Department of Sustainable Construction Management and Engineering
October 2011
Bachelor of Science Degree in Construction Management:
Learning Outcomes, Assessment Data and Curriculum Revisions 2008-2011
Introduction
The Outcomes Assessment programs for the SCME department’s two undergraduate degree programs,
construction management and wood products engineering, were developed in 2008-2009. The document
was revised in February 2010 following the elimination of the Wood Products Engineering degree
program, and the change in the department’s name.
Data collection began in 2008. Reports of data collection, analysis, and responses to the analysis are
included in the 2008-09, 2009-10 and 2010-11 Annual Reports of the Department of Sustainable
Construction Management and Engineering. Portions of these documents are included here to illustrate the
connections between learning outcomes, assessment data, and curriculum changes. Assessment data from
student performance on the AIC exam and the senior exit survey are the main tools for assessment.
Assessment of performance in coursework specific to each learning objective has been collected but has
been found to be less helpful as an indicator of success than the other tools (AIC exam and senior survey).
Student performance in the capstone course, Construction Project management is another tool for
assessment. The alumni survey was used as an assessment tool in 2008-09, and may be used again when
we survey our alumni. A draft was prepared of a student portfolio with the purpose of using as an
assessment tool. The student portfolio was not implemented and the department is evaluating its potential
usefulness as an assessment tool.
Learning outcomes, assessment data and curriculum changes
Learning Outcomes for the Construction Management Program:
1. Ability to successfully earn the designation of Associate Certified Professional Constructor
(CPC) through passing the Associate Constructor examination, the initial step for earning the
professional designation of Certified Professional Constructor (CPC)
2. Knowledge of and ability to apply construction management fundamentals and sustainable
practices to actual construction projects
3. Ability to manage construction projects in the following fields of construction: residential,
commercial, heavy/highway, and industrial
4. Ability to communicate with all project participants in a professional manner to deliver a
successful construction project
5. Ability to read and interpret construction documents to develop a successful bid package
6. Ability to read and interpret construction contracts to successfully deliver a project
7. Ability to develop, implement and maintain a critical path schedule for the management of
construction projects and their budgets
8. Ability to successfully manage the delivery of construction projects within the contractually
defined delivery system by completing a project on time, under budget, of desired quality in a
safe manner
9. Ability to develop and implement a construction safety plan based upon the current federal
OSHA Construction safety regulations
10. The ability to apply engineering principles related to material and structural properties, in the
management of construction projects
11. Knowledge of the properties of construction materials, including solid lumber, engineered
wood products, composite products, steel and concrete, and the proper use of these materials in
construction.
12. Awareness of the need to keep informed with the appropriate new techniques and materials to
deliver the most appropriate and cost effective construction project to the client
13. Ability to implement current requirements for the successful delivery of sustainable
construction projects
14. Awareness of professional responsibility and ethics in construction management, including the
need to look out for the public interest, and to deliver service that includes responsible, fair, and
unbiased input to the client in accordance with current professional practice
15. Awareness of contemporary issues in construction management such as sustainable
development, as well as economic, political, social and global issues
16. Ability and desire for life-long learning in the profession
17. Ability to pursue graduate studies in construction engineering, construction management,
construction science, business management, real estate development
18. Ability to evaluate the delivery systems of construction to provide the most appropriate
delivery system for green projects
19. Awareness of sustainable rating systems and their impact on the construction process
20. Ability to provide professional construction services that meet client needs while upholding the
principles of sustainability as applied to the client’s project
21. Ability to successfully apply sustainable concepts and principles to the following fields of
construction: residential, commercial, heavy and highway, and industrial
22. Ability to provide reliable cost projections for the sustainable project components while
adhering to the rating system requirements
23. Ability to maintain currency with the evolution of sustainability and the various rating systems
24. Ability to communicate in a professional manner through the development of writing skills,
public speaking skills, and mastery of a variety of media and software applications
Assessment Tools
There are six assessment tools available for the B.S. program in Construction Management.
1. Associate Constructor Examination, Part 1 of the Certified Professional Constructor (CPC) process
2. Assessment of Student Competency to assess how material is delivered in coursework based on the
percentage of students with passing grade for each learning outcome
3. Portfolio of Student Accomplishments developed based on the CM list of outcomes and produced by
the student during the two- or four- year period that the student is enrolled
4. Capstone course, Construction Project Management
5. Exit Survey for graduating seniors
6. Survey of Recent Alumni
Data collected in 2008-09
1. Associate Constructor Examination, Part 1 of the Certified Professional Constructor (CPC) process
2. Assessment of Student Competency to assess how material is delivered in coursework based on the
percentage of students with passing grade for each learning outcome
3. Capstone course, Construction Project Management
4. Exit Survey for graduating seniors
5. Survey of Recent Alumni
Data collected in 2009-2010
1. Associate Constructor Examination, Part 1 of the Certified Professional Constructor (CPC) process
2. Capstone course, Construction Project Management
3. Exit Survey for graduating seniors
Data collected in 2010-2011
1. Associate Constructor Examination, Part 1 of the Certified Professional Constructor (CPC) process
2. Capstone course, Construction Project Management
3. Exit Survey for graduating seniors
Assessment Data
1. Associate Constructor Examination
Our Outcomes Assessment Plan used the following targets to measure success for both the overall
scores and the scores for each topic area:
Exceeding expectations
> 80% pass rate
Meeting expectations
> 70% pass rate
Approaching expectations
> 60% pass rate
Not meeting expectations
< 60% pass rate
Overall Scores
Results 2008-2009. The pass rate was 59% compared to the national pass rate of 67%. For the
overall scores, the CM program is almost at the >60% pass rate, or approaching expectations.
Results 2009-2010. The pass rate was 46% compared to the national pass rate of 62%. For the
overall scores, the CM program was at the <60% pass rate, or Not Meeting Expectations
Results 2010-2011. The pass rate was 68% compared to the national pass rate of 61%. This is the
first time since the exam was given at ESF that the local results exceeded the national average.
100%
90%
80%
70%
60%
50%
Percent Passing ESF
40%
Percent Passing National
30%
20%
10%
0%
2008
2009
2010
2011
Individual Topic Categories: The exam assesses competencies in 10 areas of instruction.
Areas of Instruction
Communication Skills
Engineering Concepts
Management Concepts
Materials, Methods, and Plan Reading
Bidding and Estimating
Budgeting, Costs, and Cost Control
Planning, Scheduling and Control
Construction Safety
Surveying and Project Layout
Project Administration
Number of Students for each Area of weakness
2008
2009
2010
2011
N= 26
N= 17
N=28
N=19
14
11
10
8
12
15
16
8
8
13
11
4
2
6
9
4
12
3
3
2
13
13
9
10
18
12
19
8
6
16
11
8
6
5
5
6
8
5
1
7
Results 2008-2009. Nationally there were two categories of weakness, Communication Skills and Bidding
and Estimating. Locally at ESF there were five areas of weakness based on the school average:
Communication Skills; Engineering Concepts, Bidding and Estimating; Planning, Scheduling and Control,
and Project Administration.
Results 2009-2010. Nationally there were two categories of weakness, Communication Skills and Bidding
and Estimating.
Locally at ESF there were five areas of weakness based on the school average: Communication Skills;
Engineering Concepts, Bidding and Estimating; Planning, Scheduling and Control, and Project
Administration.
2010-2011. Nationally there were three categories of weakness, Communication Skills, Engineering
Concepts, and Bidding and Estimating.
Locally at ESF there was only one area of weakness based on the school average (compared to five
areas of weakness last year): Communication Skills.
The table below indicates that expectations are being met for eight of the ten categories. This is a
significant improvement over last year in that six categories moved from <60% or <70% to >70 %,
or Meeting Expectations.
2008-2009
Exceeding expectations; >80%
pass rate:
Management Concepts
Construction Safety
Surveying and Project Layout
Project Administration
2009-2010
Exceeding expectations; >80% pass
rate:
2010-2011
Exceeding expectations; >80% pass
rate:
Meeting Expectations; >70%
pass rate:
Engineering Concepts
Budgeting, Costs, and Cost
Control
Meeting Expectations; >70% pass
rate:
Construction Safety
Surveying and Project Layout
Meeting Expectations; >70% and
<80% pass rate:
Engineering Concepts
Construction Safety
Materials, Methods, and Plan
reading
Bidding and Estimating
Budgeting, Costs, and Cost Control
Surveying and Project Layout
Planning, Scheduling, and Control
Project Administration
Approaching Expectations; >
60% pass rate:
Materials, Methods, and Plan
reading
Not Meeting Expectations; <60%
pass rate:
Communication Skills
Bidding and Estimating
Planning, Scheduling, and
Control
Approaching Expectations; > 60%
pass rate:
Management Concepts
Approaching Expectations; > 60%
and <70% pass rate:
Management Concepts (69.2%)
Materials, Methods, and Plan
reading
Communication Skills (64.4%)
Not Meeting Expectations; <60%
pass rate:
Communication Skills
Bidding and Estimating
Planning, Scheduling, and Control
Not Meeting Expectations; <60%
pass rate:
Engineering Concepts
Budgeting, Costs, and Cost Control
Project Administration
2. Assessment of Student Competency
2008-2009
Learning Objective
% with D
or better
% with C or
better
% with B or
better
1.
Knowledge of and ability to apply construction
management fundamentals to actual construction
projects
100
91.7
71
12.3
(80 to 100)
(50 to 84)
(6.7 to 21.7)
Ability to manage construction projects in the
following fields of construction: residential,
commercial, heavy/highway, and industrial
100
90.9
70
13.2
(80 to 96)
(40 to 84)
(6.7 to 22.7)
Ability to communicate with all project participants in
a professional manner to deliver a successful
construction project
100
94
76
24
(80 to 100)
(40 to 100)
(7
Ability to read and interpret construction documents
to develop a successful bid package
100
96
83.7
42
(90 to 100)
(62 to 100)
98
91
(95 to 100)
(78 to 100)
100
95
84
100
93
74
19
(80 to 100)
(40 to 100)
(8
93
62
30
(80 to 100)
(35 to 100)
(7.7 to 22.7)
96
82
28
(73 to 92)
(23 to 33)
94
76
24
(80 to 100)
(40 to 100)
(10.5 to 52)
97
81
16
(94 to 100)
(78 to 83)
(11 to 22)
2.
3.
4.
5.
6.
7.
8.
9.
Ability to read and interpret construction contracts to
successfully deliver a project
Ability to develop, implement and maintain a critical
path schedule for the management of construction
projects and their budgets
Ability to successfully manage the delivery of
construction projects within the contractually defined
delivery system by completing a project on time,
under budget, of desired quality in a safe manner
Ability to develop and implement a construction
safety plan based upon the current federal OSHA
Construction safety regulations
The ability to apply engineering principles related to
material and structural properties, in the management
of construction projects
10. Knowledge of the properties of construction
materials, including solid lumber, engineered wood
products, composite products, steel and concrete, and
the proper use of these materials in construction.
11. Awareness of the need to keep informed with the
appropriate new techniques and materials to deliver
the most appropriate and cost effective construction
project to the client
12. Ability to implement current requirements for the
successful delivery of sustainable construction
projects
13. Awareness of professional responsibility and ethics in
construction management, including the need to look
out for the public interest, and to deliver service that
includes responsible, fair, and unbiased input to the
100
100
100
100
100
% with A
to 58)
(10 o
83)
52
(22 o
83)
11
to 52)
client in accordance with current professional practice
14. Awareness of contemporary issues in construction
management such as sustainable development, as well
as economic, political, social and global issues
100
90
70
32.5
(80 to 100)
(40 to 100)
(13 to 52)
15. Ability and desire for life-long learning in the
profession
3. Capstone Course, Construction Project Management
This course addresses the learning outcomes:
 Knowledge of and ability to apply construction management fundamentals to real construction
projects
 Ability to manage construction projects in the following fields of construction: residential,
commercial, heavy, highway, and industrial
 Ability to develop, implement and maintain a critical path schedule for the management of
construction projects and their budgets
 Ability to successfully manage the delivery of construction projects within the contractually defined
delivery system by completing a project on time, under budget, of desired quality in a safe manner
 Ability to implement current requirements for the successful delivery of sustainable construction
projects
 Awareness of professional responsibility and ethics in construction management, including the
need to look out for the public’s interest, and to deliver service that includes responsible, fair, and
unbiased input to the client in accordance with current professional practice
Results 2008-2009
There were 19 students in the course, and the percent of students for each grade were: 5.3% with
D, 10.5 % with C, 73.7 % with B, and 10 % with A. Conclusion: Most students performed well, with
84% at B or better, 95 % with a grade of C or better.
Results 2009-2010
This year 97% of the students passed the course, one student received an F. Thirty-six percent (12
students) of all students received an A while 61 % (20 students) received a B.
Needs Improvement (% of students with grade of D or below)
1 (3%)
Competent (% of students with grade of C)
0
Proficient (% of students with grade of B)
20 (60.64%)
Exemplary (% of students with grade of A)
12 (36.36%)
Conclusion: Most students performed very well, with 97% at B or better.
4. Senior Exit Survey
Results 2008-2009. The survey indicated several coursework areas that some of the students
thought should be offered, or if offered, should be required. Those topics that are not currently offered
that several students thought would strengthen our program are: Construction methods for concrete
and steel construction, similar to what is offered in our Light Frame Construction course, building
materials, including green materials, technical writing, and more plan reading. Courses currently
offered as electives that some students thought should be required are the Mechanical, Electrical and
Plumbing Systems course, the Building Codes course, and the Internship course.
Results 2009-2010. In summary, the survey indicated that students had favorable view of our
curriculum, advising, facilities and ESF. There was some concern that we didn’t spend enough time
advising the students when they first arrive on campus. In response to specific questions about
courses, there were a variety of responses that seemed to reflect different perspectives. Some students
thought we should drop or lessen the engineering component and add more business management.
Others thought we should increase the engineering and building materials components. Some of the
changes that the students suggested are already being implemented in the new curriculum, but these
students were not aware of that.
The responses to questions about courses, there were several negative comments about the
engineering courses; that they need improvement. The core construction management courses were
looked at the most favorably regarding content and the way they are taught. The wood properties
course had a very favorable review; however, nearly one-half of the students thought it should be
dropped. There was also a concern that we have too many open electives.
Other courses that they thought should be dropped were Calculus II and engineering. Many felt that
Chemistry was too in-depth for them as non-Chemistry majors.
Suggested courses to add to the curriculum included engineering, concrete, building materials,
building science, management, business ethics, law; and BIM Building Information Modeling,and more
Estimating. Many students felt that they would prefer to have more labs in the courses, and that the
current labs were repetitive across several courses, and covered similar content.
As for topics that they felt were lacking, many said that we should offer content on concrete and
steel as materials and their use in construction.
Many students felt that the internship should be mandatory and that it was an essential part of their
education. Those that took the internship course (9 students) valued it highly for its practical, handson experience in construction management.
Their response to questions 25 and 26 indicated that these student’s views about courses in
environmental aspects of construction management are different than several years ago. This year the
students felt that inclusion of environmental aspects of construction management in the curriculum
was essential (7 students), or very much a concern to them (10) while five felt it was somewhat a
concern, and only 1 felt that it was no concern. Most of the students (21) said they would be interested
to take courses in sustainable construction.
Results 2010-2011. In summary, the survey indicated that students had favorable view of our
curriculum, advising, facilities and ESF. In response to specific questions about courses, there were a
variety of responses that seemed to reflect different perspectives. Some of the changes that the
students suggested are already being implemented in the new curriculum, but these students were not
aware of that.
Suggested courses to add to the curriculum included building methods and equipment, building
science, business management, business ethics, law; and BIM (building information modeling), and
more courses in estimating. Many students feel that the internship should be mandatory and that it was
an essential part of their education. Although many of our courses are viewed favorable, there were
some negative comments about our current courses. There were several negative comments about the
professional communications course, that they already know the material and it isn’t necessary. One
suggestion was to replace it with a course on technical writing. There were concerns about the quality
of the engineering courses; statics and mechanics, that they need improvement. There was a concern
that the renewable materials course and composite products were too similar. Students consistently
feel that Calculus II should be dropped.
Many students had negative comments about the general educations courses, that they were
repetitive of courses from high school and that they did not relate to construction management. They
felt that the professors use examples that are too focused on specific majors on campus to the exclusion
of construction management, and that the course content should be more general or more inclusive and
include examples that relate to all majors on campus.
Actions taken in Responses to Assessment Data
I.
Actions taken in response - as described in annual reports
A. 2008-2009 Response to assessment data (from 2008-2009 SCME Annual Report)
1. Associate Constructor Examination
The areas of weakness may be an indication of issues with instructional quality during the academic
year 2007-08 when we employed a temporary lecturer to teach several courses. We expect that
results will improve with our current faculty, and we will track the results over the next few years
to see if scores improve for these categories.
2. Assessment of Student Competency
Instructors provided the following information to make improvements for several of the learning
objectives:
For learning objective 12: Knowledge of construction materials and the proper use of these
materials (wood, composite products, steel, concrete, adhesives, coating, sealants, and fasteners):
WPE 422 Composite Materials: The course could use more laboratory time and some of the lab
equipment needs more instruction on proper use.
ERE 221 Statics: The students need stronger fundamentals at lower level or community college;
math skills need to be reviewed to work
For learning objective 3: Ability to communicate with all project participants in a professional
manner to deliver a successful construction project:
WPE 497 Senior Seminar: The use of media needs to be expanded; need outside reviewers and
evaluators preferably from industry
3. The results for the Capstone course, Construction Project Management indicated that most students
performed well, with 84% at B or better, 95 % with a grade of C or better. No
4. In response to the results of the Exit Survey for graduating seniors certain of their comments were
taken into consideration during recent CM curriculum committee meetings. The CM curriculum is
undergoing a review and restructuring. Certain topics will be expanded, including come of those
mentioned by students in the survey, including additional courses on building methods (including
steel and concrete) and materials. We are in discussion with the Writing Program at ESF about
offering a course in technical writing. We have asked our advisory board for assistance with
identifying potential employers for internships for our students, although we are not ready to make
the internship a requirement. Some of the negative comments are likely a reflection of courses the
students took from the temporary lecturer during the academic year 2007-08.
B. 2009-2010 Response to assessment data (from 2009-2010 SCME Annual Report)
1. Actions taken in response to the results of the Associate Constructor Examination
The department has required the Construction Management students to take the ACE for the past
four years. Efforts will be made to provide review and study sessions for the students to prepare
them for the exam. The areas of weakness may be an indication of issues with instructional quality
during the academic year 2007-08 when we employed a temporary lecturer to teach several
courses. We expect that results will improve with our current faculty, and we will track the results
over the next few years to see if scores improve for these categories.
2. Actions taken in response to the results for the Capstone course, Construction Project Management
The results indicated that most students performed well, with 97% at B or better. No actions are
taken at this time although there are plans to revise the course into a capstone with industry-based
projects.
3. Actions taken in response to last year’s Senior Exit Survey
In response to last year’s results of the 2009 Senior Exit Survey their comments were taken into
consideration during the past year as we restructured the CM curriculum. Many of the same
comments were received in the 2010 Survey; the students were not aware that these changes are
going to be made, and many of their comments have already been addressed in the new curriculum.
This includes new courses in engineering materials to cover concrete and steel.
a. There was some concern that we didn’t spend enough time advising the students when they
first arrive on campus. Actions taken in response: We have developed a student advising
manual which we will go over during orientation.
b. The responses to questions about courses, there were several negative comments about the
engineering courses; that they need improvement. Actions taken in response: We need to
improve instruction in engineering, and provide tutoring.
c. The core construction management courses were looked at the most favorably regarding
content and the way they are taught. Actions taken in response: We need to maintain our
instruction in the core CM courses; this indicates we are on the right track with our core
curriculum.
d. The wood properties course had a very favorable review; however, nearly one-half of the
students thought it should be dropped. Actions taken in response: The wood properties
course has been change to Renewable Materials for Sustainable Construction, and the new
course will include wood properties and properties of other renewable materials. Other
construction materials will be covered in other courses, which should alleviate concern that
coverage of concrete and steel has been neglected while wood is covered heavily.
e. There was also a concern that we have too many open electives. Actions taken in
response: Our new curriculum has fewer electives.
f. Suggested courses to add to the curriculum included engineering, concrete, building
materials (concrete and steel), building science, management, business ethics, law; and BIM
Building Information Modeling, and more courses on construction estimating. Actions
taken in response: We have added BIM and new courses in engineering materials for
construction to our curriculum. We need assistance from the SUNY ESF administration to
allow our students to take business courses at SU without enrolling in the business minor.
g. Many students felt that they would prefer to have more labs in the courses, and that the
current labs were repetitive across several courses, and covered similar content. Actions
taken in response: In our new curriculum we are restructuring the labs and will cover all
construction materials.
h. Many students felt that the internship should be mandatory and that it was an essential part
of their education. Those that took the internship course (9 students) valued it highly for its
practical, hands-on experience in construction management. Actions taken in response:
We will continue to work with our Advisory Board to assist us in developing industry
contacts for internships, so that enough opportunities can be available for all of our
students. We can’t make it mandatory until there enough internships opportunities for all
students.
i. Their response to questions 25 and 26 indicated that these student’s views about courses in
environmental aspects of construction management are different than several years ago.
This year the students felt that including aspects of construction management in the
curriculum was essential (7 students), or very much a concern to them (10) while five felt it
was somewhat a concern and only 1 felt that it was no concern. Most of the students (21)
said they would be interested to take courses in sustainable construction. Actions taken in
response: We appear to be on the right track with our new curriculum which adds courses
on sustainable construction, energy systems in buildings, renewable materials, and building
rating systems.
C. 2010-2011 Response to assessment data (from 2010-2011 SCME Annual Report)
1. Actions taken in response to the results of the Associate Constructor Examination
The department has required the Construction Management students to take the ACE for the past
four years. Efforts will be made to continue to provide review and study sessions for the students
to prepare them for the exam. The areas of weakness continue to be an indication of issues with
instructional quality during the academic year 2007-08 when we employed a temporary lecturer to
teach several courses. Results have improved, but we will continue to monitor each category.
2. Actions taken in response to the Senior Exit Survey
In response to the Senior Exit Survey their comments will be taken into consideration as we
continue to make improvements to our curriculum. While we have a new curriculum, these
students are still in the old curriculum and many of their comments have already been addressed in
the new curriculum. They are not aware that these changes are going to be made.
a. Suggested courses to drop or modify, Calc II and professional communications. Actions
taken in response: We will continue to discuss these issues at department meetings. One
factor that may influence our decision is whether we pursue ACCE accreditation.
b. Suggested courses to add to the curriculum included construction methods and equipment
and business management, and more courses on construction estimating. Actions taken
in response: We will consider these changes. There is an accounting course offered at ESF
this fall.
c. There were several negative comments about the engineering courses; that they need
improvement. Actions taken in response: We need to improve instruction in engineering,
and provide tutoring.
d. Many students felt that they would prefer to have more labs in the courses, and that the
current labs were repetitive across several courses, and covered similar content. Actions
taken in response: In our new curriculum we continue to restructure the labs to cover all
topics but without unnecessary repetition.
e. Many students felt that the internship should be mandatory and that it was an essential part
of their education. Actions taken in response: We will continue to work with our Advisory
Board to assist us in developing industry contacts for internships, so that enough
opportunities can be available for all of our students. We can’t make the internship a
mandatory course until we can guarantee internship opportunities for all students.
II.
Curriculum changes in response to assessment data
A. Assessment trigger: results of AIC exam and senior exit survey and alumni survey indicated that our
curriculum should be modified to include construction materials, communications courses, building
information modeling, sustainable construction, blueprint reading, building performance, business
management, mandatory internships.
Actions taken:
New courses added to our curriculum:
Engineering Materials for Sustainable Construction
Building Information Modeling
Sustainable Energy Systems in Buildings
Plan Interpretation and Quantity Takeoff
Environmental Performance Measures for Buildings
Sustainable Construction
Intro to Professional Communication
Changes to existing courses:
Renewable Materials for Sustainable Construction (formerly Wood Structure and
Properties)
Composite Materials for Sustainable Construction – course content changed to include
concrete and other composites in addition to wood-based composite products.
Applied Structures (formerly Timber Design)- course content expanded to include steel and
concrete structures in addition to wood structures
Coordination of lab offerings to avoid redundancy and provide suitable lab exercises
Instructors have met and have redeveloped the labs especially for the Engineering Materials
course, the Composite Materials course and the Applied Structures
Courses added to our elective list:
Accounting (now taught at ESF fall 2011). We continue to work with the ESF administration
to obtain have access to management courses at Syracuse university
Continue to work with our Advisory Board to develop an internship program
B. Assessment Trigger: Inadequate performance on AIC exam in communications and engineering
Actions taken: A new course was developed- Introduction to Professional Communications. We
continue to evaluate this course. Students continue to indicate that they lack technical writing skills
so we will likely modify this course.
Actions taken: We continue to monitor the engineering courses and if possible will provide tutoring.
III.
Advising changes in response to assessment data
Assessment trigger: The senior exit surveys indicated some issues with the students’ knowledge of
program requirements and course sequences.
Action taken: An advising manual was created, distributed to SCME faculty and students via email
and posted on the department webpage. The advising manual is updated every semester prior to
registration. The manual clearly shows the curriculum requirements and the courses sequences
that require prerequisites.
IV.
Operational changes in response to assessment data
Actions taken to modify our assessment program:
 For the AIC exam, modify the target metrics for the Assessment of Student Competency to 80% rate for
each grade level:
The targets for success for each learning outcome are tabulated as follows:
Exemplary (exceeds expectations)
80% of students with A
Proficient (meets expectations)
80% of students with B or better
Competent (approaching expectations) 80% of students with C or better
Needs Improvement (not meeting expectations) 80 % of students with D or better
 The comments from each faculty as to how to address poor performance and modify courses for
improvement needs to be expanded; it would be helpful if all faculty provide specific suggestions to
improve the means of delivering the course material for the learning objectives. We should look to
make modifications to our learning objectives as our curriculum changes. This process needs to be
updated to our new curriculum and new learning outcomes.
 The Capstone course needs a separate form for evaluation.
 We are evaluating the effectiveness of a student portfolio and may drop it as a potential tool for
program assessment.
Learning Outcomes – Delivery and Status Following Assessment:
Learning Outcome
1.
Ability to successfully earn the
designation of Associate Certified
Professional Constructor (CPC) through
passing the Associate Constructor
examination, the initial step for earning the
professional designation of Certified
Professional Constructor (CPC)
Course in which each learning outcome is delivered-from
original assessment plan
All courses
Changes following assessment
Added required courses:
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
CME 306 Engineering Materials for Sustainable Construction
CME 405 Building Information Modeling
CME 202 Intro to Professional Communication
CME 215 Sustainable Construction
CME 255 Plan Interpretation and Quantity Takeoff
Changed course content:
CME 387 Renewable Materials for Sustainable Construction
CME 404 Applied Structures
CME 422 Composite Materials for Sustainable Construction
2. Knowledge of and ability to apply
construction management fundamentals to
real construction projects
CME 342 Light Construction
CME 330 Building Codes (elective)
CME 350 Construction Methods and Equipment (elective)
CME 453 Construction Planning and Scheduling
CME 455 Construction Contracts and Specifications
CME 331 Construction Safety
CME 335 Cost Engineering
CME 454 Construction Project Management
CME 343 Construction Estimating
CME 255 Plan Interpretation and Quantity Takeoff
CME 306 Engineering Materials for Sustainable Construction
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
CME 405 Building Information Modeling
3. Ability to manage construction projects in
the following fields of construction:
residential, commercial, heavy, highway, and
industrial
CME 454 Construction Project Management Capstone
project
CME 335 Cost Engineering
CME 342 Light Construction
GNE 362 Mechanics of Materials
GNE 410 Structures (elective)
4. Ability to communicate with all project
participants in a professional manner to
deliver a successful construction project
CME 497 Senior Seminar
CME 342 Light Construction
GNE 410 Structures (elective)
CME 405 Building Information Modeling
CME 335 Cost Engineering
CME 455 Construction Contracts and Specifications
CME 202 Introduction to Professional Communications
5. Ability to read and interpret construction
documents to develop a successful bid
package
Added 2009
CME 455 Construction Contracts and Specifications
Added: CME 255 Plan Interpretation and Quantity Takeoff
GNE 410 Structures (elective)
CME 332 Mechanical and Electric Systems (elective)
CME 215 Sustainable Construction
CME 343 Construction Estimating
Added 2009
CME 410 Computer Aided Design and Drafting
6. Ability to read and interpret construction
contracts to successfully deliver a project
CME 455 Construction Contracts and Specifications
Added :CME 255 Plan Interpretation and Quantity Takeoff
CME 215 Sustainable Construction
Added 2009
CME 410 Computer-Aided Design and Drafting
7. Ability to develop, implement and
maintain a critical path schedule for the
management of construction projects and
their budgets
CME 452 Construction Planning and Scheduling
8. Ability to successfully manage the delivery
of construction projects within the
contractually defined delivery system by
completing a project on time, under budget,
of desired quality in a safe manner
CME343 Construction Estimating
Added: CME 405 Building Information Modeling
CME 454 Construction Project Management
Added: CME 405 Building Information Modeling
CME 342 Light Construction
CME 455 Construction Contracts and Specifications
CME 215 Sustainable Construction
Added 2009
CME 335 Cost Engineering
CME 454 Construction Project Management
9. Ability to develop and implement a
construction safety plan based upon the
current federal OSHA Construction safety
regulations
CME 331 Construction Safety
10. The ability to apply engineering skills
and knowledge pertaining to mechanical
properties of materials and structures, in the
management of construction projects
GNE 362 Mechanics of Materials
CME 404 Timber Design
Revised content and name: CME 404 Applied Structures
CME221 Statics
CME 342 Light Construction
11. Knowledge of the properties of
construction materials, including solid
lumber, engineered wood products, steel,
CME 387 Wood Structure and Properties
Revised content of CME 387
CME 422 Composite Products
Revised content of CME 422
concrete, composite products, and the proper
use of these materials in construction
GNE 362 Mechanics of Materials
GNE 410 Structures (elective)
Added:
CME 306 Engineering Materials for Sustainable Construction
FCH 150 General Chemistry
FCH 151 General Chemistry Lab
12. Ability to implement current
requirements for the successful delivery
of sustainable construction projects
CME 342 Light Construction
CME 455 Construction Contracts and Specifications
CME 215 Sustainable Construction
Added 2009
CME 454 Construction Project Management;
Concentration courses
13. Awareness of professional responsibility
and ethics in construction management,
including the need to look out for the public’s
interest, and to deliver service that includes
responsible, fair, and unbiased input to the
client in accordance with current professional
practice
CME 455 Construction Contracts and Specifications
14. Awareness of contemporary issues in
construction management such as sustainable
development, and economic, political, social
and global issues
CME 342 Light Construction
15. Ability and desire for life-long learning
All construction management courses
Concentration courses became required courses:
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
CME 306 Engineering Materials for Sustainable Construction
CME 454 Construction Project Management
CME 215 Sustainable Construction
Added 2009
Added:
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
16. Ability to pursue graduate studies in
construction engineering, construction
management, construction science, MBA,
real estate development
17. Ability to evaluate the delivery systems
of construction to provide the most
appropriate delivery system for green
projects
All construction management courses
Added required courses:
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
CME 306 Engineering Materials for Sustainable Construction
CME 405 Building Information Modeling
CME 215 Sustainable Construction
CME 255 Plan Interpretation and Quantity Takeoff
Changed course content:
CME 387 Renewable Materials for Sustainable Construction
CME 404 Applied Structures
CME 422 Composite Materials for Sustainable Construction
18. Awareness of sustainable rating systems
and their impact on the construction process
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
19. Ability to provide professional
construction services that meet client needs
while upholding the principles of
sustainability as applied to the client’s project
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
CME 306 Engineering Materials for Sustainable Construction
CME 215 Sustainable Construction
Changed course content:
CME 387 Renewable Materials for Sustainable Construction
CME 404 Applied Structures
CME 422 Composite Materials for Sustainable Construction
20. Ability to successfully apply sustainable
concepts and principles to the following
fields of construction: residential,
commercial, heavy and highway, and
industrial
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
CME 306 Engineering Materials for Sustainable Construction
CME 215 Sustainable Construction
Changed course content:
CME 387 Renewable Materials for Sustainable Construction
CME 404 Applied Structures
CME 422 Composite Materials for Sustainable Construction
21. Ability to provide reliable cost
projections for the sustainable project
components while adhering to the rating
system requirements
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
CME 306 Engineering Materials for Sustainable Construction
CME 215 Sustainable Construction
22. Ability to maintain currency with the
evolution of sustainability and the various
rating systems
CME 304 Environmental Performance Measures for Buildings
CME 305 Sustainable Energy Systems for Buildings
CME 306 Engineering Materials for Sustainable Construction
CME 215 Sustainable Construction
23. Ability to communicate in a professional
manner through the development of writing
skills, public speaking skills, and mastery of
a variety of media and software applications
CME 202 Introduction to Professional Communications
CME 202 was added in 2009
We are working to revise CME 202 or replace with a technical
writing course
CME 497 Senior Seminar