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An Exploratory Study on CM Syllabi Components

9 pagesPublished: June 9, 2021


The course syllabus is a staple document in virtually every higher education classroom. Studies suggest that given appropriate attention to contents, the syllabus has opportunity to elevate student engagement and performance in a class. However, research on syllabi components in construction management (CM) is minimal to date. This paper presents an introductory exploration into the inclusion of syllabi components within CM that informed a larger body of research currently ongoing. Couse syllabi from 34, 4-year CM programs were evaluated for the presence of 26 specific components. These results were compared to a previous study of 350 syllabi in higher education and current recommended practice by selected teaching and learning centers to determine the areas where CM syllabi exceed or fall short of other disciplines. CM syllabi exceeded other disciplines within higher education in most categories. Details related to course assignments, instructor contact information, events specific to CM, and motivation of learning tactics were the key areas where CM syllabi had potential to enhance educational effectiveness within the CM discipline.

Keyphrases: Construction Education, grading, policy, Syllabus

In: Tom Leathem, Anthony J. Perrenoud and Wesley Collins (editors). ASC 2021. 57th Annual Associated Schools of Construction International Conference, vol 2, pages 432--440

BibTeX entry
  author    = {Ben Farrow and Tom Leathem and Amna Salman},
  title     = {An Exploratory Study on CM Syllabi Components},
  booktitle = {ASC 2021. 57th Annual Associated Schools of Construction International Conference},
  editor    = {Tom Leathem and Anthony Perrenoud and Wesley Collins},
  series    = {EPiC Series in Built Environment},
  volume    = {2},
  pages     = {432--440},
  year      = {2021},
  publisher = {EasyChair},
  bibsource = {EasyChair,},
  issn      = {2632-881X},
  url       = {},
  doi       = {10.29007/vzmd}}
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