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As Universities attempt to elevate the student experience, one approach has been the formalization of a series of effective educational practices, termed High Impact Educational Practices (HIEPs). This study considers one university in the Southeastern U.S. that measures the quantity and quality of HIEPs based on the experiences of graduating undergraduate construction management (CM) students. The study addresses four different types of HIEPS: study abroad, internships and co-ops, undergraduate research, and e-portfolios. 145 graduating students were surveyed based on their self-selected HIEPs for the 2019-20 academic year. Results indicate that internships and co-ops are the most selected HIEP while undergraduate research is seldom student selected. Students note few opportunities to make formal presentations of their experiences in HIEPs. Data points toward the second and third internship or co-op as providing a deeper educational experience than the first internship or co-op. Finally, study abroad seems to provide the greatest opportunity for students to have deep impactful engagement with others.

The construction economy is strong, and many construction management programs are experiencing record attendance. However, the coming decline within the U.S. in the number of college students (15% decline beginning in 2026) looms large. This exploratory research project seeks to illuminate the potential impact of this demographic shift in five states where a diversity of construction management and geography exists: Alabama, Colorado, Illinois, Texas, and Washington. Results indicate substantial drops in enrollment for schools in Alabama and Illinois and illuminate that almost all regional universities will suffer as a result of the anticipated demographic shifts. Construction management programs should prepare for the coming shifts and increased competition for students. Options include additional emphasis on growing demographic sectors, an additional focus on gender diversity, and shifts in instructional approaches.

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