This research study examines the perceived learning of approximately 50 students that have had classes at the field laboratory to determine if the lab experience improves classroom learning and meets learning styles of construction management students.

An outdoor laboratory for construction management students was created at Auburn University in 2012.  The lab met millennial student requests for additional hands-on learning in the curriculum and has evolved over approximately ten semesters to provide a consistent enriching student experience.  This experience fosters teamwork, leadership, application of classroom knowledge, and integration of safety.  This research study examines the perceived learning of approximately 50 students that have had classes at the field laboratory to determine if the lab experience improves classroom learning and meets learning styles of construction management students. 

Results indicate that perceived learning in the classroom is enhanced by the field lab experience and that the learning styles employed at the field lab closely match student demands. The highest enhancement seems to occur in areas of “helping one apply course content to solve problems” and an overall perception that the field lab is an important part of the structures course.  These areas of enhancement seem to mirror the high demand of our students for active and visual learning. 



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