Abstract
Building from previous work by Lauren and Schreiber (2017) and research individually conducted by the author (Lauren, 2018), this brief teaching case provides a rationale for coursework in project management that draws from experiential learning to teach facilitation. The case begins by providing a research context for how communication designers are increasingly focused on practices of facilitation in their work, particularly in fast-paced, distributed work environments. The case presents two metaphors (gardening and cooking) for helping students think about facilitation techniques. Then, the article describes a project management course that emphasizes the importance of facilitation in classroom exercises and major assignments by developing skills in three foundational areas: improvisation, document design, and systems design. Each area is described with examples to help instructors of project management adapt or use similar approaches at their own unique institutional, programmatic, and classroom contexts. The article concludes with four suggestions, such as partnering with industry practitioners and arranging site visits to see project management in action. As well, the concluding suggestions explain recent iterations of the course's design.