Download PDFOpen PDF in browserThinking Differently: Multiple Intelligences in Construction Management Education10 pages•Published: July 23, 2025AbstractOver four years and seven semesters, 212 undergraduate students enrolled in a senior capstone construction management (CM) course completed an assignment directly evaluating their intellectual abilities using Howard Gardner’s theory of multiple intelligences (MI). MI theory rejects the traditional premise that intelligence is broad, generic, and measurable on a linear scale flanked by “high” and “low” intelligence poles. Instead, the theory proposes that intelligence is an individualized synthesis of specific and various intellectual abilities including linguistic, logical-mathematical, kinesthetic, musical, interpersonal, intrapersonal, naturalist, spatial, and existential. Results from the study showed that on average CM students in the capstone course gave themselves high scores in kinesthetic, logical-mathematical, and interpersonal MI categories. They showed alarmingly low confidence in their linguistic ability (i.e., communication), ranking it second to last. CM students’ MI scores were further analyzed by their final grade in class, sex, and total MI scores. Key takeaways from the study encourage CM educators to find ways to tailor their curricula to include more first-hand, kinesthetic-based applications and experiences. CM students should also be given many more opportunities to speak, present, and collaborate in class to help improve their linguistic abilities and confidence.Keyphrases: construction education, construction management, multiple intelligences In: Wesley Collins, Anthony J. Perrenoud and John Posillico (editors). Proceedings of Associated Schools of Construction 61st Annual International Conference, vol 6, pages 41-50.
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