Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST)
UNL Faculty Course Portfolios
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Date of this Version
Spring 5-25-2026
Document Type
Portfolio
Citation
Construction Project Administration Course Portfolio CNST 411 & 811
Faculty-led Inquiry into Reflective and Scholarly Teaching (FIRST) Project
Spring 2026
Abstract
This portfolio presents a structured framework for the design and implementation of a construction project administration course within a Construction Management program. Emphasis is placed on aligning student learning objectives, instructional strategies, and assessment methods with current industry expectations and professional standards. The course is intentionally designed to bridge the gap between theoretical knowledge and practical application by incorporating real-world scenarios, collaborative learning environments, and experiential activities that mirror industry practices.
In addition to outlining the course structure, this paper examines the pedagogical foundations that support student-centered learning, including constructivism, scaffolding, and project-based learning. These approaches are used to foster critical thinking, problem-solving abilities, and the development of professional competencies essential for success in the construction industry. The integration of formative and summative assessments is also discussed as a means of continuously evaluating student progress and informing instructional improvement.
Furthermore, the framework highlights the importance of reflective learning through discussion boards and a culminating research paper, enabling students to synthesize course content and connect it to their career goals. By aligning curriculum design with industry needs and educational best practices, this course model aims to enhance student engagement, improve learning outcomes, and better prepare graduates for the dynamic and collaborative nature of construction project administration.
Included in
Construction Engineering and Management Commons, Curriculum and Instruction Commons, Higher Education Commons, Higher Education and Teaching Commons
Comments
Copyright 2026, Andre Messner. Used by permission