At universities offering professional degrees, such as construction management, some programs are moving towards and exploring alternative delivery methods for achieving the curriculum's goals and objectives. This article describes an integrated and project-based learning Jobsite Construction Management course being taught at a major university. A course overview describing the various delivery methods used (such as lectures, reading assignments, supplemental materials, guest lecturers, lab assignments, technology, and jobsite visits) is presented. The benefits of vertical and horizontal course integration in a project-based learning environment are emphasized and more fully explained. A class survey was conducted over two quarters to assess the student's perspective on various aspects of the course, in particular the delivery methods used to relate course material. The student survey responses are evaluated and discussed individually. Results suggest that an integrated curriculum set in a project-based learning environment utilizing various delivery methods can produce positive results from a student's perspective.


Construction Engineering and Management

Publisher statement

This is an electronic version of an article published in International Journal of Construction Education and Research.



URL: https://digitalcommons.calpoly.edu/cmgt_fac/8


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