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| Hyman Brown Address:
Campus Box 428
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| Hyman Brown Address:
Campus Box 428
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Courses:
Current Courses
CVEN 5266 (“Project Administration”)
EMEN 5020 (“Finance” class for the Engineering Management group)
Statement of Educational Interests and Accomplishments
Improving engineering education on both a program and instructional level remains my major focus as I strive to enhance the applied application of skills learned in the classroom. I will continue to demonstrate my commitment to this process through (1) the introduction of new classes; (2) the Socratic method of teaching; and, (3) the project-based learning.
During the last four years, I have introduced the following 5 classes:
1. CVEN 5206 Design-Build
2. CVEN 5217 Retrofit and Adaptive Re-use
3. CVEN 5218 Accounting and Finance for Engineers
4. CVEN 5226 Quality and Safety
5. CVEN 5266 Project Administration
Restructured 3 courses:
1. AREN 3406 Introduction to Construction Materials
2. CVEN 3246 Introduction to Construction
3. CVEN 3602 Transportation
Taught on CATECS:
1. CVEN 5266 (“Project Administration”)
2. EMEN 5020 (“Finance” class for the Engineering Management group)
I am currently designing three new classes in the areas of claims, business ethics, and project delivery systems.
My teaching style in the classroom integrates the use of the Socratic method with group projects as well as written and oral presentations. The use of the Socratic method—with its emphasis on the importance of student preparation, questioning and defending positions—in the words of a student, “made the class a learning environment rather than a passive exchange of information... that strengthened the base for the next class topic.” This technique serves not only the goals of quality education but also the standards for excellence in teaching as required by a Research I institution. Integrating group projects, written packages, and oral presentations, in the words of a student “reinforced the goal that (we were here) to learn.” (for more detail click here)
I am dedicated to improving engineering education. To increase my own skills, I attend teaching workshops and read extensively in the field of instructional techniques. I actively support integrated learning with other departments and colleges on campus and encourage my students to expand their knowledge and sensibilities in these areas. At the same time, I encourage students from other programs to take my classes. I believe that this interaction and free exchange of concepts and ideas from various perspectives motivates the students toward a higher level of learning.
Project-based learning is imperative to applied education and must become an integral part of the academic process. Here are three examples:
Fort Mor2an. Colorado. The city of Fort Morgan, by law, did not allow design-build as an acceptable project delivery concept. However, they realized that other municipalities had already approved and successfully utilized this system. Under my direction, six students took on the responsibility of researching and creating an information package to submit to the City Council and the electorate for approval. The students presented this information at open forums and before the television cameras where they defended their research and proposed concept for the new Fort Morgan Community Center. While the bond issue did not pass for this particular project, the city of Fort Morgan passed a new law to allow design-build as an acceptable project delivery system. This experienced was an invaluable learning process for all students involved as well as those who enthusiastically supported their fellow colleagues during the process. The city of Fort Morgan greatly appreciated the students’ efforts and the interest that the University of Colorado had taken in their rural community.
Boulder Friends Meetinghouse. The members of this local Quaker meeting raised $630,000 for the construction of their new building and in the process received bids from $990,000 to $1,140,000. Under my direction, six students took on the responsibility to build our clients the best $630,000 project. Using the principles of design-build, the building was completed on time and on budget.
Crossroads Mall. In the summer of 1998, the City of Boulder solicited ideas for the refurbishing of the Crossroads Mall, a tax base that represents 23% of the city’s income. Six teams of four students each spent four days a week for 10 weeks studying this problem and finally submitting to the city three different solutions. The Boulder Planet featured the three student packages, suggesting that these alternatives were not only acceptable but also innovative. For economic reasons, none of the proposals (neither the students’ nor the professionally-hired consultants’) were accepted. During the process, however, in addition to learning design-build skills, the students were invited by the city to attend all private meetings and council hearings regarding the Crossroads project. Consequently, they learned a completely new set of skilled—the politics of city management and bureaucracy.
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