Cline, C. (2011, June), Effective Construction Management Teaching Strategies  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--17816

\bibitem{asee_peer_17816}
  Cline, C. (2011, June), \emph{Effective Construction Management Teaching Strategies}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--17816

Casey Cline.  "Effective Construction Management Teaching Strategies".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/17816 Internet.  10 Mar, 2025

\bibitem{asee_peer_17816}
  Casey Cline.
  "Effective Construction Management Teaching Strategies".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/17816 Internet.  10 Mar, 2025

@INPROCEEDINGS{asee_peer_17816
author = "Casey Cline"
title = "Effective Construction Management Teaching Strategies"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/17816}
number = {10.18260/1-2--17816}
}

TY  - CPAPER
AB  -             Effective Construction Management Teaching StrategiesAbstractWhile lectures are the most common way to teach students, they are not necessarily the best way toconvey all types of information. Many construction mangement concepts are often difficult to conveyusing traditional lecture strategies because the information is found to be abstract and out of contextfor many students. This paper discusses the findings of a study conducted to identify teachingstrategies found most effective when teaching key compentencies of construction project managers toadults in higher education. Quantitative data concerning the key competencies of commercialconstruction project managers was used to develop questions to work within the five differentperspectives on teaching from Pratt’s conceptual framework of teaching adults in higher education.The developed questions were used to conduct a qualitative study where current faculty members ofconstruction management colleges were queried to determine which of the five startegies, orcombination thereof, was most often used when teaching the identified key competencies toconstruction management students. The study found consistent strategies were used in teaching theidentified key compentencies. The study is significant because by gaining a greater understanding ofthe teaching strategies found most often effective in teaching the key competencies of projectmanagers, more effective education and training methods and procedures can be developed tofacilitate the instruction of the defined key competencies, and improve the effectiveness of futureproject managers in the commercial construction industry.                                                -%-
AU  - Casey Cline
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Effective Construction Management Teaching Strategies
UR  - https://peer.asee.org/17816
DO  - 10.18260/1-2--17816
ER  -