Abstract
This paper describes a case study of a novel teaching method where the “Teaching with Industry” (TWI) model–industry practitioners incorporated as co-instructors in a semester-long classroom setting–is enhanced by using new videoconferencing technologies such as Zoom and Meeting Owl Pro, and innovative classroom setups. This enhanced model was developed with the intent to bridge the gap between information acquired in the classroom and the skills and competencies required in the industry. The different teaching platforms not only facilitated the teaching when industry practitioners were/are not able to be physically present in the classroom, but also led to efficient organization of the different activities carried out in class. Results obtained from end-course surveys showed that students had a positive experience using Zoom and Meeting Owl Pro welcoming the opportunity to engage with industry practitioners and gain better understanding of the practical usefulness of the course.
Highlights
The main factor causing this disconnect is that academic faculties and industry practitioners differ in their perceptions of the characteristics of a learning environment that leads students to be successful in their future careers [2]
Since instructors of record are normally researchers, the teaching philosophy is based on theoretical concepts that can be investigated for further contribution
The gap between classroom instruction and industry requirements can be especially noticeable in career and technical education (CTE) degrees, like Construction Management
Summary
Education-to-work transitions are a difficult time for students to navigate, often in part because of the differences in expectations between the two domains [1]. The gap between classroom instruction and industry requirements can be especially noticeable in career and technical education (CTE) degrees, like Construction Management. Much of what is expected and required in students of CTE degree programs may not translate into desired skill sets for employers. As a result of this dichotomy, it is essential for university programs to incorporate pedagogical strategies to aid students in developing desirable and necessary skills more effectively. One of these strategies is to balance a combination of meaningful theoretical content in the classroom with guidance and insight from industry practitioners
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