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Students analyzed and applied formal project management concepts while managing a real 12-week client project. Reports from 112 students (Fall 2009–Fall 2011) reveal challenges and successes across nine knowledge areas. Results highlight teacheable moments and show value in integrating experiential practice with conceptual learning, especially for integration, risk, communication, and HR management.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":11,"@type":70,"position":76},"https://docshare.wps.com/template/presentations/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/lessons-learned-from-client-projects-in-an-undergraduate-project-management-course/243134/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/lessons-learned-from-client-projects-in-an-undergraduate-project-management-course/243134.png","ImageObject",442,249,{"name":88,"@type":89},"Adam","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-19","2026-09-12",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What combination of teaching methods does the paper propose for project management courses?","Question",{"text":109,"@type":110},"It proposes a subtle blend of “just in time” project management knowledge with instructor-centered and learner-centered education, supported by project-based learning and hands-on client projects.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How was student experience assessed in the study?",{"text":114,"@type":110},"The study collected and analyzed “Lessons Learned” reports prepared by 112 students enrolled from Fall 2009 to Fall 2011.",{"name":116,"@type":107,"acceptedAnswer":117},"Which kinds of knowledge areas and outcomes are discussed in the findings?",{"text":118,"@type":110},"Findings discuss student challenges and successes as client project managers across seven of nine project management knowledge areas, and emphasize teachable moments related to conceptual versus experiential integration, risk, communication, and HR management.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},243134,1791739033,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":8,"category_name":11,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":47},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Lessons Learned from Client Projects in an Undergraduate  \nProject Management Course  \nCarol E. Pollard  \nComputer Information System  \nAppalachian State University  \nBoone, North Carolina, USA  \n[pollardce@appstate.edu](pollardce@appstate.edu)  \nABSTRACT  \nThis work proposes that a subtle combination of three learning methods offering ‘just in time’ project management knowledge, coupled with hands-on project management experience can be particularly effective in producing project management students with employable skills. Students were required to apply formal project management knowledge to gain real-world experience managing a 12-week client project. ‘Lessons Learned’ reports prepared by 112 students enrolled from Fall 2009 -Fall 2011 were collected and analyzed to assess the student experience. Analysis of the ‘lessons learned’ data illustrates the challenges and successes students faced as project managers of a client project in seven of the nine project management knowledge areas. Finally, a number of ‘teachable moments’, made possible by the innovative learning environment, including the difference between conceptual learning and experiential learning with respect to integration, risk, communication and HR management and the difference between ‘leading’ and ‘managing’, demonstrate the added value of integrating hands-on skills with ‘just in time’ knowledge to create an authentic project management learning environment.  \nKeywords: Project-based Learning, Learner-centered Education, Experiential Learning and Education, Team Projects, Project Management  \n1. INTRODUCTION  \nThe motivation for this paper comes from two driving forces:  \n(1) growing industry demand for competent and qualified project managers and (2) efforts of universities to develop innovative project management courses and degrees that graduate students with a combination of project management knowledge and real-world skills that meet increasingly demanding industry needs. The purpose of this paper is to look at the subtle blending of three teaching methods – instructor-centered education, learner-centered education and project-based learning -to create a highly effective learning environment for project management students and the student experiences achieved from delivering the course over a period of several semesters.  \nDifferent forms of learning in the classroom can impact the extent and quality of the academic and practical knowledge and the depth of lessons learned by students in their individual and group classroom experiences. These different types of learning typically fall into three main categories: (1) instructor-centered education, (2) learnercentered education and (3) project-based learning. To accommodate the growing demands of employers who are increasingly seeking new university graduates with project management skills and competencies (i.e., teamwork, leadership, communication skills, ability to effect change), learning methods are evolving to place a greater emphasis on  \nstudent participation and involvement during the learning process. Interest in these more active and experiential learning-centered pedagogies, has increased dramatically during the last several years (Young & Dieklemann 2002; Elam & Spotts 2004, Camarero, Rodriquez & San Jose 2010), resulting in a changing role for educators. Student learning, rather than teaching, is becoming the defining element of the instructor’s role (Elam and Spotts 2004) and the educator’s role in the classroom is changing from the‘Ringmaster’ who is focused on maintaining order to a‘Conductor’ who encourages learning (Kraft, 2010) . To meet the requirements of this new role, innovative educators are introducing a broader set of learning activities into their classroom, including an increased emphasis on active and experiential learning, such as client projects (Tynjälä, Pirhonen, Vartiainen & Helle 2010; Camarero, et al. 2010; Keys 2003) . Cooke and Williams (2004) propose that experiential","cbCaioS9g4nQJu0S","https://ap.wps.com/l/cbCaioS9g4nQJu0S","pdf",529467,13,"English","# Abstract\n# 1. Introduction\n## Motivation and purpose\n## Learning categories and evolving roles\n## Hard vs soft skills in project management\n## Client projects as experiential learning","[{\"question\":\"What combination of teaching methods does the paper propose for project management courses?\",\"answer\":\"It proposes a subtle blend of “just in time” project management knowledge with instructor-centered and learner-centered education, supported by project-based learning and hands-on client projects.\"},{\"question\":\"How was student experience assessed in the study?\",\"answer\":\"The study collected and analyzed “Lessons Learned” reports prepared by 112 students enrolled from Fall 2009 to Fall 2011.\"},{\"question\":\"Which kinds of knowledge areas and outcomes are discussed in the findings?\",\"answer\":\"Findings discuss student challenges and successes as client project managers across seven of nine project management knowledge areas, and emphasize teachable moments related to conceptual versus experiential integration, risk, communication, and HR management.\"}]","Lessons Learned from Client Projects in an Undergraduate Project Management Course | PDF",1789200474]