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Building Technical and Professional Skills in Construction Surveying

Reflection on the Development of Workplace Skills in your students:

This project was designed to enhance both the technical surveying abilities and essential workplace competencies of approximately 32 undergraduate students enrolled in the Construction Management program. Implemented within the Construction Surveying-CM 09 course, the initiative integrated structured field exercises with intentional skill-building supports to create an applied, industry-aligned learning experience. Students with limited field experience, worked in teams to complete core surveying tasks such as leveling, traversing, and cut/fill calculations using automatic levels, total stations, and related equipment.

To better prepare them for these activities, prerecorded instructional videos demonstrating proper surveying procedures were provided in advance, allowing students to build familiarity and confidence before entering the field environment. Beyond technical training, the initiative emphasized three essential professional skills widely required in construction settings: communication, problem-solving, and time management. Teams assigned and rotated roles during each session, ensuring that each student practiced clear verbal coordination and documentation. Short reflective debriefs followed each exercise, giving teams the opportunity to analyze communication successes and challenges. Scenario-based complications, such as simulated equipment issues or missing benchmarks, prompted students to diagnose errors and determine corrective actions.

Guided inquiry prompts and instructor coaching further strengthened analytical reasoning. Students also managed their tasks within realistic field time constraints, reassessing priorities and adjusting workflows when unexpected issues arose, mirroring real site conditions. To evaluate the impact of the initiative, a mixed-methods assessment strategy was employed. Pre- and post-surveys measured student confidence in surveying techniques and workplace skills, while optional focus groups provided deeper insights into student engagement, learning experiences, and perceived skill development. Overall, this project enhanced technical competency, fostered essential professional behaviors, and simulated the collaborative, fast-paced nature of construction project environments, preparing students for success in both academic and industry settings.

**Workplace Skills Development**
Example of a Field Exercise Instruction

Throughout this initiative, I observed clear growth in students’ Communication, Problem-Solving, and Time Management alongside their technical surveying abilities. The structured field exercises provided opportunities for students to practice these skills and recognize their relevance in real construction settings.

Communication improved as students engaged in rotating team roles and reflective debriefs. Initially, many struggled to give clear instructions or maintain consistent documentation, but over time coordination strengthened, and teams adopted shared terminology, checklists, and confirmation steps.

Problem-Solving skills developed through scenario-based challenges such as inconsistent readings, missing markers, or equipment issues. Students gradually became more confident diagnosing problems independently, discussing causes within teams, and proposing solutions, demonstrating both technical understanding and analytical thinking under pressure.

Time Management was another area of noticeable growth. Early sessions ran over time, but by the midpoint, teams planned workflows more intentionally, divided responsibilities effectively, and adapted quickly to unexpected obstacles without compromising accuracy.

**Faculty Bio**
	Dr. Atefeh Mohammadpour holds a Ph.D. in Architectural Engineering (Construction Management) from the Pennsylvania State University, a Master of Science in Construction Management from the University Technology Malaysia, and a Bachelor of Engineering in Civil Engineering from Persian Gulf University. With over seven years of experience in the manufacturing and construction industry, she brings substantial practical knowledge to her role as a faculty member in the Department of Construction Management at California State University, Sacramento. Dr. Mohammadpour's interdisciplinary research focuses on innovative approaches to using artificial intelligence, various aspects of sustainability, and preventive measures to improve safety in the construction industry.

STEM4Equity: US Dept. of Education STEMHSI P031C210012
*Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of Sacramento State.