Synergizing Case-Based Learning and Industry Involvement in a CEM Course – A Case Study

Le résumé fourni par la source

This paper synthesizes the lessons learned from the experience of developing and teaching a Case- Based Learning (CBL) course in Construction Engineering and Management (CEM) with a diverse group of industry partners. The authors analyzed and compared the participants' reflections on their experiences throughout the course to identify: 1) the factors that may foster and hinder students' learning and 2) potential opportunities and challenges of interacting with industry practitioners when using CBL as the core teaching strategy in a CEM course. While structuring the course, instructors should invest time in increasing the navigability of practitioners' supplemental material and guiding students through it. Case order matters –complexity and uncertainty should increase as students gain confidence with CBL—and including deliberate team preparation time was highly welcomed by students. Practitioners' presence in the classroom increased case credibility, which resulted in more self-reported student engagement. Welcoming more actors allows students to analyze the cases from diverse points of view. Instructors should act as discussion facilitators. Looking forward, practitioners should start documenting the alternatives considered beyond the definitive solution of a case to enrich the case's contents. These outcomes provide instructors interested in implementing CBL in their engineering courses with insights grounded in experience that will ease the process from ideation to delivery.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.