Student perspectives on the qualities/behaviors of faculty that contribute most significantly to student learning

Wayne Jensen, Bruce Fischer

Research output: Contribution to journalArticlepeer-review

Abstract

Construction Management (CM) students were provided with a survey and asked to select instructor qualities/behaviors that contribute most significantly to student learning. Results were analyzed and compared to results of a similar survey administered to psychology students. Results showed that 6 of the top 10 qualities were the same for the two groups. The remaining 4 qualities/behaviors in each group's top 10 indicated that CM students appear more task-oriented, whereas psychology students appear to be more relationship oriented. CM instructors can use the results of these surveys and the paired list of qualities/behaviors to improve their instruction skills by incorporating behaviors associated with specific instructional qualities into their current teaching practices.

Original languageEnglish (US)
Pages (from-to)67-73
Number of pages7
JournalInternational Journal of Construction Education and Research
Volume2
Issue number2
DOIs
StatePublished - Aug 1 2006

Keywords

  • Instruction skills
  • Instructor qualities/behaviors

ASJC Scopus subject areas

  • Building and Construction
  • Education

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