THE FIRST FOUR WEEKS INITIATIVE: PREPARING STUDENTS FOR SUCCESS IN AN INTRODUCTORY CONSTRUCTION MANAGEMENT COURSE

Abstract

Ensuring student engagement throughout their academic journey is crucial for their success. Monitoring early course performance and taking proactive measures can contribute to this engagement. This paper focuses on implementing the First Four Weeks (FFWs) initiative in a Construction Management (CM) course. The FFWs initiative aims to create a positive and inclusive classroom climate, ignite student interest in the subject matter, foster an effective learning environment, and prepare students to excel in high-stakes assignments. The course, where the FFWs initiative was implemented, serves as an introductory first-year course, providing students with fundamental knowledge of the construction industry, including career opportunities and essential skills for project planning and execution. The proactive measures outlined in the initiative include providing timely feedback, offering additional support, encouraging office-hour attendance, and connecting students with campus services. In particular, two strategies implemented in the course are highlighted in this paper because they have proven to enhance student performance in the course. The first strategy involves providing students with a performance and behavior checklist to establish expectations and encourage motivation. The second strategy consists of incorporating low-stakes assignments before the first midterm. Overall, the example strategies discussed in this paper aim to enhance student engagement, motivation, and early performance assessment, leading to a more fruitful learning experience. The FFWs initiative acknowledges the pivotal role of faculty members in supporting students' success and emphasizes the positive impact of intentional efforts in the early weeks of the semester.