| Abstract |
The construction industry in the US is projected to see tremendous growth in the coming decade. However, decreasing high school graduation rates may pose challenges in meeting the increasing demands for a qualified construction workforce. This underscores the need to strengthen the construction management (CM) education platforms across all higher education institutions to equip future graduates with the necessary knowledge and skills. This paper proposes a framework for a collaborative co-teaching model between a university and community colleges to enhance the articulation of the University’s four-year Construction Management and the Community Colleges’ two-year associate degree program. The co-teaching initiative aims to leverage the unique strengths and expertise of each institution to provide students with a comprehensive educational experience grounded in both theory and practice. The study employs a mixed methods approach, including quizzes, surveys, and direct observations, to evaluate the impact of the co-teaching model on student engagement, knowledge retention, and learning outcomes. The paper outlines the design, implementation procedures, and data analysis plans to assess the effectiveness of the collaborative approach. The framework provides a model for integrating industry trends, and diverse instructional perspectives to strengthen construction management education through university-community college collaborations. The study has implications for developing innovative pedagogies to prepare construction management graduates for the evolving real-world demands. |
, Francois Jacobs 
, Jason Eggemeyer
