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A Construction Management Education Focus and Process Direction: The Power of Focusing on Four Outcomes Using Formative Teaching, Learning, and Assessment

A Construction Management Education Focus and Process Direction: The Power of Focusing on Four Outcomes Using Formative Teaching, Learning, and Assessment
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Author(s): Matthew Steele Stevens (Western Sydney University, Australia) and Jennifer E. Day (University of Melbourne, Australia)
Copyright: 2020
Pages: 16
Source title: Claiming Identity Through Redefined Teaching in Construction Programs
Source Author(s)/Editor(s): Sherif Mostafa (Griffith University, Australia) and Payam Rahnamayiezekavat (Western Sydney University, Australia)
DOI: 10.4018/978-1-5225-8452-0.ch002

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Abstract

This chapter outlines culminates experience and thinking from two environments: 1) the construction contracting industry and 2) the built environment classroom – undergraduate and graduate. The authors' combined teaching experience covers more than two decades, but they do not pretend their knowledge is exhaustive. Others know more. Their desire is to add to their thoughts. They first address what the contractor desires of construction graduates. From there, they proceed to list focuses they believe important in sequential order for the teaching and learning process: 1) vocabulary, 2) conceptual frameworks, 3) iterative problem solving, 4) writing. After that, they describe their preferred delivery method: formative teaching, learning, and assessment.

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