Tariq Abdelhamid, Ph.D.

Construction Management Program

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Teaching At MSU

        CMP411 (BCM 411) - Construction Project Scheduling (Fall of every year – since 2001)
Course Description: Basic construction project scheduling procedures. Work breakdown structure. Critical path method and scheduling logic. Activity durations. Status reports. Resource allocation and control. PERT.

        CMP 811 (BCM811) - Advanced Project Scheduling (Fall of every year – since 2001)
Course Description: Critical path analysis for effective and logical scheduling of construction projects, Identification of project activities and their relationships. Schedule development, analysis, and updating. Relationship of project costs and resources to the schedule. Effective communication of schedule information.

        CMP831 (BCM891)- Lean Construction Principles and Methods (Spring of every year– since 2002)
Course Description: Origins and elements of lean production. Lean Construction principles and methods. Lean-based productivity improvement.

        BCM 436 - Commercial Building Projects (Spring 2005)
Course Description: Evaluation, procurement, and management of commercial building projects.

        BCM 491- Introduction to Lean Construction (Spring 2003)
Course Description: Lean production principles; Lean construction principles; Lean-based productivity improvement.

        BCM 817- Computer-Integrated Construction Management (Spring 2001)
Course Description: Information generation and utilization for the management of construction projects. Integration of construction management software, conceptual modeling and knowledge-based models.

Teaching Philosophy

“Education is not to teach men facts, theories or laws, not to reform or amuse them or make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellect, teach them to think straight, if possible, but to think nevertheless.” Robert M Hutchins.


My desire to move to academia was and still is to share all I know about construction management in the best way I know how. I also respect the fact that every student has a unique set of skills, experiences, and knowledge that I would like to learn from and about.


The traditional model of “Teacher” knows everything is something I don’t subscribe to. Just like you, and for numerous classes, I have been taught by a teacher who often self-proclaimed to be omniscient and believed that he/she was omnipotent over his/her students. To me, this model is akin to a physician prescribing treatment to patients without actually talking to them or even examining them. Other teachers I had, attempted to change this conventional norm of teaching by following a “Student” centered approach. I never liked this approach either because it is a teaching model where the “Student” is expected to know everything through a process of osmosis! To use the physician analogy again, this is akin to asking patients to treat themselves while a physician merely “signs-off” on their self-prescribed treatment. I am fully in favor of a topic-based approach where students and teacher all form a “circle” and have meaningful discussions around the topic. This approach was followed by the teachers I consider to have been the greatest I’ve ever had.


In general, I believe that good teaching means that a student walks away from a class with a solid foundation that would enable him/her to tailor the subsequent superstructure to individual and personal desires and interests.


Teaching Quotes

        “The teacher does not exist for the sake of the student: both teacher and student have their justification in the common pursuit of knowledge, and hence there is unity of research and teaching.” Humbolt (1809)

        Education fails unless the three R's at one end of the school spectrum lead ultimately to the Four P's at the other -- Preparation for Earning, Preparation for Living, Preparation for Understanding, Preparation for Participation in the problems involved in the making of a better world. - Norman Cousins.

        Education is not to teach men facts, theories or laws, not to reform or amuse them or make them expert technicians. It is to unsettle their minds, widen their horizons, inflame their intellect, teach them to think straight, if possible, but to think nevertheless. - Robert M Hutchins

        Today only the well-educated man or woman is equipped to work in an age of technology or to be a good citizen in an age of complexity - John F Kennedy

        "What are the purposes of and priorities of teaching? First, to inspire. Second, to challenge. Third, and only third, to impart information." - J. Michael Bishop

        "What all great teachers appear to have in common is love of their subject, an obvious satisfaction in arousing this love in their students, and an ability to convince them that what they are being taught is deadly serious." - Joseph Epstein

        The mind is not a vessel to be filled but a fire to be kindled.

        Education is less expensive than ignorance.

        The more we learn, the less we know.

        It’s better to ask questions than to know all the answers.

        Creativity is to allow yourself to make mistakes. Art is to know which one to keep.

        Learn from the mistakes of others. You will not live long enough to make them all.

        Never confuse the finger pointing at the moon with the moon itself.

        A teacher for a day is like a parent for a lifetime.

        You can take a horse to the water, but you can’t force it to drink.

        Experience comes from good judgment, but good judgment comes from bad experience.

        Comfortable problems are more acceptable than uncomfortable solutions.

        Time is an excellent teacher, unfortunately it kills all its students.

        What is true is not new, and what is new is not true.

        Research is what I'm doing when I don't know what I'm doing.

        It's a damn poor mind that can only think of one way to spell a word."-- Andrew Jackson

        A flow of words is not proof of wisdom.

        As far as the laws of mathematics refer to reality, they are not certain; and as far as they are certain, they do not refer to reality.

        It is not what we eat but what we digest that makes us strong
It is not what we read but what we remember that makes us wise,
It is not what we earn but what we save that makes us rich,
It is not what beliefs we hold but what we do with those beliefs that make us what we are!!

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