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

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.