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What will cities look like 30 years from now? What is the future of building materials?

This research project seeks to bridge the gap between material science and construction, looking at sustainable approaches to designing new buildings and infrastructures. It can take decades for a breakthrough in engineering from a lab to a building site. This research embraces the need for innovative architectural forms while building upon structural design principles to create a new generation of smart materials. 

Students working on this research project will investigate the use of sustainable approaches in building materials of the future to (1) achieve more economical construction, (2) improve sustainability and resilience, and (3) advance architectural forms and forces.

The goal is to advance our fundamental understanding of cementitious materials and their construction in an effort to marry architectural form and structural design. The last hundred years in architecture and civil engineering have been widely dominated by the use of concrete, which became the second most consumed commodity after water. Although concrete and cementitious materials have a low embodied energy (approximately 0.90 MJ/kg), they are used in vast quantities. In 2019, cement production amounted to approximately 3.2 billion tons, with production and usage accounting for almost 8-9% of total global anthropogenic greenhouse gas emissions. 

This research aims to impact the embodied energy and the carbon emission associated with new concrete constructions by possibly saving up to 30% in concrete volume compared to an equivalent strength prismatic member. This research thus offers exciting opportunities for engineers and architects to move towards a more sustainable construction industry. 

By working on this project, students can expect to improve on two separate sets of skills: technical and professional.

Depending on your background (architecture, construction management, engineering, etc.), you will be challenged with the idea of sustainability and sustainable approaches at different levels.  To address the research questions, you will be working in a multidisciplinary group that includes students from architecture to engineering, as the project requires expertise in different areas. This approach will provide you with a unique opportunity to work in a dynamic research environment that will foster your understanding of research problems and will help you to build fundamental skills for your future career. 

Specific outcomes include:

- Understand the role of previous research and literature review in the broad context of research (i.e., define the terminology associated with research and theory in advanced cementitious materials; describe past research studies and critically analyze past research in concrete formwork, and articulate how their research study makes a contribution to the field).

- Learning how to develop a matrix for tests and conduct laboratory experiments (i.e., understand the role of ASTM standard tests in material characterization; design and performing of material characterization test, specifically in compressive and tensile properties; analyze and interpretation of the test data from concrete and steel tests). 

- Being able to design and build small-scale prototypes (i.e., design of concrete elements using digital tools; design of concrete elements including formwork, materials requirement for cast, and procedures for concrete curing).

- Develop skills in communication and public speaking. This learning objective is specifically important as it will teach you how to disseminate and transfer individual knowledge in a work environment.

Students will meet with faculty for 1 hour per week and work independently otherwise. Some of the tasks include:

• Architectural and engineering design. 
• Drawing and formwork design (Rhino, Photoshop, Illustrator)
• Casting concrete (mix design, materials procurement, casting, and cleaning)
• Data analysis and presentation.

Face-to-Face

Dr. Giovanni Loreto, gloreto@kennesaw.edu 

The rapid integration of digital learning tools and artificial intelligence in construction management education has opened opportunities to use game-based learning for enhancing financial literacy and decision-making skills and avoid the traps of academic integrity with static practice exercises and quizzes/tests. Construction finance games provide students with simulated environments to practice cost control, cash flow management, and financial decision strategies in real-world contexts. However, the effectiveness of these tools may vary depending on the device through which they are accessed.

This study proposes to investigate and compare the effectiveness of handheld devices (smartphones and tablets) versus desktop devices (laptops and personal computers) in facilitating learning through construction finance games. The research will focus on three primary dimensions:

1. Learning Outcomes: Evaluating whether device type impacts students’ comprehension, retention, and application of construction finance concepts.
2. User Experience: Measuring differences in usability, accessibility, and engagement between handheld and desktop platforms.
3. Performance and Efficiency: Assessing whether device-specific features (e.g., portability, screen size, input methods) influence the speed and accuracy of completing game-based finance tasks.

The findings of this study are expected to inform best practices in the design and implementation of technology-enhanced learning environments in construction education. Results will provide valuable insights for instructors, curriculum designers, and educational technology developers on optimizing platform choices to maximize student engagement and success.

By participating in this project, undergraduate student researcher will develop the following valuable research and professional skills:

• Research Design & Critical Thinking – Learn how to frame a research question, design a study, and compare outcomes across different learning technologies.
• Data Collection & Analysis – Gain hands-on experience in gathering, organizing, and interpreting data.
• Technology Skills – Work with both handheld and desktop platforms, and build familiarity with construction finance simulations and game-based learning tools.
• Collaboration & Communication – Develop teamwork skills while working with peers and faculty mentors, and practice communicating ideas clearly in discussions and presentations.
• Professional Writing & Presentation – Learn how to present findings in a clear, scholarly manner—skills that are useful for coursework, internships, and future careers.
• Problem-Solving & Creativity – Explore innovative ways to use technology in education and think critically about how learning tools can be improved.

This project is designed to give student(s) real research experience while building practical skills that apply across many fields of study.

Fall Semester (Exploration & Foundations)

Weeks 1–2: Orientation to the project, introductions to construction finance concepts, and training in the use of handheld and desktop devices.
Weeks 3–4: Guided play-testing of finance simulations; students begin documenting their experiences and reflections.
Weeks 4–6: Learn to design simple surveys and observation logs to measure user performance and engagement.
Weeks 7–9: Begin small-scale data collection and organize findings in spreadsheets with mentor guidance.
Weeks 10–12: Analyze early results, comparing handheld vs. desktop use.
Weeks 13–14 (End of Semester): Share preliminary findings in an informal group presentation and discuss improvements for spring semester research.

Spring Semester (Research & Dissemination)

Weeks 1–2: Refine research questions and expand data collection strategies (larger samples).
Weeks 3–5: Continue structured testing sessions, gather data, and begin identifying patterns in learning outcomes and user engagement.
Weeks 6–8: Conduct deeper analysis with tools such as Excel charts, pivot tables, or simple statistical techniques introduced by mentors.
Weeks 9–11: Draft a written summary of findings, organize visuals, and prepare posters or slides for presentation.
Weeks 12–13: Rehearse and refine research presentations with faculty feedback.
Weeks 14–16 (End of Year): Present research in a university research showcase or undergraduate symposium; reflect on skills gained and potential next steps.

Throughout both semesters, students will meet regularly with the faculty mentor for check-ins, team discussions, and guidance. They will also keep weekly reflection notes to track their learning and progress.

Hybrid

Dr. Parminder Juneja, pjuneja@kennesaw.edu 

Dr. Pavan Meadati, pmeadati@kennesaw.edu