Re-engineering bowling Green State University's construction management capstone

Abstract

An internal review of Bowling Green State University's Construction Management program revealed shortcomings which were inconsistent with the University's aim for high student engagement. After interviewing faculty and industry partners, analyzing students' historical performance on a third-party skills test, and reviewing student feedback, instructional methods were revised for the capstone course. Revised instruction methods focused on lectures and discussions, problem based learning assignments, and testing and were intended to 1) better prepare students for their transition to industry, 2) instill life-long learning principles and 3) incorporate an objective measure of student performance into the program's curriculum development process. Currently in their second cycle, the revised instructional methods for the capstone course also were designed to increase student-instructor interaction and student engagement, and focus on students' preferred learning styles. The revised methods have resulted in an increased breadth and complexity of problem-based learning assignments and an apparent improvement in third-party test results. This paper is believed to offer a new perspective on an integrated instructional approach and the use of third-party testing as an objective measure in the program's curriculum development process.