Assessment Quality Improvement Plan. Including Program Student Learning Outcome & Program Assessment Plan. Construction Management

Transcription

1 Assessment Quality Improvement Plan Including Program Student Learning Outcome & Program Assessment Plan Construction Management 2015 Department of Construction Management and Operations Management Minnesota State University Moorhead ASSESSMENT PLAN

2 Mission Statement Construction Management Department of Construction Management and Operations Management MINNESOTA STATE UNIVERSITY MOORHEAD INSTITUTIONAL MISSION, VALUES, VISION, AND STRATEGIC PRIORITIES Mission Statement Minnesota State University Moorhead is a caring community promising all students the opportunity to discover their passions, the rigor to develop intellectually and the versatility to shape a changing world. Core Values The University is committed to the core values inherent in its mission and vision: Excellence in all we do Integrity and mutual respect in our conduct and interactions Diversity and inclusion of people and ideas Responsibility to our students and society Engagement with the local and global communities Strategic Vision Minnesota State University Moorhead will be A leader in student success A campus that reflects the world in which our graduates live and work A University that provides an education of lifelong relevance A place of transformation where students become graduates who are progressive leaders in their professions and their communities Strategic Priorities: To enact its mission and achieve its strategic vision, the University has established the following strategic priorities to guide planning, decision making, and resource allocation for the next five years:

3 Priority 1: Partner with industry and civic leaders to meet workforce and community needs Align programs and majors with high growth occupations Add graduate programs and online programs to serve professional and place-bound audiences Use emerging technology to prepare students to succeed in a global community Ensure all students have both the broad-based and field-specific knowledge, skills and dispositions desired by employers Priority 2: Provide real-world opportunities for students to apply learning Provide every student with the opportunity to apply knowledge in a professional or field setting, such as an internship Create and support faculty-student partnerships that provide applied learning experiences Provide opportunities for students to simulate cross-disciplinary work teams that mirror those they will encounter in the work place Develop cross-disciplinary centers that bring together faculty and students from diverse fields to focus on solutions to complex problems Priority 3: Connect students, faculty, and staff in meaningful relationships with one another and the community Develop and support activities that build community and create a sense of place Connect students with personal and professional growth opportunities in the local and global communities Engage students in service learning and leadership development activities that enrich our communities and produce life-long career skills Priority 4: Create a campus community that reflects the diversity of the global community Increase the diversity of our student body with an emphasis on those who have been underserved by higher education and represent the fastest growing populations in the state Provide an education that prepares students to work and lead in a diverse, global society Priority 5: Attain excellence in our programs and services Establish clear and ambitious goals for every campus unit Reallocate resources to achieve efficiencies and invest in our strategic priorities Recognize and celebrate the successes of our students, faculty and staff

4 University-Wide Student Learning Outcomes 1. Demonstrate intellectual preparedness for success in professional life, bolstered by integrative experiences and technological competence. 2. Demonstrate effective written and oral communication, including use of appropriate technology. 3. Apply critical thinking skills in deliberative decision-making and problem-solving. 4. Demonstrate civic awareness and responsibility, both locally and globally. 5. Negotiate ethical relationships with people who have different backgrounds, life experiences, cultures, beliefs, and values. 6. Demonstrate the knowledge, skills, and the self-awareness to sustain the life of ongoing, independent learning. COLLEGE OF BUSINESS AND INDUSTRY PROGRAM MISSION The College of Business and Industry, building a strong foundation of liberal studies, provides professional career and leadership preparation through student-centered learning that incorporates technology, experiential learning and interaction with industry and community. College Of Business And Innovation Goals Goal #1: To prepare students for fulfilling and productive careers. Goal #2: To encourage and support faculty development in teaching, advising, service, scholarship, and creative activity. Goal #3: To employ resources to enhance and complement the academic experience. Goal #4: To provide service and educational outreach to the region. Goal #5: To engage in an ongoing process that achieves and maintains high professional standards. Goal #6: To contribute to a strong liberal studies foundation for undergraduate programs. Goal #7: To embrace diversity and base relationships on tolerance, civility, and affirmation. The following Quality Improvement Plan for the Construction management program supports the College of Business and Innovation goals which in turn support the University mission, core values, strategic vision, strategic priorities and the universitywide student learning outcomes. At the same time it meets the requirements for ACCE Accreditation.

5 CONSTRUCTION MANAGEMENT QUALITY IMPROVEMENT PLAN Assessment of the Construction Management program must satisfy two entities. First and foremost, assessment is a requirement of the American Council for Construction Education (ACCE) and must meet its criteria if the program is to continue as an accredited program. Since we were the first accredited Construction Management program in Minnesota, we feel it is imperative that we maintain accreditation. ACCE requires a comprehensive Quality Improvement Plan (QIP) which includes a Strategic Plan, Assessment Plan and an Implementation Plan. These three components will serve as the bases for assessing Student Learning Outcomes, Program Student Outcomes and Overall Program Goals and Objectives. In addition, Minnesota State University Moorhead (MSUM) requires that all degreegranting programs have a student learning outcomes assessment plan. This assessment plan is designed to satisfy both entities. The CM program Quality Improvement Plan mission statement, goals, objectives, and performance measures are detailed in these three document and support Mission of the Minnesota state University Moorhead and College of Business and Industry. Construction Management Mission Statement The mission of the Construction management program is three fold. 1. To maintain a nationally accredited construction management program, which will produce graduates who will have the technical, managerial and general knowledge necessary to enter and advance professionally in the construction industry. 2. Provide an environment, which encourages students and faculty to engage in professional development, critical thinking, and creative endeavors. 3. Promote continuous improvement of teaching, learning and program curriculum. Construction Management Program Student Learning Outcomes And General Program Assessment The program of study is designed to prepare a professional constructor who possesses skills and knowledge acquired through education and on-site experience necessary to manage construction processes including bid preparation, project acquisition, project management, safety, and supervision of the construction process. In addition, a strategic plan with program goals and objectives have been developed for the overall operation and success of the CM Program Strategic Plan (see attachment A for details) Goal #1: Implement a Quality Improvement Plan for the CM Program 1. Evaluate the Program Student Learning Outcomes. 2. Evaluate ACCE 20 Student Learning Outcome (SLO s) 3. Develop, maintain and evaluate course learning outcomes for each CM Course. 4. Maintain ACCE Accreditation

6 Goal #2: Increase the number of Construction Management majors Goal #3: Develop Annual CM Soft Money Budget and Develop/Implement a Fund Raising Plan. Goal #4: Develop activities which lead to greater construction industry interaction with CM students. LEVELS OF ASSESSMENT AND TYPES OF ASSESSMENT MEASURES Level I Program Student Learning Outcome Assessment Course Comprehensive Exams Comprehensive exams may be developed in various courses as one of the assessment measures for student learning outcomes each semester the course is taught. Faculty can establish the benchmark but at a minimum must meet the following measure. 70 % of the students will receive 70% or higher on comprehensive exams. Course Semester Projects/ Major Projects Major projects or semester projects may be developed in various courses as one of the assessment measures for student learning outcomes each semester the course is taught. Faculty can establish the benchmark but at a minimum must meet the following measure. 70 % of the students will receive 70% or higher major or semester projects. Certified Professional Constructor (AC) Level I Exam. Students will sit for the 8-hour certification Exam as a requirement of CM 496 Capstone Experience. The American Institute of Constructors (AIC) offers the exam. Successful candidates will be granted Level I Certification by AIC. Students will be required to sign a waiver so that the program can obtain individual results as well as composite results for each teach test period. CM program will meet or exceed the national average each test cycle in 5 out of 10 content areas. The individual and composite results will be will be analyzed. Areas of concern will be identified and analyzed. Appropriate changes will be implemented.

7 Capstone Experience Evaluation The capstone experience is intended to develop a higher level of comprehensive understanding of the construction process and problem solving that begins with the conception and progresses through the completion of the construction project. This experience utilizes knowledge and concepts developed in earlier coursework and it enhances the student s understanding of the interrelationships between design, estimating, scheduling, and contracts. The course will simulate a construction project. Each student team will be totally responsible for designing, developing, estimating, scheduling, contracting, and administering the works for the completion of a construction project. The student team will complete a major portion of the course requirement through the use of applicable computer programs. The course will further develop and utilize oral and written communication skills, which have become a major factor in determining the success of the construction managers and executives. Assessment by the instructor of the CM 496 Capstone Experience will include oral, written and technical knowledge and skills evaluation. Capstone final presentations will be evaluated by industry professional. The scores will be averaged to record a grade for the presentation and evaluated to determine the areas for improvement. s 1. CM Capstone Project 75 % of the teams will receive a 75% on the final submittal. 75 % of the team evaluations will demonstrate that the team members worked as an effective team. 2. Capstone Final Capstone Presentation 75 % of the teams will receive a 75% on the final presentation Internship Evaluation At the completion of the internship experience, the intern s supervisor will be asked to complete an internship evaluation of the student s competencies. As an indirect measure of student outcomes, the student will be asked to complete an essay explaining what was learned and observed during the internship. The employer evaluation and essay will be compared and discussed by the student and by internship coordinator. The CM faculty will tack trends and areas of concern. 1. Internship Employer Evaluation

8 90% of intern will receive a 3/5 overall rating from their internship supervisor. 2. Student Essay 100 % of the students will complete an essay reflecting over their internship experience Level II Program Assessment 1. Graduate Assessment Senior Exit Survey The survey is conducted by program to give the students an opportunity to identify the strengths and weaknesses of the program and department. In addition, students will evaluate how well the program prepared them in the twenty ACCE Student Learning Outcomes and the ten content areas of the AIC Certification Level I Exam. Senior Exit Survey The CM program will receive a 3/5 overall rating on all questions on the senior exit exam. The department will analyze surveys to identify strengths and weaknesses of the program. The CM faculty will review the results to determine what actions need to be taken. 2. Post-Graduation Assessment A. Graduate Placement Each semester the CM program tracks where the graduating seniors are employed and the starting salaries. The CM faculty will verify that CM graduates are getting jobs for which they were prepared. The percent of the graduating seniors accepting employment each semester and the average starting salaries will be tracked posted on the CM Website.. B. Alumni Follow-Up The Construction Management program conducts an alumni survey for graduates every 5 years to determine the continued success of

9 graduates and suggested improvements to the CM program. Alumni will evaluate how well the program prepared them. Alumni Survey The results will be analyzed and trends will be identified. With input from the advisory committee the faculty will determine appropriate action. C. Employer Survey 3. Advisory Board An employer survey accompanies the alumni survey mailings. The survey will help to determine the continued success of the graduates and needed changes from the employer s perspective. Employers will evaluate how well the program prepared employees. The Alumni s supervisor will evaluate the preparedness of the graduate and identify strengths and weakness of technical skills. Program changes will be identified and appropriate actions will be taken. The advisory meets twice a year. The Board communicates through to work on committees and projects. Board actions and suggestions are recorded in the Board minutes each meeting. As part of the general assessment report, the CM faculty will report status and progress for each Advisory Board goals and objectives as outlined in this document and the five-year strategic plan.

10 THE CM COURSE SYLLABI AND ITS USE Each course offered by the Construction Management (CM) program is designed for the student to understand the course content and requirements. The syllabi provide general information regarding course organization, outcome expectations, assessment, assignments, applicable University and Departmental policies, and schedule of course content. Following is the required syllabus outline. I. Instructor information II. Course description with prerequisites III. Course information IV. Text/references V. ACCE student learning outcomes identified to the course VI. Course student learning outcomes VII. Student responsibilities and instructor expectations A. Class attendance B. Class absence C. Homework assignments D. Writing Style E. Academic honesty/integrity F. Assistance available VIII. Instructor s explanation and requirements specific to the course and other entries as deemed necessary by the course instructor IX. Grading Criteria X. Topical content outline and course schedule CONSTRUCTION MANAGEMENT PROGRAM ADVISORS The student will need to make contact early in their enrollment period with the program advisor for assistance and direction while completing the Construction Management program of studies at Minnesota State University Moorhead. Mr. Scott Seltveit H 211G (218) seltveit@nmstate.edu Dr. Norma Andersen H 211D (218) andersen@mnstate.edu Ms. Rachel Axness H 211E (218) rachel.axness@mnstate.edu