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CURRICULUM VITA
Kenneth C. Williamson III
Assistant Professor
Construction Educator, Cognitive Scientist and Instructional Designer, and
Construction Manager
Doctor of Philosophy
Instructional Psychology and Technology; August 1994; College of Education, Department of Educational Psychology, University of Oklahoma. Dissertation Title: “The Effects of Verbal and Graphic Explicitness on the Problem Solving Ability of College Students in Conditional Proportions.”
Master of Science
Construction Science; May 1990; College of Architecture, Division of Construction Science, University of Oklahoma. Thesis Title: “Managing the Construction Organization’s Task Group Conflict by Altering the Structure of the Organization’s Management System.”
Bachelor of Arts
Law and Public Administration; July 1977; College of Arts and Sciences, University of Oklahoma. Project Title: “Law Enforcement Communications Consolidation within Pontotoc County, Oklahoma.”
Awards:
- Associated General Contractors of America National Outstanding Educator Award, 2004
- Associated Schools of Construction National Service Award, 2003
- Associated Schools of Construction National Teaching Award, 2002
Areas of Interest:
- Learning and cognition in construction education
- Curriculum design and development
- Business management, communications, and technology
- Equipment management and technologies
Current Course Home Page:
Course Development Page:
Research Home Page:
Cognitive and Student Assessment Instruments
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The highest level of professional achievement that an individual should strive for is that of excellence within one’s chosen profession. I chose, in 1988, to move from construction practice to construction education in response to a sincere need to mold young minds and affect change within the construction industry. Within academia, an individual’s professionalism is measured by the criterion established within the areas of teaching, research and creative activities, and service. I have been taught that all things are connected. Therefore, each of these
areas of academic accountability is one within the circle of a professional career. I believe that academicians - to be effective - should base their work on these three mutually supported pillars and have a strong interest in helping others learn. My goal is to facilitate the development of construction practitioners who can demonstrate professional excellence through continual, lifelong, reflective processes of learning.
Much of my work has been interdisciplinary in nature and has required collaboration with, not only other professional departments and colleges, but also multiple universities. My collaboration with other faculty has not only stimulated my professional growth but their growth as well. These efforts have contributed to a collegial environment within the departments that I have worked. Through the following triad of beliefs, I hope to demonstrate that I can provide leadership and promote the vision for the advancement of the department's mission and goals
as they support college and university goals.
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Current Activities
Teaching within the university setting requires more of faculty than simply the dissemination of new knowledge or providing an environment of discovery. Requisite to any teaching philosophy or strategy is the necessity to be responsive to the supplementary needs of students outside of the classroom and the expressed needs of the profession and industry. Faculty must be advisors, counselors, and mentors as well as surrogate parents. Additionally, faculty must continually monitor the evolving needs of industry. There must be a commitment to the planning,
development and improvement of both undergraduate and graduate level curriculums through course offerings, content and design. Faculty must be present and available to react to these needs, and further, must communicate their openness to listen to individuals and groups by word and deed.
Research within the university environment requires faculty to discover, disseminate and apply knowledge. The perception of construction faculty is that their field is different than other fields of interest. It is true, that as an evolving academic field, construction borrows from the management, design, and technology fields. This seemingly lack of clear definition has cultivated feelings of discomfort with the research process within this field. Therefore, it is incumbent upon faculty to provide definitions of construction, present new understanding
and self-determination through their research. A faculty should employ the two typologies, that of basic research and that of applied research, in one’s research efforts. Basic research should focus on understanding fundamental structures and processes in the form of new knowledge, while applied research should focus on how basic understanding is used or affects construction practice.
My current research agenda includes curriculum and instruction, and graduate education in construction management. Each of these areas of emphasis will be enhanced and maintained by:
- identifying concepts unique and necessary for effectively educating graduate learners in the field of construction management;
- creating a national network of university researchers dedicated to the investigation of graduate construction management; and
- communicating to and lobbying for industry to establish a funded center dedicated to research in construction management.
Community service within the university environment exists at local, regional, national and international levels. The community comprises private and public sectors, organizations and individuals. In its community service role the university and its faculty must be able to operate with relevance, flexibility and responsiveness to need. Universities vary in their call to service depending on their mission statement and their definition of academic purpose. Service is citizenship, voluntary in nature and often requiring extraordinary amounts of dedication
to assure a quality effort. Service is the highest calling in human relations development. It is the inherent reason we are teachers of novices and facilitators of inquiry within a universal body. Service at its very best promotes and makes available uncommon knowledge, expertise and resources to the general public as a moral obligation. Additionally, service provides a significant opportunity for the University to enhance its reputation and prestige and to improve perceptions in relation to teaching, learning, research, and scholarship.
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Selected Journal Publications
Williamson III, K. C. & Burt, R. R. (2007), The Ranking Game: ASC Publication as One Criterion for the Ranking of C-schools. International Journal of Construction Education and Research, 3 (1).
Velázquez-Marcano, A., Williamson, V. M., Ashkenazi, G., Tasker, R. & Williamson III, K. C. (2004, September). The use of video demonstrations and particulate animation in general chemistry. Journal of Science Education and Technology, 13 (3), 315-323.
Williamson III, K. C. & Woo, Jeong-Han (2002). Measuring the time and cost benefit of an extranet using simulation models. The American Professional Constructor, 27 (1), pp. 30-35.
Smith, J. & Williamson III, K. C. (2002, April). Assessing the construction industry’s crafts training and employment initiatives within the Harris County Adult Boot Camp. The American Professional Constructor, 26 (1), pp. 13-17.
Tipnis, K. S. & Williamson III, K. C. (2002, April). Correctional institutions and crafts training. The American Professional Constructor, 26 (1), pp. 18-24.
Williamson III, K. C. & Bilbo, D. L. (1999, Fall). A road map to an effective graduate construction education program. Journal of Construction Education, 4 (3), pp. 260-277.
Selected Proceeding Publications
Williamson III, K. C., Scott, B., & Burt, R. R. (2005, April), Contractor Understanding and Involvement in the LEED Green Building System. Proceedings of the Associated Schools of Construction's 41st Annual International Conference, Cincinnati, Ohio.
Williamson III, K. C. & Berryman, C. W. (2001, June), Publishing in a dynamic electronic medium. Proceedings of the 1st Annual International Conference on Information Systems in Engineering and Construction (ISEC 2001), Coca Beach, Florida.
Burt, Richard A., Williamson III, K. C., & Craig, Jr., James W. (2001, January). Developing a web-assisted distance education program for construction management graduate students. Proceedings of the 8th Annual International Distance Education Conference, Austin, Texas.
Williamson III, K. C. & Tipnis, K. S. (2000, April). The construction industry's opportunity to have an effect on recidivism and the aftercare of adult offenders through trades training. Proceedings of the Associated Schools of Construction's Annual Conference, 36, 235-244, West Lafayette, Indiana.
Sasse, B. W. & Williamson III, K. C. (2000, April). Communication of project information between builder and designer: An analysis of computer mediated communication techniques. Proceedings of the Associated Schools of Construction's Annual Conference, 36, 217-234, West Lafayette, Indiana.
Williamson III, K. C. & Bilbo, D. L. (1999, April). A road map to an effective graduate construction education program. Proceedings of the Associated Schools of Construction's Annual Conference, 35, 111-128, San Luis Obispo, California.
Williamson, K. C. & Grankowski, P. (1996, April). Measures of student empowerment, attitude, and motivation toward construction education and the profession. Proceedings of the Associated Schools of Construction's Annual Conference, 32, 149-152, College Station, Texas.
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