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One role of higher education is to continuously prepare the next generation of workers to compete and succeed in a rapidly evolving workplace. Because of this, academics often update their curricula to stay current while also promoting critical thinking skills and a mind-set for lifelong learning. Four years ago, the Construction Management Department at Purdue University underwent a bold move to redesign its entire curriculum. The program shifted from the traditional 3-credit hour individual course model commonly used in the United States to 9-credit hour courses with integrated content blocks. However, in such radically changed courses, educators can unintentionally create learning climates that undermine students’ self-determination and motivation for learning. This study investigates the role of self-determination theory (SDT) in a curriculum redesign by using Small Group Instructional Diagnoses (SGIDs). Ethnographic data were collected from 334 students across five courses and mapped to SDT using a thematic approach. Findings show that students approve of well-organized courses with a clear structure, which is integral to the learning process, student motivation, and their success. It also shows that students’ intrinsic motivation for the new curriculum is centered on competency and autonomy in their learning.

Mapping Student’s Perspective of a Redesigned Curriculum in Construction Management Using Self-Determination Theory