Abstract
High-Impact Educational Practices (HIPs), the importance of memorable experiences throughout one’s education, and active learning seek to magnify the student experience. The convergence of these strategies, known as Transformational Active Learning Experiences (TALEs), has importance to the student-centered educational experience in higher education. Four recent studies in construction management education have yielded separate and distinct findings. Two studies centered on faculty and student perspectives of learning spaces designed for active learning. Faculty and student perspective data included 65 faculty from 55 universities and 206 students, respectively. A third study focused on HIPs experienced by graduating students (N=145). Finally, representatives from industry who had completed an undergraduate degree in construction management were engaged in focus groups to gauge their most memorable and valuable educational experiences in higher education. This introductory study considers the collective results and explores congruence and divergence across sample populations using thematic analysis. Key findings include the importance of relevant and practical experiences, the potential of the educational space to enhance the experience, and the shared value of connection and engagement with others. Areas of divergence emerged in delayed realization of the value of the educational experience and the variability challenges with some activities. Key findings also included the importance of the appropriate environment and training for faculty. If synergies from HIPs, memorable experiences, and active learning could be more fully realized, the potential for improved cognition and retention, as well as improved development of metacognition, interpersonal skills, and emotional intelligence, can flourish.
Author Information
C. Ben Farrow, Auburn University, United States
Tom Leathem, Auburn University, United States
Eric M. Wetzel, Auburn University, United States
Paper Information
Conference: IICE2023
Stream: Teaching Experiences
This paper is part of the IICE2023 Conference Proceedings (View)
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To cite this article:
Farrow C., Leathem T., & Wetzel E. (2023) Perspective Convergence of HIPs, Moments, and Active Learning in Construction Management Education: Comparing and Combining Findings From Multiple Research Projects ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2023 Official Conference Proceedings https://doi.org/10.22492/issn.2189-1036.2023.20
To link to this article: https://doi.org/10.22492/issn.2189-1036.2023.20
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