Program Review Report
Department of Construction Management
College of Engineering & Computing
February 2009
TABLE OF CONTENTS
1. Executive Summary
2. Response to the Recommendations from Previous Review
3. Program Description
4. Major Changes in the Program
5. Student Learning Outcomes
6. Strengths that Support the Achievement of Program Goals
7. Weaknesses that Impede the Achievement of Program Goals
8. Opportunities to Explore in the Achievement of Program Goals
9. Threats to Overcome in the Achievement of Program Goals
10. Budget
11. Major Findings and Recommendations
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5
6
11
13
15
16
16
17
17
19
APPENDIX A - Publications
APPENDIX B - Fund Raising
APPENDIX C – Academic Learning Compacts
APPENDIX D – Student Learning Outcomes
APPENDIX E – Program Outcomes - Plan
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28
30
32
40
List of Tables
Table 1.
Table 2.
Table 3.
Table 4.
Table 5.
Table 6.
Table 7.
Table 8.
Fall Headcount History
Annual Full Time Equivalent (FTE)
Online (MS) Enrollment and Course Offering
Degrees by Students
Research Funding Summary
Fulltime v. Part-time Student Headcount
Current Budget (2008-09)
Proposed Five-Year Budget Increments
8
8
8
9
11
12
18
19
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1. Executive Summary
The Department of Construction Management at Florida International University was created in the
1973-74 academic year. In 1983, the Bachelor of Science in Construction Management (BSCM) was
accredited for the first time by the American Council for Construction Education (ACCE). A graduate
program leading to a Master of Science in Construction Management (MSCM) was implemented in the
fall of 1988. ACCE granted the undergraduate program six year re-accreditation in 1990, 1996, 2002 and
2007. This self-study report is prepared for the department’s program review this year (2008).
The department consists of ten permanent faculty members (with two positions currently vacant) and
approximately twenty adjunct instructors. Five of the existing eight full-time faculty members have
doctoral degrees and three are registered professional engineers. With the exception of the
undergraduate advisor, all permanent faculty are either tenured or on tenure track, and all have the
academic credentials, professional backgrounds and teaching experience to create an academic
atmosphere that enhances the curriculum. The faculty members are involved with research as required to
support the university’s goal of being a research institution. The adjunct instructors are highly qualified
in their particular areas of expertise and bring the experience of active practice in their individual
disciplines into the classroom thereby enriching the educational experience for the students. In addition
there are two full time staff positions (the senior secretary position is currently vacant).
The curriculum is appropriately balanced with university and program requirements for business and
humanities that include social, economic and behavioral sciences. The courses taught are well developed
and beneficially influenced by the adjunct faculty, research, and graduate programs to stay current with
expanding professional knowledge and responsibilities. The faculty members are encouraged to utilize
innovative teaching methods including Internet-based technology. The department offers a fully online
Masters of Science in Construction Management (MSCM) degree program.
Students have the option to join student chapters of Associated Builders and Contractors (ABC),
Associated General Contractors of America (AGC), National Association of Women in Construction
(NAWIC), and Sigma Lambda Chi Honor Society. Despite the fact that FIU is mostly a commuter
university, students take part in chapter activities enthusiastically. The FIU ABC student chapter won the
prestigious Construction Management Championship award in 2006 along with the first prize in
estimating and the second in scheduling. The chapter was placed within the top five teams in 2007 along
with the second prize in estimating.
In 2004, under the initiative of the current chair of the department, the Industry Advisory Council was
expanded and since then the council has met on a regular basis two to three times a year. Currently, the
council is composed of 33 members representing almost all sectors of the construction industry.
The Industry Advisory Council provides an ongoing industry perspective to the department as it seeks to
improve the quality of its academic offerings and research programs. Council members assist in the
development and implementation of strategic initiatives and make financial contributions to support the
department and help to identify and develop new avenues of financial support.
The department maintains fairly close contacts with the larger players in the construction industry
operating in the region around the university as is evidenced by the constant recruiting that goes on in the
student body, and the fact that nearly all of the students are employed in the industry. In addition, during
the last two years the department held four career expos that provided opportunities to the participating
companies to meet and interview with the students.
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During the last four years the department was able to generate a significant amount of funds from various
sources in the industry. These funds have been utilized for student scholarships and fellowships,
seminars, lecture series, workshops, student competitions, and faculty support.
The program quality assessment plan of the department is divided into two parts: the Outcome
Assessment Program and the Other Quality Measures. The Outcome Assessment Program consists of
student performance data from the senior project class (Academic Learning Compacts) and survey
responses from the graduating students, alumni, and employers. Student Learning Outcomes (SLO) are
measured every year for both BSCM and MSCM programs. Other Quality Measures consist of faculty
evaluation, input from the Industry Advisory Council, and feedback from the students, faculty, and the
administration. The program quality is indicated by performance and success of the student teams in
national competitions, graduates’ employment in responsible positions in the industry, continued support
and involvement of the industry, and in terms of scholarly productivity (research and publications). The
department has done extremely well during the past assessment cycle in all of these measures, and will
continue to perform at the same level or better.
The program strengths are its robust undergraduate curriculum, a popular graduate program (boasting the
largest enrollment in the country), its geographic location, a diverse body of students, employee
satisfaction, and qualified fulltime and adjunct faculty. Areas that need strengthening are research
productivity, endowment support from the industry, and expansion of continuing education and training
programs. The greatest need of the program at this point is development of laboratory facilities for the
undergraduate students. The department is working with the college Dean’s office to build a
Mechanical, Electrical, and Plumbing (MEP) Studio and for establishing a construction process
laboratory. The number of the program’s full-time faculty members is very low producing a faculty
student ratio of about 1:50. We recommend that the number of faculty should be increased to at least 12
within the next five years. A search is underway to fill one recently vacated position and one new
position which will bring the number to 10 by the end of this academic year.
As a part of the recent budget cut measures being implemented in the university, the Department of
Construction Management will be merged with the Department of Civil and Environmental Engineering
to form a new school. The restructured administrative arrangement will be geared towards overall cost
saving.
FIU construction management programs serve the need of the community at large and the construction
industry in south Florida and contribute to its economic well being. Thus the program fulfills a critical
university mission of providing valuable service to the community.
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2. Response to the Recommendations from Previous Review
The department has made tremendous accomplishments since March 2003 when the first program review
was completed. Last year (2007) its Bachelor of Science in Construction Management (BSCM) degree
program went through the re-accreditation process successfully. The program earned re-accredited status
from the American Council for Construction Education (ACCE) for another six year period (2008-2013).
In response to the self-study report the then Provost Mark B. Rosenberg commented,
“The program’s clear and definite focus and its strong community partnerships make valuable
contributions to the Southeast Florida construction industry by serving practicing professionals
who are part-time students and individuals seeking full-time study in preparation for entry into
the profession of construction management. The department’s faculty members are to be
commended for the important contribution the program makes to the economic development of
the region.”
The department continues to make a valuable and important contribution to the economic development of
the region by graduating an increasingly large number of students every year. Last year a total of more
than one hundred students, undergraduate and graduate combined, graduated with a construction
management degree. The total current enrollment (headcount) is close to six hundred. The department’s
Masters’ degree program, with more than two hundred students, is the largest in the country. Almost all
graduate students and a majority of the undergraduate students are already employed in the construction
industry.
In addition the Provost made four priority recommendations to the Department of Construction
Management. His recommendations and the corresponding department responses are listed below:
Recommendation 1. The Dean is encouraged to appoint a chairperson who will continue to provide
leadership for the program when the current chair retires.
The current chair was appointed in January 2004. Under his leadership and direction the department’s
undergraduate program (BSCM) has undergone successful re-accreditation in 2007 by the American
Council of Construction Education (ACCE) and was granted a full six years of re-accredited status. The
department leadership was mentioned as one of its strengths in the ACCE visiting team report.
Recommendation 2. The Department should develop a dual-track faculty staffing structure with a
professional faculty track and an academic tenure earning track, each with differential
assignments in which faculty members without funded research have heavier teaching
assignments.
Currently, the department has eight full-time faculty members including the chair and two vacant
positions. A search is underway for filling these two positions. Three of the eight faculty members are
primarily teaching only undergraduate courses with heavier teaching assignments than the remaining
five, who have the “graduate faculty” status. Three of these five faculty members are currently on
tenure-track positions. The former three can be considered ‘professional faculty’ while the five with the
graduate faculty status can be classified as ‘academic faculty.’ Thus the dual-track faculty staffing
structure exists in essence. However, the staffing structure recommended was not implemented. At
present, the faculty size of the department is too small to formally implement a dual-track faculty staffing
structure as recommended. With the increase in faculty size, as is expected with the increasing student
enrollment, the department’s faculty staffing can be structured according to this recommendation. The
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recent introduction of promotion track in the ranks of instructional faculty (lecturers and instructors) will
help the department implement a dual-track faculty staffing structure effectively.
Recommendation 3. The Department should develop a new graduate certificate program in
construction safety and also consider preparing a feasibility study for a master’s degree program
in that specialized field.
The new college and department leadership, in consultation with the Provost, re-established the
department priorities and decided to develop a new graduate program in construction engineering at the
Masters level. As a result of the revised priorities the recommendation to develop a graduate certificate
program in construction safety was not pursued. The proposal for the Masters of Science degree
program in construction engineering was approved by the University Faculty Senate in December 2006
and is awaiting the Provost’s approval. In addition, the department implemented a fully online Masters
program in 2004.
Recommendation 4. The Department should develop a comprehensive plan working with the
Industry Advisory Board, the local partners, and the University Foundation staff to increase the
endowment support for the program.
The department over the last five years worked diligently to engage the major players in the south
Florida construction industry in its effort to increase the endowment support for the program. The
department, with the help of the College Dean’s office and FIU Advancement, has undertaken two multimillion dollar campaigns in order to attract endowment support: one for naming of the proposed school
of construction and the other for construction of a dedicated building for the construction programs at
FIU. Both campaigns, although coming very close to being successful, have not resulted in multi-million
dollar endowments. These campaigns are underway and serious prospects have been identified. Several
companies pledged financial support for the Construction Management Building Fund as part of the
capital campaign. To date these companies include Cuesta Construction, Link Construction, Nielson and
Company, Right Way Plumbing Company, Skanska (USA) Building, Suffolk Construction, Turner
Construction and Valdini and Palmer. The total amount of pledges received so far is $216,500. The
department has six endowed scholarships for its students. The donors are Consultech, Balfour Beaty,
Condotte America, Construction Association of South Florida, American Society of Professional
Estimators, and Kelly Foundation. The total amount of endowment is close to $200,000.
3. Program Description
3.1. Mission and Goals
The department mission is to provide enlightened leadership to the construction industry through its
graduates; to increase and to improve the body of working knowledge; and to promote the
interdisciplinary transfer of technology. The department also strives to produce professional
construction managers who are informed and participating citizens with a sense of civic duty and
responsibility; persons with a sense of dignity whose actions express high moral and ethical standards;
and to produce professionals who strive to comprehend the impact of their work on their own lives as
well as on the society in which they live.
The program goals are developed by the faculty based on the mission stated above. The department
strives to serve the needs of south Florida, the nation, and the world through high-quality education,
research, and professional involvement through the following goals:
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1. Provide effective education to students and prepare them to enter the construction profession.
2. Continuously monitor, update, and improve the undergraduate curriculum.
3. Continuously monitor, update, and improve the graduate curriculum.
4. Increase prominence in construction education and research by increasing scholarly and research
activities.
5. Acquire and establish laboratory facilities.
6. Provide employment opportunities to students.
7. Support professional development of the faculty.
8. Broaden the access to construction management education through distance learning (including
online) opportunities.
9. Support student organizations and develop a strong alumni association.
10. Strengthen ties to local industry.
11. Maintain program accreditation.
3.2. History of the Construction Department
The department was created in the 1973-74 academic year. As part of the School of Technology, it
offered Bachelor of Science degree programs in Construction Management, Construction Engineering
Technology, Civil Engineering Technology, and Interior Design. A Bachelor of Science degree program
in Architectural Technology was added in the 1974-75 academic year. In 1978, Civil Engineering
Technology was moved out of the Construction Department and became an independent department.
In the early 1980s, the College of Engineering and Applied Sciences was formed. The college was
comprised of the School of Engineering (containing four departments: Civil Engineering, Industrial
Engineering, Mechanical Engineering, and Electrical Engineering) and the Department of Construction.
In 1983, the Bachelor’s Degree in Construction was accredited for the first time by the American Council
for Construction Education (ACCE).
In the mid-1980s, the Construction Engineering Technology program was phased out, leaving the
Construction Department with Bachelor of Science programs in Construction, Architectural Technology,
and Interior Design. For the next nine years, the department existed as an interdisciplinary agency with
three intertwined programs.
In 1988, the College of Engineering and Applied Sciences became the College of Engineering and
Design (CED), comprised of two schools: the traditional engineering departments (Civil, Electrical,
Mechanical, and Industrial) were in the School of Engineering; and the newly-formed School of Design
included the Department of Retailing and Apparel Studies and two new departments – the Department of
Landscape Architecture and Architectural Studies and the Department of Construction Management. The
latter two departments were created by splitting the old Department of Construction. A graduate
program leading to a Master of Science degree in Construction Management was implemented in the fall
of 1988.
3.3. Current Size of the Department- enrollments and FTEs
The department has 8 full-time faculty (recruitment effort is underway to fill two vacant positions) and
employs 10 to 14 adjunct faculty members in a given term. The Construction Management Department
currently has two full-time staff. The current number of students enrolled in the undergraduate program
(BSCM) is 325 (Fall 2008), and the number of students enrolled in the graduate program (MSCM) is 199
(Fall 2008).
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Fall headcount (enrollment) history is shown in Table 1. For the first time in its history the total number
of students in the department exceeded 500 in Fall 2007. The department has seen significant growth in
both undergraduate and graduate enrollments. The extent of growth over the last five years was 97% at
the undergraduate and 165% at the graduate level.
Table 1. Fall Headcount History
Fall 2003
Fall 2004
Fall 2005
Fall 2006
Fall 2007
Fall 2008
UNDERGRADUATE
164
240
276
273
323
369
GRADUATE
75
100
108
141
182
201
TOTAL
239
340
384
414
505
570
The annual full-time equivalent (AFTE) students, calculated as the fundable student credit hours divided
by 40 or 32 credits for the undergraduate and graduate students, respectively, also increased by 12% at
the undergraduate and 24% at the graduate level over the last year. Table 2 shows the AFTE history of
the department since 2003-04.
Table 2. Annual Full Time Equivalent (FTE)
2003-2004
2004-2005
2005-2006
2006-2007
2007-2008
LOWER
33.9
24.0
32.4
30.5
43.7
UPPER
104.4
109.3
119.8
132.3
138.5
GRAD I
55.8
60.8
58.7
74.5
93.1
GRAD II
1.0
1.6
1.4
0.8
0.8
TOTAL
195.1
195.7
212.3
238.0
276.1
3.4. Online Masters Program
The department began offering graduate courses online for its Masters students in Fall 2004. Two
sections for each online course are offered, one for the instate students and the other for the out-state
students. Fee structures are different. FTE credits of out-state students are not awarded to the
department. Sufficient courses are offered within a four-semester cycle enabling students to graduate by
taking all courses online. The enrollment is on the rise as can be seen from Table 3 and Table 4. At
present, approximately 100 students enroll in online classes in a typical term. About 65 of them are instate and 35 out-of-state.
Table 3. Online (MS) Enrollment History
2004 - 2005
2005 - 2006
2006 - 2007
2007 – 2008
Term
Su
Fa
Sp
Su
Fa
Sp
Su
Fa
Sp
Su
Fa
Sp
Enrollment
Courses
offered
0
25
42
35
25
52
30
64
111
62
104
115
0
2
3
2
2
3
1
3
5
2
3
4
8
3.5. Degrees Awarded
The department awarded 97 degrees last year. The historical numbers over the last five years for
bachelors and masters are shown in Table 4. Our graduates are employed by all major construction
companies in south Florida and nationwide. Moss and Associates, Turner Construction, Odebrecht
Construction, Balfour Beaty are some of the major employers.
Table 4. Degrees by Students
DEGREE LEVEL
2003-2004
Academic Year
2004-2005
2005-2006
2006-2007
2007-2008
BACHELORS
34
21
34
39
45
MASTERS
31
33
45
39
52
TOTAL
65
54
79
78
97
3.6. Graduate Research
In addition the department graduate faculty members supervise students with master’s theses and
doctoral students. The Construction Management Department does not offer a Ph.D. program; under an
interdepartmental arrangement, some of its faculty supervise doctoral students specializing in
construction engineering and management, admitted either in the Department of Civil and Environmental
Engineering or Industrial and Systems Engineering.
Faculty members and graduate students involved in doctoral dissertation research are listed below.
S. Azhar, completed doctoral dissertation in civil engineering in 2005; Faculty Advisor: I. Ahmad.
U. Artuk, ongoing doctoral dissertation in civil engineering expected completion 2009; Faculty
Advisor: I Ahmad.
C. Perkinson, ongoing doctoral dissertation in civil engineering, expected completion 2008:
Faculty Advisor: I. Ahmad.
S. Goodridge, ongoing doctoral dissertation in civil engineering, expected completion 2009:
Faculty Advisor: S. Ahmed.
K. Panthi, ongoing doctoral dissertation in civil engineering, expected completion 2009: Faculty
Advisor: S.Ahmed.
R. Farooqui, ongoing doctoral dissertation in civil engineering,
Faculty Advisor: S. Ahmed.
expected
completion
2009;
Y. Zheng, ongoing doctoral dissertation in industrial engineering, expected completion 2009;
Faculty Advisor: S. Ahmed.
F.. Saleem, ongoing doctoral dissertation in civil engineering, expected completion 2009; Faculty
Advior: S.Ahmed,
Gulbin Ozcan, began in fall 2008 in civil engineering. Faculty Advisor: Y. Zhu.
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3.7 Publications
Journal Papers
23 Journal papers were published by the CM faculty over the last five years, 5 in 2008, 3 in 2007, 7 in
2006, 4 in 2005, 5 in 2004 amounts to about 1 per year per graduate faculty (5 graduate faculty members
in CM).
Conference Proceedings
48 Conference proceedings papers were published and presented by the CM faculty over last five years,
14 in 2008, 7 in 2007, 3 in 2006, 13 in 2005, 11 in 2004 amounts to about 2 per year per graduate faculty
(5 graduate faculty members in CM).
See Appendix A for detailed information.
Journal Editorships
Ahmad, I. Editor-in-Chief, Journal of Management in Engineering, American Society of Civil
Engineers.
Ahmad, I. Member, Editorial Board, Leadership and Management in Engineering, American Society of
Civil Engineers.
Ahmed, S. Associate Editor, Journal of Construction Engineering and Management, American Society
of Civil Engineers.
3.8. Research Areas
Major Research Area
Faculty Member
Risk Management and Decision Making
Irtishad Ahmad
M. Emre Bayaraktar
Syed M. Ahmed
Jose A. Faria
Sustainability and Green Construction
Gene Farmer
Yimin Zhu
Emre Bayaraktar
Information and Communication Technology
Irtishad Ahmad
Boong-Yeol Ryoo
Yimin Zhu
Infrastructure Systems and Management
Irtishad Ahmad
Yimin Zhu
Safety and Health
Syed M. Ahmed
Construction Education
Syed M. Ahmed
Boong-Yeol Ryoo (left FIU in 2008)
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3.9. Research Funding
Table 5 shows the history of department’s research funding from external sources.
Table 5. Research Funding History
Year
2001 - 2002
2002-2003
2003-2004
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
Total $
$26,998
$53,844
$48,789
$162,194
$230,201
$234,138
$138,456
3.10. Fund Raising
Scholarships – The department currently has six endowed scholarships and had seven one-time
scholarships over the last four years. The details showing the sources and the amount of scholarship
funds are included in Appendix B, Table B-1.
Capital Campaign – The total amount pledged by several donors currently stands at $216,500 and with
matching by the state the total is $433,000. Appendix B, Table B-2 shows pledges received for the
capital campaign.
Total Cash Contributions – Cash contributions obtained from various sources up until the end of 2008
are shown in Appendix B, Table B-3. Total amount raised during 2005-2008 was $236,120.
Career Expo Revenue - The department organizes a special career expo for construction employers.
Twenty to thirty companies participate in each one of these expos. They pay a fee of $1,000 to get to
interview our students. Revenue generated from these career expos is listed below:
April 2005 - $12,560
October 2005 - $21,170
April 2006 - $23,135
October 2006 - $29,000
October 2007 - $31,000
3.11. Student Chapter Activities
Four student chapters are active in the Department. These are: Associated Builders and Contractors
(ABC), Associated General Contractors of America (AGC), National Association of Women in
Construction (NAWIC), and Sigma Lambda Chi Honor Society. The ABC Student Chapter is the most
active and works closely with the South Florida ABC. This student chapter participates in the National
Construction Management Competition annually. In 2006 the ABC Student Chapter team won the
National Grand Championship.
4. Major Changes in the Program
4.1. Discipline or field
The discipline of construction management is becoming increasingly more popular as indicated by
enrollment numbers nationwide. FIU is no exception as seen from the data. More remarkable, however,
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is the fact that the discipline is attracting an increasing number of traditional four year college students,
in comparison with transfer students, which was not the trend a few years ago. See Table 6 below for
fulltime and part-time student numbers during the last three years. The current ratio is about 8 fulltime
students for every 10 part-time students. It shows that the existing perception of the construction
management field being a trade program is shifting towards acceptance of the field as a professional
discipline.
Table 6. Fulltime v. Part-time Student Headcount
Fall 2006
Fall 2007
Fall 2008
FT
PT
FT
PT
FT
PT
96
131
117
156
145
180
Bachelors
46
94
76
106
86
113
Masters
142
225
193
262
231
293
Total
Note: FT = Full-time B.S. students taking a minimum of 12 credit hours per semester.
FT = Full-time M.S. students taking a minimum of 9 credit hours per semester.
PT = Part-time B.S. students taking under 12 credit hours per semester.
PT = Part-time M.S. students taking under 9 credit hours per semester.
For construction manager jobs, employers hire individuals with a bachelor’s degree in construction
science, construction management, building science, or construction engineering, and work experience.
Practical construction experience is desired, whether gained through an internship or a job in the
construction trades. FIU’s construction management program does not have a formal cooperative
education or internship program; however, its students enjoy a great opportunity offered by the south
Florida construction industry where many of them are employed as interns, part-time or even fulltime
employees.
4.2. Student demand
As seen from the data presented above the student demand for construction management degrees is
unprecedented. The rate of increase at both the undergraduate and graduate levels enrollments is
phenomenal. At the graduate level, the student demand is even more profound. Many professionals
working in the construction industry do not have a formal degree in construction management. Often,
these individuals who hold a bachelor’s degree in an unrelated field seek a master’s degree in
construction management or construction science to work in the construction industry. Master’s degree
recipients, especially those with work experience in construction, typically become construction
managers in very large construction or construction management companies.
For those students who are interested in a career change, FIU Master’s Program in Construction
Management (MSCM) offers a unique opportunity and the data indicate that many students are taking
advantage of this opportunity. As stated earlier, the FIU Master’s program in construction management
has the largest enrollment in the nation. Enrollment in our fully online masters program is also
increasing.
4.3. Occupational demand
According to the US Department of Labor’s Occupational Outlook Handbook, 2008-09 edition
(http://stats.bls.gov/oco/print/ocos005.htm, accessed 10/13/2008), “Excellent job opportunities are
expected.”
It was also reported in the same document that construction managers held 487,000 jobs in 2006. About
57 percent were self-employed, many as owners of general or specialty trade construction firms. Most
salaried construction managers were employed in the construction industry, 13 percent by specialty trade
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contractor businesses—for example, plumbing, heating, air-conditioning, and electrical contractors—9
percent in residential building construction; and 9 percent in nonresidential building construction. Others
were employed by architectural, engineering, and related services firms and by local governments.
The BLS report predicts that, faster than average employment growth is expected. Additionally, excellent
job opportunities will exist as the number of job openings exceeds the number of qualified applicants.
Employment of construction managers is projected to increase by 16 percent during the 2006-16 decade,
faster than the average, (http://stats.bls.gov/oco/oco20016.htm) for all occupations. More construction
managers will be needed as the level of construction activity continues to grow. Population and business
growth will result in more construction of residential homes, office buildings, shopping malls, hospitals,
schools, restaurants, and other structures that require construction managers.
Advancement opportunities for construction managers vary depending upon an individual’s performance
and the size and type of company for which they work. Within large firms, managers may eventually
become top-level managers or executives. Highly experienced individuals may become independent
consultants; some serve as expert witnesses in court or as arbitrators in disputes. Those with the required
capital may establish their own construction management services, specialty contracting, or general
contracting firm. Our program curricula at both undergraduate and graduate levels are geared toward
preparing students for taking up the professional roles described above.
4.4. Societal needs
The increasing complexity of construction projects will also boost demand for specialized managementlevel personnel within the construction industry. Sophisticated technology and the proliferation of laws
setting standards for buildings and construction materials, worker safety, energy efficiency,
environmental protection, and the potential for adverse litigation have further complicated the
construction process. Advances in building materials and construction methods; the need to replace
portions of the Nation’s infrastructure; and the growing number of multipurpose buildings and energyefficient structures will further add to the demand for more construction managers.
5. Student Learning Outcomes
The program quality assessment plan of the Department of Construction Management is divided into two
parts: the Outcome Assessment Program and the Other Quality Measures. The Outcome Assessment
Program consists of Academic Learning Compacts, Student Learning Outcomes, and the Surveys (survey
responses from the graduating students, alumni, and employers). Other Quality Measures consist of faculty
evaluation, input from the Industry Advisory Council, and feedback from the students, faculty, and the
administration.
All graduating students at the undergraduate level are required to take the capstone course, BCN 4910,
Senior Project. The department utilizes student performance data from this course to check if the students
had gained the required level of knowledge and skill. These data serve as a measure of their readiness to
begin their professional life. This also helps the department to assess the quality of the content and
methods of instruction used in some of the basic courses, such as the estimating and the scheduling
courses. Skills and knowledge gained in these courses have a direct correlation to their performance in the
Senior Project.
In 2005, the university established an annual institutional effectiveness program that focuses on student
learning outcomes and continuous quality improvement. The Department of Construction Management
participates in this program which requires the development of an Academic Learning Compact to evaluate
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program performance. The plan defines the program’s learning outcomes, direct assessment measures, and
how the data are collected and analyzed. The following is the department’s Academic Learning Compact
composed of three parts including content/discipline knowledge, critical thinking, and oral and written
communication. The department utilizes the student performance data from the Senior Project course to
fulfill the Academic Learning Compacts requirements as shown in Appendix C.
Bachelors Program Student Learning Outcomes
Capstone Course, BCN 4910, Senior Project
Performance of students in the Senior Project course is the basis of Academic Learning Compacts
described in this section. All students must take BCN 4910 – Senior Project. This course is a capstone
course that requires students to work on a comprehensive project, from forming an organization to
preparing the bid package for a project. Students are required to organize a construction company. They
are expected to consider all aspects of a company setup procedure including issues concerning business,
financial, and human resources. The project organization plan should take into consideration matters
concerning permitting, constructability, legal issues and codes, etc. Students are required to submit a
comprehensive project plan with detailed takeoff (estimate), pricing, a list of activities with appropriate
relationships, and a CPM (critical path method) network. The course culminates with each student
making a presentation to an “owner/client organization” and an audience consisting of faculty, alumni,
and representatives from the industry. The students are required to not only apply all that they have
learned but also to synthesize and integrate the knowledge gained to solve additional problems they have
not previously encountered.
In addition to testing their knowledge, the course emphasizes
communication skills. Each student develops his or her own presentation using whatever audio/visual
methods they deem appropriate.
Performance of the students in the Senior Project class is discussed in the first faculty meeting of the
semester following the course. If deficiencies in student performance are perceived, the course within
which the content is covered is reviewed. Actions including the following are taken:


Review of course syllabus with suggested additions and or deletions of content.
Discussion with individual faculty regarding course content and teaching methods and student
performance expectations.
Masters Program Student Learning Outcomes
Graduate students are required to demonstrate that they have earned necessary management and
analytical knowledge necessary for the management of construction organizations and thus have been
prepared to work effectively in the construction industry. Graduate students are required to learn how to
communicate their ideas effectively through written and oral reports. A number of graduate courses are
used to make sure these learning outcomes are achieved. In the course, BCN 5772 – Management of
Construction Organizations, students learn how to formulate organizational structures and in several
other designated courses they are required to prepare a project report with at least 5000 words and
present the report verbally.
Student Learning Outcome – BSCM Fall 2008 and MSCM Fall 2008
Please see Appendix D for the completed Student Learning Outcome matrices.
Program Outcome - Plans BSCM 2008 and MSCM 2008
Please see Appendix E for the program outcome plans of both BSCM and MSCM programs.
The results of the program outcomes will be reported in the next assessment cycle.
14
6. Strengths that Support the Achievement of Program Goals
Curriculum – The undergraduate program has a strong and robust curriculum meeting the ACCE
standards in all and exceeding them in several areas. Students in the program receive a strong
background in construction science, construction technology, and management. Successful graduates are
well-prepared to enter the industry. Most students receive hands-on training through part-time, or in
some cases, full-time employment in the construction industry while earning their degree. Outcome
assessment and industry survey and feedback from alumni and employers provide a basis for this
observation. This is not to say that refinement and constant adjustment are not required. But that
adjustment is being made in a systematic manner evaluating each of the courses for course content and
relevancy and adjusting the course content when required.
Geographic location – The geographic location of the program in South Florida that features a vibrant
and dynamic construction industry offers many opportunities to its students and graduates. The proximity
of the university to Latin American and the Caribbean countries adds to the student diversity and the
global nature of the program.
Employer satisfaction and support – As evidenced by the employer survey results and opinions,
employers of FIU construction management graduates are very satisfied. 97% (out of 30) of the
employers’ survey participants in 2007 responded ‘yes’ to the item, “willingness to consider other FIU
CM graduates for future employment. The interest and enthusiasm of the employers are also evident by
their wholehearted participation and support of the five Career Expos held during the last two years. The
industry is committed to the continued existence and improvement of the program. Through a series of
interviews, letters, and meetings, the administration of the college and of the university have become
aware of the importance of the construction industry to the economic well-being of South Florida and the
nation. This in turn has led to a greater understanding of the role and mission of the department in the
education of young men and women entering the construction management profession.
Faculty - The department’s faculty is capable, well-founded in construction and teaching experience, and
academically prepared for the courses to be taught and research to be carried out. Adjunct faculty
members drawn from the local industry also add to the strength. These individuals come to the
department through industry contacts, and occasionally from personal contact of the faculty in a
professional situation.
Students - The last, but not least, strength of the department is its student body. Its diversity in terms of
gender, ethnicity and national origin gives students a wonderful learning opportunity. A good number of
the upper division students are employed, either full-time or part-time, in the construction industry,
although the number of full-time traditional students has been on the rise lately, as noted earlier.
ACCE (American Council for Construction Education) site visit team listed following strengths of the
program in its report of September 2007.
1. The vitality and proximity of the local construction industry.
2. The activity, commitment and enthusiasm of the Industry Advisory Board.
3. The diversity of the locale and the student body.
4. The department leadership.
5. The background, credentials, experience and commitment of the individual and collective adjunct
faculty.
6. The department career fairs.
15
7. Weaknesses that Impede the Achievement of Program Goals
Laboratory facilities – The department does not have dedicated laboratory facilities for its students. The
faculty and the administration are working towards establishing a laboratory facility where students can
learn the various processes of construction hands-on and obtain a sense of how components are put
together. The laboratory will include a demonstration of the installation and functioning of mechanicalelectrical-plumbing (MEP) systems in a typical building. The aforementioned ACCE report also noted,
“There is no lab to support the teaching of construction principles and practices.”
A 700 sq. ft. MEP (mechanical, electrical and plumbing) studio is under construction in the Engineering
Center Building for the construction management students.
Students will receive hands-on
demonstration of mechanical (HVAC), electrical and plumbing fixtures and assemblies in this studio. In
addition, arrangements are underway for sharing the existing civil engineering materials laboratory by
construction management students to get a hands-on demonstration of basic tests of construction
materials.
Number of full-time faculty – The headcount and the FTE in the undergraduate program have increased
considerably over the last five years as was stated earlier in this report. The number of fulltime faculty in
the program is currently ten including the chair (with two unfilled positions). This number has remained
more or less constant over the last decade. Coupled with the shortage of permanent faculty is the
necessity of administering a large group of adjuncts. Control of academic quality and rigor is a constant
challenge. Adjuncts add to the quality of instruction by bringing in real life experience to class rooms,
but due to the fact that they are fully employed in the construction industry, they are subject to increased
work loads, transfers, and promotions by their parent firms which may disrupt their teaching schedule
and their availability for more than a few terms. With the rise in student headcount and FTE in both
undergraduate and graduate programs, the department is in need of more full-time faculty members. The
administration is aware of this need and the department faculty is working with the administration to
solve the problem. A Search process is underway to fill two faculty positions.
Staff support – The department is need of additional support staff persons in order to continue its
industry outreach activities effectively. Organizing career expos, providing employment opportunities to
students, organizing alumni events, and many other activities such as these cannot be undertaken without
adequate staff support.
8. Opportunities to Explore in the Achievement of Program Goals
New programs – A new program, a Masters of Science in Construction Engineering with the
collaboration of Civil and Environmental Engineering, has been developed and proposed. It awaits
approval from the Provost’s office and the FIU Board of Trustees. The proposed Master of Science in
Construction Engineering is an interdisciplinary program involving construction management, civil
engineering, and engineering management which provides an integrated curriculum in construction
engineering, technology and management. The market for construction engineers is very strong and our
local construction companies and governmental agencies engaged in infrastructure and heavy
construction projects face significant challenges as they try to find trained construction engineers in south
Florida. After the successful implementation of the construction engineering program at the graduate
level, the feasibility of an undergraduate program in construction engineering can be considered in the
future.
There seems to be a market for a construction executive program at the Master’s level which will attract
busy executives already employed in the construction industry and are in need of academic training
16
and/or a degree for professional and personal development. The department is planning with the college
Dean’s office to offer such a degree on weekends. In addition, international programs at the Master’s
level in Jamaica and Hong Kong are being explored. The department already has a successful online
Master’s program.
Continuing education/workshops – The department can offer continuing education short courses and
workshops for the industry professionals, contractors and their employees. There is a vast market for
such programs since most professional licensing authorities require continuing education credits for
renewal of certificates. These programs can generate a significant amount of revenue that can be used
partly to hire support staff to expand these types of activities.
Fundraising from the industry for endowment, facility building/improvement – With the help of the
Office of University Advancement, the department has already undertaken an aggressive campaign for
raising funds for a proposed new building for the department. The initial response is encouraging. The
department and the college administration work closely with the local construction industry leaders to
raise funds for the capital campaign and endowments.
9. Threats to Overcome in the Achievement of Program Goals
Budget/Resources - Non-salary budget for the department has always been restricting. The recent
university-wide budget cut made the situation even more unfavorable than what it used to be. With the
growing number of students, it will continue to be a difficult task to provide the same or better level of
service to students, alumni and the industry. The budget cut also restricts hiring of adjuncts and thus puts
a reduction on the number of courses offered.
Faculty research opportunities – As an academic field, construction management is ill positioned to
attract a significant amount of research funds. Very few opportunities exist to compete for external
research grants.
10. Budget
Steady State
It has been stated previously that there have been limited funds to accomplish the goals of the
department. This lack of state-funded resources extends to every single academic unit within FIU,
including the Department of Construction Management. The Department of Construction Management
spent $293,508 in FY 2006-07 on all items other than salary for the fulltime faculty. These line items
included, OPS (Other Personnel Services - adjuncts, graduate assistants, and student assistants), expenses
(travel, telecommunication, Xerox, supplies), and OCO (Other Capital Outlay). With the existing sizes
of the fulltime and adjunct faculty, staff, students, and program offerings at the time, this amount
represents a stable state, though at a minimum level. The number of students has grown since then and it
will be difficult to maintain the same level of service with the same level of budget in the coming years.
The planned merger of the Department of Construction Management with the Department of Civil and
Environmental Engineering into a school will change the budget situation completely and will likely
require a reduction in the combined budget between the two departments.
Current Budget (2008-09) of the department is as shown below in Table 7.
17
Table 7. Current Budget (2008-09)
Line Items
Faculty Salary (9 positions)
Coordinator and Secretary
OPS (incl. Adjuncts and GAs)
Expense (incl. faculty travel)
OCO
Total
Amount, $
697,977
69,260
216,000
40,000
0
$1,023,237
Proposed increments in total budget requirements for the next five years, and proposed new
deliverables, i.e. expected revenues and return on investment, and rationale
The Construction Management department experienced tremendous growth in student enrollment. In
order to keep the faculty-student ratio within a reasonable limit of 1:30, the current fulltime faculty size
needs to be almost doubled. The current faculty-student ratio is close to 1:50. However, taking into
account the fact that a significant amount of teaching load is carried by the adjunct faculty, the
department proposes to add three additional faculty lines in the next five years. This will increase the
total number of faculty from 9 to 12. A search is underway to fill one recently vacated position and one
new position. For the sake of simplicity, an amount of $85,000 per new faculty position is considered to
develop the proposed budget increments.
The department proposes to add a staff position to support industry outreach activities. These activities
include developing and maintaining alumni relationships, organizing career fairs, providing job
placement services for the students, etc. This position is necessary also to provide additional services to
the increased number of students. $35,000 annual salary is assumed to fund this position.
We propose that the OPS budget be increased to allow the department to offer additional courses by
hiring additional adjunct faculty. One additional course every year for the next three years will cost
about $10,500 at a rate of $3,500 per course per adjunct faculty. In addition we anticipate hiring
additional graduate assistants at the rate of $15,000 per year for the next five years.
To match the continuous growth in student enrollment and department activities, a 5% increase per year
is proposed for the years 2010 to 2013.
Under the OCO category, for the proposed MEP (mechanical, electrical and plumbing) studio and the
construction process laboratory, the department requests an allocation of $30,000 the next year and an
additional $70,000 in 2010-11. A nominal amount of $10,000 per year is proposed for the subsequent
years to upgrade computing and data processing equipment.
Table 8 shows proposed increments in the Construction Management budget requirements for the next
five years. Please note that for the sake of simplicity, it does not take into consideration inflation and
salary differentials for new hires. A detailed explanation and rationale follow.
18
Table 8. Proposed Five-Year Budget Increments
Line Items
Faculty Salary
Support Staff
OPS
Expense
OCO
TOTAL
Base
2008-09
$697,977
$69,260
$216,000
$40,000
$0
$1,023,237
2009-10
$782,977
$104,260
$234,500
$40,000
$30,000
$1,191,737
2010-11
$867,977
$104,260
$253,000
$42,000
$70,000
$1,337,237
2011-12
$952,977
$104,260
$271,500
$44,100
$10,000
$1,382,837
2012-13
$952,977
$104,260
$286,500
$46,305
$10,000
$1,400,042
This request is aimed at addressing projected growth in student enrollment, and related additional
services that we intend to provide to our students. It should be mentioned here that the lack of laboratory
facilities was cited in the recently concluded re-accreditation site visit report as the number one weakness
of the program. In order to continue to function as an effective academic organization, the department
aims to provide the best possible educational atmosphere to its students by developing a productive team
of faculty, an adequate team of support staff and necessary educational facilities. In order to do so, an
adequate amount of salary and operating funds is necessary.
Return on Investment
Return on additional investment proposed will be realized in terms of:
 Increased student enrollment at both undergraduate and graduate levels. We expect the Fall
undergraduate enrollment to grow to 500 and the Fall graduate enrollment to grow to 250 in five
years that amounts to a growth of 50% or 10% a year.
 Additional revenue will be generated by industry outreach activities (continuing education,
career fairs, company contributions and pledges), the Online Master’s program, and the
Executive Master’s program. These initiatives have the potential to bring significant amount of
funds in auxiliary accounts.
 With the addition of new faculty lines our goal is to generate research funding of $100,000 per
faculty per year during the next five years.
11. Major Findings and Recommendations
The Department of Construction Management has made tremendous progress in the last five years across
all major indicators. Last year its Bachelors of Science in Construction Management program went
through the re-accreditation process successfully. The program earned re-accredited status from the
American Council for Construction Education (ACCE) for another six year period (2008-2013).
Enrollment in both bachelors and masters programs is at an all time high, the total exceeding 500. This
year, the graduate enrollment is 180 and the undergraduate enrollment is 320. The graduation rate also
reached its highest so far during this year, the total number exceeding 100. The online masters program
has an enrollment of almost 300 students with a total revenue exceeding $200,000. The department did
very well in attracting a significant amount of scholarship (endowed and onetime) funds for its students.
19
The faculty members were active in publishing their research findings in respected construction journals
and conference proceedings.
The program has a clearly defined mission and goals. It has developed a sound quality assurance plan.
Its academic quality assurance program relates directly to portions of the mission statement: ...
enlightened leadership ... improve the body of working knowledge ... high moral and ethical standards ...
as well as impacts directly on the goals of the program having to do with a continuous course content and
curriculum review. The program’s academic quality assurance review measures student learning
outcomes periodically and extends to curriculum and course content review, both at the undergraduate
and graduate levels.
The strengths of the department are its robust undergraduate curriculum, a popular graduate program for
those who are seeking a new career in construction, its geographic location, employee satisfaction, and
qualified fulltime and adjunct faculty. We need to build upon these strengths and create new areas of
strengths, such as research, endowment support from the industry, and an expansion of continuing
education and training programs. We recognize that great potential exists for construction engineering
programs. New initiatives can be taken to offer international and executive programs at the master’s
level. The greatest need of the program at this point is the development of laboratory facilities for the
undergraduate students. The college Dean’s office is providing space and other support to establish an
MEP studio and arrangements are being made for the establishment of a construction process laboratory.
Next, we strongly feel that the number of the program’s fulltime faculty lines should be increased to 12
within the next five years. A search is underway to fill one recently vacated position and one new
position which will bring the number back to 10 by the end of this academic year. The department will be
working with the College Dean’s office and the University administration to establish an MEP studio and
a construction process laboratory for its undergraduate students and to recruit highly qualified faculty.
The Department of Construction Management serves the need of the community and the construction
industry in south Florida and contributes to its economic well being. Thus the program fulfills a critical
university mission of providing valuable service to the community. It is one of the two major
construction programs in the state of Florida and by any measure can be considered one of the top
programs in the country. It is one of the few programs in FIU that has the potential to become a national
leader in its field. The department faculty and leadership are committed to achieve that lofty goal.
However, the department faculty alone cannot do it. To achieve this goal, we need support from FIU’s
leadership and administration. To that end, we recommend:



Adding three additional faculty lines in the next five years. This will increase the total number
of faculty from the current 9 to 12.
Adding a staff position to support industry outreach activities. These activities include
developing and maintaining alumni relationship, organizing career fairs, providing job placement
services and to provide additional services to the increased number of students.
Increasing the OPS budget to allow the department to offer additional courses by adjunct faculty.
We recognize that as a consequence of the recent budget cut at the state level the college had to
recommend its own budget cut measures. One of the measures calls for the merger of the Construction
Management Department with the Civil and Environmental Engineering Department into a new school.
We hope, however, that the current budget will be increased sooner than anticipated and the merger will
not have adverse consequences on the construction management programs. We certainly expect that the
FIU construction management program will be allowed to retain its independent entity.
20
APPENDIX A: Publications
Refereed Journals (2007-08)
1. Maung K. Sein, Irtishad Ahmad and G. Harindranath, “Sustaining ICT for Development
Projects: The Case of Grameenphone CIC,” Telektronikk, Issue 2, 2008.
2. Salman Azhar, Irtishad Ahmad and Maung K. Sein, “Action Research: A Proactive Research
Method for Construction Engineering and Management,” Accepted for publication in a Special
Issue on Research in ASCE Journal of Construction Engineering and Management, 2008.
3. Rafiq M. Choudhry, Dongping Fang and Syed M. Ahmed (2008). "Safety Management in
Construction – Best Practices in Hong Kong". Journal of Professional Issues in Engineering
Education & Practices, Vol. 134, No. 1, pp. 20-32.
4. Rizwan Farooqui, Syed M. Ahmed and Sarosh H. Lodi (2008). “Assessment of Pakistani
Construction Industry – Current Performance and the Way Forward”. Accepted for Publication
in the Journal for the Advancement of Performance Information and Value.
5. Syed M. Ahmed & Yimin Zu (2007). “Pneumoconiosis Trends in the US Construction Industry”.
International Journal of Construction Management, Vol. 7, No. 2, pp. 79-99.
6. Rizwan Farooqui, Syed M. Ahmed and Sarosh H. Lodi (2008). “Assessment of Pakistani
Construction Industry – Current Performance and the Way Forward”. Accepted for Publication
in the Journal for the Advancement of Performance Information and Value.
7. An Exploratory Study on the Value of Information Systems to Electrical Firms: A ResourceBased View. Journal of Management in Engineering, Yimin Zhu, Accepted for Publication.
8. Ryoo, B. and Skibniewski, M. “e-Portal for Construction Engineers: Integrated Construction
Information Portal using 4-Tier Architecture”, The International Journal of Construction
Management, 17, 2007.
Conference Proceedings (2007-08)
1. Ahmad, I. and M. K. Sein, “IT in Construction: Potentials and Challenges,” Twenty-fifth
anniversary of the Journal of Construction Management and Economics, Reading, UK, July
2007.
2. Ahmad, I. “Construction in the Twenty-first Century: Towards Effective Organizations,”
Keynote speech, CITC-IV conference, Gold Coast, Australia, July 2007.
3. Bayraktar, Mehmet Emre, Hastak, M., Gokhale, S., and Artuk, U. (2008). “A Decision Support
Tool for Cost and Schedule Control in Capital Projects.” Proceedings of 5th International
Conference on Innovation in Architecture, Engineering and Construction, June 23-25, 2008,
Antalya, Turkey.
4. Bayraktar, Mehmet Emre, Ahmad, I., and Bangaru, V.* (2007). “An Overview of the
International Construction Market.” Proceedings of 4th International Conference on Construction
in the 21st Century – CITC-IV, July 11-13, 2007, Gold Coast, Australia.
5. Bayraktar, Mehmet Emre and Hastak, M. (2007). “A Decision Support System for Optimal
Maintenance Strategies in Highway Work Zones.” Proceedings of 4th International Conference
on Construction in the 21st Century – CITC-IV, July 11-13, 2007, Gold Coast, Australia.
6. Cui, Q., Zhou, H., and Bayraktar, Mehmet Emre. (2007). “A Framework for Cost Estimation of
Long Term Pavement Warranties under Performance Based Specifications.” Proceedings of
2007 International Symposium on Integrated Life-Cycle Design and Management of
Infrastructures, May 16-18, 2007, Shanghai, China.
7. Rizwan Farooqui, Syed Ahmed and Salman Azhar (2008), “Suggestions for a Total Quality
Management Based Safety Program for Construction Industry”, ASC Proceedings of the 44th
Annual Conference, Auburn University, April 2-5, 2008. CD-ROM Edition.
21
8. Kamalesh Panthi and Syed M. Ahmed (2008), “Application of Quality Tools to Improve Quality:
A Case Study of a Building Remediation Contractor”, ASC Proceedings of the 44th Annual
Conference, Auburn University, April 2-5, 2008. CD-ROM Edition.
9. Rizwan U. Farooqui, Syed M. Ahmed and Nida Azhar (2008), “Designing for Construction
Safety – A Construction Management Approach”, Proceedings of CIB W99 Safety Conference Evolution of and Directions in Construction Safety & Health, M.E. Rinker, Sr., Gainesville, FL,
Mar 9 -11, 2008. pp. 130-143.
10. Rizwan U. Farooqui, Syed M. Ahmed and Sarosh H. Lodi (2008). “Assessing Impacts of LowBid Environment on Performance of Public Work Projects: A Case Study of Pakistan”, CIB
W107 Construction in Developing Countries International Symposium “Construction in
Developing Countries: Procurement, Ethics and Technology” 18-20 Jan 2008, Trinidad &
Tobago,W.I. CD-ROM Edition.
11. Rizwan U. Farooqui, Syed M. Ahmed and Sarosh H. Lodi (2008). “Assessment of
Constructability Practices among General Contractors in Pakistan’s Construction Industry”, CIB
W107 Construction in Developing Countries International Symposium “Construction in
Developing Countries: Procurement, Ethics and Technology” 18 – 20 Jan 2008, Trinidad &
Tobago,W.I. CD-ROM Edition.
12. Rizwan U. Farooqui and Syed M. Ahmed (2008). “Managing the Design Process in DesignBuild Projects”, Accepted for Publication for Proceedings of CIB Joint Conference and
Workshop on Design Management in Architecture, Engineering and Construction Sector, AM08,
November 4-8, 2008, Sao Paulo, Brazil.
13. Rizwan U. Farooqui, Syed M. Ahmed and Salman Azhar (2008). “Implementing a Pedestrian
Safety System on Construction Work Sites”, Accepted for Publication for Proceedings of Sixth
LACCEI International Latin American and Caribbean Conference for Engineering and
Technology (LACCEI’2008) “Partnering to Success: Engineering, Education, Research and
Development”, June 4-6, 2008, Tegucigalpa, Honduras.
14. Rizwan U. Farooqui, Syed M. Ahmed, Yanming Zhu and Salman Azhar (2008). “A Strategic
Construction Safety Program – Benefits and Guidelines for Implementation.”, Accepted for
Publication for Proceedings of Sixth LACCEI International Latin American and Caribbean
Conference for Engineering and Technology (LACCEI’2008) “Partnering to Success:
Engineering, Education, Research and Development”, June 4-6, 2008, Tegucigalpa, Honduras.
15. Rizwan U. Farooqui, Syed M. Ahmed and Kamalesh Panthi (2008). “Electrical Safety at
Construction Sites: An Exploratory Study of Temporary Power”, Accepted for Publication for
Proceedings of Sixth LACCEI International Latin American and Caribbean Conference for
Engineering and Technology (LACCEI’2008) “Partnering to Success: Engineering, Education,
Research and Development”, June 4-6, 2008, Tegucigalpa, Honduras.
16. Rizwan U. Farooqui, Syed M. Ahmed, Kamalesh Panthi and Marcos Abreu (2008). “ISO 9001:
2000 and its Implementation in Dominican Republic Construction Industry”, Accepted for
Publication for Proceedings of Sixth LACCEI International Latin American and Caribbean
Conference for Engineering and Technology (LACCEI’2008) “Partnering to Success:
Engineering, Education, Research and Development”, June 4-6, 2008, Tegucigalpa, Honduras.
17. Rizwan U. Farooqui, Syed M. Ahmed and Farrukh Arif (2008). “An Integrated Approach to
Innovation on Fast Track Construction Projects – A Case Study in the U.A.E.”, Accepted for
Publication for Proceedings of 5th International Conference on Innovation in Architecture,
Engineering and Construction, AEC2008, June 23-25 2008, Antalya, Turkey.
18. Rizwan U. Farooqui, Syed M. Ahmed and Muhammad Saqib (2008). “Knowledge Management
in U.S. Construction Industry: Current Status and Future Directions”. 2008. Accepted for
Publication for Proceedings of 5th International Conference on Innovation in Architecture,
Engineering and Construction, AEC2008, June 23-25 2008, Antalya, Turkey.
19. Rizwan U. Farooqui, Syed M. Ahmed and Sarosh H. Lodi (2008). “Assessing the PM Culture in
Construction Client Organizations in Pakistan – A Preliminary to Industry Performance
22
Improvement”, Accepted for Publication for Proceedings of PM-04 - 4th SCPM & 1st IPMA/
MedNet Conference “PM Advances, Training & Certification in the Mediterranean”, 29-31 May
2008, Chios Island, Greece.
20. Rizwan U. Farooqui, Syed M. Ahmed and Sarosh H. Lodi (2008). “An Assessment of Contractor
Perceptions on Critical Causes of Risks – A Case Study of Pakistani Construction Industry”,
Accepted for Publication for Proceedings of PM-04 - 4th SCPM & 1st IPMA/ MedNet
Conference “Project Management Advances, Training & Certification in the Mediterranean”,
29-31 May 2008, Chios Island, Greece.
21. “An Overview of Enterprise Resource Planning (ERP) Systems in Small and Medium Sized
Organizations: Case of Florida Contractors,” Fourth International Conference on Construction
in the 21st Century (CITC-IV) “Accelerating Innovation in Engineering, Management and
Technology,” S. Umut Artuk, Ronald Baier, 2007, Conference
Books
 Tang, S. L., Ahmed, Syed M., Aoieong, R. T. & Poon, S. W. (2005). “Construction Quality
Management,” Hong Kong University Press, Construction & Real Estate Series – ISBN: 962209-746-4.

Tang, S.L. I. Ahmad, S.M. Ahmed and M. Lu, “Quantitative Techniques for Decision Making
in Construction.” Hong Kong Polytechnic University Press. 2004.

Tang, S. L., Poon, S. W., Ahmed, Syed M. & Wong, F. K. W. (2003). “Modern Construction
Project Management,” 2nd Edition (1st Edition Printed in 1998), Hong Kong University Press,
Construction & Real Estate Series – ISBN: 962-209-567-4.
Edited Proceedings

Ahmed, S.M., I. Ahmad, J. P. Pantouvakis, and S. Azhar, Proceedings of the Third International
Conference on Construction in the Twenty First Century, held in Athens, Greece, September,
2005.

Ahmed, S.M., I. Ahmad, S.L. Tang, and S. Azhar, Proceedings of the Second International
Conference on Construction in the Twenty First Century, held in Hong Kong, December, 2003.

Ahmad, I., S.M. Ahmed, and S. Azhar, Proceedings of the First International Conference on
Construction in the Twenty First Century, held in Miami, April, 2002.
Organization of conferences, symposia and workshops (not technical sessions)






International Conference on Construction and Real Estate Management (ICCREM 2006) 13th
Rinker International Conference, Collaboration and Development in Construction and Real
Estate, 5-6 October 2006, Sheraton World Resort, Orlando, Florida, USA
Yimin Zhu, Co-Chair
Irtishad Ahmad, Advisor
First International Conference on Construction Engineering and Management, Korea Institute of
Construction Engineering and Management, October 2005.Boong-Yeol Ryoo, Member.
Construction in the 21st Century, CITC – I, Miami, April 2002
Construction in the 21st Century, CITC – II, Hong Kong, December 2003
Construction in the 21st Century, CITC – III, Athens, Greece, September 2005
Construction in the 21st Century, CITC – IV, Gold Coast, Australia, July 2007
23
Syed Ahmed and Irtishad Ahmad, Editors (FIU sponsored series of Construction in the Twenty
First Century conferences)
Journal Publications (2004-06)
2006 –
1. Zhihui Zhang, Xing Wu, Xiaomin Yang and Yimin Zhu, “BAPAS – A Life Cycle Building
Environmental Performance Assessment Model”, Building and Environment, Volume 41, Issue 5,
pp. 669-675, 2006.
2. Yimin Zhu and Godfried Augenbroe, “A Reference Model for Supporting Inter-Organizational
Information Process Integration”, Automation in Construction, Volume 15, Issue 2, pp. 200-211,
2006.
3. Yimin Zhu, Weihua Mao and Irtishad Ahmad, "Capturing Implicit Structures in the Unstructured
Content of Construction Documents", Journal of Computing in Civil Engineering, 2006.
4. Weihua Mao, Yimin Zhu and Irtishad Ahmad, "Applying Metadata Models to Unstructured
Content of Construction Documents: A View-Based Approach", Automation in Construction,
2006.
5. Yimin Zhu and Xiao Dong Li, “Representations of Semantic Mappings: a step towards a
dichotomy of application semantics and contextual semantics,” under review, International
Journal of Project Management, 2006.
6. Syed M. Ahmed and Yimin Zhu, “Pneumoconiosis Trends in the Construction Industry: a
comparison study between the coal mining and the construction industry.” Under review by the
International Journal of Construction Management, 2006.
7. Boong-Yeol Ryoo and Miroslaw J. Skibniewski, “e-Portal for Construction Engineers: Korea
Example,”, The International Journal of Construction Management, 2006.
2005 8. Yimin Zhu, “Applying Computer-based Simulation to Energy Auditing: a case study”, Journal of
Energy and Buildings, 2005.
9. Yimin Zhu, Aarti Pandit and Weihua Mao, “A Framework to Support the Representations of
Semantic Mappings of the Hybrid Integration Strategy in AEC” Journal of Computing in Civil
Engineering, 2005.
10. Yimin Zhu and Yaowu Wang, “The Organization of Information Standards in the Chinese
Construction Industry”, ITCON, 2005.
11. Ahmed, Syed M., Aoieong R., & Tang, S.L. (2005). “A Comparison of Quality Management
Systems in the Construction Industries of Hong Kong and USA,” International Journal of Quality
& Reliability Management, Vol. 22, No. 2, pp. 149-161.
24
2004 –
12. Ahmad, I. S. Azhar, and P. Lukauskis, “Development of a Decision Support System using Data
Warehouseing to Assist Builders/Developers in Site Selection,” Automation in Construction, Vol.
13, 2004, p. 525-542.
13. Ahmad, I. and S. Azhar, “Temperature Variation in High Slump Drilled Shaft Concrete and its
Effect on Slump Loss,” Cement and Concrete Research, Vol. 34, 2004, p. 207-217.
14. De Saram D. D., Ahmed, Syed M. & Anson, M. (2004). “Suitability of Critical Incident Technique
(CIT) to Measure the Quality of Construction Co-ordination,” Journal of Management in
Engineering, Vol. 20, Issue 3, pp. 97-109.
15. Tang, S. L., Aoieong R., & Ahmed, Syed M. (2004). “The Use of Process Cost Model (PCM) for
Measuring Quality Costs of Construction Projects: Model Testing,” Journal of Construction
Management & Economics, Issue No. 3, Vol. 22, pp. 263-275.
16. Caballero A., Ahmed, Syed M. & Azhar, S. (2004). “Risk Evaluation Using a Fuzzy Logic
Model,” WSEAS
Conference Proceedings Publications (2004-06)
2006 1. Yimin Zhu, Raymond Issa and Ivan Mutis, “Process-Oriented Systems Integration”, to appear in
the Proceedings of the Joint International Conference on Computing and Decision Making in
Construction and Building Engineering, June 14-16, 2006, Montreal Canada.
2. Syed M. Ahmed, and Salman Azhar (2006) “Adoption & Implementation of Total Quality
Management (TQM) in the Florida Construction Industry,” ASC Proceedings of the 42nd Annual
Conference, Colorado State University, April 20-22, 2006. CD-ROM Edition.
3. Juan Zheng, Weihua Mao, Syed M. Ahmed, & Mario Berrios (2006) “Web-Centric Partnering
Systems for Total Quality Management,” ASC Proceedings of the 42nd Annual Conference,
Colorado State University, April 20-22, 2006. CD-ROM Edition.
2005 4. Yimin Zhu, “BNF Representations of Semantic Mappings for Hybrid Integration in AEC”, the
Proceedings of the International Conference of Construction and Real Estate Management
(ICCREM), Malaysia, December, 2005.
5. Yimin Zhu, Mei-Ling Shyu and Shu-Ching Chen, “Data Integration for Capital Projects via
Community-Specific Conceptual Representations”, the Proceedings of the 2005 IEEE
International Conference on Information Reuse and Integration, Las Vegas, August, 2005.
6. Yimin Zhu and Aarrti Pandit, “A Hybrid Integration Strategy Using Semantic and Context
Models for the AEC Industry”, the proceedings of CITC-III, Athens, Greece, September, 2005.
7. Yimin Zhu, “Applying Context to Systems Integration in AEC”, ASCE Research Congress, San
Deigo, CA, 2005.
25
8. Yimin Zhu, Shu-Chen Chen and Mei-Ling Shyu, “A Hybrid Integration Strategy: CommunitySpecific, Context-Mediate and Process-Oriented”, the Proceedings of the International
Conference on Computing in Civil Engineering, Cancun, Mexico, June, 2005.
9. Avind Tavera, Yimin Zhu and Weihua Mao “A Survey on Sub-contractor Pre-qualification”, the
proceedings of CITC-III, Athens, Greece, September, 2005
10. “System Architecture for Integration of Construction e-Business Solutions: A Model for
Enterprise Resource Planning and Project Management System,” Boong-Yeol Ryoo, Irtishad U.
Ahmad, and Juan Zheng, 1st International Conference on Construction Engineering and
Management (ICCEM 2005), Seoul, Korea, October 16~19, 2005.
11. “System Architecture for Integration of Construction e-Business Solutions: A Model for
Enterprise Resource Planning and Project Management System,” Boong-Yeol Ryoo, Irtishad U.
Ahmad, and Juan Zheng, 1st International Conference on Construction Engineering and
Management (ICCEM 2005), Seoul, Korea, October 16~19, 2005.
12. “Framework of Construction Management Task Map for Integrated Project Management
Systems,” Boong-Yeol Ryoo and Ronald A. Baier, Third International Conference on
Construction in the 21st Century (CITC-III) “Advancing Engineering, Management and
Technology,” Athens, Greece, 15-17, September 2005.
13. Forbes, L.H. & Ahmed, Syed M. (2005). “Proposal of a New Paradigm for Construction
Management Education and Industrial Engineering Collaboration,” Proceedings of the 3rd
International Conference on Construction in the 21st Century (CITC-III), (on CD Rom)
September 15-17, Athens, Greece.
14. Okamura, P., Sullivan K., Kashiwagi, D., Kashiwagi, M. & Ahmed, Syed M. (2005). “The
Facility Manager Information Worker of the Future,” Proceedings of the 3rd International
Conference on Construction in the 21st Century (CITC-III), (on CD Rom) September 15-17,
Athens, Greece.
15. Murphy, P., Kovel, J., Kashiwagi, D., Sullivan, K., Kashiwagi, M. & Ahmed, Syed M. (2005).
“Leadership Required to Change the Culture of Construction,” Proceedings of the 3rd
International Conference on Construction in the 21st Century (CITC-III), (on CD Rom)
September 15-17, Athens, Greece.
16. Ahmed, Syed M., Zheng J., Ahmad, I., & Caballero, A. (2005) “An Analysis of Masters
Curricula in Construction Management Programs in the USA,” Proceedings of the 3rd Latin
American and Caribbean Conference for Engineering and Technology (on CD Rom), June 8-10,
Cartegena, Colombia.
17. Ahmed, Syed M., Mao, W., Pandit, A. & Zheng, J. (2005). “A Comparative Analysis of
Financial Statement of General Contractors,” ASC Proceedings of the 41st Annual Conference,
University of Cincinnati, Cincinnati, Ohio, April 6-9. CD-Rom Edition.
26
2004 18. Yimin Zhu, Thomas Froese and Raymond Issa, “XML-based Standards for Construction Data
Exchange”, the proceedings of CRIOCM International Conference, pp. 142-144, Hong Kong,
China, December, 2004.
19. Yimin Zhu, “Simulation-Based Energy Efficiency Study – A Case Study”, the proceedings of
the Second LACCEI International Latin American and Caribbean Conference for Engineering
and Technology (LACCET’2004), “Challenges and Opportunities for Engineering Education,
Research and Development” , 2-4 June, 2004 Miami, Florida, USA
20. Yimin Zhu and Shu-Ching Chen, “A Conceptual Framework of Ontology-based Scope
Alignment”, submitted to the Second LACCEI International Latin American and Caribbean
Conference for Engineering and Technology (LACCET’2004), “Challenges and Opportunities
for Engineering Education, Research and Development” , 2-4 June, 2004 Miami, Florida, USA
21. “ERP Adoption Model for the Construction Industry”, M. Omer Tatari, Boong-Yeol Ryoo and
Miroslaw J. Skibniewski, European Conference on Product and Process Modeling in the
Building and Construction Industry (ECPPM – 2004), Istanbul, Turkey, September 8-10, 2004.
22. “Electronic Project Management Information Systems (e-PMIS) for Construction Projects in
Developing Countries,” Boong-Yeol Ryoo, Pollaphat Nitithamyong, Miroslaw J. Skibniewski,
Proceedings, CIB-W107 and TG23 Joint International Symposium on Globalization and
Construction (CD-Rom), ISBN 974-8208-56-7, CIB and AIT, Bangkok, Thailand, November
17-19, 2004.
23. Ahmed, Syed M., & Azhar, S. (2004). “Application of Analytic Hierarchy Process (AHP) to
Evaluate Tenders in Construction Projects,” Accepted for Presentation and Publication in the 3rd
Scientific Conference on Project Management (PM-03), Thessaloniki, Greece, September 24-25,
pp. 280-287.
24. Ahmed, Syed M., Zheng, X.M., and Azhar, S. (2004). “A Simulation Analysis of Bullwhip
Effect” in Construction Supply Chains,” Accepted for Presentation and Publication in the 3rd
Scientific Conference on Project Management (PM-03), Thessaloniki, Greece, September 24-25,
pp. 323-330.
25. Ahmed, Syed M., and Azhar, S. (2004). “Risk Management in the Florida Construction
Industry,” Proceedings of the 2nd Latin American and Caribbean Conference for Engineering
and Technology (on CD Rom), June 2-4, Miami, Florida.
26. Forbes, L.H. & Ahmed, Syed M. (2004). “Adapting Lean Construction Methods for Developing
Nations,” Proceedings of the 2nd Latin American and Caribbean Conference for Engineering &
Technology (on CD Rom) June 2-4, Miami, Florida.
27. Ahmed, Syed M., Forbes, L.H. & Hensley, K. J. (2004). “Project Management Best Practices –
Applicability of US Standards in the Caribbeab Basin Countries,” Proceedings of the 2nd Latin
American and Caribbean Conference for Engineering and Technology (on CD Rom), June 2-4,
Miami, Florida.
27
APPENDIX B – Fund Raising
Table B-1- Scholarship Fund
NAME OF SCHOLARSHIP
CONSUL TECH (endowed)
BALFOUR BEATTY (endowed)
CONDOTTE AMERICA
(endowed)
CASF (endowed)
ASPE (endowed)
CATALFUMO UNDERGRAD
CATALFUMO GRAD
TURNER UNDERGRAD
TURNER GRAD
CHADHOURY FUND
CM SCHOLARSHIP (COSCAN)
VICTOR A. BONACHEA
KELLY FOUNDATION (CM &
CIVIL) (endowed)
PRINCIPAL OPERATING
AMT
FUNDS
$29,479.00
$2,435.00
$28,415.00
$2,499.00
DESCRIPTION
1 for $1000
1 for $1020
1 for $1200
2 FOR $2500
EACH
1 for $2000
3 FOR $4000
EACH
1 FELLOWSHIP
1 Scholarship
1 Scholarship
$40,200.00
$2,089.00
$45,841.00
$16,566.00
2 @ $1500 each
1 FOR $2500
$12,000.00
$18,000.00
$2,500.00
$5,000.00
$2,000.00
$4,500.00
$7,500.00
3 for $2,000 each
$104,494.00
$3,437.00
Table B-2 - Capital Campaign Donors and Pledges
(As of September 2008)
NAME
SUFFOLK CONSTRUCTION
CHUCK NIELSON
SKANSKA CONSTRUCTION
VALDINI & PALMER
RIGHT WAY PLUMBING
CUESTA CONSTRUCTION
TURNER CONSTRUCTION
LINK CONSTRUCTION
TOTALS
PLEDGE
$50,000.00
$50,000.00
$50,000.00
$25,000.00
$25,000.00
$10,000.00
$5,000.00
$1,500.00
$216,500.00
STATE MATCH
$50,000.00
$50,000.00
$50,000.00
$25,000.00
$25,000.00
$10,000.00
$5,000.00
$1,500.00
$216,500.00
TOTAL
$100,000.00
$100,000.00
$100,000.00
$50,000.00
$50,000.00
$20,000.00
$10,000.00
$3,000.00
$433,000.00
28
Table B-3 - Cash Donations
Type of Organization
Construction Associations
Contractors
Alumni
Total
Amount Donated
2005 - 2008
Amount Donated
2001 – 2004
$10,000
$63,600
$225,0001
$343,1672
$1,120
$30
$236,120
$406,797
Note 1: This amount includes $22,200 received from the Career Expo participants as a contribution to
the department.
Note 2: This amount includes $270,492 received from William Stroop (Stroop Construction Law Firm)
as a result of a settlement of a lawsuit between William Stroop and Miami-Dade County.
29
APPENDIX C – Academic Learning Compacts
Florida International University
Academic Learning Compact
Name of the Undergraduate Degree Program
Construction Management
Mission Statement
The Department of Construction Management, in the College of Engineering and Computing at Florida International
University, serves the state, the nation, the international community, and the construction industry. It fulfills its mission
by imparting knowledge of the construction management process through extension, excellent teaching, promoting
public and university service, discovering new knowledge and solving problems through research, and fostering
creativity.
Student Learning Outcomes
FIU Construction Management graduates should be able to achieve the following:
Content/Discipline Knowledge
1. Demonstrate competence in construction estimating (Quantity Takeoff).
2. Demonstrate competence in using the principles of construction scheduling (Critical Path Method).
3. Demonstrate the ability to use modern construction management software necessary for planning, budgeting, and
project management.
Critical Thinking
1. Demonstrate the ability to integrate and synthesize the knowledge and skills acquired.
2. Demonstrate the ability to apply research and investigational skills in obtaining new information and knowledge
required to solve problems.
3. Development of a life-long learning/continuing education mindset.
30
Oral and Written Communication
1. Demonstrate the ability to clearly explain concepts, processes, techniques, methods and information.
2. Demonstrate the ability to collect, organize, analyze, interpret and present materials in writing in the form of a
comprehensive project documentation package.
3. Demonstrate the ability to present data and information graphically, using charts and tables.
4. Demonstrate the ability to present in front of a jury using presentation slides.
31
APPENDIX D - Student Learning Outcomes
Florida International University:
Student Learning Outcome Assessment 2008-2009 Fall 208 Results
Academic Unit: Construction Management
Degree Program: Bachelor of Science in Construction Management
Link to Unit’s Mission: The Department's mission is to provide enlightened leadership to the construction industry through its graduates; to increase and to improve the body of
working knowledge; and to promote the interdisciplinary transfer of technology. The Department also strives to produce professional construction managers who are informed and
participating citizens with a sense of civic duty and responsibility; persons with a sense of dignity whose actions express high moral and ethical standards; and professionals who
strive to comprehend the impact of their work on their own lives as well as on the society in which they live.
Student Learning Outcome
(Stated in Measurable Terms)
Assessment Method
Results
(Data Summary and Analysis)
Outcome 1
Graduates will learn basic
construction estimating and
scheduling techniques and will be
competent in these core subject areas
in construction management.
Measure 1.1
A detailed quantity survey (takeoff) based on
assigned plans and drawings of a construction
project is developed and submitted by each student
individually in the quantity takeoff part of the
course BCN 4910 Senior Project. All takeoff
submissions will be evaluated by a faculty member
with expertise in construction estimating using a
faculty developed rubric. Students will receive a
satisfactory (3) or above rating on a 5-point rubric.
1= Poor; 2=Needs improvement; 3=Satisfactory;
4=Good; 5=Excellent.
Measure 1.2
A detailed construction schedule (Critical Path
Method) based on assigned plans and drawings of a
construction project is developed and submitted by
each student individually in the construction
schedule part of the course BCN 4910 Senior
Project. All schedule submissions will be evaluated
by a faculty member with expertise in construction
scheduling using a faculty developed rubric.
Students will receive a satisfactory (3) or above
rating on a 5-point rubric.
1= Poor; 2=Needs improvement; 3=Satisfactory;
4=Good; 5=Excellent.
Results 1.1
Based on the Fall 2008 BCN 4910 class of 21 students,
a. 95.24% of the students received a score of satisfactory or higher in the rubric, “student’s ability to
prepare a comprehensive quantity survey.”
b. 90.48% of the students received a score of satisfactory or higher in the rubric, “student’s ability to
assign costs to the quantity survey.”
c. 66.67% of the students received a score of satisfactory or higher in the rubric, “student’s ability to
prepare adequate back up.”
d. 80.96% of the students received a score of satisfactory or higher in the rubric, student’s ability to
organize the estimate package.”
The results show that students are doing very well in quantity surveying and in assigning costs. They
need to improve their ability to prepare adequate back up and to a lesser degree in their ability to
organize the estimate package.
Results 1.2
Based on the Fall 2008 BCN 4910 class of 21 students,
a. 90.48% of the students received a score of satisfactory or higher in the rubric, “student’s ability to
assign activities to the project.”
b. 85.71% of the students received a score of satisfactory or higher in the rubric, “student’s ability to
assign durations to the activities.”
c. 90.48% of the students received a score of satisfactory or higher in the rubric, “student’s ability to
define relationships between activities.”
d. 85.71% of the students received a score of satisfactory or higher in the rubric, student’s ability to
prepare relevant scheduling reports and graphs.”
The results show that students are doing very well in assigning activities and in defining relationships
between activities. Approximately, 15% of them need to improve their ability in assigning durations
to activities and in preparing scheduling reports and graphs.
Use of Results for Improving Student Learning - Improvement plan.
1. Students taking courses BCN 3611 (Construction Estimating I) and BCN 4612 (Construction Estimating II) will have specific instructions on how to keep adequate back up and on how to
organize estimate packages.
2. Students taking courses BCN 3720 (Construction Scheduling I) and BCN 4724 (Construction Scheduling II) will have specific instructions on how to assign durations to activities and on how
to prepare scheduling reports and graphs.
32
Student Learning Outcome
(Stated in Measurable Terms)
Assessment Method
Results
(Data Summary and Analysis)
Outcome 2 (Technology)
Each graduating student will demonstrate the ability to use
computer software for estimating (electronic spreadsheet) and
scheduling (commercially available, e.g. Primavera) in the
senior project.
Measure 2.1
A detailed construction estimate and schedule reports, generated
by the use of specific computer software for estimating and
scheduling, are developed and submitted by each student
individually in the computer-generated estimating and
scheduling reports submitted as parts of the course BCN 4910
Senior Project. All submissions will be evaluated by a faculty
member with expertise in the specific software technology
using a faculty developed rubric.
Students will receive a satisfactory (3) or above rating on a 5point rubric.
1= Poor; 2=Needs improvement; 3=Satisfactory; 4=Good;
5=Excellent.
Results 2.1
Based on the Fall 2008 BCN 4910 class of 21 students,
a. 100% of the students received a score of satisfactory or
higher in the rubric, “student’s ability to employ computer
software for the preparation of the estimate.”
b. 95.24% of the students received a score of satisfactory or
higher in the rubric, “student’s ability to employ computer
software for the preparation of the schedule.”
The results show that students are doing very well in their
ability to employ computer software for the preparation of both
the estimate and the schedule.
Use of Results for Improving Student Learning
Results indicate that students are learning appropriate software technology adequately.
33
Student Learning Outcome
(Stated in Measurable Terms)
Assessment Method
Results
(Data Summary and Analysis)
Outcome 3
Measure 3.1
Graduates will demonstrate an ability to communicate their
ideas effectively through written and oral reports.
Each student will prepare a comprehensive project report
explaining concepts, processes, techniques, methods and
information and present verbally at the conclusion of the course
BCN 4910 Senior Project. At least 50% of all reports, total
number being no less than 10 in a given semester, will be
evaluated by a panel of three faculty members using a faculty
developed rubric.
Students will receive a satisfactory (3) or above rating on a 5point rubric.
1= Poor; 2=Needs improvement; 3=Satisfactory; 4=Good;
5=Excellent.
Results 3.1
Based on the Fall 2008 BCN 4910 class of 21 students,
a. 100% of the students received a score of satisfactory or
higher in the rubric, “student’s ability to prepare a
comprehensive project narrative.”
b. 100% of the students received a score of satisfactory or
higher in the rubric, “student’s ability to make a professional
quality verbal presentation of the project.”
c. 100% of the students received a score of satisfactory or
higher in the rubric, “student’s ability to use audio-visual
presentation of the project.
The results show that students are doing very well in their
ability to communicate their ideas effectively through written
and oral reports.
Use of Results for Improving Student Learning
Results indicate that students are well prepared to communicate their ideas effectively through written and oral reports.
34
Summarize use of results for continuous improvement of learning:
1. Student learning outcomes are measured by work performed by the graduating seniors of the BSCM program. Outcome 1 measured students’ knowledge in
core areas of construction cost estimating and construction scheduling are judged based on the work submitted. Students’ ability to learn and use software
technology in estimating and scheduling was assessed by Outcome 2. Students’ ability to communicate effectively both written and oral was measured by
Outcome 3. Results are satisfactory, overall. Based on the improvement measures indicated under Outcome 1 further improvements in the future assessment
cycles are expected.
2. Outcome 1 and 2 rubrics were assessed by single faculty members having expertise in corresponding areas, only Outcome 3 was assessed by a panel. In the
following assessment cycles Outcomes 1 and 2 will also be assessed by a panel of at least two faculty members.
35
Florida International University:
Student Learning Outcome Assessment 2008-2009 Fall 208 Results
Academic Unit: Construction Management
Degree Program: Master of Science in Construction Management
Link to Unit’s Mission: The Department's mission is to provide enlightened leadership to the construction industry through its graduates; to increase and to improve the body of
working knowledge; and to promote the interdisciplinary transfer of technology. The Department also strives to produce professional construction managers who are informed and
participating citizens with a sense of civic duty and responsibility; persons with a sense of dignity whose actions express high moral and ethical standards; and professionals who
strive to comprehend the impact of their work on their own lives as well as on the society in which they live.
Student Learning Outcome
(Stated in Measurable Terms)
Assessment Method
Results
(Data Summary and Analysis)
Outcome 1
Graduate students will demonstrate the necessary
management and analytical knowledge utilized in
the management of construction organizations and
thus be prepared to work effectively in the
construction industry. Specifically, they should be
able to develop an organizational structure for the
company.
Measure 1.1
Students, taking the course, BCN 5772
Management of Construction Organizations will
demonstrate ability to formulate a project
organizational structure, a functional
organizational structure and a matrix
organizational structure by obtaining “satisfactory
(3) or above” scores in the “organizational
structure” assignment of the course on a scale of
poor (1) to excellent (5). At least 30% of all
assignments, total number being no less than 10 in
a given semester, will be evaluated by a panel of
two faculty members.
In BCN 5772 (Summer 2008), the class performance for
Outcome 1 was as follows:
Depth of heirarchy (levels)
More than 95% of the class received a score above satisfactory
Completeness of positions
More than 90% of the class received a score above satisfactory
Organization chart relationships
More than 96% of the class received a score above satisfactory
Innovation
More than 86% of the class received a score above satisfactory
Use of Results for Improving Student Learning
Results of this outcome are satisfactory. Specific instructions will be given to improve different characteristics of organizational structures.
36
Student Learning Outcome
(Stated in Measurable Terms)
Assessment Method
Results
(Data Summary and Analysis)
Outcome 2
Graduates will demonstrate an ability to
communicate their ideas effectively through
written and oral reports.
Measure 2.1
All non-thesis students will complete a project
report in at least one of the four courses (BCN
5772 – Management of Construction
Organizations, BCN 5774 –Topics in International
Construction, BCN 5792 –Total Quality
Management and Planning in Construction, and
BCN 6916 – Developments in Construction
Technologies) in written form with at least 5000
words or equivalent and present the report
verbally. Students will obtain “satisfactory (3) or
above” scores on a scale of poor (1) to excellent
(5). At least 30% of all reports, total number being
no less than 10 in a given semester, will be
evaluated by a panel of two faculty members.
In BCN 5792 (Fall 2008), the class performance for Outcome 2
was as follows:
Achievement of project objectives
More than 84% of the class received a score above satisfactory
Methodology
More than 86% of the class received a score above satisfactory
Background search
More than 88% of the class received a score above satisfactory
Data collection & analysis process
More than 78% of the class received a score above satisfactory
Validity of Conclusions
More than 83% of the class received a score above satisfactory
Layout & Flow
More than 87% of the class received a score above satisfactory
Language use
More than 74% of the class received a score above satisfactory
Use of Results for Improving Student Learning
Results of this outcome are satisfactory. Emphasis will be given on correct usage of language. Students will also receive specific instructions on data
collection and analysis for their report.
37
Student Learning Outcome
(Stated in Measurable Terms)
Assessment Method
Results
(Data Summary and Analysis)
Outcome 3 (Technology)
The graduates of our program will acquire the
following skills: establishing the different
relationships between activities and then analyzing
the schedule for earned value, and resource
leveling to demonstrate proficiency in the use of
the latest construction industry scheduling
standard.
Measure 3.1:
Graduate students taking the course BCN 5728
Principles of Construction Scheduling will
demonstrate proficiency in establishing the work
breakdown structure (WBS), the different
relationships between activities and then analyzing
the schedule for earned value, and resource
leveling by obtaining satisfactory (3) or above”
scores on a scale of poor (1) to excellent (5). At
least 30% of all reports, total number being no less
than 10 in a given semester, will be evaluated by a
panel of two faculty members.
Phase I of the term project covers Work
Breakdown Structure (WBS) and activity
relationships. Phase 2 covered activity time
calculations. Phase 3 covered time-cost
optimization, resource leveling, earned value
and PERT.
More than 75% of the students demonstrated
at above satisfactory level in the
understanding and application of the above
mentioned concept, tools and techniques.
Use of Results for Improving Student Learning
Students will be given specific assignments for each of the concepts outlined in Measure 3.1. They will be separately assessed for evaluation of their
performance in the use of computerized scheduling technology.
38
Summarize use of results for continuous improvement of learning:
1. Student learning outcomes 1 and 2 are measured by work performed by the graduate students in BCN 5772 and BCN 5792 respectively. Outcome 1 measured
students’ knowledge in construction organizational structures. Students’ ability to communicate in written project reports was assessed by Outcome 2. In
Outcome 3 students’ knowledge on construction scheduling and related software technology were assessed.
Results are satisfactory, overall. Specific changes, as indicated, will be implemented in order to improve the effectiveness of assessment instruments.
2. Outcomes rubrics were assessed by single faculty instructors having expertise in corresponding areas. In the following assessment cycles Outcomes will also
be assessed by a panel of at least two faculty members.
39
APPENDIX E – Program Outcomes - Plan
Florida International University:
Program Outcome Assessment 2008-2009 Plan
Academic Unit: Construction Management
Degree Program: Bachelor of Science in Construction Management
Link to Unit’s Mission: The Department's mission is to provide enlightened leadership to the construction industry through its graduates; to increase and to improve the body of
working knowledge; and to promote the interdisciplinary transfer of technology. The Department also strives to produce professional construction managers who are informed and
participating citizens with a sense of civic duty and responsibility; persons with a sense of dignity whose actions express high moral and ethical standards; and professionals who
strive to comprehend the impact of their work on their own lives as well as on the society in which they live.
Program Outcome
Assessment Methods
(Stated in Measurable Terms)
Results
(Data Summary and Analysis)
Outcome 1
Graduates will have the knowledge on the role of a construction
manager involving ethics.
Measure 1
Responses to the annual outcome assessment survey completed
by graduating students, alumni and employers in survey items
on professional ethics will show an average score of 3 or
greater on a scale of 1 (poor) to 5 (outstanding).
Use of Results for Improving Program
40
Program Outcome
(Stated in Measurable Terms)
Assessment Methods
Results
(Data Summary and Analysis)
Outcome 2
Graduating students are satisfied with the program advising
process.
Measure 2.1
Annual exit survey of graduating seniors will show they are
satisfied with the advising process. The survey will be
completed by graduating students every term and the item on
advising process will show an average score of 3 or greater on a
scale of 1 (poor) to 5 (outstanding).
Use of Results for Improving Program
41
Program Outcome
(Stated in Measurable Terms)
Assessment Methods
Results
(Data Summary and Analysis)
Outcome 3
Graduates will have the ability to communicate their ideas
effectively.
Measure 3.1
Annual survey of graduating students, alumni and employers in
survey items on oral and written communication skills, will
show an average score of 3 or greater on a scale of 1 (poor) to 5
(outstanding).
Use of Results for Improving Program
42
Florida International University:
Program Outcome Assessment 2008-2009 Plan
Academic Unit: Construction Management
Degree Program: Master of Science in Construction Management
Link to Unit’s Mission: The Department's mission is to provide enlightened leadership to the construction industry through its graduates; to increase and to improve the body of
working knowledge; and to promote the interdisciplinary transfer of technology. The Department also strives to produce professional construction managers who are informed and
participating citizens with a sense of civic duty and responsibility; persons with a sense of dignity whose actions express high moral and ethical standards; and professionals who
strive to comprehend the impact of their work on their own lives as well as on the society in which they live.
Program Outcome
Assessment Methods
(Stated in Measurable Terms)
Results
(Data Summary and Analysis)
Outcome 1
Graduates will have the knowledge on the role of a construction
manager involving ethics.
Measure 1
Responses to the annual outcome assessment survey completed
by graduating students, alumni and employers in survey items
on professional ethics will show an average score of 3 or
greater on a scale of 1 (poor) to 5 (outstanding).
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Program Outcome
(Stated in Measurable Terms)
Assessment Methods
Results
(Data Summary and Analysis)
Outcome 2
Graduating students are satisfied with the program advising
process.
Measure 2.1
Annual exit survey of graduating seniors will show they are
satisfied with the advising process. The survey will be
completed by graduating students every term and the item on
advising process will show an average score of 3 or greater on a
scale of 1 (poor) to 5 (outstanding).
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Program Outcome
(Stated in Measurable Terms)
Assessment Methods
Results
(Data Summary and Analysis)
Outcome 3
Graduates will have employment in a responsible position in the
construction industry by the time they graduate.
Measure 3.1
Annual survey of graduating students will show an average
score of satisfactory (3) or more on the survey item responsible
employment in the construction industry, on a scale of 1 (poor)
to 5 (outstanding).
Use of Results for Improving Program
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