How was this book created?
- Page ID
- 52172
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Designing an Authentic, Experience-Based Project Management Practicum
This book was created with a single goal:
to teach project management in a way that mirrors the complexity, ambiguity, and responsibility of real-world practice.
Traditional textbooks explain project management concepts.
This book helps students live them.
The development of this practicum was guided by several core principles:
1. Grounded in Real Project Scenarios
The chapters were modeled after authentic PMO workflows used in industry:
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Project initiation
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Scope development
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Cost and schedule estimation
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Risk and control planning
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Execution oversight
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Vendor management
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Project closeout
Every step was crafted to feel real — because in practice, it is.
Students interact with:
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Statements of Work
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Software Requirements Specifications
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High- and Low-Level Design documents
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Contracts and reporting guidelines
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Vendor memos, status reports, performance data
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Acceptance criteria and closeout documentation
These artifacts were adapted from industry-inspired templates, with careful enhancements to fit educational use.
2. Driven by Problem-Based Learning (PBL)
The book was designed around Problem-Based Learning, a method championed by world-class educators including the late Dr. Ray Bareiss, whose influence is woven into the structure and intention of this text.
PBL revolves around:
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Real problems
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Authentic roles
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Team-based reasoning
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Progressive complexity
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Reflection and evaluation
Each chapter begins with a Scenario Brief, followed by:
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A Plan of Attack
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Tools and resources
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Templates and action guides
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Submission requirements
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Reflections and lessons learned
This structure gives students a scaffolded learning pathway without reducing the realism or complexity of the scenarios.
3. Constructed Through Simulation-Based Design
The core of this practicum is a full-scale simulation of the NovaMed project.
The simulation layers:
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Documents
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Data
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Memos
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Defects
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Performance metrics
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Vendor behavior
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Technical dependencies
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Contractual constraints
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Managerial judgment
Each memo or progress artifact was meticulously crafted to mirror real vendor-client interactions — including incomplete information, unclear statements, hidden issues, and escalating complexity.
This gradual escalation builds confidence week after week and teaches students how to think, not just what to do.
4. Built with Instructor Flexibility in Mind
Every component of the book was designed to be modular:
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Instructors can choose to run the full simulation or only selected chapters.
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All templates are reusable across semesters.
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Instructor Notes accompany each chapter to simplify evaluation.
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Deliverables scale for individual or group learning.
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Worksheets and closeout materials create a comprehensive student portfolio.
This ensures the book works for:
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Online courses
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Face-to-face classes
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Hybrid teaching
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Accelerated programs
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Professional training environments
5. Created with Authenticity and Professionalism
Great care was taken to ensure that:
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Email/memo tone sounds like real vendor communication
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Earned Value data reflects plausible project performance
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SOW and Contract language aligns with industry standards
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HLDD and SRS components reinforce actual software engineering practice
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Reflection prompts build leadership awareness
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Closeout deliverables feel like real PMO documentation
Students walk away with a portfolio of real PM outputs, not just knowledge.
6. Developed with Love, Purpose, and Legacy
This book was shaped in part as a tribute to Dr. Ray Bareiss, a mentor whose work in problem-based learning has influenced generations of project managers, technologists, and educators.
His influence shows up in:
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The commitment to authentic problems
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The emphasis on reasoning, not memorization
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The integration of story with structured learning
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The dedication to student growth and reflective practice
His legacy lives in these pages.
📘 The Outcome
This book was created to empower students to:
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Think systematically
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Communicate professionally
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Lead teams with clarity
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Manage ambiguity
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Make decisions under pressure
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Close projects responsibly
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Embrace the full project lifecycle
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Grow into confident project leaders
If this book succeeds, it is not because it teaches project management concepts — but because it teaches students to become project managers.