Experiential learning: Using small-scale projects to teach project complexities and relationship roles in construction

Abstract

Experiential learning opportunities give students the ability to understand the implications of principles and theories learned in the classroom through lived experiences. This article examines the use of a construction project simulation activity to teach project management principles in an undergraduate construction management course. After a description of the experiential learning theory and relevant literature examining experiential learning simulations in education, it provides an overview of the methods used to create the experience of small-scale design-bidbuild project simulation in a project management course. Around 240 undergraduates students at the junior or senior level participated as designated contractual players in the project and went through the project from inception to completion over the course of 5 weeks. Finally, it offers a brief discussion of the implications of the findings for construction management and engineering education. Specifically, it discusses that simulated projects possess the potential to provide unique learning opportunities particularly, designed experiences triggering different emotions within the structures of the traditional classroom.