Department of Sustainable Construction Management and Engineering

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. Individual Topic Categories: The exam assesses competencies in 10 areas of instruction.

Areas of Instruction Number of Students for each Area of weakness 2008 2009 2010 2011 N= 26 N= 17 N=28 N=19

Communication Skills 14 11 13 11 Engineering Concepts 11 4 13 8 Management Concepts 10 2 9 6 Materials, Methods, and Plan Reading 8 6 10 5 Bidding and Estimating 12 9 18 5 Budgeting, Costs, and Cost Control 15 4 12 6 Planning, Scheduling and Control 16 12 19 8 Construction Safety 8 3 8 5 Surveying and Project Layout 8 3 6 1 Project Administration 13 2 16 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 2009-2010 2010-2011 Exceeding expectations; Exceeding expectations; >80% Exceeding expectations; >80% >80% pass rate: pass rate: pass rate: Management Concepts Construction Safety Surveying and Project Layout Project Administration

Meeting Expectations; >70% Meeting Expectations; >70% Meeting Expectations; >70% pass rate: pass rate: and <80% pass rate: Engineering Concepts Construction Safety Engineering Concepts Budgeting, Costs, and Cost Surveying and Project Layout Construction Safety Control 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; > Approaching Expectations; > Approaching Expectations; > 60% pass rate: 60% pass rate: 60% and <70% pass rate: Materials, Methods, and Plan Management Concepts Management Concepts (69.2%) reading Materials, Methods, and Plan Communication Skills (64.4%) reading

Not Meeting Expectations; Not Meeting Expectations; Not Meeting Expectations; <60% pass rate: <60% pass rate: <60% pass rate: Communication Skills Communication Skills Bidding and Estimating Bidding and Estimating Planning, Scheduling, and Planning, Scheduling, and Control Control Engineering Concepts Budgeting, Costs, and Cost Control Project Administration

2. Assessment of Student Competency

2008-2009

Learning Objective % with D % with C or % with B or % with A or better better better 1. Knowledge of and ability to apply construction 100 91.7 71 12.3 management fundamentals to actual construction (80 to 100) (50 to 84) (6.7 to projects 21.7) 2. Ability to manage construction projects in the 100 90.9 70 13.2 following fields of construction: residential, (80 to 96) (40 to 84) (6.7 to 22.7) commercial, heavy/highway, and industrial 3. Ability to communicate with all project participants in 100 94 76 24 a professional manner to deliver a successful (80 to 100) (40 to 100) (7 to 58) construction project 4. Ability to read and interpret construction documents 100 96 83.7 42 to develop a successful bid package (90 to 100) (62 to 100) (10 o 83) 5. Ability to read and interpret construction contracts to 100 98 91 52 successfully deliver a project (95 to 100) (78 to 100) (22 o 83) 6. Ability to develop, implement and maintain a critical 100 95 84 11 path schedule for the management of construction projects and their budgets 7. Ability to successfully manage the delivery of 100 93 74 19 construction projects within the contractually defined (80 to 100) (40 to 100) (8 to 52) delivery system by completing a project on time, under budget, of desired quality in a safe manner 8. Ability to develop and implement a construction safety plan based upon the current federal OSHA Construction safety regulations 9. The ability to apply engineering principles related to 100 93 62 30 material and structural properties, in the management (80 to 100) (35 to 100) (7.7 to 22.7) of construction projects 10. Knowledge of the properties of construction 100 96 82 28 materials, including solid lumber, engineered wood (73 to 92) (23 to 33) 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 100 94 76 24 successful delivery of sustainable construction (80 to 100) (40 to 100) (10.5 to 52) projects 13. Awareness of professional responsibility and ethics in 100 97 81 16 construction management, including the need to look (94 to 100) (78 to 83) (11 to 22) 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 14. Awareness of contemporary issues in construction 100 90 70 32.5 management such as sustainable development, as well (80 to 100) (40 to 100) (13 to 52) as economic, political, social and global issues 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, hands-on 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 Course in which each learning outcome is delivered-from Changes following assessment original assessment plan 1. Ability to successfully earn the All courses Added required courses: designation of Associate Certified CME 304 Environmental Performance Measures for Buildings Professional Constructor (CPC) through CME 305 Sustainable Energy Systems for Buildings passing the Associate Constructor CME 306 Engineering Materials for Sustainable Construction CME 405 Building Information Modeling examination, the initial step for earning the CME 202 Intro to Professional Communication professional designation of Certified CME 215 Sustainable Construction Professional Constructor (CPC) 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 CME 342 Light Construction construction management fundamentals to CME 330 Building Codes (elective) real construction projects 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 CME 454 Construction Project Management Capstone the following fields of construction: project residential, commercial, heavy, highway, and CME 335 Cost Engineering industrial CME 342 Light Construction GNE 362 Mechanics of Materials GNE 410 Structures (elective)