CBU - Construction Management Continuous Quality Improvement Process (CQIP)

CBU - Construction Management Continuous Quality Improvement Process (CQIP) Assessment for the Construction Management Program is directed by the Department Chair in conformance with the University s assessment framework and ACCE requirements. A Continuous Quality Improvement Process (CQIP) framework for the CM program has been developed in support of program evaluation and effectiveness as displayed by the following: The assessment results are used to continuously improve the quality of the Construction Management program by updating and/or revising course syllabi, course content and instruction methods. The three levels that measure performance are described following; Level I Program Goals At this level, assessment tools draw from the following: 1

a) Advisory Board: Feedback from the advisory board that meets twice annually in support of program quality improvement. Feedback at meetings become action items for that semester. b) Student Club Activities: The student club participates in various community activities to help them obtain their 25 community service hours for EGR 103 which is a required course in the program. Level II Program Outcomes At this level, assessment tools draw from the following: a) Graduate Surveys: All graduating seniors are asked to complete a formal exit survey as it relates to their learning experience as viewed from the program s mission and stated objectives. b) Senior Exit Interviews: All graduating seniors are asked to participate in a group exit interview as it relates to the program s mission and stated objectives. c) Employer Surveys: Employer surveys are designed to collect feedback on each program objective of the Construction Management program. Surveys will be forwarded to the construction companies where program graduates have been employed for the past two years. d) Construction Management Alumni Surveys: Alumni surveys will be forwarded to graduates who have been employed for the past two years. Level III Course Objectives/Outcomes At this level, assessment tools draw from the following: a) Pre/Post Course Evaluations: These evaluations help instructors to determine what students know during the first week of a course and allow students to reflect on what they have learned at the end of the semester. The Pre/Post Course Evaluation questions are contoured around the course Student Learning Outcomes (SLO s) for that specific course. b) Student Work: Homework/Test/Quizzes/ and Lab Report grades help demonstrate the level of achievement with respect to course student learning outcomes. c) Nationalized Exam: Part of the capstone experience is for students to take the AIC Nationalized exam. The results of the exam helps set the bar for continued improvement. d) Industry Certificates: Students obtain various industry certificates that are required and integrated into their course requirements. Successful completion of these certificates help set the bar for continued improvement. 2

e) Capstone Panel Feedback: Industry professionals are invited to be part of the capstone presentations professional industry feedback on the capstone delivery is used for continued quality improvement. The following outline provides an overview on the various assessment tools used in the program in support of the CQIP framework. Assessment Tool Description Graduate Survey Focuses on program strengths, weaknesses, additional suggestions, and program objectives. Senior Exit Interview Focuses on group feedback in support of student suggestions for improving the program. Employer Survey (Internships) Focuses on Program Objectives as viewed from an employer s platform. Alumni Survey Survey will be administered to graduates two years after their graduation. It will focus on how well they can apply what they learned in their profession. Pre/Post Course Evaluation Administered to students at the beginning and end of each course to determine their level of understanding before and after a course has been taught. Student Work Administered during every semester in the form of Assignments, Tests, Quizzes, Lab Repots, and Projects. Focuses on how well students comprehend course material. Nationalized Exam The AIC Nationalized exam is a requirement for all senior students to take. Focuses on competencies across all Student Learning Outcomes (SLO s). Professional Certificates Assessment Findings Assessment findings are based on a Likert Scale in support of program objectives as demonstrated in attached example in appendices Assessment findings are drawn from a group interview based on 5 questions and an open section for suggestions. Assessment findings are based on a Likert Scale in support of program objectives as demonstrated in attached example in the appendices Assessment survey will focus on the program objectives and how well students feel they were prepared for success in the field. (Survey will be administered in Fall 2016) Assessment findings are based on the student learning outcomes for each class as demonstrated in attached example in the appendix Assessment findings are based on student work in all CM related courses as demonstrated through examples in provided binders. The Student Learning Outcome rubric is used in all classes to measure student learning outcomes. Assessment findings are based on the AIC exam, required for all senior students. 3

Two industry certificates are required for all CM students; OSHA-30 hour certificate and LEED Green Associate. This focuses on industry requirements in these fields. Capstone Panel Feedback Industry professionals are invited to evaluate the student capstone experience. Focuses on student learning outcomes relevant to the specific project. Assessment findings are based on the outcomes of the OSHA and LEED Nationalized exams an exam scorecard is attached in the appendix. Assessment findings are based on a questioner outline provided to industry professionals during capstone an evaluation scorecard is attached in the appendices The following outline provides a description of each assessment tool and how the data collected is used to measure the achievements of the Construction Educational Degree program s Educational Objectives and Student Learning Outcomes (SLO s). Assessment Tool Description Graduate Survey Focuses on program strengths, weaknesses, additional suggestions, and program objectives (copy provided in appendix) Senior Exit Interview Focuses on group feedback in support of student suggestions for improving the program (copy provided in appendix) Employer Survey (Internships) Focuses on Program Objectives as viewed from an employer s platform. Alumni Survey Survey will be administered to graduates two years after their graduation. It will focus on how well they can apply what they learned in their profession (copy provided in appendix) Pre/Post Course Evaluation Administered to students at the beginning and end of each course to determine their level of understanding before and after a course has been taught (copy provided in appendix) Student Work Administered during every semester in the form of Assignments, Tests, Quizzes, Lab Repots, and Projects. Focuses on how well How Collected Data are used Strengths, weaknesses, and additional suggestions will be aligned and integrated against the program at large in specific courses. Senior exit interview feedback will be aligned and integrated against the program at large in support of suggested improvement which will then be implemented across courses and areas of need. Employer feedback is aligned and integrated across the program course spectrum where student weaknesses are addressed as it relates to specific courses. Internship feedback gets implemented as early as the consecutive semester. Alumni Survey data will be collected two years from now based on the first graduating class in May 2014. Feedback will eventually be aligned and integrated against the program at large. Pre course evaluation feedback is primarily for instructor use. Post course evaluations are compared with pre course evaluations as a measure of student reflected learning. Data collection on student work is an ongoing endeavor which is administered every semester. Data collection on student work provides an overview on 4

students comprehend course material (examples provided in binders) Nationalized Exam The AIC Nationalized exam is a requirement for all senior students to take. It focuses on competencies across all Student Learning Outcomes (SLO s) (outcome report provided in appendix) Professional Certificates Two industry certificates are required for students to obtain: OSHA-30 hour certificate and LEED Green Associate. These certificates focus on industry requirements in these fields (certificate of completion copy provided in appendix) Capstone Panel Feedback Industry professionals are invited to evaluate the student capstone experience. It focuses on Student Learning Outcomes (SLO s) relevant to the specific project. (copy provided in appendix) the quality of student work. The analyzed results of the collected work are implemented the next time that course is offered. Data collected from Nationalized exam results is aligned and integrated across courses and the program at large. Nationalized exam averages are used to help guide the set program benchmark average in support of continues improvement. Data collected from industry certificate completion rates are used as a measurement on how well students do outside the university testing platform. This data is used to encourage students to participate in continued learning and credentialing during and beyond their student journey. Data collection obtained from the Industry Capstone Panel is aligned and integrated across course offerings in the program. Feedback is used to improve the next capstone experience. The following section provides the results of the latest assessment cycle which includes: Graduate Survey: The following form represents the Graduating Survey; A Graduation Survey was administered to the first graduating class of May 2014 (N=4). The survey comprised of the student s evaluations of the Program Services and the Program Outcomes. It was administered on a five-point, Likert scale with the date received represented below: 5

2014 Graduate Survey Response (Program Outcomes) 6

Senior Exit Interview: Questions CM Senior Exit Interview Rubric Some Student Comments What marks your highlight in the CM program? Highlights include: Relationships with professors The Reno competition Hands on class experience What do you view as an area for improvement in the CM program? Improvements include: More experience Additional accreditations beyond OSHA-30 and LEED More about code More professors Strengths include: What do you view as an areas of strength in the CM program? Professors The amount of hands-on and real world experience Professors passion for teaching and growing the program What would you personally like to change in the CM program? Areas of change include: The class structure Some required classes in the program A set class schedule 7

Employer Survey (Internships): The Internship Survey was sent to companies that employed students over the summer months. Supervisors were asked to complete the survey, rating students based on their performance. The survey was administered on a five-point, Likert scale with room for additional comments. The following form represents the survey framework and is followed by the tabulated results of the 2014 Summer Internships. (N=2) Surveys were also conducted for the Summer 2012 and Summer 2013 Internships, however, information was only provided for the 2014 Summer Internships. It was administered of a five-point, Likert scale with the data received represented in figures 11, 12 and 13 under three group headings namely, students display, students demonstrated, and students work well within team settings. Construction Management Summer Internship Evaluations 2014 Student s Performance Rated On: Total Percentage: Students Worked Well within Team Setting: 90% Students Displayed: Effective Writing Skills 60% Effective Understanding of Constructions 70% Terms and Concepts Students Demonstrated: Punctual Behavior 90% Effective Problem Solving Skills 60% Effective Oral Communication Skills 70% The Ability to Acquire and Process New 70% Information Effective Use of Construction Software 90% Applications (IT) Leadership Qualities Pertaining to his/her 80% Responsibilities The Ability to Complete Tasks on Time 60% Beginning Average Annual Graduate Salaries: Graduate Breakdown All graduates earning between $48,000 and $ 65,000 a year 75% of Graduates Earn $52,000 and $ 57,333.33 Average Annual Salary $ 43,000 8

above a year Highest Earning Graduate $65,000 Average Annual Salary $ 57,333.33 Alumni Survey: To be administered in summer 2016 Pre/Post Course Evaluation: 9

Student Work: Nationalized Exam Associate Constructor Examination Scores, March 2014 Content Area Max Possible CBU Ave. National Ave. Communication Skills 31 18 20.23 Engineering Concepts 15 6.50 9.08 Management Concepts 36 23.25 25 Materials, Methods, and Project Modeling and Visualization 31 18.25 20.49 10

Bidding and Estimating 45 24 28.62 Budgeting, Cost, and Cost Control 33 17.25 23.12 Planning, Scheduling, and Schedule Control 45 30.25 32.36 Construction Safety 21 15.25 15.12 Construction Geomantic 7 3.50 4.59 Project Administration 36 24.50 26.27 Professional Certificates: Certificate Passing Rate OSHA 30 Hour Certificate 100% LEED Green Associate 50% DBIA Fundamentals of 75% Project Delivery Capstone Panel Feedback: The following form represents the Capstone Panel Feedback Survey. A panel of industry practitioners evaluates the Senior Capstone project. This evaluation method applies strictly to senior students; however, general feedback is integrated across the program at large. The form used to evaluate the first graduating class of May 2014 (N=4) is below, as well as the tabulated results of the student s evaluation. 11

Capstone Industry Panel Feedback Average Response: 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% 12

CBU Construction Management Mission The Bachelor of Science in Construction Management degree prepares students with competence and character to successfully complete construction projects on time, within budget, while adhering to construction standards and safety guide lines as it relates to the built environment. CBU Construction Management Goals The program incorporated the following 21 Student Learning Outcomes (SLO S) into its teaching platform in support of the American Council of Construction Education (ACCE) learning outcome framework. These Student Learning Outcomes (SLO s) reflect the program s goals for its students: 1. Be able to create oral presentations appropriate to the construction discipline. 2. Be able to create written communications appropriate to the construction discipline. 3. Be able to apply appropriate knowledge of mathematics, science, and business fundamentals. 4. Be able to apply construction management skills as an effective member of a multi-disciplinary team. 5. Be able to analyze professional decisions based on ethical principles. 6. Be able to analyze methods, materials, and equipment used to construct projects. 7. Be able to understand the purposes of individuals, companies and agencies involved in the construction process. 8. Be able to analyze construction documents for planning and management of construction processes. 9. Be able to understand the basic principles of structural behavior. 10. Be able to understand the basic principles of mechanical, electrical and plumbing systems. 11. Be able to understand the basic principles of sustainable construction. 12. Be able to apply basic surveying techniques for construction layout and control. 13. Be able to create construction project cost estimates. 13

14. Be able to create construction project schedules. 15. Be able to understand construction accounting and cost control. 16. Be able to understand construction risk management. 17. Be able to understand the legal implications of contract, common, and regulatory law to manage a construction project. 18. Be able to create a construction project safety plan. 19. Be able to understand construction project control processes. 20. Be able to understand construction quality assurance and control. 21. Be able to apply appropriate state-of-the-art electronic-based technology to manage the construction process. 14