Reflections of transformative active learning experiences (TALEs) in higher education from early career construction management professionals

Abstract

Higher education today is challenged to improve the learning experience in response to increased demands from, students, parents, and employers. Active learning and High Impact Educational Practices (HIPs) have been shown as promising approaches. However, success using these strategies is not guaranteed. Incorporating the concept of Moments—impactful and meaningful events that change one’s perspective (C. Heath and D. Health 2017)—can be a way to increase chances of success. Referred to as Transformative Active Learning Experiences (TALEs), these are peak learning experiences that combine active learning, elements of HIPs, and moments. This paper explores peak learning experiences gathered through focus groups from 33 construction management alumni located in the Southeast United States who graduated within the last ten years. Outcomes point toward specific, impactful learning experiences including hands-on/active learning, group/teamwork, and work experiences. These were particularly impactful because they provided learners with new insight about what they were learning and the connection to their future profession, opportunities to be appropriately challenged, and the chance to build deep connections with classmates, faculty, professionals, and others. This research provides higher education greater understanding about key elements that can be used to enhance the student experience and promote lifelong, meaningful, and memorable learning experiences.