Active learning in construction management education: faculty perceptions of engagement and learning

Research has shown that students within an applied professional education program, such as Construction Management (CM), often appreciate active learning. CM researchers have explored a variety of active learning approaches, but faculty perceptions across a variety of active learning strategies have not been considered. This research seeks to explore faculty perceptions, strategies, training, and barriers that may encourage or limit use of active learning within CM education. Results are based on 65 respondents from 55 universities who are members of the Associated Schools of Construction (ASC). Data indicates a positive perception of active learning by ASC faculty, opportunities for development of relatively simple but seldom-used active teaching strategies, and a need for the expanded breadth and depth of training in active learning. If these identified opportunities were expanded and training was enhanced, active learning within CM education could continue to propagate, enhancing the learning experience for both faculty and students.