By Faculty For Faculty

Discover project management curriculum and resources with 30 knowledge modules that can be blended to create a curriculum design that meets the needs of your students.

Designed “by faculty for faculty,” the guidelines and resources can introduce basic courses or integrate project management topics and concepts into existing courses. With various study materials and examples for students, the flexible guidelines and teaching materials can be customized to reflect your own project management curriculum, teaching approach, student profile, and course structure.

Download the Full Curriculum

Volume I & II     Volume III

How Does It Work?

Adaptability is the hallmark of the Project Management Curriculum guidelines. You choose what to use and how to use it.

The guidelines and curriculum samples can help you: introduce a new foundation course in project management; integrate additional topics into an existing project management curriculum; thread PM concepts into a course in any allied discipline; increase the number of PM course offerings; or benchmark a current program of study against a globally developed curriculum design.

PM Resources

PM Knowledge Modules

PM Knowledge Modules

Project Management Curriculum and Resources is NOT “curriculum in a box.” As faculty, you select the knowledge modules for the course, the specific topics you want to address, and the teaching emphasis for each, based on the “fit” with the discipline you teach, the type of student your school serves, and the length of your semester.

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PM Courses

PM Courses

Principles of Project Management, known as PM-1, is a sample foundational course.  It has been adapted for teaching in management, IT/IS, health informatics and communications, and engineering, and has been “localized” by geography to accommodate differences in semester hours and credit units.

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Case Studies

Case Studies

These project management case studies focus on information needed for students to understand the context of the problem or the project, and to enable them to complete assignments throughout the course. Instructor manuals and assignment rubrics are included.

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Find project management class activities and one class assignment for each major topic in the PM-1 course here— along with learning outcomes, sample solutions, and grading rubrics for these teaching resources.

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Course Projects

Course Projects

Need ideas for a project management assignment? Consider these course projects, designed to accompany a foundational course in project management. Examples of outcomes and grading rubrics are also provided.

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Other Faculty Contributed Resources

Other Faculty Contributed Resources

Teaching and learning are dynamic processes. New teaching aids are continually being developed. The teaching resources developed for the Project Management Curriculum and Resources are only a sample of the diverse array of teaching approaches and materials used by faculty globally. Share the best of them with your colleagues to promote high quality curriculum design. Post your materials or access resources contributed by other faculty here.

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During the formulation of the guidelines for instruction in Leadership, Communication, and Teams, faculty were asked to develop lists of key works that would help instructors frame the various topics that are involved. This section contains those annotated bibliographical lists. References cover topics such as Ethics and Leadership with resources that can be particularly relevant for project management, and which span origins from classic works to contemporary themes.

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Curriculum Guidelines Steering Committee

Faculty Advisory Group:

Vijay Kanabar, Chair, Boston University, Boston, MA
Vittal Anantatmula, Western Carolina University, Cullowhee, NC
John Cable, University of Maryland, College Park, MD
Neal Callahan, Missouri State University, Springfield, MO
Ken Chung, University of Sydney, Sydney, Australia
Darren Dalcher, Hertfordshire Business School, UK; Academic Member Advisory Group
Stephen Disney, Cardiff Business School, UK
Bill Hefley, The University of Texas at Dallas, Richardson, TX
Yvan Petit, Université du Québec à Montréal, Québec, Canada
Art Thomas, Syracuse University, Syracuse, NY
Barbara Natalie Unger, Technische Universität Berlin, Germany

Faculty Reviewers:

Juan Carlos Nogueira (Ort University, Uruguay; Academic Member Advisory Group)
Svetlana Cicmil (University of the West of England)
Jose Esterkin (PMI Academic Member Advisory Group)
Rolf Lundin (Jönköping University, Jönköping, Sweden)
John Cable (University of Maryland, USA; GAC Board of Directors)

Other Faculty Contributions:

Faculty from across the globe provided significant input through an online survey conducted in January and February 2014. We are unable to acknowledge them all here. Some of the comments from the 284 respondents have been adopted in the guidelines.

Faculty Workshop Contributors:

Muhammad Abu Baker Ilyas, Gulf University for Science and Technology, Kuwait
Chivonne Algeo, Faculty of Design, University of Technology, Sydney, Australia
Faisal Arain, Northern Alberta Institute of Technology, Edmonton, Alberta, Canada
Monique Aubry, Université du Québec à Montréal, Québec, Canada
Mario Bourgault, École Polytechnique de Montréal, Québec, Canada
Maude Brunet, Université du Québec à Montréal, Montréal, Canada
John Cable, University of Maryland, College Park, MD
Paolo Canonico, University of Napoli, Italy
Kevin Castle, Brigham Young University-Hawaii, Laie, HI
Darren Dalcher, University of Hertfordshire, UK; Academic Member Advisory Group
George DeFeis, Monroe College and Pace University, New York, NY
Randy Delorey, St. Francis Xavier University, Antigonish, Nova Scotia, Canada
Gene Dixon, East Carolina University, Greenville, NC
Nathalie Drouin, Université du Québec à Montréal, Québec, Canada
Barbara Edington, St. Francis College, Brooklyn, NY
Panos Fitsilis, Technological Educational Institute of Larissa, Greece
Luis Flores García, Pontificia Universidad Católica del Perú, Lima, Peru
Vangel Fustik, University Saints Cyril and Methodius, Skopje, Macedonia
Carl Gavin, University of Manchester, UK
Mihály Görög, Corvinus University of Budapest, Hungary
Mario Gstrein, IIMT, University of Fribourg, Switzerland
Jay A. Halfond, Boston University, Boston MA
Lars Hallin, IHM Business School, Sweden
Bill Hefley, University of Texas at Dallas, Dallas TX
Mikael N. Hjorth, Linköping University, Sweden
Ed Hoffman, Knowledge Engagement, LLC, Washington, D.C.
Liaquat Hossain, University of Sydney, Australia
Marshall Issen, Clarkson University, Potsdam, NY
Valentina Ivanova, New Bulgarian University, Bulgaria
Davinder Kaur, Metropolitan College of New York, New York, NY
Dr. Gary Klein, University of Colorado, Colorado Springs, CO
Timothy Kloppenborg, Xavier University, Cleveland, OH
Stephen Leybourne, Boston University, Boston, MA
Linh Luong, City University of Seattle, Seattle, WA
Harvey Maylor, Cranfield University, UK
Pamela McGee, Minnesota State University, Moorhead, MN
Chuck Millhollan, Innovative Management Solutions, LLC, Barre, MA
Jack Meredith, Wake Forest University, Winston-Salem, NC
Su Narayanan, Sanofi, Philadelphia, PA
Vadake (VK) Narayanan, Drexel University, Philadelphia, PA
Fred Niederman, Saint Louis University, Saint Louis, MI
Yvan Petit, Université du Québec à Montréal, Québec, Canada
Wael Ramadan, Sheridan College, ITAL, Toronto, Ontario, Canada
Gary Richardson, University of Houston, Houston, TX
Richard Scudder, University of Denver, Denver, CO
John Steen, University of Queensland, Brisbane, Australia
Anissa Stein, Bellevue University, Bellevue, NE
Jennifer Stromer-Galley, Syracuse University, Syracuse, NY
Late Hans Thamhain, Bentley University, Boston, MA (1936–2014)
Art Thomas, Syracuse University, Syracuse, NY
Jeff Trailer, California State University-Chico, Chico, CA
Rodney Turner, SKEMA, Lille, France
Barbara Unger, Technische Universität Berlin, Germany
Nick Wake, University of Warwick, UK
Terry Williams, University of Hull, UK
Roger Warburton, Metropolitan College, Boston University, Boston, MA
Gabriela Ziegler, Davenport University, Grand Rapids, M