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ERIC Number: EJ1449928
Record Type: Journal
Publication Date: 2024
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1467-6370
EISSN: EISSN-1758-6739
Reinforcing Infrastructure Equity through Leveraging Envision Rating System within Construction Education
Rubaya Rahat; Claudia Calle Müller; Mohamed ElZomor
International Journal of Sustainability in Higher Education, v25 n8 p1770-1786 2024
Purpose: Construction education rarely addressed the importance of disseminating knowledge on infrastructure equity, thus impeding progress toward creating equitable and sustainable developments. This study aims to investigate the existing sustainability courses under the American Council for Construction Education (ACCE) accredited construction management (CM) programs to examine the integration of infrastructure equity topics and assess improvement in CM students' knowledge and awareness to address this issue through an intervention. Design/methodology/approach: To achieve these objectives, this research reviewed the sustainability course descriptions of the ACCE-accredited undergraduate and graduate CM curricula. Furthermore, the study implemented a workshop within a CM sustainability course that taught the students about the key concepts of infrastructure equity as well as how to address this issue by leveraging the Envision infrastructure rating system. Findings: The course review results showed that most sustainability courses lack topics such as infrastructure equity and social sustainability. Moreover, the analysis of pre- and postworkshop surveys indicated that guided training could improve the students' understanding as well as boost their confidence to address and mitigate infrastructure inequity issues. Originality/value: The findings of the study are valuable for increasing awareness of infrastructure equity and facilitating the future construction workforce with the required expertise to develop equitable infrastructure systems.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A