Department of Construction Management and Wood
Products Engineering
Outcomes Assessment Program
For the Bachelor of Science programs:
Construction Management
Wood Products Engineering
And
For the Graduate Program in Environmental and Resource Engineering
Option in Construction Management and Wood Products Engineering
December 19, 2008
Table of Contents
Table of Contents............................................................................................................................ 2
Introduction..................................................................................................................................... 4
Outcomes Assessment Plan for the Bachelor of Science in Construction Management................ 5
I. Learning Objectives/Outcomes for the Construction Management Program: ........................ 5
II. Means by which learning objectives/outcomes are delivered................................................ 7
III. Outcomes Assessment Tools for the Construction Management Program: ......................... 8
IV. Data Collection Plan ........................................................................................................... 11
V. Results of the Implementation of Assessment Tools for the Construction Management
Program:.................................................................................................................................... 13
VI. Actions taken in response to the results.............................................................................. 14
Outcomes Assessment Program for the Bachelor of Science in Wood Products Engineering .... 15
I. Learning Objectives/Outcomes for the Wood Products Engineering Program:.................... 15
II. Means by which learning objectives/outcomes are delivered.............................................. 17
III. Outcomes Assessment Tools for the Wood Products Engineering Program:..................... 18
IV. Data Collection Plan ........................................................................................................... 19
V. Results of the Implementation of Assessment Tools for the Wood Products Engineering
Program:.................................................................................................................................... 21
VI. Actions taken in response to the results:............................................................................. 22
Outcomes Assessment Program for the Graduate Program in Construction Management and
Wood Products Engineering ......................................................................................................... 23
I. Learning Objectives/Outcomes for the Graduate Program in Environmental and Resource
Engineering-Option in Construction Management and Wood Products Engineering:............. 23
II. Means by which learning objectives/outcomes are delivered.............................................. 23
III. Outcomes Assessment Tools: ............................................................................................. 23
IV. Data Collection Plan:.......................................................................................................... 23
V. Results of the Implementation of Assessment Tools:.......................................................... 24
VI. Actions taken in response to the results:............................................................................. 24
Appendix 1a. An example of the form used to collect data on student competency for a each
learning objective in construction management, to assess the delivery of each learning objective
within a course. .............................................................................................................................. 25
Appendix 1b. An example of the form used to collect data on student competency for a each
learning objective in wood products engineering, to assess the delivery of each learning objective
within a course. .............................................................................................................................. 26
Appendix 2. CMWPE Student Portfolio of Accomplishments Policy Document.......................... 27
Appendix 3. Course description for the capstone course, Construction Project Management, WPE
454. ................................................................................................................................................ 33
Appendix 4. Exit Survey for Graduating Seniors (see attached pdf document)............................... 34
Appendix 5. Alumni Survey (see attached pdf document) ............................................................. 35
Appendix 6. Course Description for the capstone course in CMWPE/WPE ................................. 36
Appendix 7. Associate Constructor Examination Score rosters for Construction Management
students at ESF. ............................................................................................................................. 37
Appendix 8. Results and of Senior Exit Survey and Actions taken in response to the results
(italics) .......................................................................................................................................... 42
2
Appendix 9. Evaluation form for the Graduate Steering Committee to evaluate graduate student
progress towards degree completion............................................................................................. 44
3
Introduction
This document describes the outcomes assessment plans for the two Bachelor of Science programs and
the graduate program in the Department of Construction Management and Wood Products Engineering
(CMWPE) at the State University of New York College of Environmental Science and Forestry. The two
Bachelor of Science programs are Construction Management and Wood Products Engineering. The
graduate program offered by the Department of CMWPE is an Option in the Graduate Program in
Environmental and Resource Engineering at SUNY-ESF.
Each outcomes assessment program has six components:
I. Lists of learning objectives/outcomes for each major, option, and concentration
II. Means by which each objective/outcome is addressed in the program of study
III. The goals, methodologies and tools utilized to assess whether the learning
objectives/outcomes are met
IV. Data Collection Plan
V. Results and analysis of the implementation of the assessment tools
VI. Actions taken in response to the results
The plan is presented in tabular form with supporting descriptions and appendices.
4
Outcomes Assessment Plan for the Bachelor of Science in
Construction Management
I. Learning Objectives/Outcomes for the Construction Management Program:
1. Ability to successfully earn the designation of Associate Certified Professional
Constructor (CPC) through passing the Associate Constructor examination, the initial
step for earning the professional designation of Certified Professional Constructor
(CPC)
2. Knowledge of and ability to apply construction management fundamentals to actual
construction projects
3. Ability to manage construction projects in the following fields of construction:
residential, commercial, heavy/highway, and industrial
4. Ability to communicate with all project participants in a professional manner to
deliver a successful construction project
5. Ability to read and interpret construction documents to develop a successful bid
package
6. Ability to read and interpret construction contracts to successfully deliver a project
7. Ability to develop, implement and maintain a critical path schedule for the
management of construction projects and their budgets
8. Ability to successfully manage the delivery of construction projects within the
contractually defined delivery system by completing a project on time, under budget,
of desired quality in a safe manner
9. Ability to develop and implement a construction safety plan based upon the current
federal OSHA Construction safety regulations
10. The ability to apply engineering principles related to material and structural
properties, in the management of construction projects
11. Knowledge of the properties of construction materials, including solid lumber,
engineered wood products, composite products, steel and concrete, and the proper use
of these materials in construction.
12. Awareness of the need to keep informed with the appropriate new techniques and
materials to deliver the most appropriate and cost effective construction project to the
client
13. Ability to implement current requirements for the successful delivery of sustainable
construction projects
14. Awareness of professional responsibility and ethics in construction management,
including the need to look out for the public interest, and to deliver service that
includes responsible, fair, and unbiased input to the client in accordance with current
professional practice
15. Awareness of contemporary issues in construction management such as sustainable
development, as well as economic, political, social and global issues
16. Ability and desire for life-long learning in the profession
5
17. Ability to pursue graduate studies in construction engineering, construction
management, construction science, business management, real estate development
Outcomes for the concentration area in Sustainable Construction and Renewable Materials (in
addition to those listed above):
a) Ability to evaluate the delivery systems of construction to provide the most
appropriate delivery system for green projects
b) Awareness of sustainable rating systems and their impact on the construction
process
c) Ability to provide professional construction services that meet client needs while
upholding the principles of sustainability as applied to the client’s project
d) Ability to successfully apply sustainable concepts and principles to the following
fields of construction: residential, commercial, heavy and highway, and industrial
e) Ability to provide reliable cost projections for the sustainable project components
while adhering to the rating system requirements
f) Ability to maintain currency with the evolution of sustainability and the various
rating systems
6
II. Means by which learning objectives/outcomes are delivered
The means by which each learning objective is delivered is through the coursework listed in
Column 2 of Table 1, The Construction Management Assessment Program. Learning objectives
are met by successful completion of an entire course or of specific modules, sections of those
courses.
7
III. Outcomes Assessment Tools for the Construction Management Program:
Assessment tools for the B.S. program in Construction Management include:
A. Associate Constructor Examination, Part 1 of the Certified Professional Constructor
(CPC) process
B. Assessment of Student Competency to assess how material is delivered in coursework
based on the percentage of students with passing grade for each learning outcome
C. Portfolio of Student Accomplishments developed based on the CM list of outcomes and
produced by the student during the two- or four- year period that the student is enrolled
D. Capstone course, Construction Project Management
E. Exit Survey for graduating seniors
F. Survey of Recent Alumni
A description of each assessment tool follows:
A. Associate Constructor Examination, Part 1 of the Certified Professional Constructor
(CPC) process
The following description of the Associate Constructor Examination is taken from the CPC website,
http://www.constructorcertification.org.
The Professional Constructor1
The Professional Constructor is an individual who commits to serve the construction industry
in a professional and ethical manner and engages in the continued development of his/her
skills and education to meet increasing industry challenges and changes.
The Professional Constructor is an individual who commits to serve the construction industry
in a professional and ethical manner and engages in the continued development of his/her
skills and education to meet increasing industry challenges and changes.
The profession of Constructor includes job titles such as, but not limited to, Project Manager,
General Superintendent, Project Executive, Operations Manager, Construction Manager, Chief
Executive Officer, etc.
Certified Constructors will be permitted to use the AC or CPC acronym after their names. Use
of the AC or CPC designation requires that the designee comply with all certification
requirements established and set forth by the Commission.
The Associate Constructor2 (AC) designation recognizes the first step of the successful
candidate's progress toward achieving Certified Professional Constructor (CPC) status. A
1 The Professional Constructor. 2008. The Instructor Certification Commission, Alexandria, VA 22314
http://www.constructorcertification.org/mtpc/index.htm
8
candidate who meets the educational requirements and passes the first examinationConstruction Fundamentals--CQE Level 1--will be designated as an Associate Constructor
(AC) and receive a certificate of confirmation by the Commission.
Adding professional managerial experience to the educational requirement for (AC) status,
the Certified Professional Constructor (CPC) designation is awarded to individuals who
possess the skills and knowledge acquired through both education and experience to manage
the execution of a substantial part of construction works.
AIC Certification Overview3
Certification is a two-step process involving the
1. testing of basic and advanced construction knowledge through written
examinations and
2. the verification of professional experience and education.
The examination process requires a broad spectrum of professional knowledge from the
constructor practicing in any sector of the construction industry, e.g. heavy, commercial,
industrial, mechanical, electrical, etc.; and under any type of contractual relationship, e.g.,
design/build, general or sub, owner representative, etc. Additionally, the constructor can be
part of any type of employment relationship, e.g., construction company employee, owner
employee (public or private), consultant, etc.
Qualifications for CPC’s and AC’s
Applicants for both the AC and CPC designations must hold a baccalaureate or graduate
degree from an accredited institution, in addition to meeting certain work experience
requirements.
Associate Constructor Qualifications
To qualify for the Associate Constructor (AC) designation, you must have four (4) years of
Acceptable Education and/or have Acceptable Experience Equivalent at the time of
application. Other undergraduate and graduate degrees and acceptable work experience will
receive varying amounts of credit toward meeting the four year pre-qualification requirement
for taking the first examination, Construction Fundamentals: CQE, Level 1.
Certified Professional Constructor Qualifications
To qualify for CPC, you must meet the minimal educational qualifications and have passed or
been exempted from the examination, CQE Level 1. Additionally, you must have seven (7)
years of Acceptable Professional Experience at the time of application beyond that required to
sit for CQE, Level 1. Acceptable Professional Experience must include a minimum of two (2)
years managing the execution of construction work.
2
The Associate Constructor. 2008. The Instructor Certification Commission, Alexandria, VA 22314
http://www.constructorcertification.org/mtpc/professional_designations.htm
3
AIC Certification Overview. 2008. The Instructor Certification Commission, Alexandria, VA 22314
http://www.constructorcertification.org/btcp/index.htm
9
B. Passing grade in coursework (Assessment of Student Competency)
The data on the percentage of students with passing grades for each specified learning outcome
within a course or the entire course grade, if appropriate will be collected following each
semester utilizing the “Assessment of Student Competency” form in Appendix 1a.
C. Portfolio of Student Accomplishments
The CMWPE department policy including guidelines and tasks for the student portfolio is
presented in Appendix 2. Procedures for implementation of the policy will be provided in
separate documents as they are developed. Data collection will occur at the end of each semester
as each graduating student submits a portfolio.
D. Capstone Course
The course description for the capstone course, WPE 454 Construction Project Management, is
in Appendix 3. A joint capstone course for both programs (CM and WPE) may replace this
course in 2010 or 2011. This combined capstone course for CM majors and WPE majors will
allow projects to be tailored not only to CM and WPE, but to particular topics of interest within
those disciplines. It is the intent that this course will incorporate guest lectures by professionals
from both the construction management and wood products industries. A team of faculty
coordinators will oversee this course during the spring semester for students graduating in May
or December of that calendar year, or the course will be taught both semesters.
E. Exit Survey
The Exit Survey for graduating seniors given in April 2008 is included in Appendix 4. The
content of the survey is adjusted annually, as appropriate. Additional results are provided when
the ESF Provost and Department Chair meet with the graduating students to discuss their
responses to the survey questions.
F. Alumni Survey
An Alumni Survey will be sent every five years. An example is in Appendix 5, the survey
mailed to Alumni in July 2008.
10
IV. Data Collection Plan
Although data will be collected on an ongoing basis, collective review and assessment of the data
will occur every two years for the Construction Management program, with assessment of our
other program, Wood Products Engineering, occurring in the alternate years.
A. Associate Constructor Examination, Part 1 of the Certified Professional Constructor
(CPC) process
The Associate Constructor Examination, Part I, is administered by a professor with CPC
certification prior to graduation; in April for Spring graduates, and in November for December
graduates. The exam is required for students enrolled in WPE 454 Construction Project
Management, and optional review classes are held outside of regular course time for students.
Receipt of results (percent passing) by topical category (overall and for each student) is
examined for assessment of delivery of each topical area and related back to the course where
delivery was intended. Results for SUNY-ESF are compared to national results.
A score roster for CM students (included in Appendix 7) is used to assess the delivery by
coursework topic. The score roster lists the total score and area scores including:
Communication Skills; Engineering Concepts; Management Concepts; Materials, Methods and
Plan Reading; Bidding and Estimating; Budgeting, Costs, and Cost Control; Planning,
Scheduling, and Control; Construction Safety; Surveying and Project Layout; and Project
Administration. The area scores can be compared to the maximum possible score, and the
minimum acceptable score for each area, to determine whether delivery of coursework is
acceptable or unacceptable, excels or is deficient.
For the overall score, and for the scores in each subject area, the targets to measure success are:
Exceeding expectations
> 80% passing rate
Meeting expectations
> 70% passing rate
Approaching expectations
>60% passing rate
Not meeting expectations
Below 60% pass rate
B. Passing grade in coursework for each learning outcome
The data on the percentage of students with passing grades for each specified learning outcome
within a course or the entire course grade, when appropriate, will be provided by each instructor
at the end of each semester utilizing the form in Appendix 1a. The targets for success for each
learning outcome are tabulated as follows:
Exemplary (exceeds expectations) 100% of students with A
Proficient (meets expectations)
100% of students with B or better
Competent (approaching expectations) 100% of students with C or better
Needs Improvement (not meeting expectations) 100% of students with F or better
11
The instructor will use the results to determine if delivery of each learning objective was
successful or not. If unsuccessful, as determined by low percentage of passing grades, the
instructor will adjust teaching methods for that learning objective. The form will provide not
only the results, but will also list the issues regarding delivery of the learning objectives, and
actions taken to address those issues.
C. Portfolio of Student Accomplishments
Students are instructed to prepare a portfolio collected and stored online; completed portfolio
submitted prior to graduation, utilizing the form provided (Appendix 2) and guidance from a
faculty advisor. Development of the portfolio is incomplete; targets for exceeding, meeting,
approaching and not meeting expectations will be based on advisor assessment of the portfolio
and student self-assessment.
D. Capstone Course
Successful completion of student projects will be determined by the grades on the team projects,
and students’ overall grades. An evaluation of the outcomes by the instructor will be reported to
the chair and curriculum coordinator. The report will describe student competency, assessment
of teamwork and presentation skills. The assessment targets for each learning outcome assessed
within the capstone course are:
Exceeding expectations
Meeting expectations
Approaching expectations
Not meeting expectations
> 80% passing rate
> 70% passing rate
>60% passing rate
Below 60% pass rate
E. Exit Survey
The Exit Survey is administered in late April to seniors graduating in May of that year, or in
November/December for seniors graduating in December. A follow-up meeting with the
department chair and Provost is held to discuss the survey and provide specific, constructive
feedback. The results are shared with the faculty when appropriate, to make adjustments to
curriculum or coursework if necessary. Data will be assessed for recurring issues that go
uncorrected over several years.
E. Alumni Survey
A survey of CMWPE Alumni Survey will be sent every five years to alumni via an email
connection to an online survey, or regular mail to alumni for which we do not have email
account. This is an indirect tool for that supplies information that may be helpful for assessment
of curriculum and also provides other information that is helpful to our program development.
12
V. Results of the Implementation of Assessment Tools for the Construction
Management Program:
A. Associate Constructor Examination, Part 1 of the Certified Professional Constructor
(CPC) process
A score roster for CM students (Appendix 7a) is used to assess the delivery by coursework
topic. The score roster lists the total score and area scores including: Communication Skills;
Engineering Concepts; Management Concepts; Materials, Methods and Plan Reading; Bidding
and Estimating; Budgeting, Costs, and Cost Control; Planning, Scheduling, and Control;
Construction Safety; Surveying and Project Layout; and Project Administration. The area scores
can be compared to the maximum possible score, and the minimum acceptable score for each
area, to determine whether delivery of coursework is acceptable or unacceptable, excels or is
deficient. Score rosters for individual students are also available (Appendix 7b)
Results for Spring 2008 (Appendix 7b):
In March 2008 twenty-nine students took the exam, thirteen passed and sixteen failed. Most
weaknesses in student performance were most likely attributed to a temporary lecturer who
taught five of the core courses in construction management and did not follow the course syllabi
as instructed.
Results for Fall 2008 (Appendix 7c):
One student took the exam in November 2008. Results indicated a strong performance; results
showed scores greater than national average for all categories.
B. Assessment of Student Competency
This is a new assessment tool and results are not yet available.
C. Portfolio of Student Accomplishments
Results are not yet available. The freshman who entered in the Fall 2008 are the first students to
prepare a portfolio. The results will be available upon their graduation in May 2012.
D. Capstone Course
The results are to be determined May 2009, and each subsequent year.
E. Exit Survey
The Senior Exit Survey was administered in late April of 2008 to seniors graduating in May,
2008. A follow-up meeting with the department chair and ESF Provost was held to discuss the
survey and provide specific, constructive feedback. The results are listed in Appendix 8.
13
F. Alumni Survey
A survey (Appendix 5) was sent to all CMWPE Alumni in July 2008. The results are still being
studied. Surveys were sent to about one-third of the alumni via email, and to the remainder by
regular mail. Since this was the first time that we administered this particular survey it was sent
to all known alumni. Results of questions concerning coursework and curriculum will be
examined for purposes of assessment.
VI. Actions taken in response to the results
A. Associate Constructor examination, Part 1 of the Certified Professional Constructor
process
To be determined
B. Assessment of Student Competency; assessment of the delivery of each learning
objective
This assessment tool is new; the actions taken in response to the results are to be determined.
C. Portfolio of Student Accomplishments
To be determined
D. Capstone Course
To be determined
E. Exit Survey
To be determined
F. Alumni Survey
In progress
14
Outcomes Assessment Program for the Bachelor of Science
in Wood Products Engineering
I. Learning Objectives/Outcomes for the Wood Products Engineering Program:
1. Knowledge of basic wood properties including strength, mechanical properties,
physical, chemical, and anatomical properties, the variations of these properties with
respect to wood species, and the ability to understand and apply the relationship of
wood anatomical structure to wood function at the cell wall level and for the different
cell types
2. Understanding the basic anatomy and physiology of a tree stem, the cellular
composition and organization of hardwoods and softwoods, and the structure of the
wood cell wall, and the scientific nomenclature of commercial tree species
3. Knowledge of the manufacture, composition and appropriate uses for solid wood
products
4. Knowledge of the manufacture, composition and appropriate uses engineered
composite wood products
5. Knowledge of the appropriate use of wood species for various applications
6. Ability to identify wood to genus or species using a hand lens and/or microscope
7. Knowledge of the principles used for lumber grading, and the appropriate use for the
various grades of lumber
8. Ability to recognize defects and decay in wood and wood-based products
9. Knowledge of the conditions that promote the decay of wood and how to prevent or
minimize wood decay in structures and products; including preservative and coating
treatments
10. Knowledge of the market forces and principles that affect wood products
manufacturing, distribution, merchandising and use
11. Knowledge of engineering skills, particularly in regard to wood and other building
materials, fasteners, light construction
12. Knowledge of construction materials and the proper use of these materials (wood,,
composite products, steel, concrete, adhesives, coating, sealants, fasteners)
13. Ability to obtain employment in a wood products firm in the manufacturing and/or
marketing of wood products
14. Ability to manage a project and work as a team to obtain project objectives
15. Ability to communicate in a professional manner through the development of writing
skills, public speaking skills, and mastery of a variety of media and software
applications
16. Ability to pursue graduate studies in wood science, civil engineering, business
administration or other related field of study
17. Ability to communicate with all project participants in a professional manner to
deliver a successful project
Outcomes for the Wood Products Engineering concentration areas:
Wood Science
15
a) Knowledge of advanced topics in biology, chemistry, and physics
Sustainable Construction and Renewable Materials
a) Awareness of sustainable rating systems and their impact on wood utilization
b) Ability to successfully apply sustainable concepts and principles to issues in
the wood products industry
Wood Products Manufacturing and Marketing
Knowledge of additional topics in manufacturing and marketing, such as finance, accounting,
management, business law, entrepreneurship, and marketing
16
II. Means by which learning objectives/outcomes are delivered
The means by which each learning objective is delivered is through coursework as listed in
Column 2 of Table 2, The Wood Products Engineering Assessment Program. Learning
objectives are met by successful completion of an entire course or of specific modules, sections
of those courses.
17
III. Outcomes Assessment Tools for the Wood Products Engineering Program:
Assessment tools for the B.S. program in Wood Products Engineering include:
A. Assessment of Student Competency to assess how material is delivered in coursework
based on percent of students with passing grade for each learning outcome
B. Portfolio of Student Accomplishments developed based on the WPE list of outcomes and
produced by the student during the two- or four- year period that the student is enrolled
C. Capstone course, Wood Products Engineering/or WPE 404 Timber Design Project
D. Exit Survey for graduating seniors
E. Survey of Recent Alumni
A description of each assessment tool follows:
A. Passing grade in coursework (Assessment of Student Competency)
The data on the percentage of students with passing grades for each specified learning outcome
within a course or the entire course grade, if appropriate will be collected following each
semester utilizing the “Assessment of Student Competency” form in Appendix 1b.
B. Portfolio of Student Accomplishments
The CMWPE department policy including guidelines and tasks for the student portfolio is
presented in Appendix 2. Procedures for implementation of the policy will be provided in
separate documents as they are developed. Data collection will occur at the end of each semester
as each graduating student submits a portfolio.
C. Capstone course
The course description for WPE 404 Timber Project Design is presented in Appendix 5. A new
capstone course in wood products engineering may be developed to replace WPE 404. A joint
capstone course for both programs (CM and WPE) may replace WPE 404 in 2010 or 2011. This
combined capstone course for CM majors and WPE majors will allow projects to be tailored not
only to CM and WPE, but to particular topics of interest within those disciplines. It is the intent
that this course will incorporate guest lectures by professionals from both the construction
management and wood products industries. A team of faculty coordinators will oversee this
course during the spring semester for students graduating in May or December of that calendar
year, or the course will be taught both semesters.
D. Exit Survey
The Exit Survey for graduating seniors given in April 2008 is included in Appendix 4. The
content of the survey is adjusted annually, as appropriate. Additional results are provided when
the ESF Provost and Department Chair meet with the graduating students to discuss their
responses to the survey questions.
E. Alumni Survey
An Alumni Survey will be sent every five years. An example is in Appendix 5, the survey
mailed to Alumni in July 2008. This is an indirect tool for that supplies information that may be
helpful for assessment of curriculum and also provides other information that is helpful to our
program development.
18
IV. Data Collection Plan
Although data will be collected on an ongoing basis, collective review and assessment of the data
will occur every two years for the Wood Products Engineering program, with assessment of our
other program, Construction Management, occurring in alternate years.
A. Passing grade in coursework for each learning outcome
The data on the percentage of students with passing grades for each specified learning outcome
within a course or the entire course grade, when appropriate, will be provided by each instructor
at the end of each semester utilizing the form in Appendix 1b. The targets for success for each
learning outcome are tabulated as follows:
Exemplary (exceeds expectations) 100% of students with A
Proficient (meets expectations)
100% of students with B or better
Competent (approaching expectations) 100% of students with C or better
Needs Improvement (not meeting expectations) 100% of students with F or better
The instructor will use the results to determine if delivery of each learning objective was
successful or not. If unsuccessful, as determined by low percentage of passing grades, the
instructor will adjust teaching methods for that learning objective. The form will provide not
only the results, but will also list the issues regarding delivery of the learning objectives, and
actions taken to address those issues.
B. Portfolio of Student Accomplishments
Students are instructed to prepare a portfolio collected and stored online; completed portfolio
submitted prior to graduation, utilizing the form provided (Appendix 2) and guidance from a
faculty advisor. Development of the portfolio is incomplete; targets for exceeding, meeting,
approaching and not meeting expectations will be based on advisor assessment of the portfolio
and student self-assessment.
C. Capstone Course
Successful completion of student projects will be determined by the grades on the team projects,
and students’ overall grades. An evaluation of the outcomes by the instructor will be reported to
the chair and curriculum coordinator. The report will describe student competency, assessment
of teamwork and presentation skills. The assessment targets for each learning outcome assessed
within the capstone course are:
Exceeding expectations
Meeting expectations
Approaching expectations
Not meeting expectations
> 80% passing rate
> 70% passing rate
>60% passing rate
Below 60% pass rate
D. Exit Survey
The Exit Survey is administered in late April to seniors graduating in May of that year, or in
November/December for seniors graduating in December. A follow-up meeting with the
19
department chair and Provost is held to discuss the survey and provide specific, constructive
feedback. The results are shared with the faculty when appropriate, to make adjustments to
curriculum or coursework if necessary. Data will be assessed for recurring issues that go
uncorrected over several years.
E. Alumni Survey
A survey of CMWPE Alumni Survey will be sent every five years to alumni via an email
connection to an online survey, or regular mail to alumni for which we do not have email
account. This is an indirect tool for that supplies information that may be helpful for assessment
of curriculum and also provides other information that is helpful to our program development.
20
V. Results of the Implementation of Assessment Tools for the Wood Products
Engineering Program:
A. Assessment of Student Competency
This is a new assessment tool and results are not yet available.
B. Portfolio of Student Accomplishments
Results are not yet available. The freshman who entered in the Fall 2008 are the first students to
prepare a portfolio. The results will be available upon their graduation in May 2012. A draft of
the policies for the CMWPE requirements for the student portfolio is included in Appendix 2.
C. Capstone Course
The results are to be determined May 2009, and each subsequent year.
D. Exit Survey
The Senior Exit Survey was administered in late April of 2008 to seniors graduating in May,
2008. A follow-up meeting with the department chair and ESF Provost was held to discuss the
survey and provide specific, constructive feedback. The results are listed in Appendix 8.
E. Alumni Survey
A survey (Appendix 5) was sent to all CMWPE Alumni in July 2008. The results are still being
studied. Surveys were sent to about one-third of the alumni via email, and to the remainder by
regular mail. Since this was the first time that we administered this particular survey it was sent
to all known alumni. Results of questions concerning coursework and curriculum will be
examined for purposes of assessment.
21
VI. Actions taken in response to the results:
A. Assessment of Student Competency
To be determined
B. Portfolio of Student Accomplishments
To be determined
C. Capstone course
To be determined
D. Exit survey
Actions taken following the May 2008 student survey:
E. Alumni Survey
To be determined
22
Outcomes Assessment Program for the Graduate Program in
Construction Management and Wood Products Engineering
I. Learning Objectives/Outcomes for the Graduate Program in Environmental and
Resource Engineering-Option in Construction Management and Wood Products
Engineering:
A graduate of the MS, MPS and PhD graduate program in Environmental and Resource
Engineering, Option in Construction Management and Wood Products Engineering,
1. Will possess comprehensive knowledge of an area of study within the
construction process and/or the engineering and scientific concepts of wood
utilization with concern for the broad environmental implications of construction
and/or wood utilization.
2. Will have the ability to examine and evaluate such knowledge and deliver their
assessment of such knowledge in written, oral manner with a high degree of
professionalism.
II. Means by which learning objectives/outcomes are delivered
Learning objectives are met by:
1. The successful completion of graduate coursework
2. Successful completion of independent research that includes guidance by a steering committee
3. Preparation of a document (thesis, dissertation or practicum)
4. Oral thesis defense (MS and PhD), or presentation of practicum (MPS).
III. Outcomes Assessment Tools:
1. Successful or unsuccessful preparation of a written thesis (MS, PhD) or practicum (MPS)
2, Successful or unsuccessful oral examination of the thesis or practicum
3. Steering Committee Evaluation Survey (Appendix 9) to assess the program’s effectiveness at
preparing the student for degree completion.
IV. Data Collection Plan:
1. Coursework and grade reports
2. Successful or Non-successful thesis defense
3. Completion and Discussion of a Steering Committee Evaluation Survey (Appendix 9) to
determine the program’s effectiveness at preparing the student for degree completion. This will
23
occur following the completion of the student’s program. The survey will evaluate the
effectiveness of the steering committee in assisting the student with their study plan, whether
appropriate coursework was taken for the student’s area of study, and whether the major
professor and committee gave sufficient and appropriate assistance and instruction on how to
conduct research, how to present results, and relevance of the research. The survey will be
completed by the major professor and each member of the steering committee. The committee
will meet and discuss the results of the survey. The graduate coordinator and department chair
will be notified of the results.
V. Results of the Implementation of Assessment Tools:
To be determined
VI. Actions taken in response to the results:
To be determined
24
Appendix 1a. An example of the form used to collect data on
student competency for a each learning objective in construction
management, to assess the delivery of each learning objective within
a course.
CONSTRUCTION MANAGEMENT
Assessment of Student Competency
Expected Learning Outcome Being Assessed:
Course Used for Assessment:
Assessment Method (exams, reports, presentations or other):
Person(s) Performing the Assessment (Instructor):
Results (suggest to percent of students with grades D, C, B, A):
Academic
Year
2008-2009
2007-2008
2006-2007
Number
of CM
Students
in
course
Needs
Improvement
(% of students
with grade of
D on course or
subset of
course)
Competent
Exemplary
Proficient
(% of
(% of
(% of
students with students with students with
grade of C on
grade of B grade of A on
course or
on course or
course or
subset of
subset of
subset of
course)
course)
course)
Interpretation of Results:
Recommendations for Improvement:
25
Appendix 1b. An example of the form used to collect data on
student competency for a each learning objective in wood products
engineering, to assess the delivery of each learning objective within
a course.
WOOD PRODUCTS ENGINEERING
Assessment of Student Competency
Expected Learning Outcome Being Assessed:
Course Used for Assessment:
Assessment Method (exams, reports, presentations or other):
Person(s) Performing the Assessment (Instructor):
Results (suggest to percent of students with grades D, C, B, A):
Academic
Year
2008-2009
2007-2008
2006-2007
Number
of WPE
Students
in
course
Needs
Improvement
(% of students
with grade of
D on course or
subset of
course)
Competent
Proficient
Exemplary
(% of
(% of
(% of
students with students with students with
grade of C on
grade of B grade of A on
course or
on course or
course or
subset of
subset of
subset of
course)
course)
course)
Interpretation of Results:
Recommendations for Improvement:
26
Appendix 2. CMWPE Student Portfolio of Accomplishments Policy
Document
CMWPE DEPARTMENT PORTFOLIO POLICY FOR THE
CMWPE STUDENT PORTFOLIO OF ACCOMPLISHMENTS
The Undergraduate Portfolio is designed to be a synthesis-type exercise. The completed portfolio
should be comprised of materials that demonstrate your competencies in the core and elective
aspects of your CMWPE education (Construction Management, Wood Products Engineering and
their associated concentration and minor areas). This product should be designed by you, the
student, to demonstrate your selected discipline skills, knowledge, and attitudes you have
developed during your studies. The focus of your portfolio should be a demonstration of your
abilities to apply your selected discipline competencies in real-life contexts.
Although the Undergraduate Portfolio is viewed as an assessment vehicle by CMWPE faculty,
this product should be viewed by you as a placement portfolio to be shared with prospective or
current employers and/or supervisors. It should demonstrate to them your competencies and
accomplishments in ways that a transcript or resume alone falls short.
Portfolio development should be an ongoing, collaborative process between you, your advisor,
other faculty, peers, and current employers you encounter throughout your program of study. At
minimum, an outline of your portfolio should be discussed with your primary academic advisor
at the beginning of the semester (by February 1st for the spring semester and by September 15th
for the fall semester) in which you are submitting your portfolio for fulfillment of the program
requirement. When you and your academic advisor agree that your portfolio is ready for review
you will also complete and present to your advisor for signature a Request for Portfolio
Presentation form (to be developed). It is required that you submit your portfolio in an electronic
format. These items will be retained by the department for use in accreditation reviews.
GENERAL GUIDELINES FOR CREATING YOUR PORTFOLIO
Portfolio Definition and Purpose
The undergraduate’s portfolio is a synthesis of materials, created primarily during your studies in
your selected discipline’s degree program that showcase your development of your selected
disciplines core and concentration area competencies. See the learning outcomes for your
selected discipline to guide the development of your portfolio.
The purpose of the portfolio review is to provide one way in which to assess your growth in your
selected disciplines competencies as a result of participating in the undergraduate degree
program. Therefore, materials developed prior to enrollment in the program are typically limited
to one sample as long as it has been reflected on or modified based on your learning during this
current program of study.
27
The portfolio should be designed to allow faculty to assess (i) what you have learned during your
enrollment in your selected discipline and (ii) how you are applying your new competencies in
your chosen field or domain. You must be able to state that the bulk of materials in the portfolio
are a result of the knowledge and skills acquired as a result of participation in your selected
disciplines program.
Required Content (a sample portfolio will be supplied for the student to use as a guide in the
development of their individual portfolio)
1. Portfolio Cover Page & Checklist
2. An autobiographic personal statement (post-graduate plans, career goals, personal
characteristics that make you unique, etc.)
3. Current Resume/Vita
4. Course Summary (titles, descriptions, grades (grades optional) for all courses taken to
earn your degree)
5. Practices & Preparation: Six to eight examples of work related to core and concentration
areas. Together, these examples should show your competencies in all phases of your
selected discipline, particularly related to your area of concentration (e.g., sustainable
construction, marketing and production, engineered wood products, wood science,
management minors-entrepreneurship, general management studies, marketing, etc.) and
in an appropriate professional context.
Examples may include a mix of:
o
o
o
o
o
o
o
Class projects (e.g., papers, instructional media products, etc.)
Internship documents and products
Evidence of your participation in professional workshops, seminars, etc.
Participation in student activities, especially leadership roles
Any scholarships or academic awards that you have received
Participation in professional organizations
Any professional certifications/qualifications completed in residence in the program
Your examples must include:
o
o
At least two products or deliverables from work completed in your selected discipline
At least two products that reflect service learning-contribution to community while in
residence in the program
Each example must be accompanied by a short written project summary (1 page) that
includes the following information:
o Project / product title (if a course activity, for which course?)
o Context of the project work (e.g. courses, work-related activity, etc.)
o Author/list of contributors (If product was a result of a team effort, clearly state
your role in the team and the component(s) of the product that was/were a direct
result of your work.)
o Description of which component(s) of your selected CMWPE discipline this
product represents the appropriate learning outcomes of your selected discipline
o A short reflection and self-assessment of the product
28
6. Self-Evaluation: A list of the CMWPE Competencies must be included in your portfolio.
You must indicate the level of competency you believe you have acquired for each
competence and performance statement on the list (e.g., L-low, M-medium, H-high).
Your list must be accompanied with:
o A one-page self-evaluation of your own level of competencies in the field
indicating (i) which competencies you have strongly developed during your
studies and experiences in your selected CMWPE discipline, (ii) which you feel
you will continue to develop, and (iii) why tracking your competencies is or is not
important to your professional development
7. Practical Application Essay: CMWPE selected discipline synthesis essay on the practical
application of your competencies. This essay provides students an opportunity to
demonstrate their ability to (i) apply what they have learned in the their selected CMWPE
discipline to solve practical professional problems in their selected field, (ii) reflect on
their learning experiences and the role that CM or WPE professionals play in the
sustainable world, and (iii) define and clarify their professional identities. This piece can
also serve as a work example to illustrate to current and potential employers how your
selected CMWPE discipline expertise can help resolve performance problems in their
contexts.
This essay must include the following components:
o Create a scenario in your desired working context in which you are asked to solve
a performance issue related to a gap in knowledge, skills, or attitude, e.g., a
practical problem that can be resolved with a CM or WPE solution. (See sample
scenario-to be developed.)
o Apply the knowledge and skills that you have learned in your selected discipline’s
undergraduate program to describe how you would go about resolving this
performance problem. You are not being asked to recall everything you have
learned, rather you are being asked to apply the most important aspects of your
selected disciplines competencies to the defined performance problem in your
scenario.
o In the summary of your paper describe how your knowledge gains from your
concentration courses helped you in your thinking, planning, and acting to resolve
the performance problem in your scenario.
o End the essay with a short reflection on how you would define your professional
identity as a CMWPE graduate and why your new competencies are important to
your chosen professional context.
This essay should be no longer than 5 pages, 12pt font, double spaced, 1” margins. The
scenario should be no longer than page of the 5 pages. Graphics and tables can be
useful. Citations for references should be in APA format (can be changed if desired).
References are in addition to the 5-page limit.
Evaluation
Two undergraduate portfolio reviews will be scheduled every year. Students who intend to
graduate in the spring semester must submit their completed portfolios no later than March 20;
29
students who intend to graduate in the fall semester must submit their completed portfolios no
later than November 1; and students who intend to graduate in the summer can submit their
completed portfolios either in the spring semester or in the fall semester prior to their graduation
date. Students can submit their completed portfolios as early as the semester prior to the semester
they intend to graduate. When submitting the portfolio early you would not have the capstone
coursework as part of the submission. It is an expectation of the department that an addendum
would be submitted for the capstone course prior to graduation. This is a mandatory
requirement. (We should allow this-the progressive student will complete this early and use in
their job search-downside-all courses not started at this time)
A graduating undergraduate student’s academic advisor will review his/her portfolio. The
advisor may engage another faculty member in an additional review when there are uncertainties
about the portfolio meeting the provided guidelines and quality requirements.
An assessment rubric is presented on the following page to help in preparing and reviewing your
master’s portfolio. Each student, upon review of their portfolio, will be given a (i) Pass, (ii) Not
yet pass, or (iii) Fail. To achieve a “Pass” you must adequately address each criterion included
in the guidelines. If you receive a “Not Yet Pass,” you will be given two weeks from the time of
being informed of the results to submit a revised portfolio based on review feedback and
suggestions provided. If you do not re-submit in the given time line or do not receive a “Pass”
after your revisions, the portfolio will be scored as “Fail” and you will be required to sign up and
resubmit the portfolio the next semester. You are permitted one portfolio resubmission.
However, after the second failed attempt, you must take six additional credit hours of
coursework prior to any additional attempts.
Your advisor is responsible for making the final judgment (with review from other faculty as
required) and reporting the review results to the CMWPE department Chairperson. The results of
this portfolio review assist faculty in making final decisions regarding the award of the
Bachelor’s degree and provide you with feedback regarding your current level of expertise.
CMWPE Bachelor Degree Portfolio Review Checklist
(Sue-adjustments to this form will be required based upon number of examples)
Date: _____________
Student Name:______________________ Advisor:________________________
30
Student Discipline (include program and minor as appropriate) list below:
Grade: ________ Pass
________Not Yet Pass
* Please circle the appropriate scale
1. Portfolio Cover Page & Checklist
2. Course Summary (titles, descriptions,
grades)
Comments:
3. Resume/Vita
Comments:
4. An autobiographic personal statement
(post-graduate plans, career goals, personal
characteristics that make you unique, etc.)
Comments:
__________Fail
Yes_____
No_____
Yes_____
No_____
Yes_____
No_____
Good_____
Fair_____
Poor_____
5. Practices & Preparation: Four to five examples of work
a. At least one product or deliverable from
work completed in your desired context
b. At least one product in your concentration
Yes_____
No_____
Yes_____
No_____
c. Each example must be accompanied by a short written project summary (1 page)
that includes the following information (check “” for “Yes”):
Components
Examples
#1
#2
#3
#4
#5
i. Project / product title
ii. Context of the project work
iii. Author/list of contributors
iv. Description of which phase(s) of
CMWPE selected discipline this
product represents
v. A short reflection and selfassessment of the product
Comments on example 1:
31
Comments on example 2:
Comments on example 3:
Comments on example 4:
Comments on example 5:
d. Overall rating of examples
Good_____
Fair_____
Poor_____
Overall Comments:
6. Self-Evaluation
a. Self-evaluation of list of Competencies
b. A 1-page overall self-evaluation
c. Overall rating of self-evaluation
Comments:
Yes_____
No_____
Good_____
Good_____
Fair_____
Fair_____
Poor_____
Poor_____
Good_____
Fair_____
Poor_____
Good_____
Fair_____
Poor_____
Good_____
Fair_____
Poor_____
Good_____
Fair_____
Poor_____
Good_____
Fair_____
Poor_____
Good_____
Fair_____
Poor_____
7. Practical Application
a. Scenario including context description
b. Performance issues clearly defined
(related to instructional solution)
c. Propose instructional and other
performance solutions clearly defined
d. Application of selected discipline
principles in practice
e. Reflections on your professional identity
and importance of your new
competencies
f. Overall rating of practical application
Comments:
32
Appendix 3. Course description for the capstone course,
Construction Project Management, WPE 454.
WPE 454. Construction Project Management (3)
Three hours of lecture/discussion. How to define and properly identify company organizational
structures and project delivery systems. Integration of estimating, bidding, scheduling and cost
control into the management process. Safety, quality control, value engineering, procurement, labor
relations and insurance and bonding requirements as integral parts of a construction project.
Projects based upon Expedition project management software. Spring.
Prerequisites: WPE 343, WPE 453, senior standing or permission of instructor.
Note: Credit will not be granted for both WPE 454 and ERE 654.
33
Appendix 4. Exit Survey for Graduating Seniors (see attached pdf
document)
34
1. Introduction
The faculty in CMWPE have prepared this year-end survey to gather information from our graduating seniors about
their educational experience at ESF. This is confidential, your answers are collected in such a way that your name is
not included and cannot be traced. Thank you very much completing the survey. We value your opinions of our
construction management and wood products engineering programs.
Click "Next" to get started with the survey. When finished click "Exit this survey". Your answers will be saved.
2.
1. How do you rate the quality of teaching at ESF?
c
d
e
f
g
Excellent
c
d
e
f
g
Very good
c
d
e
f
g
Good
c
d
e
f
g
Fair
c
d
e
f
g
Poor
Please comment on any specific courses
2. How do you rate the overall quality of teaching in the CMWPE curriculum?
j
k
l
m
n
Excellent
j
k
l
m
n
Very good
j
k
l
m
n
Good
j
k
l
m
n
Fair
j
k
l
m
n
Poor
Please comment on any specific courses
3. Do you feel that the courses in CMWPE are preparing you well for a career?
j
k
l
m
n
Yes
j
k
l
m
n
Somewhat
j
k
l
m
n
Not at all
4. Please comment on the number of courses in your major.
j
k
l
m
n
There were too many courses in the major
j
k
l
m
n
The number of courses in the major was just right
j
k
l
m
n
There were not enough courses in the major
5. How do you rate the quality of the CMWPE required courses?
j
k
l
m
n
Excellent
j
k
l
m
n
Very good
j
k
l
m
n
Good
j
k
l
m
n
Fair
j
k
l
m
n
Poor
Please comment on any specific courses
6. How do you rate the quality of the CMWPE elective courses?
j
k
l
m
n
Excellent
j
k
l
m
n
Very good
j
k
l
m
n
Good
j
k
l
m
n
Fair
j
k
l
m
n
Poor
Please comment on any specific courses
7. How do you rate the quality of the general education courses?
j
k
l
m
n
Excellent
j
k
l
m
n
Very good
j
k
l
m
n
Good
j
k
l
m
n
Fair
j
k
l
m
n
Poor
Please comment on any specific courses
8. What suggestions do you have to improve the course offerings in CMWPE? Please
include any suggestions for additional courses or improvements to specific courses.
9. How would you best describe the CMWPE classroom learning atmosphere? Select
as many answers as are appropriate.
c
d
e
f
g
Instructors welcome input from students
c
d
e
f
g
Instructors do not welcome input from students
c
d
e
f
g
Instructors act in a professional manner
c
d
e
f
g
Instructors sometimes act in an unprofessional manner
c
d
e
f
g
Instructors treat students fairly
c
d
e
f
g
Instructors treat students unfairly
c
d
e
f
g
Other (please specify)
10. How would you rate the facilities (classrooms, access to computers and
software) in the CMWPE program?
j
k
l
m
n
Excellent
j
k
l
m
n
Very good
j
k
l
m
n
Good
j
k
l
m
n
Fair
j
k
l
m
n
Poor
Please comment
11. During class time was there disruption by other students that interfered with
instruction?
j
k
l
m
n
Often
j
k
l
m
n
Sometimes
j
k
l
m
n
Rarely
j
k
l
m
n
Never
12. Did you experience any uncomfortable situations in the classroom?
j
k
l
m
n
Yes, often.
j
k
l
m
n
Yes, sometimes
j
k
l
m
n
Yes, rarely
j
k
l
m
n
No, never
13. If you answered yes to the previous question, what was the cause of the
uncomfortable situation in the classroom? Select as many answers as are
appropriate.
c
d
e
f
g
Other students in the class being disrespectful to the instructor
c
d
e
f
g
Other students in the class being disrespectful to fellow students
c
d
e
f
g
The instructor’s comments
c
d
e
f
g
The instructor’s attitude
c
d
e
f
g
Other (please specify)
14. Considering that it is the student’s responsibility to be aware of coursework
requirements and the registration process, how do you rate the quality of your
advisor in the advising process?
j
k
l
m
n
Excellent
j
k
l
m
n
Very good
j
k
l
m
n
Good
j
k
l
m
n
Fair
j
k
l
m
n
Poor
15. Please comment on any difficulties that you encountered during advising and
registration
16. Did the coursework in CMWPE help you to think critically on your own?
j
k
l
m
n
The coursework provided many opportunities to think critically on my own
j
k
l
m
n
The coursework provided some opportunities to think critically on my own
j
k
l
m
n
The coursework provided few opportunities to think critically on my own
j
k
l
m
n
The coursework provided no opportunities to think critically on my own
17. Did the course work in CMWPE provide the opportunity to improve your
communication skills, including technical writing, speaking, and other forms of
communication?
j
k
l
m
n
The coursework provided many opportunities to improve communication skills
j
k
l
m
n
The coursework provided some opportunities to improve communication skills
j
k
l
m
n
The coursework provided few opportunities to improve communication skills
j
k
l
m
n
The coursework provided no opportunities to improve communication skills
18. How would you rank your improvement or increase in communication skills after
completing the CMWPE program?
j
k
l
m
n
Excellent
j
k
l
m
n
Very good
j
k
l
m
n
Good
j
k
l
m
n
Fair
j
k
l
m
n
Poor
Please comment on specific improvements
19. How well do you feel the CMWPE program prepared you for prepared you for a
career in construction management or wood products engineering?
j
k
l
m
n
I feel very well prepared to enter a career in CM or WPE
j
k
l
m
n
I feel somewhat prepared to enter a career in CM or WPE
j
k
l
m
n
I do not feel at all prepared to enter a career in CM or WPE
20. How well do you feel the CMWPE program prepared you for job interviews?
j
k
l
m
n
The program prepared me well for job interviews
j
k
l
m
n
The program prepared me somewhat for job interviews
j
k
l
m
n
The program did not prepare me well for job interviews
Please comment
21. How do you value the general education courses as part of your educational
experience?
j
k
l
m
n
The general education courses were essential to my educational experience
j
k
l
m
n
I value highly the general education courses
j
k
l
m
n
I value somewhat the general education courses
j
k
l
m
n
I place little value on the general education courses
j
k
l
m
n
I find no value in the general education courses
22. If you took an internship in CMWPE, how well did you value the internship
experiences?
c
d
e
f
g
The internship experience was an essential part of my education in CMWPE
c
d
e
f
g
I valued highly the internship experience
c
d
e
f
g
I valued somewhat the internship experience
c
d
e
f
g
I found little value in the internship experience
c
d
e
f
g
I found no value in the internship experience
Please comment on the internship experience
23. How well do you rate your knowledge and skills in the following categories of
construction management?
Not applicable
Very Highly
Highly
Average
Fair
Poor
Construction manager
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
construction estimator
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
blueprint reader
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
communication skills
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
team player
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
construction safety
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
knowledge of construction
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
contracts and
(WPE student)
specifications
professional ethics
24. How well do you rate your knowledge and skills in the following categories of
wood products engineering?
marketing of wood
products
manufacturing processes
of solid wood products
manufacturing processes
of engineered wood
Not applicable
Very Highly
Highly
Average
Fair
Poor
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
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c
d
e
f
g
c
d
e
f
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c
d
e
f
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c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
(CM student)
products
understanding of basic
wood properties
knowledge of wood
anatomy
knowledge of wood
chemistry
ability to identify wood to
genus or species
knowledge about the
appropriate uses of wood
species
knowledge about the
appropriate uses of wood
products, such as solid
lumber, plywood,
particleboard, veneer, etc.
The ability to recognize
decay and defects in wood
knowledge about the
conditions that promote or
prevent wood decay
professional ethics
25. How well do you rate your knowledge and skills in the following areas related to
sustainable construction and renewable materials?
Understanding of the
principles of sustainability
Understanding of green
rating systems
Understanding of how to
apply concepts of
Very highly
Highly
Average
Fair
Poor
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
sustainability to your field
(construction
management or wood
products)
Understanding of the
impact of wood utilization
on the environment,
compared to other
construction materials
26. Are learning about the environmental aspects of construction management,
wood products processing, and wood utilization a concern to you?
c
d
e
f
g
They are essential to me
c
d
e
f
g
They are very much a concern to me
c
d
e
f
g
They are somewhat of a concern to me
c
d
e
f
g
They are of no concern to me
27. If the CMWPE department had offered courses in sustainable building materials,
would you have been interested in taking these courses?
j
k
l
m
n
Very interested
j
k
l
m
n
Somewhat interested
j
k
l
m
n
Not at all interested
28. If the CMWPE department had offered a concentration or option in sustainable
materials, including wood, would you have been interested in enrolling in this
program?
j
k
l
m
n
Very interested
j
k
l
m
n
Somewhat interested
j
k
l
m
n
Not at all interested
29. How do you rate participation in student groups such as the Student Construction
Association, the Forest Products Society, and Emerging Green Builders?
j
k
l
m
n
I highly valued my participation in these student activities
j
k
l
m
n
I found some value in my participation in these student activities
j
k
l
m
n
I found little or no value in these student activities
Pleae comment on the value of the student groups
30. How do you value your participation in the community service programs that ESF
offers?
j
k
l
m
n
It was essential to my educational experience at ESF
j
k
l
m
n
I value highly my participation in community service at ESF
j
k
l
m
n
I value somewhat my participation in community service at ESF
j
k
l
m
n
I place little value on my participation in community service at ESF
j
k
l
m
n
It added no value whatsoever to my educational experience at ESF
31. What are your plans after your graduate from ESF? Please check as many
responses as applicable to your situation.
c
d
e
f
g
I have obtained employment in my field of study at ESF
c
d
e
f
g
I have obtained employment outside my field of study at ESF
c
d
e
f
g
I am interviewing for jobs
c
d
e
f
g
I am planning to attend graduate school
c
d
e
f
g
I am planning to take time off
c
d
e
f
g
I am planning to work in New York State
c
d
e
f
g
I am planning to work outside of New York
Please comment on your plans after graduation, such as employer, location, type of job, graduate school, other
32. Was this survey of any value to you?
j
k
l
m
n
Yes
j
k
l
m
n
Somewhat
j
k
l
m
n
No
please comment on the value of this survey
33. If you had an opportunity to add a question to this survey what would it be, and
why?
3. Thank you!
Thank you! We appreciate your participation in this survey.
Appendix 5. Alumni Survey (see attached pdf document)
35
CMWPE Alumni Survey
. Please enter the month/year that you graduated from ESF
2. Select your program of study or option while at ESF
B.S. Construction Management
B.S. Wood Products Engineering
B.S. Wood Products Engineering (Option CM)
B.S. Wood Products Engineering (Option WPE)
3. Please list the additional degrees that you have obtained:
Degree,University,Year
Degree,University,Year
Degree,University,Year
4. Professional Licensure (check all that apply):
I have taken and passed the Associate Constructor(AC) Exam (Part I of the Certified Professional Constructors (CPC)
Exam)and I am currently an Associate Constructor
I have taken and passed the Fundamentals of Engineering Exam and I am currently an Engineer in Training
I am currently a Certified Professional Constructor
I am currently an active or licensed Professional Engineer
Please enter any other certifications you have, or any plans you may have for certification and professional licensure
5. While at ESF did you do an internship?
Yes
No
If so, where?
6. If you did an internship at ESF, please select as many as apply from the following:
I was offered a position with that company upon graduation
My first position upon graduation was with that company
I am currently employed with that company
I did not apply to that company
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CMWPE Alumni Survey
7. Construction Management Education Outcomes
One objective of this survey is to measure educational outcomes within five years of graduation. For the education
objectives listed below please indicate your assessment of how the construction managment program prepared you
for the first five years of your career.
Strongly
agree
Agree
Neutral
Disagree
Strongly
disagree
N/A Not
applicable
1. I have the project management skills essential
to successfully pursue a career in construction
project management
2. I understand construction safety issues and
their importance in construction management
3. I have developed professional skills, including
teamwork and communication skills, needed for
successful delivery of a project
4. I have the ability to successfully manage
construction projects within a contractually
defined delivery system
5. I am aware of and have the abilty to perform
construction management duties in a professional
and ethical manner, and according to current
professional practice
6. I am aware of current issues in construction
management, such as sustainable development,
and economic, political, social, and global issues
7. My education was sufficient for me to do my
job
8. My education in science and engineering was
sufficient for me to do my job
9. My education gave me the business skills I
currently need in my job
10. My education prepared me for graduate
school
Please add any comments
8. Wood Products Engineering Education Outcomes
One objective of this survey is to measure educational outcomes within five years of graduation. For the education
objectives listed below please indicate your assessment of how the Wood Products Engineering program prepared
you for the first five years of your career.
Strongly
agree
Agree
Neutral
1. I have knowledge of the manufacture,
composition and appropriate uses for solid wood
products and engineered wood products
2. I have sufficient knowledge of wood product
properties and utilzation to apply my knowledge
to the wood products industry
3.I have the ability to recognize wood defects,
http://www.surveymonkey.com/s.aspx?sm=dZmWSqYcVhE5CIZ5hhvehA%3d%3d[12/19/2008 12:04:32 PM]
Disagree
Strongly
disagree
N/A Not
applicable
CMWPE Alumni Survey
wood species or genera, other features that affect
wood quality, and their impact on wood utilization
4. I have knowledge of market forces and
principles that impact the wood industry.
5. My education was sufficient for me to do my
job
6. My education in science and engineering was
sufficient for me to do my job
7. My education gave me the business skills I
currently need in my job
8. My education prepared me for graduate school
Please add any comments
9. General Questions
Please respond to the following general questions about your career in construction management or wood products
engineering:
Yes
No
Not Applicable
1. My present position involves working in teams,
often multidisciplinary
2. My position involves leading or supervising a
team
3. I am responsible for writing reports on current
projects
4. I am responsible for giving presentations and
oral reports regarding the projects in my job.
5. In my current position my responsiblities
include societal concerns faced by my company
6. In my current position my responsiblities
include environmental concerns faced by my
company
7. In my current position my responsiblities
include safety concerns faced by my company
8. In my current position I have successfully
managed projects
9. In my current position I have successfully
developed and/or marketed new products or
processes
10. My job is primarily managerial
11. My job is primarily technical
12. My job is primarily in marketing
13. I am satisfied with my educational
background
14. I am satisfied with my career choice
10. What courses in your program at ESF prepared you the most for your career and current position?
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CMWPE Alumni Survey
11. What was missing from your program of study at ESF that would have better prepared you for your career?
12. Employment Information (STARTING) Please note that this information is strictly confidential. The information
is used to provide current and future students with an idea of the kinds of opportunities they should expect upon
completion of the program.
Starting Job Title:
Starting Salary:
Name of employer:
Description of
duties/responsibilities:
13. Employment Information (CURRENT)(Please note that this information is strictly confidential)
Current Job Title:
Current Salary:
Name of employer:
Description of
duties/responsibilities:
14. We would like to highlight our alumni to our students and on our webpage. Would you be willing to share a
short description of your job or interesting facts about your career, and how the Construction Management or Wood
Products Engineering progam influenced your career?
Yes
No
15. Your name (optional)
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CMWPE Alumni Survey
16. Please submit your email address, phone number and/or other contact information (optional)
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Appendix 6. Course Description for the capstone course in
CMWPE/WPE
WPE 404. Timber Design Project (3)
Lectures, discussion, and laboratory. Mechanical testing of wood, development of working stresses,
design of a model structure, and construction and testing of the structure. Spring. Prerequisites:
ERE 362, CIE 325, or permission of instructor.
36
Appendix 7. Associate Constructor Examination Score rosters for
Construction Management students at ESF.
37
38
39
40
41
Appendix 8. Results and of Senior Exit Survey and Actions
taken in response to the results (italics)
Senior Exit Survey and Discussion with Provost and CMWPE Chair
April 24, 2008
These comments are from the oral discussion of questions presented in the Senior Exit Survey.
Comments are presented by topic.
Quality of teaching at ESF
• Teaching is excellent
Quality of teaching at CMWPE
• Teaching is excellent
• Teaching quality much better than other schools attended (Comm. College)
• Too much time spent going over exams; it is a waste of class time
• Spend too much time going over tests and have to rush to catch up at the end of the
semester
• Teachers need to space out their lectures
• Why no access to wood shop and hands on labs/courses?
Quality of coursework at ESF
• General Education courses:
o Too much time is spent on homework in GenEd courses versus major courses
o Some GenEd courses at SU are much easier than those at ESF
o Three history courses is too much
o Why US History?
o Replace one history course with a design or architectural design course
o Add technical writing to replace CLL 290
o A critical thinking course would be a nice replacement/addition for GenEd
o CLL190 is enough general writing
o Make Contracts and Specifications a Gen Ed Course
o CLL 290 is too focused on the environment; very inflexible about topics
Quality of coursework in CMWPE
• WPE courses where student did not have the prerequisite and the professor had to teach
the prereq material during class (advising problem)
Nature of CMWPE curriculum:
• Make the CAD course an elective
• Need more Estimating-2 semesters-agree but do not have room in the curriculum
• Switch estimating to Tuesday/Thursday to have a longer time period (need to focus more
on software)
42
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Scheduling-need two semesters-the temporary lecturer taught the course this year and in
did not teach the material as requested
Need a blueprint reading course-we have been aware of this for a few years and are
adding one this fall
Need more construction methods
Add study abroad-make it easier
Add a lab to the Light Frame course or build a house
Hand on course in basic framing-wall systems
Need a Mechanical –Electrical course-there is a course developed but it hasn’t been
offered because of lack of personnel
Need more on concrete and steel (separate courses for each)
Computer application in construction –as a separate course-Software applications were a
main part of two of the classes taught by a temporary lecturer who spent very little time
teaching the software
Student felt overwhelmed by the CPC exam-not prepared-Mainly due to poor instruction
by temporary lecturer who is no longer at ESF
(WPE) would like to have had more management
(WPE) plant tours were good
Have mandatory Co-ops or internships
Have 2 co-ops in different parts of the industry (heavy highway/residential/other)
Longer co-ops/internships—6 months long
Have soil mechanics here instead of SU
Too many wood courses; not enough concrete and steel; have two different paths in CM
curriculum—one –wood and light frame; two—commercial construction
Have steel/concrete design class similar to timber design
Thoughts on sustainable construction and renewable materials
• It will bring a different crowd here- The students may not understand the full content of
the new curriculum and think that this new area is focusing on residential construction,
or on LEED. They may not be aware that the shift to sustainable construction is likely
going to be widespread in the construction industry, including commercial, heavy,
highway, as well as residential construction, so the “crowd” may not be so different.
43
Appendix 9. Evaluation form for the Graduate Steering
Committee to evaluate graduate student progress towards
degree completion.
Graduate Program Evaluation Tool for Assessment of the CMWPE Option of the ERE
Graduate Program
Steering Committee Evaluation Survey
The Steering Committee Evaluation Survey is a tool used for assessment of the CMWPE
graduate program. The objective of this survey is to determine the effectiveness of the CMWPE
graduate program at preparing the student for degree completion. The survey will evaluate the
effectiveness of the steering committee, including the major professor, in assisting and guiding
the student during their graduate degree program.
The survey will be completed by the major professor and each member of the steering
committee. The committee will meet and discuss the results of the survey, and the CMWPE
graduate coordinator and CMWPE department chair will be notified of the results.
1. Was the study plan completed on time and reviewed and approved by the entire committee?
2. Did the study plan include the appropriate coursework for the student’s area of study?
If not, what coursework would have helped the student?
3. Did the major professor give sufficient and appropriate assistance and instruction on how to
conduct research, how to present results, and relevance of the research. ?
If not, explain.
4. Did the steering committee give sufficient and appropriate assistance and instruction on how
to conduct research, how to present results, and relevance of the research?
If not, explain.
44