
the first day. This not only helps to
reduce the uneasiness that students feel about an unknown instructor but it
helps to set the stage for the remainder of the class. This paper explains what is done in an
introductory construction class where a children’s classic storybook, Mike
Mulligan and His Steam Shovel, by Virginia Lee Burton is used to explain
many concepts of construction and many topics that will be covered throughout
the class. It is hoped that others can
benefit from using this book or incorporate similar ideas into their classes.
Methods
to Assist in Teaching Planning and Scheduling
Kris G. Mattila, James B. Pocock,
and Patrick C. Suermann,
ASC
Proceedings of the 42nd Annual Conference,
Abstract:
Many students struggle with the concepts of planning
and scheduling when first introduced to it.
This struggle extends from the introduction of work breakdown structure
to network logic through the meaning of critical activities and continuing with
other planning and scheduling topics.
This paper explains methods used in Civil Engineering construction courses
to assist students in understanding scheduling concepts. The basis for explaining these concepts is
the student’s schedule of classes that comprise the requirements of their Civil
Engineering degree. The technique of
using material that students are familiar with to explain something new is a
recognized educational theory.