Abstract
In this paper, I explore the potential for using Urban Land Institute (ULI) Hines Student Competition as a pedagogical tool in teaching real estate development. I examine a graduate-level course, within which student teams undertook the ULI Hines Student Competition. I use pre- and post-course student surveys and team self-evaluation questionnaires, observation of team interactions and dynamics, and evaluation of teams' final competition entries to assess student learning. Findings reveal the competition to be a valuable tool in teaching aspects of real estate development in alignment with the theories of problem-based learning (PBL) and team-based learning (TBL). I offer suggestions for improving upon and integrating this teaching model into graduate real estate curricula.
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