TY  - CONF
TI  - Teaching Lean Construction Perspectives on Theory and Practice
AU  - Tsao, Cynthia C.Y.
AU  - Azambuja, Marcelo
AU  - Hamzeh, Farook R.
AU  - Menches, Cindy
AU  - Rybkowski, Zofia K.
AD  - Owner, Navilean, Brookline, MA, 02445, USA, Phone +1 510/593-4884, research@navilean.com
AD  - Assistant Professor, Dept. of Construction, Southern Illinois University, Edwardsville, IL, 62026, USA, Phone +1 618/650-3845, mazambu@siue.edu
AD  - Assistant Professor, Dept. of Civil and Environmental Engineering, 406E Bechtel, American  University of Beirut, Riad El Solh-Beirut 1107 2020, Lebanon, fh35@aub.edu.lb
AD  - Assistant Professor, Dept. of Civil, Arch. and Env. Eng., Illinois Inst. of Tech., Chicago, IL,  60616-3793, USA, Phone +1 312/567-3630, cmenches@iit.edu
AD  - Assistant Professor, Dept. of Construction Science, College of Architecture, Texas A&M Univ.,  College Station, TX, USA, Phone +1 (979) 845-4354, zrybkowski@tamu.edu
ED  - Formoso, Carlos Torres
ED  - Tzortzopoulos, Patricia
PY  - 2013
DA  - 2013/07/31
T2  - 21th Annual Conference of the International Group for Lean Construction
C3  - 21th Annual Conference of the International Group for Lean Construction
CY  - Fortaleza, Brazil
SP  - 977
EP  - 986
SN  - 2309-0979 (ISSN)
AB  - This paper builds on the IGLC paper, “Different Perspectives on Teaching Lean Construction,” presented last year by Tsao et al. that documented teaching approaches from three different Lean Construction (LC) university course offerings. It aggregated the approaches taken by the course offerings, the Lean Construction Institute (LCI), and the Associated General Contractors of America to develop recommendations for learning modules, outcomes, and strategies for an introductory LC university course. This paper provides four additional distinct perspectives to continue the conversation about teaching LC in a university setting. It illustrates the authors’ differences in teaching approaches, experiences, and lessons learned from course offerings in the United States and Lebanon. The paper offers additional ideas for providing “proof of concept” to students and further illustrates how teaching LC effectively requires a combination of readings, lectures, discussions, simulation exercises, field trips, and guest speakers to mix theory with action. The paper then aggregates seven teaching perspectives in a single table to provide an overview of different approaches for teaching an introductory university-level course on LC.
KW  - University Teaching
KW  - Syllabus Design
KW  - Instruction Structure
KW  - Action Learning
KW  - Lessons Learned
KW  - Proof of Concept
L1  - https://www.iglc.net/papers/details/956/pdf
UR  - https://www.iglc.net/papers/details/956
DB  - IGLC.net
LA  - English
N1  - Export date: 04 October 2026
ER  -