Department of Construction Management
and Wood Products Engineering
Annual Report
Academic Year 2008-2009
Susan E. Anagnost
Chair and Associate Professor
Department of Construction Management and Wood Products Engineering
July 10, 2009
Student Learning Outcomes Assessment
a. Data collected
Construction Management
There are six assessment tools available for the B.S. program in Construction Management.
1. Associate Constructor Examination, Part 1 of the Certified Professional Constructor (CPC)
process
2. 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
3. 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
4. Capstone course, Construction Project Management
5. Exit Survey for graduating seniors
6. Survey of Recent Alumni
Data were collected with five of the six assessment tools, Associate Constructor Examination,
Part 1, the Assessment of Student Competency, the Capstone course, Construction Project
Management, the Exit Survey, and the Survey of Recent Alumni. The Portfolio of Student
Accomplishments is under development and will be used as a tool for new students enrolling
upon its development.
Wood Products Engineering
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
Data were collected with four of the five assessment tools, the Assessment of Student
Competency, the course, Timber Design, the Exit Survey, and the Survey of Recent Alumni. In
addition, a survey of wood product employers was sent out in April 2009. The Portfolio of
Student Accomplishments is under development and will be used as a tool for new students
enrolling upon its development.
b. Results and conclusions
Construction Management Program – Results and Conclusions
1. Associate Constructor Examination
The Associate Constructor Examination was given in April 2009 to graduating seniors. The
results are shown in four tables in Appendix 3. One student took the exam in November
2008; those results will be presented and discussed in addition to the April 2009 examination
results. Seventeen seniors took the exam in April 2009. The pass rate was 59% compared to
the national pass rate of 67%. The exam assessed competencies in 10 areas of instruction.
Nationally there were two categories of weakness, Communication Skills and Bidding and
Estimating. Locally at ESF there were four areas of weakness: Communication Skills;
Bidding and Estimating; Materials, Methods, and Plan Reading; and Planning, Scheduling
and Control.
According to our Outcomes Assessment Plan the targets to measure success for both the
overall scores and the scores for each topic area are:
Exceeding expectations
> 80% pass rate
Meeting expectations
> 70% pass rate
Approaching expectations
> 60% pass rate
Not meeting expectations
< 60% pass rate
For the overall scores, the CM program is almost at the >60% pass rate, or approaching
expectations. For individual categories of competency, the results are:
Exceeding expectations; >80% pass rate:
Management Concepts
Construction Safety
Surveying and Project Layout
Project Administration
Meeting Expectations; >70% pass rate:
Engineering Concepts
Budgeting, Costs, and Cost Control
Approaching Expectations; > 60% pass rate:
Materials, Methods, and Plan reading
Not Meeting Expectations; <60% pass rate:
Communication Skills
Bidding and Estimating
Planning, Scheduling, and Control
Individual results indicated areas of weakness as follows:
Topic
Area of weakness (# of students)
Communication Skills
11
Engineering Concepts
4
Management Concepts
2
Materials, Methods, and Plan Reading
6
Bidding and Estimating
Budgeting, Costs, and Cost Control
Planning, Scheduling and Control
Construction Safety
Surveying and Project Layout
Project Administration
9
4
12
3
3
2
Students with passing scores (10 of 17) exhibited weaknesses in 0 to 3 categories, while
students with failing scores (7 0f 17) exhibited weaknesses in 2 to 10 categories. The student
who took the exam in November 2008 performed very well in all categories, and with no
areas of weakness.
2. Assessment of Student Competency
The results of the Assessment of Student Competency are listed in Appendix 4.
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 D or better
According to this analysis, each learning outcome had at least one student with a D in the
course, which puts each learning objective in the “Needs Improvement” category. We need to
change our analysis tool to better define our success rate, since this analysis gives
unreasonable results. A better target would be 80% or more for each grade level, which
would put us in the “Competent” category for every learning objective, and in the
“Proficient” category for 4 of the learning objectives.
Learning Objective
1.
2.
3.
4.
5.
6.
Knowledge of and ability to apply construction
management fundamentals to actual construction
projects
Ability to manage construction projects in the
following fields of construction: residential,
commercial, heavy/highway, and industrial
Ability to communicate with all project
participants in a professional manner to deliver a
successful construction project
Ability to read and interpret construction
documents to develop a successful bid package
% with D
or better
100
% with C
or better
91.7
(80 to 100)
% with B
or better
71
(50 to 84)
12.3
(6.7 to 21.7)
100
90.9
(80 to 96)
70
(40 to 84)
13.2
(6.7 to 22.7)
100
94
(80 to 100)
76
(40 to 100)
24
(7 to 58)
100
96
(90 to 100)
83.7
(62 to 100)
42
98
(95 to 100)
91
(78 to 100)
52
95
84
Ability to read and interpret construction
contracts to successfully deliver a project
100
Ability to develop, implement and maintain a
critical path schedule for the management of
construction projects and their budgets
100
% with A
(10 o
83)
(22 o
83)
11
7.
8.
9.
10.
11.
12.
13.
14.
15.
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
Ability to develop and implement a construction
safety plan based upon the current federal
OSHA Construction safety regulations
The ability to apply engineering principles
related to material and structural properties, in
the management of construction projects
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.
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
Ability to implement current requirements for
the successful delivery of sustainable
construction projects
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
Awareness of contemporary issues in
construction management such as sustainable
development, as well as economic, political,
social and global issues
Ability and desire for life-long learning in the
profession
100
93
(80 to 100)
74
(40 to 100)
19
(8 to 52)
100
93
(80 to 100)
62
(35 to 100)
30
(7.7 to 22.7)
100
96
82
(73 to 92)
28
(23 to 33)
100
94
(80 to 100)
76
(40 to 100)
24
(10.5 to 52)
100
97
(94 to 100)
81
(78 to 83)
16
(11 to 22)
100
90
(80 to 100)
70
(40 to 100)
32.5
(13 to 52)
3. The results for the Capstone course, Construction Project Management are included in the
Assessment of Student Competency Table, Appendix 4.
There were 19 students in the course, and the percent of students for each grade were: 5.3% with
D, 10.5 % with C, 73.7 % with B, and 10 % with A.
Conclusion: Most students performed well, with 84% at B or better, 95 % with a grade of C or
better.
4. The results of the Exit Survey for graduating seniors are shown in Appendix 5.
The survey indicated several coursework areas that some of the students thought should be
offered, or if offered, should be required. Those topics that are not currently offered that several
students thought would strengthen our program are: Construction methods for concrete and steel
construction, similar to what is offered in our Light Frame Construction course, building
materials, including green materials, technical writing, and more plan reading. Courses currently
offered as electives that some students thought should be required are the Mechanical, Electrical
and Plumbing Systems course, the Building Codes course, and the Internship course.
5. Survey of Recent Alumni
The results for two of the questions pertaining to curriculum are presented here:
What courses in your program at ESF prepared you most for your career and current position?
Responses are listed in order of most frequent to least frequent:
Construction Estimating
Construction Project Management
Construction Planning and Scheduling
Mechanics and statics
Structures
Construction Safety
Composite Materials
Contracts and Specifications
Human Resource Management at SU
Autocad
Construction Management Competition (not a course)
Wood structure and Properties
Soils
Surveying
What was missing for your program of study at ESF that would have better prepared you for your
career?
Responses:
Construction methods including HVAC, plumbing, wall types, foundations
Building Science
Sustainable building
Internships and hands on experience
Plan and document reading
The bid process an how to use plans during the process
Construction contracts and specifications
General business management, finance
Preparation for LEED and energy star certification
Excel-based estimating
Wood Products Engineering Program-Results and Conclusions
1. Assessment of Student Competency
The results of the Assessment of Student Competency are listed in Appendix 6.
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 D or better
Learning Objective
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
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
Knowledge of the manufacture, composition and appropriate
uses for solid wood products
Knowledge of the manufacture, composition and appropriate
uses engineered composite wood products
Knowledge of the appropriate use of wood species for various
applications
Ability to identify wood to genus or species using a hand lens
and/or microscope
Knowledge of the principles used for lumber grading, and the
appropriate use for the various grades of lumber
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
Ability to recognize defects and decay in wood and woodbased products
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
Knowledge of the market forces and principles that affect
wood products manufacturing, distribution, merchandising and
use
Knowledge of engineering skills, particularly in regard to
wood and other building materials, fasteners, light construction
Knowledge of construction materials and the proper use of
these materials (wood,, composite products, steel, concrete,
adhesives, coating, sealants, fasteners)
Ability to obtain employment in a wood products firm in the
manufacturing and/or marketing of wood products
Ability to manage a project and work as a team to obtain
project objectives
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
Ability to pursue graduate studies in wood science, civil
engineering, business administration or other related field of
study
Ability to communicate with all project participants in a
professional manner to deliver a successful project
% with D
or better
% with C
or better
% with B
or better
% with A
100
100
100
50
100
100
66
33
100
100
100
100
100
66
66
33
100
100
100
100
100
66
66
16
100
100
100
100
100
100
100
100
2. Capstone course, WPE 404 Timber Design
There were no Wood Products Engineering students in the Timber Design course this year.
3. Senior Exit Survey
There were no graduating seniors in Wood Products Engineering this May 2009.
4. Survey of Recent Alumni
The results for two of the questions pertaining to curriculum are presented here:
What courses in your program at ESF prepared you most for your career and current position?
Wood Structure and Properties
Wood Identification
Statics and dynamics
Mechanical Processing
Senior Seminar
Composite Products
Project Management
Estimating
Construction Safety
Concrete Construction
What was missing for your program of study at ESF that would have better prepared you for your
career?
Responses:
Nothing
Business management, finance
5. In addition, a Survey of Wood Product Employers was sent out in April 2009. The results are
shown in Appendix 7.
The purpose of the survey was to ask employers or potential employers of our students their
opinion of our current curriculum and if it sufficiently prepares students for jobs in the wood products
industries, and if adding other courses and topics would better prepare them for employment in the
wood products and building industries.
The responses indicate that current courses (or topics therein) are relevant and necessary. The survey
participants were also asked to choose from a list of course topics, which topics they thought “would
better prepare students for careers in the wood products and building industries”. The topics with the
greatest number of “yes” responses were: building materials, sustainable construction, structures,
engineered wood composites, renewable materials processing and utilization, accounting, technical
writing; those with fewer “yes” responses were the topics: estimating, planning and scheduling,
blueprint reading and construction documents, cost engineering. They were asked to provide other
topics that they thought would improve the curriculum and their responses were: Management, Wood
products manufacturing methods, Environmental impact analysis, LCA/LCI, Public speaking and
presentations, Understanding loads and codes, Javelin design software, Load development, Finishing,
Wood floors, Building science (from question 3), Building materials –all (from question 3), Project
design and management (from q. 3), Development of process control, Industrial electronics, Inventory
management systems and control, Knowledge of residential and commercial construction; thermal
performance characteristics; Sales, Grading courses, finishing (from q. 3)
c. Actions taken in response to assessment results
Construction Management
1. Associate Constructor Examination
The areas of weakness may be an indication of issues with instructional quality during the
academic year 2007-08 when we employed a temporary lecturer to teach several courses. We
expect that results will improve with our current faculty, and we will track the results over the
next few years to see if scores improve for these categories.
2. Assessment of Student Competency
Instructors provided the following information to make improvements for several of the learning
objectives:
For learning objective 12: Knowledge of construction materials and the proper use of these
materials (wood, composite products, steel, concrete, adhesives, coating, sealants, and fasteners):
WPE 422 Composite Materials: The course could use more laboratory time and some of the lab
equipment needs more instruction on proper use.
ERE 221 Statics: The students need stronger fundamentals at lower level or community college;
math skills need to be reviewed to work
For learning objective 3: Ability to communicate with all project participants in a professional
manner to deliver a successful construction project:
WPE 497 Senior Seminar: The use of media needs to be expanded; need outside reviewers and
evaluators preferably from industry
3. The results for the Capstone course, Construction Project Management indicated that most
students performed well, with 84% at B or better, 95 % with a grade of C or better. No
4. In response to the results of the Exit Survey for graduating seniors certain of their comments
were taken into consideration during recent CM curriculum committee meetings. The CM
curriculum is undergoing a review and restructuring. Certain topics will be expanded,
including come of those mentioned by students in the survey, including additional courses on
building methods (including steel and concrete) and materials. We are in discussion with the
Writing Program at ESF about offering a course in technical writing. We have asked our
advisory board for assistance with identifying potential employers for internships for our
students, although we are not ready to make the internship a requirement. Some of the
negative comments are likely a reflection of courses the students took from the temporary
lecturer during the academic year 2007-08.
5. Response to the results of the Survey of Recent Alumni:
What courses in your program at ESF prepared you most for your career and current
position?
The response to this question confirm that the core courses in construction management
(estimating, contracts and specifications, construction safety, mechanics and statics) are
recognized as important courses for their careers and current positions.
What was missing for your program of study at ESF that would have better prepared you for
your career?
The responses are similar to those of our exiting seniors. Building methods and certain topics
in building science are two areas that we will likely add to the CM curriculum, and this
survey helps to affirm that we are headed in the right direction. Some of the topics mentioned
are included in our current curriculum but may not have been offered or required 5 to 10
years ago (sustainable construction, construction contracts and specifications). General
business management courses are available through the management minor in cooperation
with Syracuse University. We recognize the need for additional instruction on plan reading
and are working to incorporate that into the curriculum. Our elective course on green rating
systems, Environmental Performance Measures, address LEED certification and other
certification programs, but with an academic approach.
Wood Products Engineering
1. Assessment of Student Competency
Instructors provided the following information to make improvements for several of the
learning objectives:
For learning objective 11: Knowledge of engineering skills, particularly in regard to wood
and other building materials, fasteners, light construction:
ERE 221 Statics: Some Physics review at the beginning of the course would help
For learning objective 17: Ability to communicate with all project participants in a
professional manner to deliver a successful construction project:
WPE 497 Senior Seminar: It would help to bring in outside professionals to evaluate and
assist with projects and presentations
2. Survey of Recent Alumni
What courses in your program at ESF prepared you most for your career and current
position?
The responses indicate that the courses in the wood products curriculum are serving well to
prepare students for careers in the wood products industry. It is interesting that some of the
construction management courses are also listed as important, and we should be aware that
these would be valuable to some students as electives.
What was missing for your program of study at ESF that would have better prepared you for
your career?
The responses indicate that business courses (Business management, finance) would have
better prepared them for their careers. These course are currently available for students who
enroll in the management minor.
3. Survey of Wood Product Employers sent out in April 2009
We are currently reviewing our curriculum and, in response to the employer survey, have
discussed whether to expand the Wood Products Engineering program to include the topics,
building materials, building science, sustainable construction, , renewable materials processing
and utilization, accounting, technical writing; estimating, planning and scheduling, blueprint
reading and construction documents, cost engineering, environmental impact analysis, LCA/LCI,
building codes, project design and management, process and inventory management systems and
control; thermal performance characteristics. We anticipate proposing changes to the curriculum
during the upcoming academic year.
d. Modifications of assessment plans
Construction Management and Wood Products Engineering
Action items for modifying our assessment plans for both majors:
1. Modify the target metrics for the Assessment of Student Competency to 80% rate for each
grade level:
The targets for success for each learning outcome are tabulated as follows:
Exemplary (exceeds expectations)
80% of students with A
Proficient (meets expectations)
80% of students with B or better
Competent (approaching expectations) 80% of students with C or better
Needs Improvement (not meeting expectations) 80 % of students with D or better
2. The comments from each faculty as to how to address poor performance and modify courses
for improvement needs to be expanded; it would be helpful if all faculty provide specific
suggestions to improve the means of delivering the course material for the learning
objectives. We should look to make modifications to our learning objectives as our
curriculum changes.
3. The Capstone course needs a separate form for evaluation.
4. Student Portfolio is in progress and needs further development.