Boise State University
Department of Construction Management
2013-2014
Quality Assessment Report
and Action Plan
November 25, 2014
Executive Summary
The Construction Management program is accredited by the American Council for Construction
Education (ACCE). The most recent visit from that body occurred in the spring of 2013. As laid out
in our data collection plan Program Learning Outcomes 1, 4 and 5 were to be evaluated in the 20132014 school year. To do this three instruments were used:
 American Institute of Constructors Level 1 (Associate Constructor) Exam
 Review of Student Work
 Graduating Senior Exit Survey
Based on the data collected all three Outcomes continue to be met. Some attention needs to be paid
to the student perception of how well they understand some of the materials, but their work
demonstrates that they actually have a working understanding of the material and are able to apply
their knowledge by the time of graduation.
During the summer of 2014 ACCE finalized a new set of Student Learning Outcomes that had been
under discussion for some time. As a result the Program Learning Outcomes for the Construction
Management program are to be revised, and a new schedule of data collection will be put in place
starting with the 2014-2015 school year. This will also cause the Senior Exit Survey as well as other
survey instruments to be revised.
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Table of Contents
Mission ......................................................................................................................................................................................... 1
Vision ............................................................................................................................................................................................ 1
Program Outcomes ................................................................................................................................................................. 1
Program Objectives ................................................................................................................................................................ 2
Program Quality Assessment.............................................................................................................................................. 2
Assessment of Program Outcomes ................................................................................................................................... 4
Assessment of Program Objectives .................................................................................................................................. 5
Summary of the most recent assessment cycle........................................................................................................... 5
Program Learning Outcome 1 ....................................................................................................................................... 6
Program Learning Outcome 4 ....................................................................................................................................... 7
Program Learning Outcome 5 ....................................................................................................................................... 8
American Institute of Constructors Level I Exam ...................................................................................................... 9
Review of Student Work ..................................................................................................................................................... 11
Graduating Senior Exit Surveys ....................................................................................................................................... 12
Alumni Surveys....................................................................................................................................................................... 14
Additional Assessment Measures ................................................................................................................................... 14
Advisory Council Feedback .......................................................................................................................................... 14
Construction Competition Results. ........................................................................................................................... 15
Changes to Program Learning Outcomes .................................................................................................................... 15
Attachment 1- Senior Exit Survey (2013-2014) ....................................................................................................... 16
Attachment 2 – Proposed New Program Learning Outcomes ............................................................................ 21
Table of Figures
Figure 1 – Program Assessment Process ....................................................................................................................... 3
Figure 2– AIC Results, BSU vs Minimum Score ........................................................................................................... 9
Figure 3– AIC Results, BSU vs National Average ...................................................................................................... 10
Figure 4– Courses vs Program Outcomes .................................................................................................................... 11
Figure 5– Student Perception of Program Learning Outcomes Fall 2013 ..................................................... 12
Figure 6– Student Perception of Program Learning Outcomes Spring 2014 ............................................... 13
Figure 7– Difference between Achievement and Importance of Program Learning Outcomes ........... 13
Figure 8 – Perception of Importance and Achievement of Program Objectives by Alumni ................... 14
Table of Tables
Table 1 - Program Outcomes Assessment Plan........................................................................................................... 4
Table 2- Program Objectives Assessment Plan ........................................................................................................... 5
ii
Mission
To provide comprehensive educational opportunities, applied research, and service-oriented
outreach for the development of future professional constructors who, through innovation,
character and ability are prepared to meet the construction needs of society and provide leadership
to the construction industry.
Vision
To be recognized and respected for providing consistent, creative, high quality, student centric
education, applied research, and community focused outreach, with a clear emphasis on ethics,
sustainability and leadership.
Program Outcomes
Program Outcomes are defined as the knowledge and skills we expect our students to possess at the
time of graduation.
Upon successful completion of the Construction Management course of study, graduates can be
expected to demonstrate:
1. An ability to apply knowledge of mathematics, engineering, business, and economics to
solve construction problems.
2. An ability to read and interpret construction plans, specifications and documents to
accurately estimate direct and indirect construction project costs.
3. An ability to apply knowledge of construction materials, methods and equipment to safely
and effectively plan and sequence construction activities and processes within realistic
constraints such as economic, environmental, social, political, ethical, health and safety, and
sustainability.
4. An ability to apply knowledge of procurement practices, regulatory requirements, and
construction contract law applicable to construction project management and
administration.
5. An ability to function as part of a diverse team, using the techniques, skills, and current
technology necessary for professional construction industry practice, to ethically manage a
construction project within established constraints of budget, schedule, quality, safety, and
regulatory compliance.
6. An understanding of professional and ethical responsibility.
7. An ability to communicate effectively.
8. The broad education necessary to recognize economic, environmental and societal impacts
of construction projects.
1
Program Objectives
Program Objectives are defined as the abilities we expect our alumni to exhibit three to five years
after graduation.
Students who are granted the Bachelor of Science in Construction Management will demonstrate
knowledge and understanding in the following areas:
1. General Education - Graphic, oral and written communications, and the understanding of
human factors.
2. Math and Science – Principles of mathematics, statistics and physics in order to
appropriately anticipate the behavior of the materials, equipment, and methods used in
construction.
3. Business and Management – The demands of working in a global environment including:
knowledge of sustainability, accounting, finance, business regulations, contract law, labor
law, and marketing practices. The fundamentals of contemporary management and
business practices appropriate to the construction profession.
4. Construction Science – The contribution of other professional disciplines to the
construction process. The ability to lead, coordinate, communicate and interact with
professionals in various disciplines to solve project challenges.
5. Construction – The total project process including: concept, design, procurement,
construction, and delivery of the functioning project. The constructor’s professional
responsibility as a leader and member of a multi-disciplinary team, working in diverse
environments, assessing risks, and showing definitive progress, all while maintaining
priorities in safety, sustainability, purpose, business, and societal issues.
6. Life-Long Learning – An appreciation of the need for, and the value of, leadership,
collaboration, productivity, and professionalism in sustaining or developing one’s own
career growth.
Program Quality Assessment
The Construction Management department has an established process of assessment and
improvement, as depicted in the figure below.
Each course offered by the department has established a series of Course Outcomes that are
measurable learning outcomes specific to each course. Course Outcomes must support the Program
Outcomes and Objectives. In turn, the Program Outcomes and Objectives must support the Mission
and Vision of the program.
2
Student
s
Goals:
Program
Outcomes &
Objectives
Mission & Vision
Review by Faculty
Review by Faculty
Curriculum
Assessment Plan:
Are the Course
Outcomes Achieved?
Review & Comment by
Constituent Groups
Review & Comment by
Constituent Groups:
Students
Alumni
Industry
Advisory Committee
Graduates
Assessment Plan:
Are the Program
Objectives
Achieved?
Review & Comment by
Constituent Groups
Assessment Plan:
Are the Program
Outcomes &
Objectives
Appropriate?
Figure 1 – Program Assessment Process
Performance of our current students and graduates is measured in a number of ways, including:
 results of the comprehensive American Institute of Constructors (AIC) Exam;
 review of student work;
 graduating senior exit survey;
 alumni and industry surveys; and
 input from the program’s industry advisory board.
This assessment information is compared to our desired performance, which is articulated in the
Program Outcomes and Objectives. Any gap or discrepancy between our actual and desired
performance indicates that a modification is needed, either within the curriculum, or to the
Program Outcomes or Objectives. This process is driven by program faculty both directly (through
day-to-day involvement with course design, delivery, assessment, and evaluation), and indirectly
(through the influence of service and research).
3
Assessment of Program Outcomes
The table below lists our planned assessment methods for each Program Outcome listed previously
(page 1).
Table 1 - Program Outcomes Assessment Plan
Assessment Measure:
American Institute of
Constructors Level 1
(Associate Constructor)
Exam
This comprehensive exam,
which covers all aspects of
construction project
management, is required to be
taken and passed with a score
of 70% or better by all
students in our program.
Review of Student Work
This is a review of student
performance on tests and
assignments relative to the
stated learning objectives for
every CMGT course. This is an
ongoing assessment.
Graduating Senior Exit
Survey
These questionnaires are
designed to evaluate the level
at which graduating seniors
believe they have achieved the
CM Program Outcomes.
Outcomes
Addressed:
(list by number)
How is the information used
Scores are an assessment of
student learning in the test subject
areas in comparison to national
averages. Scores equal to or higher
than national averages indicate the
learning goals are being achieved.
Scores below the national averages
or indicating a weakness lead to a
faculty review of the curriculum to
identify classes where course
content can be revised to address
the weakness.
Faculty review student
performance on selected
assignments, projects or exams to
measure whether the program
outcomes are being achieved and
at what level. Faculty address
weaknesses by revising content or
course objectives as appropriate.
Faculty review questionnaires
completed by graduating students
to identify areas in the curriculum
which the students feel are not
being addressed to their
satisfaction. Faculty address
weaknesses by revising course
objectives or content as
appropriate.
Faculty review questionnaires
completed by Industry and
Employers to identify areas in the
curriculum which members of
industry feel are not being
adequately taught based on
graduate knowledge and job
performance. If the Respondent
does not employ Boise State CM
grads, they may provide feedback
about the relevance of the Program
Outcomes. Faculty address
weaknesses by revising program
outcomes, or course objectives or
content as appropriate.
1, 2, 3, 4, 5, 7
All
All
Industry/Employer Surveys
These questionnaires are
designed to evaluate the
relevance and achievement of
CM Program Outcomes with
respect to current industry
requirements.
All
4
Timeline
Twice per year
(November and
April)
The 8 Program
Outcomes are
reviewed on a
3-year cycle
At the end of
every semester
Every three
years.
Last conducted
– Fall 2012
Next survey
- Fall 2015
Assessment of Program Objectives
The table below lists our planned assessment methods for each Program Objectives listed
previously (page 1).
Table 2- Program Objectives Assessment Plan
Assessment Measure:
Alumni Surveys
These questionnaires are
designed to evaluate the
achievement of CM Program
Objectives (at 3 to 5 years postgraduation).
Objectives
Addressed:
(list by number)
How is the information used
Faculty review questionnaires
completed by alumni to identify
areas in which the graduates,
upon exposure to industry
requirements, feel did not
adequately prepare them for
employment. Faculty address
weaknesses by revising course
objectives or content as
appropriate.
All
Timeline
Every three
years.
Last conducted
– Fall 2014
Next survey
- Summer 2017
Summary of the most recent assessment cycle
During the most recent assessment cycle Program Learning Outcomes 1, 4 and 5 were to be
assessed. In order to do that data was collected using the following instruments:
 American Institute of Constructors Level 1 (Associate Constructor) Exam
 Review of Student Work
 Graduating Senior Exit Survey
The Industry/Employer survey was not used since it is next scheduled to be deployed in the Fall of
2015.
The following sections provide a summary presentation and analysis of data collected during the
most recent assessment cycle, first by Outcome then by instrument.
5
Program Learning Outcome 1
Summary
“An ability to apply knowledge of mathematics, engineering, business, and economics to solve
construction problems.”
AIC Exam (BSU Score vs. AIC Minimum Score – normalized values shown, see Figure 2)
Category
Fall 2013
Spring 2014
2. Engineering Concepts
0.02
0.06
3. Management Concepts
0.05
0.04
6. Budgeting Cost Controls
0.11
0.15
Student Work (I = Introduce, R = Reinforce, E = Emphasize)
Strength of
support
(I, R or E)
Achievement
of Outcome
(Y/N)
CMGT 320 – Construction Equipment & Methods
Homework Assignment
Midterm Exam Problem 1
R
Y
Y
CMGT 350 – Mechanical & Electrical Installations
Test #3 Question #17
R, E
CMGT 410 – Concrete Formwork Construction
Quiz #1 Question #1
Quiz #2 Questions # 1, 2 & 3
Quiz #2 Question #7
R, E
CMGT 420 – Reinforced Concrete & Steel Construction
Test #1 Question #1
Test #3 Question #1
R, E
Course
Senior Exit Survey (1 to 5, 5 high)
Fall 2013
n=8
Question
Y
Y
Y
Y
N
Y
Spring 2014
n = 16
Importance
Achievement
Importance
Achievement
Be able to apply knowledge of
mathematics and engineering to solve
construction problems.
4.25
4.00
4.19
4.20
Be able to apply knowledge of business
and economics to solve construction
problems
4.13
4.00
4.31
4.13
After review of several courses as well as data from the other instruments used to evaluate this
6
Outcome it is seen that the students understand this material and feel that they are achieving what
they need in these areas for their careers. This may be seen by how well the students continue to
do on a nationally normed test. There was a potential issue in one of the classes used to evaluate
this Outcome, but additional evaluation in the same course seems to indicate the problem may have
been with that specific question and not the concepts.
Overall it is felt that Outcome 1 continues to be met by the construction management program.
Program Learning Outcome 4
Summary
“An ability to apply knowledge of procurement practices, regulatory requirements, and
construction contract law applicable to construction project management and administration.”
AIC Exam (BSU Score vs. AIC Minimum Score – normalized values shown, see Figure 2)
Category
Fall 2013
Spring 2014
3. Management Concepts
0.05
0.04
10. Project Administration
0.05
0.13
Student Work (I = Introduce, R = Reinforce, E = Emphasize)
Strength of
support
(I, R or E)
Course
CMGT 385 – Construction Contracts & Law
Homework Assignment
Homework Assignment
Final Exam
R, E
CMGT 475 – Construction Project Management
Homework Assignment
R, E
Senior Exit Survey (1 to 5, 5 high)
Fall 2013
n=8
Question
Achievement
of Outcome
(Y/N)
Y
Y
Y
Y
Spring 2014
n = 16
Importance
Achievement
Importance
Achievement
4.63
3.75
4.31
3.93
Be able to apply knowledge of
procurement practices, regulatory
requirements, and construction contract
law applicable to construction project
management and administration.
This Outcome, while our students are able to demonstrate their understanding of the concepts both
in class and on a nationally normed test, is one our students are not as comfortable with as they are
with many others. The perceived level of achievement is one the faculty will need to work on with
the students.
7
Overall it is felt that Outcome 4 continues to be met by the construction management program.
Program Learning Outcome 5
Summary
“An ability to function as part of a diverse team, using the techniques, skills, and current
technology necessary for professional construction industry practice, to ethically manage a
construction project within established constraints of budget, schedule, quality, safety, and
regulatory compliance.”
AIC Exam (BSU Score vs. AIC Minimum Score – normalized values shown, see Figure 2)
Category
Fall 2013
Spring 2014
3. Management Concepts
0.05
0.04
6. Budgeting Cost Controls
0.11
0.15
7. Planning Schedule & Control
0.11
0.13
8. Construction Safety
0.01
0.05
10. Project Administration
0.05
0.13
Student Work (I = Introduce, R = Reinforce, E = Emphasize)
Strength of
support
(I, R or E)
Course
CMGT 374 – Construction Operations & Improvements
Homework Assignment
R
CMGT 385 – Construction Contracts & Law
Homework Assignment
R, E
CMGT 475 – Construction Project Management
Homework Assignment
R, E
Senior Exit Survey (1 to 5, 5 high)
Fall 2013
n=8
Question
Achievement
of Outcome
(Y/N)
Y
Y
Y
Spring 2014
n = 16
Importance
Achievement
Importance
Achievement
Be able to function as part of a diverse
team.
4.63
4.38
4.38
4.13
Be able to ethically manage a construction
project taking into account budget,
schedule, quality, safety, and regulatory
compliance
4.75
4.13
4.38
4.27
The components that make up this Outcome are viewed by the students, as well as the faculty, as
8
being very important. Based upon student performance both in the classroom as well as on the AIC
exam our students are grasping this information and are able to use it. Even the students feel that
they are achieving a significant understanding of this material, but not to the extent that they would
like. These results will continue to be monitored to see if adjustments can and should be made in
the area of perception on the part of the students.
Overall it is felt that Outcome 5 continues to be met by the construction management program.
American Institute of Constructors Level I Exam
The bar charts below show the results of the November 2013 and April 2014 AIC Level I Exams.
The values shown in the first chart are based on a comparison of the average score obtained by
Boise State students compared to the scores that AIC considers to be the minimum acceptable using
the following relationship:

BSU Average
Minimum Score
1
Using this relationship all 10 sections of AIC Level I Exam are normalized to zero. Scores greater
than zero mean our students are performing above the minimum acceptable value, and scores
below zero means our students are performing below the minimum acceptable value.
Ave
 1
 MinBSUScore
1. Communication Skills
2. Engineering Concepts
3. Management Concepts
4. Materials, Methods &
Project Modeling
5. Bidding & Estimating
6. Budgeting Cost Controls
7. Planning Schedule & Control
8. Construction Safety
9. Construction Geomatics
10. Project Administration
Figure 2– AIC Results, BSU vs Minimum Score
When reviewing the data from the AIC exam it was noted that the relevant portions of the exam for
the three Program Outcomes under consideration this year all show that our students, on average,
are scoring above the minimum required score. Those areas are:
2. Engineering Concepts
3. Management Concepts
6. Budgeting Cost Controls
7. Planning Schedule & Control
8. Construction Safety
10. Project Administration
In the fall of 2013 there were 16 students who took the test, with nine passing. All nine of those
passing the test were taking the test for the first time. In the spring of 2014, 26 students took the
test with 20 passing. Of those 20, 18 were first time test takers. Even with only 69% of our
students passing the exams the ability to answer questions in the sections relevant to this year’s
Outcomes clearly demonstrates that this material is understood by our students.
9
When looking at the results of the entire test although Boise State Construction Management
students consistently perform above the minimum scores in most areas covered, scores in the
content areas of 1. Communication Skills, 4. Materials, Methods and Project Modeling, 5. Bidding
and Estimating and 9. Construction Geomatics fall below the AIC minimum acceptable score on at
least one test for the year under review. The majority of these issues arose with those students
taking the test in the fall. The areas of 1. Communications Skills, 4. Materials, Methods and Project
Modeling and 5. Bidding and Estimating all made very strong gains by the spring exam. There were
also significant improvements on several other areas in the spring compared to the fall.
Ave
 BSU
Nat. Ave   1
1. Communication Skills
2. Engineering Concepts
3. Management Concepts
4. Materials, Methods &
Project Modeling
5. Bidding & Estimating
6. Budgeting Cost Controls
7. Planning Schedule & Control
8. Construction Safety
9. Construction Geomatics
10. Project Administration
Figure 3– AIC Results, BSU vs National Average
When comparing the work of Boise State students to the National Average it is seen that even in the
areas of concern listed above Boise State students outperform the National Average significantly in
most areas. 9. Construction Geomatics continues to be an area of concern, both at Boise State as
well as nationally. It should be noted that the November 2013 test is the only time in the last six
tests that Boise State has fallen below the national average in Geomatics.
Follow-up Action
The results of the AIC exam, both those relevant to this year’s Program Outcomes as well as all the
other sections were reviewed by the faculty on October 6, 2014. The significant improvement from
the fall to spring was noted. It was also observed that the test itself is in the process of changing.
Section 1. Communications Skills is to be significantly different starting this fall. Additionally the
test is to be reorganized to align it with the new Student Learning Outcomes that have been created
by ACCE (see p. 14). Overall the faculty felt the results did not prompt any need for change, but
further monitoring of the problem areas listed above will be done. The faculty did feel that we
should be looking at the breakdown between first time takers and those who take the test more
than once and see if that yielded any useful data.
10
Review of Student Work
For the years between ACCE visits student work is reviewed by Program Outcome on a 3-year cycle.
The data is collected from selected courses and is then analyzed by the instructor of the course and
presented to the faculty as a whole to determine if the Outcomes have satisfactorily been met, and if
any adjustment in these courses or the rest of the curriculum are necessary to better meet these
Outcomes in the future. If issues were raised in pervious reviews concerning a certain Outcome,
these will also be addressed.
Figure 4– Courses vs Program Outcomes
Data was collected from several courses for each of the Program Outcomes under review this year.
Students were deemed to have met the Outcome in a given assignment if the majority of the
students participating in that assignment received a grade of at least 70%. The results of this
analysis may be found in the Outcome Summaries on pages six to nine above. All but one course
assignment was found to successfully demonstrate that the students were able to do work related
to a specific Outcome. The one assignment in question, from CMGT 420, was found to potentially be
an issue with how the question and information was presented. A later assignment was used in the
same course to evaluate the same outcome which the students were able to successfully complete.
Follow-up Action
This data was reviewed by the faculty on October 6, 2014. The faculty felt this was an appropriate
method for gaining an overview of the various Outcomes in the program were functioning, and that
the frequency of this analysis did not need to be increased. It was noted that if this method of
analysis lead to the conclusion that a given Outcome was not being met, the same Outcome could be
reviewed again the following year.
11
Graduating Senior Exit Surveys
At the end of each semester graduating seniors are polled by questionnaire to assess student
perception of their achievement of the Program Learning Outcomes. In 2012 the Program Learning
Outcomes were revised. Along with that revision a new survey was devised and executed in the
Fall of 2013. Eight surveys were completed for Fall 2013 and sixteen surveys were completed in
the Spring of 2014.
Below is the list of questions the students were asked that directly relate to the Program Learning
Outcomes. The Figures 5 and 6 present the results of these questions where the students were
asked how important they felt the Program Learning Outcomes are, and how well they were able to
achieve them by the time of graduation. The surveys used a five point scale, with one being low and
five being high.
1. Be able to apply knowledge of mathematics and engineering to solve construction
problems. (PLO 1)
2. Be able to apply knowledge of business and economics to solve construction problems.
(PLO 1)
3. Be able to read and interpret contract plans, specifications and documents. (PLO 2)
4. Be able to accurately estimate direct and indirect construction project costs. (PLO 2)
5. Be able to apply knowledge of construction materials, methods and equipment to safely and
effectively plan and sequence construction activities. (PLO 3)
6. Be able to take into account realistic constraints such as economic, environmental, social,
political, ethical, health and safety, and sustainability when planning a construction process
or sequence. (PLO 3)
7. Be able to apply knowledge of procurement practices, regulatory requirements, and
construction contract law applicable to construction project management and
administration. (PLO 4)
8. Be able to function as part of a diverse team. (PLO 5)
9. Be able to ethically manage a construction project taking into account budget, schedule,
quality, safety, and regulatory compliance. (PLO5)
10. Be knowledgeable of the necessity for professional integrity and ethical responsibility.
(PLO6)
11. Demonstrate a proficiency in all forms of communication. (PLO 7)
12. Recognize the impact of economics, the environment and society on construction projects.
(PLO 8)
5.00
4.00
3.00
2.00
1.00
1
2
3
4
5
6
Importance
7
8
9
10
11
12
Achievement
Figure 5– Student Perception of Program Learning Outcomes Fall 2013
12
5.00
4.00
3.00
2.00
1.00
1
2
3
4
5
6
Importance
7
8
9
10
11
12
Achievement
Figure 6– Student Perception of Program Learning Outcomes Spring 2014
1.00
0.80
0.60
0.40
0.20
0.00
1
2
3
4
5
6
FA13
7
8
9
10
11
12
SP14
Figure 7– Difference between Achievement and Importance of Program Learning Outcomes
Both groups felt strongly that all of the Outcomes were important to their education. Figure 7
above presents the difference in perception of the students between Importance of the Program
Learning Outcomes and the Achievement of those same Outcomes. It can be seen that the spring
graduates, with twice as many responses, felt that they had better been able to achieve the
Outcomes. When reviewing this data the faculty expect there to be a difference between how
significant the students feel an Outcome to be and how well they achieve it. Generally values on
Figure 7 greater than 0.4 will be seen to warrant close scrutiny.
Question 5 (PLO 3), “to be able to apply knowledge of construction materials, methods and
equipment to safely and effectively plan and sequence construction activities”, was felt
equally by both groups to not have been achieved as well as they would like. Other
questions, especially as reported by the spring graduates, were achieved or nearly so.
Follow-up Action
This data was reviewed by the faculty on October 6, 2014. Concern was expressed at the sample
size (n = 8) from the fall survey, and that a single student could skew the results. For the Outcomes
under review this year the results were felt to be acceptable. It was noted that the Program
Outcomes themselves may be too large and need to be streamlined. This is to happen in response
to actions taken by ACCE (see below).
13
Alumni Surveys
The most recent alumni survey was conducted in Fall of 2014 of alumni who graduated from the
program between the Fall of 2008 and the Spring of 2011 (graduating roughly three to five years
prior to the survey). About 15% (n = 7) of those queried responded to the survey. The participants
were asked to evaluate the Importance of the six Program Objectives (see page 2) and to then
evaluate how well they feel they have achieved those objectives on a scale of one to five, with five
being best. The average of all the responses is shown in Figure 8 below.
5.00
4.00
3.00
2.00
1.00
1
2
3
Importance
4
5
6
Achievement
Figure 8 – Perception of Importance and Achievement of Program Objectives by Alumni
Fall 2014
The average response indicates that our alumni either agree or strongly agree that our Program
Objectives are important to the discipline. They also indicate that they feel they have been able to
achieve those objectives or are in the process of doing so.
The respondents indicated that the majority of them have earned promotions since joining the
work force. Most have changed companies at least once since graduation, and approximately half
have gone on to earn a second degree, usually in business.
Follow-up Action
Data indicates the program is in the correct course. The next survey will be conducted during the
summer of 2017 of alumni who graduated from the program between the Fall of 2011 and the
Spring of 2014. In the interim strategies will be discussed and developed to obtain a greater
response rate for future surveys.
Additional Assessment Measures
Advisory Council Feedback
In Fall 2011, Construction Management Advisory Council members were tasked with reviewing the
course objectives for each CMGT course and providing feedback on importance and relevancy. This
is intended to be an ongoing activity, although the cycle frequency has not yet been determined.
Follow-up Action
The Advisory Council is currently undergoing major revisions, both to its membership as well as to
its mission. One of the first tasks that will be asked of the revised Council will be to review the
program. This will also be used to help the program move to the new requirements coming from
ACCE (see below).
14
Construction Competition Results.
Boise State Construction Management student teams participating in the annual Associated Schools
of Construction (ASC) Region VI competition were competitive with student teams from other
construction management programs in attendance. The Heavy Civil team placed 1st. Success in the
student competition requires outstanding performance in teamwork, time management, and oral
presentations in front of a live industry judging panel, as well as comprehensive knowledge and
understanding of construction materials and methods, drawings, contract documents, cost
estimating, scheduling, and project management and administration.
Changes to Program Learning Outcomes
In the summer of 2014 the American Council for Construction Education (ACCE), the accrediting
body for the Construction Management program, formally adopted a new set of Student Learning
Outcomes (SLOs) that programs will need to meet from this point forward. After review of these
new SLOs by the faculty it has been determined that while our current program does achieve the
desired results change as to how we evaluate our program is necessary. In the fall of 2014 the
program will be working to rewrite the Program Leaning Outcomes (PLOs) to make them more
easily seen to align with the new SLOs. This will result in 20 PLOs for the program, although most
will be significantly smaller and more narrowly defined than the current eight. This will also cause
a shift in what student data is collected which year, and the questions asked on the Senior Exit
Survey. The proposed new PLOs, level of achievement by course and student work collection cycle
may be found in Attachment 2.
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Attachment 1
Senior Exit Survey
(2013-2014)
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18
19
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Attachment 2
Proposed:
 New Program Learning Outcomes
 Level of Achievement by Course
 New data collection schedule
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Proposed New Program Learning Outcomes
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
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20.
Create written communications appropriate to the construction discipline.
Create oral presentations appropriate to the construction discipline.
Create a construction project safety plan.
Create construction project cost estimates.
Create construction project schedules.
Analyze professional decisions based on ethical principles.
Analyze construction documents for planning and management of construction processes.
Analyze methods, materials, and equipment used to construct projects.
Apply construction management skills as an effective member of a multi-disciplinary team.
Apply electronic-based technology to manage the construction process.
Apply basic surveying techniques for construction layout and control.
Understand different methods of project delivery and the roles and responsibilities of all
constituencies involved in the design and construction process.
Understand construction risk management.
Understand construction accounting and cost control.
Understand construction quality assurance and control.
Understand construction project control processes.
Understand the legal implications of contract, common, and regulatory law to manage a
construction project.
Understand the basic principles of sustainable construction.
Understand the basic principles of structural behavior.
Understand the basic principles of mechanical, electrical and plumbing systems.
22
Level of Achievement by Course & Proposed New Data Collection Schedule
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