Andrew South is passionate about understanding and addressing complicated human development problems at the intersection of the built environment, social environment, and natural environment. In particular, researching sustainable solutions to housing and infrastructure challenges with multiple stakeholder interests across long time horizons. He is a co-founder of South Industries, a construction firm that specializes in high-efficiency / high-resiliency monolithic concrete domes and concrete shell structures. He has been involved in numerous international construction and development projects, including low-cost housing in emerging economies.
He earned a Ph.D. in Civil and Environmental Engineering and a Masters in Sociology from Stanford University. His undergraduate studies included construction and business management at Brigham Young University. He joined the Civil and Construction Engineering faculty in 2021 and teaches various courses including management and operations for construction & engineering companies, real estate development, contracts and construction law, and sustainable community development.
Genuine intention is born from an alignment of passion and problem. The greatest resource we have is the committed energy of our students. My goal is to identify the motivation and interests of students, then connect that passion with a problem or challenge that keeps them engaged. This is foundational in helping them “own” the problem and create their own motivating intention.
Integrating a student’s intention into their experience comes primarily through the freedom to explore. Well-developed intention serves as a guide for each line of inquiry and every learning activity. My students are encouraged to study, observe, and experiment, and then regularly evaluate their experiences in light of the initial intention.
Reflection is the regular evaluative process that drives deep learning. This requires a cognitive processing of the students' experiences through discussion and writing. Each student meets regularly with peers and advisors to report on progress toward project objectives. As part of these interactions, students are allotted specific time to share connections they are observing and learning between their work and the context in which the activities are taking place. Students also write regularly in a project journal where they must articulate what they are experiencing, which helps them that conscious ownership of the principles they are learning and experiencing.
The factors necessary to create an inspiring learning environment are 1) genuine student interest, 2) meaningful and important problems or challenges - opportunities for them to make an impact, 3) flexibility for students to explore within a project, and 4) regular facilitation of formal and informal “processing” actives such as teaching, writing, and discussing along their learning journey.