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sity where he teaches courses in Estimating, Construction Documents, Scheduling, and Project Delivery. He has 11 years industry experience in commercial construction management, holds a Ph.D. in Education, an M.S. in Integrated Design & Construction, and a B.S. in Construction Management. His areas of research include construction education, assessment, accreditation, instructional technology, and active learning. Prof. Lauren W Redden, Auburn University Lauren Redden holds a Masters degree in Building Construction from Auburn University. Her industry experience includes working in Pre-Construction Services as an Estimator, and working in various positions in Operations including Project Management and Quality Control/Assurance. She is currently a Tenure Track Assistant Professor with the McWhorter School of Building Science at Auburn University. Her research interests center around construction education, mobile technologies, service learning, and historically significant construction events throughout the world. She has published in several conferences proceedings. Contact Information: 118 M. Miller Gorrie Center,

Site development activities are crucial to construction projects, yet construction management (CM) programs typically focus instruction on building structures rather than the associated site development. Previous studies have evaluated key skills and topics being taught in CM programs yet these studies have failed to examine instruction as it relates specifically to site development. This study bridges the gap in research by evaluating the perceptions of CM academics regarding site development instruction. A survey was administered to CM faculty teaching in Associated Schools of Construction (ASC) affiliated programs in the United States. The survey included eighteen site development topics and was validated by four general contracting industry professionals and three site development industry professionals before distribution. Participants were asked to classify each of the topics within the six levels of the revised Bloom’s taxonomy. The survey was completed by 35 respondents representing all seven ASC regions in the United States. When aggregating results of all the site development topics, the majority of respondents felt that students should achieve the “understand” level (Level II) of cognition by the time they graduate. The highest ranking and lowest ranking topics are also identified along with recommendations based on the findings.

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