Annual Assessment Report for Undergraduate Degree Programs

Annual Assessment Report for Undergraduate Degree Programs Construction Management (Degree Program) CEA (College) 2014 - Due June 1, 2014 All Programs Home campus Department chair / School director Report prepared by Name Pullman, WA Jason Peschel / Max Kirk Jason Peschel 06/09/2014 Date report was approved by department chair/school director (mm/dd/yy): jpeschel@acm.wsu.edu Contact information for questions about this report (email or phone): For programs that offer degrees on more than one campus Name Pullman contact for assessment Spokane contact for assessment Tri-Cities contact for assessment Vancouver contact for assessment Global campus contact for assessment Other campus contact Received or will receive this report? Yes No Yes No Yes No Yes No Yes No Yes No Scope of this Report (June 2013 - May 2014) This report focuses on o Assessment of student learning outcomes and experiences identified by the undergraduate program o Alignment of program-level learning outcomes with WSU s Seven Learning Goals of the Baccalaureate o Elements of effective assessment o Use of assessment data to inform decision-making to improve teaching and learning Program reports and data also help fulfill requirements to maintain WSU s regional accreditation under the Northwest Commission on Colleges and Universities. Portions of the program reports will be compiled for your college and the institution. This report provides a summary of the academic assessment activities conducted by each program and does not include all details or data. Unless otherwise noted, this report includes only activities occurring June 2013 May 2014. Office of Assessment of Teaching and Learning (ATL), Washington State University atl.wsu.edu (509) 335-1355

Undergraduate Program Assessment Report Contents June 2013 May 2014 Page Section 1. BRIEF DESCRIPTION of PROGRAM and PROFILE 3 Section 2. ASSESSMENT PURPOSE and PLAN Purpose(s) for program assessment Assessment plan 3 Section 3. INSTITUTION-WIDE ASSESSMENT EFFORTS / PROFESSIONAL ACCREDITATIONS 2012: Leadership Survey (program does not provide) Other assessments or accreditations, if any 5 Section 4. STUDENT LEARNING OUTCOMES Student learning outcomes (SLOs) SLOs aligned with WSU s 7 Learning Goals of the Baccalaureate Curriculum map Section 5. MEASURES Assessment measures Direct measure information Section 6. PARTICIPATION and SYSTEM Participation Sharing and discussing assessment results Infrastructure and professional development 6 7 9 Section 7. USING ASSESSMENT RESULTS Log of program decision, actions, or changes based on assessment 10 Section 8. SELF-ASSESSMENT / LIST of ATTACHMENTS Self-assessment List of attachments 11 Section 9. FEEDBACK REQUEST 11 Section 10. GLOSSARY of ASSESSMENT TERMS 12 Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 2 of 12

SECTION 1. Program Description Program s Brief Description A. Program s basic profile Undergraduate Degree Title(s)* BA in Construction Management BS in Majors and Options (list all majors and options offered) Campuses that offer this degree (check all that apply) Pullman Tri-Cities Spokane Global Campus Vancouver Other: *If you have more than one degree covered by this report, please see Addendum 2. B. Brief description of program size Please provide a rough estimate of program size in terms of number of faculty, degrees awarded and service courses. If you do not have these numbers, check with your department or with Institutional Research (IR). The purpose for these numbers is to provide context for the report. Instructional Faculty and Graduate Assistants Associate with Degree Program June 2013 May 2014 Tenure/Tenure Track Instructional Faculty 3 Other Instructional Faculty 2.5 Graduate Teaching Assistants 0 Notes: Degrees Awarded and Course Enrollments June 2013 May 2014 Degrees Awarded (for Summer, Fall, Spring; all campuses combined) 50 Estimated total enrollment in GER/UCORE courses offered by department/program 0 Estimated total enrollment in other Service Courses (such as foundational courses for other majors) offered by department/program 280 Notes: SECTION 2. Assessment Purpose and Plan A. Choose one or more as best describes the degree program s current purpose(s) for assessment Assess student achievement of program s learning outcomes and/or student academic experience Meet WSU s regional re-accreditation requirements M Meet professional accreditation requirements (or similar external licensure, credentialing, etc.) A Address a pressing issue: In the program and/or college (briefly describe in B below) Student success in lower division service, foundational, or gateway courses At WSU (i.e., large class instruction, general education, undergraduate research, etc.) Identified for professional accreditation or nation-wide need de Other; specify: Unsure. The program needs to identify what we want from our assessment. Other; specify: _ Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 3 of 12

SECTION 2. Assessment Purpose and Plan, continued B. Briefly explain your degree programs current purpose(s) for assessment. Provide any key current context and information about any changes to mission. Assessment Plan (with Timeline) See Glossary A. Assessment Plan Current assessment plan for or including the 2013-2014 academic year with specific activities and timeline is attached. B. Planning among Campuses 1. 2. Which campuses does your assessment plan include? (check all that apply) Pullman Tri-Cities Spokane G Global Campus Vancouver Other: Any comments C. What degree(s), majors, and options are covered by your assessment plan? BS - Construction Management Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 4 of 12

SECTION 3. Participation in WSU Assessment Activities / Other Assessment or Accreditation A. Degree program assessment activities coordinated with other WSU programs, colleges, or organizations 1. Is your program involved in assessment activities or projects with others at WSU? Yes 2. No If yes, list below the activities or projects with WSU partners. B. Professional accreditation agency or similar external licensure, credentialing by a national or state agency. (Programs such as Nursing, Engineering, and Business are professionally accredited or subject to external professional review or standards.) 1. Is your program, degree or college professionally accredited? 2. Yes No Other: If yes, please provide this information: Accrediting or similar agency/cies: ACCE (American Council for Construction Education) 3. Semester/Year of most recent review: 2008-2009 Semester/Year of next review: 2014-2015 Other certifications or licensures your program or students participate in, if any: C. Other Assessment / Accreditation Activities outside WSU 1. Is your program involved in assessment activities or projects with others outside WSU? Yes 2. No If yes, list below the activities or projects with partners external to WSU. Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 5 of 12

SECTION 4. Student Learning Outcomes and Curriculum Map Student Learning Outcomes (SLOs) for the Degree (Current) See Glossary A. The degree program s student learning outcomes, updated as needed, are attached. B. How are the degree program s student learning outcomes made available to students? Degree program learning outcomes on our website (required) URL: Degree program learning outcomes required on all course syllabi O Other: Alignment with Seven Goals of the Baccalaureate Enter the letter or number of the degree s SLOs, indicating where they align to the Seven Goals of the Baccalaureate. Complete information below or attach your own chart. Number/Letter of Degree s Student Learning Outcomes See attachment B outcome number 4 & 6 See Exhibit 3 Matrix See attachment B outcome number 10 & 11 See Exhibit 3 Matrix See attachment B outcome number 1 & 2 See Exhibit 3 Matrix See attachment B outcome number 3 & 7 See Exhibit 3 Matrix See attachment B outcome number 9 See Exhibit 3 Matrix See attachment B outcome number 5 See Exhibit 3 Matrix See attachment B outcome number 8 See Exhibit 3 Matrix WSU s Seven Goals of the Baccalaureate CRITICAL and CREATIVE THINKING. Graduates will use reason, evidence, and context to increase knowledge, to reason ethically, and to innovate in imaginative ways. QUANTITATIVE REASONING. Graduates will solve quantitative problems from a wide variety of authentic contexts and everyday life situations. SCIENTIFIC LITERACY. Graduates will have a basic understanding of major scientific concepts and processes required for personal decision-making, participation in civic affairs, economic productivity, and global stewardship. INFORMATION LITERACY. Graduates will effectively identify, locate, evaluate, use responsibly and share information for the problem at hand. COMMUNICATION. Graduates will write, speak and listen to achieve intended meaning and understanding among all participants. DIVERSITY. Graduates will understand, respect and interact constructively with others of similar and diverse cultures, values, and perspectives. DEPTH, BREADTH, and INTEGRATION of LEARNING. Graduates will develop depth, breadth, and integration of learning for the benefit of themselves, their communities, their employers, and for society at large. Curriculum Map See Glossary A. B. A current curriculum map for the degree is attached. The curriculum map accounts for all majors and options included in the degree. Comments: C. Please comment on how the program has shared or used this curriculum map in the program. Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 6 of 12

SECTION 5. Measures Collected in Recent Academic Years Assessment Measures Used: Indirect and Direct See Glossary A. Does the program have a senior-level assessment or project for majors (capstone or other)? Yes No B. Measures collected in recent academic years Indicate which degree SLO each measure relates to. Indicate if measure relates to WSU Big 7 Learning Goals or another issue. Include year(s) collected. Collected in Past Two Academic Years (Summer 2012 Spring 2014) Indirect Measures (see Glossary) Type of measure Year(s) collected Brief description of measure Relates to which degree SLO? Relates to which WSU Big 7 or other issue (if any)? Standardized 2010, 2011, Test - CPC Exam 2012, 2013 & 2014 National Exam for Construction Management certification 1, 2, 3, 5 & 6 1, 2, 3, 5 & 6 Service Learning 2009, 2010 & - Class Project 2011 See Exhibit 5 - example 4&7 4&7 Syposium Every year the 3rd year students participate in a two-day workshop conducted in conjunction with the School's advisory board - see Exhibit 10 4&7 4&7 2009, 2010, 2011, 2012, 2013 & 2014 Senior Capstone 2009, 2010, 2011, 2012, 2013 & 2014 CM students have an intensive, real-world project within the Capstone 1, 2, 3, 4,& 5 Course that is judged by industry professionals and faculty 1, 2, 3, 4,& 5 Exams 2009, 2010, 2011, 2012, 2013 & 2014 80% of all CM courses survey knowledge using multiple-choice (or similar) test questions 1, 2, & 3 1, 2, & 3 Oral Presentations 2009, 2010, 2011, 2012, 2013 & 2014 The students create producibles within the Capstone Course and the teams are evaluated based upon their written documents and their oral presentations by industry professionals and faculty all all (Include additional measures as an attachment) Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 7 of 12

Assessment Measures Used: Indirect and Direct (Section 5, continued) Direct Measures (see Glossary) Type of measure Year(s) collected Brief description of measure Relates to which degree SLO? Relates to which WSU Big 7 or other issue (if any)? Corporate Recruiting 2009, 2010, 2011, 2012, 2013 & 2014 See Exhibit 6 1, 4 & 5 1, 4 & 5 Student Senior Exit Survey 2009, 2010, 2011, 2012, 2013 & 2014 See Exhibit 7 all all CM Survey 2009, 2010, 2011, 2012, 2013 & 2014 See Exhibit 9 1, 4 & 7 1, 4 & 7 Syposium Questionnaire 2009 & 2010 See Exhibit 10 all all Questionnaire 2009, 2010, 2011, 2012, 2013 & 2014 See Exhibit 8 all all (Include additional measures as an attachment) Any additional information about indirect or direct measures: Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 8 of 12

SECTION 6. Participation and System Participants in Program Assessment A. Who participated in assessment planning or activities for the past academic year? Please indicate campus. The faculty have assessed student work using rubrics & performance criteria tied to specific homework or class activities which are related to learning outcomes. B. Did more than one campus participate in assessment planning or activities? Yes No Sharing and Discussing Assessment Results See Glossary C. In the past year, were program assessment results discussed? Yes No D. Who discussed assessment results in your department or school? (Check all that apply.) Assessment Coordinator(s) Assessment Committee(s) Curriculum Committee(s) or Undergraduate Studies Committee(s) Other committee: Pullman campus faculty Spokane campus faculty Tri-Cities campus faculty Vancouver campus faculty Faculty teaching online courses Other urban campus contacts Chair School Director Program coordinator/director Other program leadership Advisory board Ad hoc Unsure Other _ Any comments: E. If you offer degree(s) on more than one campus: 1. Did you collect data on all campuses on which you offer your degree? 2. Did you share assessment data among campuses? Yes 3. Did you disaggregate any assessment data by campus? 4. Did you aggregate any assessment data among campuses? Yes No No Yes Yes No No Any comments: Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 9 of 12

Assessment Infrastructure (Section 6, continued) F. Does your degree program have a process in place to archive assessment reports and other materials, so they are Yes available to degree program leadership (chair or other)? No Unsure If yes, please describe. Program Coordinator maintains all files. G. In the past year, have faculty in your degree program participated in program-wide assessment workshop(s) or other professional development opportunities related to assessment? Yes No If yes, please list. H.Which of these have taken place in your program in the past year? Check all that apply. Assessment work is rotated among faculty so all members gradually build familiarity with key components of program assessment and weigh in Faculty meetings include a regular time devoted to assessment Assessment is integrated into a regular standing committee (e.g. undergraduate studies or curriculum) Annual retreat to discuss assessment Assessment leadership has continuity in some way; may be led by a senior faculty or administrator Assessment coordinator given one-course reduction or other release time Degree program has paid part-time or full-time position for assessment, or offers stipend or additional salary. Please explain: Other assessment infrastructure: Any comments: SECTION 7. Using Assessment Attach a log (see Addendum 1) that includes decisions made based on assessment results, the time in which they were made, and the type of actions. An example is provided. Please note that you may use a different format to record your program s use of assessment; regardless, please categorize the kinds of decisions by letter, as requested above, and indicate the approximate date the decisions or action occurred. An assessment log for 2013 is attached. Degree Program-Specific Attachments Please list all attachments to your degree s assessment report, including assessment plan, student learning outcomes, curriculum map(s), and the log of actions/decisions based on assessment data, and other materials relevant to this report (provide as separate documents). Degree programs are encouraged to use documents already created, including those connected with professional accreditation or similar, with page references as needed. Title Page Attachment A Attachment B Exhibit 1 Exhibit 2 Exhibit 3 Exhibit 4 Exhibit 5 Exhibit 6 Exhibit 7Undergraduate Program Assessment Reporting Template, 2014 Exhibit 8 Exhibit 9 Exhibit 10 (1/30/14) Page 10 of 12

SECTION 8. Self-Assessment Undergraduate Degree Program Self-Assessment Overall, where would you rate your program s assessment? (choose one) BEGINNING = one iteration of assessment process begun; may be in pilot stage; may not yet have data or data may not yet be shared or discussed DEVELOPING = Actively adjusting basic process or tools after one iteration/pilot; some sharing and discussion of data; developing system of participation Beginning Developing Refining Established REFINING = Data regularly shared and discussed through more than one assessment cycle; results used to improve and validate student learning; use of results is being regularly documented ESTABLISHED = Several iterations of assessment cycle; process is structurally driven with wide participation; process and tools are established but also responsive to changing needs in the program; system is cyclic and used to improve and validate student learning Section 9. Feedback Request While ATL is not resourced to provide detailed responses to annual reports in their entirety for all undergraduate programs, we do encourage programs to identify specific areas where we might provide feedback and consultation. If your program is interested, please provide information below. We would like general feedback on this area(s) of our report [indicate area(s), such as assessment plan, direct measure of student learning, logging/recording use of results, etc.]: We have a specific question: No feedback requested at this time Additional Questions or Explanation: Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 11 of 12

SECTION 10. Glossary of Assessment Terms Assessment Cycle: The process of planning, collecting, and analyzing assessment measures and data for the purpose of sustaining and improving teaching and learning. Typically the assessment cycle refers to the timing of the processes within an academic year, but timing may vary from program to program. Assessment Plan: A process and timeline for designing, collecting, and analyzing assessment data. Assessment Results: Analyzed or summarized assessment data (data may be quantitative or qualitative) or other impacts of assessment activities; shared formally or informally. Course Embedded Assessment: Degree program assessment that occurs in the context of a course and is integrated with normal classroom activities (e.g. questions on a final exam that focus on degree-level learning outcomes). Curriculum Map: A matrix aligning student learning outcomes with the courses in a program of study. Disaggregate Data: A whole set of data separated into parts and sorted by meaningful categories, such as campus or student demographic information. Direct Measure: A measure of student performance or work product that demonstrates skills and knowledge. Indirect Measure: Information associated with learning, motivation, perceived success, or satisfaction; gathered, for example, through a survey or focus group. Key Assessment Elements: For the purposes of this report, the principle elements of assessment. Specifically, the student learning outcomes, assessment plan, curriculum map, direct measures, indirect measures, and use of assessment. All six of these are required by all departments for this reporting period. Multi-Campus Degree Program: A degree program that offers an undergraduate degree on more than one campus. Multiple-Degree Program: An academic program that offers multiple undergraduate degrees. Student Learning Outcomes (SLOs): Core skills and knowledge students should develop through a program of study. Using Assessment Results: Assessment results a) inform continual reflection and discussion of teaching and learning and b) contribute to decision making to ensure effective teaching and learning. Decisions can include the choice to continue current effective practices or build on strengths. Undergraduate Program Assessment Reporting Template, 2014 (1/30/14) Page 12 of 12

Attachment A Purpose The purpose of the CM assessment activities from 2005-present has been to develop and refine an integrated program with demonstrable collaboration with Interior Design, Landscape Architecture and Architecture. The team has worked to develop internal measures (such as senior exit survey) and to employ national assessments of the disciplines (such as CPC exam). Over this time more specific questions have been the focus of the assessment, including refining the Exit Survey and conducting a major curriculum review. During 2008-09 a strategic plan was created to guide the schools faulty in assessing our schools curriculum, making suggested changes to the curriculum, choosing the best solution and then reassessing those changes. Once completed, the assessment would be presented to the faculty of the School and the final approval by the Schools Advisory board. Membership and Participation The assessment team is led by the Director, and is composed of the selected Arch and CM faculty serving within two main committees. The members include: Curriculum Committee (current) Taiji Miyasaka Phil Gruen Jolie Kaytes Ole Sleipness Matt Melcher John Abel Bob Krikac Kathleen Ryan Rick Cherf Jason Peschel Max Kirk Strategic Planning Committee Phil Gruen Anna Mutin John Abel Jason Peschel This committee has met annually to review work on specific aspects of the assessment activities. Faculty s curriculum committee uses the assessment work to propose curricular revisions to the faculty as a whole. The Advisory Board reviews and makes the final suggestions on the curricular changes. The assessment plan addresses the stakeholders, the steps to be taken, how the plan will be refined and integrated. The following briefly describes the process. Once the assessment is completed the plan flows to the two programs curriculum committee members. To place in content the overall time table for the in developing a strategic plan for Construction Management, please see exhibit number 3 - Time Table. This table was edited to match the matrix found in this section. Stakeholders of the programs are the certified students of Architecture and Construction Management, firms that employ our students, our advisory board and accreditation requirements. It should be noted that the Construction Management program does not have an Page 1 of 47

independent advisory. As a result there is a School advisory board that is made up of 6 practicing Architects, 6 Landscape Architects, 6 Interior Designers and 6 CEO s of large construction firms. Select students from both programs contribute as assessment stakeholders by reviewing the changes. The Advisory board reviews curricular changes and advises accordingly on semester by semester basis. Employing firms are included in the assessment process via juried reviews of student projects and via feedback gathered when students return from summer employment and internships. The feedback is presently attained through indirect assessment through interviews. Communication The communication plan unfolds on multiple levels. The curriculum committee brings assessment driven curricular revisions to the Faculty Curriculum committee for the appropriate Program Option. The Advisory Board provides advisory review of curriculum changes after the changes have been reviewed and adopted by the program faculty. Evidence and rationale for the changes presented to the Advisory Board has included: Changes in professional accreditation requirements Assessment data from exit interviews Feedback from stakeholders during juried review of student work Feedback from internship supervisors or employers Feedback from alumni Information about the assessment activities and aggregate assessment outcomes are communicated to students through classroom communications by the Assistant Director. Page 2 of 47

Attachment B Goals The schools preamble and strategic goals are subdivided into the programs of Architecture and Construction Management which are attached hereto (see exhibit number 1). This document is currently outdated as the School of Architecture and Construction Management has changed to the School of Design and Construction, which now includes Interior Design and Landscape Architecture. This document has not been updated, revised or edited since the merger. The following are the schools learning objectives; skill sets and their correlation to the WSU learning outcomes (see exhibit number 2 - Matrix): System Construction Management's desired outcomes and assessment methods are summarized in the matrix in Table 1. The outcomes are defined in greater detail and mapped to the WSU Six Goals of the Baccalaureate in varying appendices accompanying this report. The assessment methods are identified by the column headings, and the "" indicates which desired outcomes are addressed by the particular assessment method. Table 1. Matrix of Desired Outcomes and Assessment Methods Outcome Cst M 254 1 knowledge of mathematics, science and architectural and/or construction management fundamentals 2 design and conduct experiments, analyze data, interpret results and draw conclusions 3 design a component, system or process 4 think logically, critically and creatively 5 work in multidisciplinary teams 6 identify, formulate and solve architectural and/or construction management problems 7 use appropriate modern techniques, skills and tools 8 understanding of professional ethics and integrity 9 communicate effectively 10 awareness and understanding of the impact of architecture and/or construction management on global and societal issues 11 knowledge of contemporary issues 12 importance of life-long leaning Cst M 371 Cst M 475 CPC Exam Curric. Mtgs. Alumni Survey Emp. Survey * Not all assessed courses are listed. For additional courses assessed see exhibit 2 for the complete Matrix. Please see exhibit number 4 - Syllabus (with assigned WSU learning goals) and exhibit 5 Assignments (that frame the learning goals). Page 3 of 47

Measures Construction Management is a professional programs with entry based on GPA. Thus, constant surveillance of retention and graduation rates is paramount. The program also performs all placement services (with assistance from Career Services) and follows the placement with keen interest each year. Assessment of interviewing firms is also conducted within this internal service that we provide. Consistent improvement is always being addressed as to placement of our graduates. (See exhibit number 8 - Assessment of Interviewing Firms). Page 4 of 47

Exhibit 1 Washington State University School of Architecture and Construction Management Strategic Plan 2008-2009 February 4, 2009 Preamble: The school provides the highest level of academic excellence and standards for our students. This is accomplished through the creation of an exemplary and stimulating environment with the purpose of motivating students to become thoughtful, critically aware and inspired leaders shaping our built environment. The art and technology of architecture and construction is one of the most significant representations of our material culture. As such, the school is dedicated to achieving the following mission statement and collective goals. The School of Architecture and Construction Management is dedicated to the education of future architects and construction managers who are intellectually aware and who critically understand social, political and global conditions that have an impact on the profession of architecture and construction management. It is the intent of the School to graduate future professionals who are committed to excellence in the built environment through the incorporation of intellectual, analytical and artful aspects of each profession. Within this context, students and faculty seek to investigate issues within diverse contexts in order to creatively advance the built environment. Creating an academic environment that critically examines cultural, technological, social and philosophical conditions and their role in the built environment. Providing our students with the critical knowledge and skill sets needed to begin a successful career of leadership in architecture and construction. To create an educational context by which students understand that complex problems must be addressed by multiple disciplines through collaborative and interactive systems. Provide students through curriculum and special programs opportunities to engage with the profession and create an environment of shared responsibility for the education of future professionals. Provide students with extensive opportunities to gain education through off campus programs such as national and international study tours, semester and summer abroad programs and construction site field trips. It is through a collective dedication from faculty that the school achieves preeminence. The following strategic plan and action plan represent that dedication. Overall preamble: The context for architecture program strategic planning Buildings are central to social and environmental well-being, particularly public health, safety and welfare. The mission of the architecture program is to provide students with a foundation for understanding architecture and its allied disciplines and to prepare students for professional practice and architecture licensure as recognized by the State of Washington. Page 5 of 47

The architecture program offers three degrees: the BS Arch Studies Degree, MS Arch Theory Degree and the M Arch degree. The M Arch program is one of only two nationally accredited degree programs in Washington State (National Architectural Accreditation Board, NAAB). Strategic planning for the architecture program aligns with four aims: uphold program accreditation, build on school strengths, and respond constructively to the 2008 WSU Academic Prioritization (A2P2 Plan) and the 2008 WSU Strategic Plan. Recently, the M Arch degree program received full six year accreditation (2008-2014). Faculty members have been recognized nationally and internationally for teaching, scholarship, design activity and outreach. The WSU A2P2 Plan identifies university wide priorities for faculty, program initiatives and college operating budgets. For the School of Architecture and Construction Management, the A2P2 plan identifies areas of centrality for the school in advancing the mission of WSU: teaching and learning, scholarship and research, and outreach and engagement. The 2008 WSU Strategic Plan emphasizes university wide strategic goals linked to benchmarks and indicators. The WSU Strategic Plan goals are (http://strategicplan.wsu.edu/): 1. Achieve national and international preeminence in innovation, discovery and creativity. 2. Provide a premier education and transformative experience that prepares students to excel in a global society. 3. Lead in relevant local, national, and global outreach and engagement. 4. Embrace an environment of diversity, integrity, and transparency. The Architecture Program Strategic Plan: innovation, discovery and creativity. The strategic focus of the architecture curriculum emphasizes architectural design integrated with knowledge of professional practice, material systems, theory and history to address social, political, economic and environmental challenges, locally and globally. Pedagogically, the focus is on design activity as a form of inquiry marked by creativity and discovery, analytical observation and innovative problem solving. Teaching and learning in the program focus on design research and development, case studies, student interaction with faculty and leading professionals, and study tours nationally and abroad to experience and document places and works of architecture. Advanced studios in the school emphasize innovative techniques and material practices of building design to benefit quality of life and environmental wellness. Faculty scholarship and expertise strategically align with teaching roles, and focus on innovation, discovery and creativity in architectural design, theory, history, building material systems, professional practice and ethics. Page 6 of 47

The following architecture program strategic plan goals uphold program accreditation; build on school strengths, and respond constructively to the new WSU Academic Prioritization (A2P2 Plan) and the new 2008 WSU Strategic Plan. Goal statements 1-4 are WSU Strategic Plan Goal statements. Sub goal statements G1.1-G1.4 are WSU Strategic Plan sub goal statements. Phrases in italics have been added to WSU goal statements to link each WSU goal to the mission of the architecture program. Architecture program strategic goals are listed after WSU strategic goals and sub goals. Goal 1. Achieve national and international preeminence in innovation, discovery and creativity in architectural design and in the art, culture and science of architecture. WSU sub goal G1.1 Attract and retain a diverse faculty and staff of the highest academic and professional architecture practice stature. Architecture program strategic goal a. Recruit and reward excellence in design inquiry and design activity and other areas of the program curriculum: history, theory, building materials and systems design, and outreach. b. Support diverse forms of architectural design practice and scholarship, recognize and engage distinctiveness, and reward excellence in making linkages between disciplinary practices and diverse forms of discourse and knowledge. WSU sub goal G1.2. Promote programs of discovery and creativity that are broad and robust. Architecture program strategic goal a. Promote disciplinary depth, integrative practices and interdisciplinary scholarship. b. Under interdisciplinary scholarship note the community design in Spokane, the design research week. Integrative practices in Pullman include the third year integration with CM as well as the Madrona work that is now going on in the third year Stanford studio. Also interdisciplinary research the Rob is doing with materials and industry partners. c. Frequently inform institutional audiences and external audiences on the breadth and depth of the program. d. Exhibits of student work at national in regional AIA and ACSA conferences. Our success at nomination alums for Alumni Association awards and continuation of this could be noted. Publication and dissemination of faculty publication of student work. Success in student competitions. e. The schools participation in the newly formed architecture and construction alliance. This is a new national organization that our school has been highly involved in that is looking at advancing issues of arch and cm at a national level. WSU sub goal G1.3. Invest in and promote existing and emerging areas of preeminence. Architecture program strategic goal a. Support existing program strengths and foster preeminence in teaching and pedagogy, design practice and scholarship, and outreach. May be combined with A above b. Establish with WSU Office of Institutional Research (IR) institutional measures specific to architecture activity in the architecture program. Page 7 of 47

WSU sub goal G1.4. Support interdisciplinary programs that foster integrative and collaborative scholarship. Architecture program strategic goal a. Support existing and emerging strategic initiatives, centers and institutes and strategically link these to integration and interdisciplinary in teaching and pedagogy, design practice and scholarship, outreach and institutional service. b. The initiatives of the ISD. The development of the senior design course next fall the will unite arch/ cm/civil students in a yearlong project resulting in construction of mockups through the wood lab. c. Student research activities between the school and the WMEL d. Recruit and reward evidence of external funding and recognition for integrative and collaborative scholarship.goal 2: Provide a premier education and transformative experiences that prepares students to excel in global society. WSU sub goal G2.1. Develop and support outstanding graduate programs. Architecture program strategic goal a. Strengthen graduate core course and elective course content that challenges convention and routine while stressing experimentation, analytical thinking and evidence based decision making. b. Expand professional internship opportunities to focus on internationally recognized design offices, areas of specialization and preeminence. c. Encourage independent study on topics of regional and global significance. WSU sub goal G2.2. Provide high impact learning experiences that engage the students a. Develop seminars and workshops emphasizing advances in design scholarship and practice. b. The school is taking the lead on the development of the newly formed leadership institute. This is a collaborative program between the 7 schools of architecture in the AIA northwest region. The inaugural institute will be in September 09. Three students of each of the schools will attend the institute that will focus on developing leadership skills. Each team of students will develop a project at the institute that will be followed through and completed during the fall 09 semester. This project has received funding from the Board of Directors of the NE Region of the AIA c. Establish interactive internet based knowledge networks within and beyond WSU linking faculty and students with preeminent practitioners and scholars and facilitates. d. Develop and expand study abroad options, itineraries and full semester options that foster cultural immersion, develop non western cultures options. WSU sub goal G2.3. Foster core competencies in our learners. a. Develop undergraduate curriculum content to emphasize critical thinking-reading- writing skills in core subject areas and architecture emphasis electives: design, theory, history, building systems and materials, professional practice, methods of representation. b. Develop teaching and learning emphasis on methods of observation, design research and development, case study, and collaborative interactions with faculty and leading professionals in the development of teaching and learning outcomes. WSU sub goal G2.4. Ensure an infrastructure that supports excellence and adapts to advances in knowledge and technology. Page 8 of 47

a. Provide access to advanced design modeling software and rapid prototyping equipment and keep abreast of advances in modeling technologies and their uses in industry and professional practice, particularly for rapid manufacturing. WSU sub goal G2.5. Improve retention and graduation rates of our students. a. Market the program to student audiences outside of WSU. Goal 3. Lead in relevant local, national, and global outreach and engagement through knowledge based design and construction teaching and learning, research, and service activities directly benefiting the real life of communities here and beyond. WSU sub goal G3.1. Market our premier education to a diverse and global audience. Architecture program strategic goals a. Develop and promote curricular vehicles for community-based architecture service learning and design-build activity (CBA & CBA-DB). b. Recruit, support, promote teaching/learning, research and service that is responsive to community needs, civic well-being and social justice regionally and globally. c. Frequently inform external audiences about indicators of excellence, school ranking, demand for graduates, student and faculty results recognition. Can be combined with goal g1 WSU sub goal G3.2. Consult with, assist, and learn from Washington and international businesses and organizations. Architecture program strategic goals a. Recruit and develop partnerships with exemplary professional offices throughout the world, particularly strategic alliances that focus on internship teaching and learning, design research and development, and service-outreach. b. Engage alumni in the workings and legacy of the program through talks, symposia, donations, and endowments. c. The A + CM Integrated Education program is completely supported by alums and advisory board members WSU sub goal G3.3. Aid informed decision-making and progressive public policy development that leads to better-informed governments. Architecture program strategic goals a. Partner with governmental and institutional agencies, profession and industry organizations on collaborative community based exploration and application of knowledge and best practices, symposia, workshops, design charrettes& competitions, training programs, and information referral. b. Recruit and encourage and support student groups and chapters to participate in community governance, public processes and volunteering. WSU sub goal G3.4. Fuel the new economy with innovative ideas. Architecture program strategic goals a. Recruit, develop and support innovation in knowledge about architectural design and in the techniques and practices of architectural design, particularly innovations that focus on design and material culture, technology, research and development methods and processes, material science, building systems, and prototyping. Page 9 of 47

b. Emphasize significance in innovation, experimentation and discovery in terms of high societal impact. Goal 4. Embrace an environment of diversity, integrity, and transparency particularly in administrative structure, student body, faculty, curriculum, and pedagogy. WSU sub goal G4.1. Be a responsible big enterprise known for best practices and high ethical standards and for providing an exemplary environment for scholarship, learning, and work. Architecture program strategic goals a. Explore and embrace organizational, behavioral and leadership best practices for creating a culture and climate of diversity, integrity and transparency. b. Develop program specific inclusivity and ethics practices with regard to diversity and underrepresented groups in the undergraduate program and graduate programs. c. Value diversity in thought, experience, perspective and practice. d. Regularly assess program diversity, integrity, and transparency. e. This can be integrated with the regular assessment we are required to do from the graduate school. Ours will be in 2011. WSU sub goal G4.2. Create an institutional culture in which diversity is the norm. Architecture program strategic goals a. Establish transparency in decision making particularly with regard to the following: information used for decision making, processes for decision making, allocation of material resources. b. Establish program specific best practices for faculty recruitment and retention, student recruitment and retention (enrollment management), annual review, merit rating and pay. c. This was started last year and is continuing with revisions to establish an annual review metric. This will be vetted this spring with the faculty. d. Define leadership in terms of empowering others, dialog, partnership, involvement, advocacy, and reciprocity in the administration of degree programs. Construction Management Preamble: The mission of WSU-CM is to educate, prepare and provide opportunities for our students to become valuable resources to our economy, the construction management profession and the built environment. The CM program offers a Bachelor of Science in Construction Management that is nationally accredited by American Council for Construction Education (ACCE). Our faculty, though small in number, possesses vast knowledge and loyalty relative to the profession. As such, research in the CM field is typically applied, thereby focused upon ways to improve the means and methods which fulfill an architect s vision. In order to achieve academic success it is important to provide the best academic opportunities possible to our students while developing scholarly work that improves the industry and the built environment. This strategic plan has been developed relative to the Mission of the CM Program which include the goals and objectives, the ACCE accreditation requirements, the 2008 Academic Affairs Prioritization Plan (A2P2) and the 2008 WSU Strategic Plan. Achieving the benchmarks set forth in this Strategic Plan will allow the CM program will realize its mission. As a program, we are committed to maintaining a CM course of study that promotes high achievement and incorporates objectively-measured student mastery of defined curricular objectives. This includes remaining fully accredited by the ACCE; demonstrating scholastic Page 10 of 47

achievement by CM students and faculty for the purpose of expanding the existing knowledge base of the construction management profession and the profession s enhancement of our society; engaging the construction management industry in ways that mutually benefit the industry, our students, our faculty and our university; encouraging integration of construction management, architecture and engineering education within our college; encouraging further development and utilization of construction and construction management systems that promote a sustainable built environment; and addressing the CM Program Goals in ways that simultaneously promote the accomplishment of the mission and goals of Washington State University, the College of Engineering and Architecture, and the School of Architecture and Construction Management. CM Goal #1: Achieve national and international preeminence in innovation, discovery and creativity. CM sub-goal #1: Attract and retain a diverse faculty and staff of the highest academic and professional stature. Strategies: a. Recruit and foster faculty with individual and collaborative research agendas with industry professionals. b. Develop industry sponsored applied research grants. c. CM faculty clearly identify a research agenda with benchmarks and outcomes. d. Recruit and foster faculty endeavors that yield international recognition and impact. e. Expand international exposure of CM faculty through conferences and institutes. CM sub-goal #2: Promote research and scholarship that yield a breadth and depth of discovery and creativity. Strategies: a. Provide and foster opportunities for research through various avenues including the Institute for Sustainable Design. b. Support and reward individual and collaborative applied research. c. Recruit and reward evidence of external funding and recognition for integrated and collaborative scholarship. d. Develop and promote coursework linking research, critical thinking, professional practice and information communication skills. CM sub-goal #3: Maintain, strengthen and promote areas of preeminence relative to the construction industry. Strategies: a. Recruit, develop and support teaching, learning and research initiatives with attention given to the areas of energy efficiency, building science, construction efficiency and sustainability. b. Establish with the WSU Office of Institutional Research (IR) institutional measures specific to Construction Management activity within the program. CM sub-goal #4: Support interdisciplinary programs that foster integrated and collaborative scholarship. Strategies: a. Support the School, College and University through strategic research initiatives. b. Promote and reward collaborative and integrated pedagogy that produce relevant research or industry specific learning opportunities. c. Develop and support emerging courses with integrated and collaborative initiatives amongst Architecture, Civil Engineering and Real Estate. Page 11 of 47

d. Continuation with student competitions CM sub-goal #5: Develop a Construction Management graduate program. Strategies: a. Consult with industry representatives to define and develop a high impact curriculum for a Master of Science in Construction Management degree program. b. Plans are developing for a graduate program that is part of the ISD and this may be able to be folded into this program. c. Define the national and international benefits of degree specializations particularly with regard to Construction Management and business, energy efficiency, building science, construction efficiency and regional best practices. CM Goal #2: Provide students with the highest quality education that incorporates a holistic awareness of social, political and global experiences. CM sub-goal #1: Track advancements in the understanding of construction technology and practice nationally and abroad and expose students to the advances thereby enhancing the educational experience. Strategies: a. Regularly upgrade audio/visual technology and media and incorporate these into teaching and learning activities. b. Regularly upgrade advances in software used by the CM profession nationally and abroad. c. Establish a Construction Management information and best practices center with dedicated space and equipment. CM sub-goal #2: Provide high impact opportunities that engage students and enhance the learning experience. Establish a required study tour program for cm students in the same way as we have done for architecture students. Strategies: a. Develop upper division courses that foster students original research. b. Incorporate pro bono practicum into the curriculum. c. Emphasize scholarly research of real world scenarios employed in the classroom. CM sub-goal #3: Foster core competencies within the CM program. Strategies: a. Identify core competencies relating to accreditation standards and establish regular assessment of accreditation core competencies across the curriculum. b. Identify core competencies relating to CM best practices nationally and integrate best practices competencies assessment across the curriculum. CM sub-goal #4: Sustain the retention and graduation rate of students in the program and high employment rate of students upon graduation. Strategies: a. Monitor and reinforce industry recruitment efforts for full-time employment and internships. b. Foster the CM faculty/student mentor program. c. Encourage student participation in program and professional organization activities outside the classroom. CM Goal #3: Lead in relevant local, national, and global outreach and engagement. Page 12 of 47

CM sub-goal #1: Market our premier education to a diverse and global audience. Similar as architecture Strategies: a. Develop a recruiting plan focused on high school and transfer students. b. Identify ways to increase the visibility of the CM program and ways to increase distribution of the CM newsletter to inform external audiences of program degrees, program opportunities, activities and successes. CM sub-goal #2: Consult, assist and learn from state, national and international businesses and organizations. Strategies: a. Promote the Constructing America lecture series to both internal and external audiences. b. Promote company information sessions and guest lecturers from industry professional. c. Regularly consult with leaders of industry and higher education to identify issues of significance that bear on CM teaching, learning, research and service. CM sub-goal #3: Aid informed decision-making and progressive public policy development that leads to better-informed governments. Strategies: a. Promote and foster faculty involvement with associations responsible for industry relevant codes and specifications. b. Link collaborative research, teaching and learning to public discourse and public decision making processes. c. Recruit and support student participation in community service and community based learning particularly with in community organizations and governmental organizations. CM sub-goal #4: Fuel the new economy with innovative ideas. Strategies: a. Promote and foster CM research and development particularly aligned with best practices. b. Identify, develop and promote actionable R&D discoveries and insights that can benefit the construction industry. c. Engage students in critical thinking and idea creation relative to improvements to the construction industry. CM Goal #4: Embrace an environment of diversity, integrity and transparency. CM sub-goal #1: Be recognized for advancing practices and standards of the highest ethical value providing an exemplary environment for scholarship, learning and work. Strategies: a. Facilitate and advance awareness relative to best practices and ethical conduct in the construction industry and throughout the university. b. Foster integrity, transparency and the appreciation of diversity, and regularly assess these throughout the curriculum. CM sub-goal #2: Create an institutional culture in which diversity is the norm. These can be combined with architecture plans Strategies: a. Recruit and support faculty and students from diverse backgrounds representative of the entire construction industry. b. Raise awareness of and advance diversity in the profession and industry. c. Encourage underrepresented groups to enter the CM program and profession. Page 13 of 47

Exhibit 2 Timeline of Assessment activities 2006-2011 Initiating Following is the schedule used in initiating the assessment. 05-06 05-06 Curriculum matrix was created - Formal Quality program begins Integration between Architecture and CM begins with first symposium - third curriculum Second symposium - third curriculum assessment begins on third curriculum Third symposium created - Integration becomes more focused - assessment made Fourth symposium created - Integration becomes more focused - assessment Fifth symposium created - Integration becomes more focused - assessment 06-07 06-08 08-09 10-11 Developing Following is the schedule used in the development 05-06 First Senior Exit Survey - assessment 06-07 Second Senior Exit Survey -assessment 07-08 Third Senior Exit Survey - assessment 07-08 Assessment of companies interviewing CM students (assessment of the interview process) 07-08 CPC exam - assessment 07-09 CPC exam - assessment 07-09 Fourth Senior Exit Survey - assessment 06-09 First 2nd and 3rd year Student CM assessment of curriculum 07-10 Fifth Senior Exit Survey - assessment 05-11 Sixth Senior Exit Survey - assessment Refining Following is the schedule that has been used in refining assessment 06-07 Over this academic year the new Arch and CM curriculum was created and revised 07-08 Major curriculum review was made through a series of curriculum faculty meetings changes made 07-08 In review of the school and the assessment process, a new CM mission statement was created with measurable objectives based on the prior two year review. 08-09 Revisions to curriculum 08-09First 1 & 5 year graduate assessment - benchmark 08-09 Company assessment of CM graduates - benchmark Integrating Following is the schedule that has been used in the integration of the assessment process 08-07 Creation of AIA accreditation document - benchmark 08-08 Creation of ACCE accreditation document - benchmark 08-09 CPC exam - assessment (goal to add more students to measure) 08-09 Creation of the Integrated Design Institute - Integration of Construction Management, Architecture, Civil Engineering, Interior Design, Landscape Architecture and Mechanical Engineering 09-10 Mentoring program begins 09-10 Minimum Competency Program begins Page 14 of 47

Exhibit 3 Matrix Construction Management Objectives and Learning Outcomes 8.09.11 2nd YEAR Fall Course OBJECTIVES AND SKILL SETS WSU LEARNING OUTCOMES Materials I Cst M 201 Objectives: Authenticity: activities and consequences are understood by participants as relevant to their lives. Active learning: students are physically and/or mentally engaged in the active process of learning. Drawing on student experience: students are guided in the process of building understandings of phenomena, events, human nature, et cetera by thinking about what they have experienced. Providing mechanisms for connecting experience to future opportunity: students develop habits, memories, skills and knowledge that will be useful to them in the future. Conduct self-directed learning projects (i.e., acquire information literacy) Effectively frame and solve problems 3 Credits Materials I Skill sets: Material behavior and characteristics Applied to assemblies Sustainability Cost implications Engineering Life safety Codes Jobsite safety Demonstrate knowledge of research and information retrieval strategies in the library and on the internet Evaluate sources and data Demonstrate knowledge of self in diverse cultural contexts and understand the relationship of one s own society to other societies and groups Understand how people think, reason, and make value judgments Understand distinctions between value assertions and statements of fact Acquire knowledge in a variety of scholarly modes and contexts and recognize diverse disciplinary viewpoints and methods Understand and apply scientific principles and methods Understand and apply quantitative principles and methods Understand and apply the principles and methods of the arts and humanities Page 15 of 47

2nd YEAR Spring Course Construction Graphics Cst M 254 3 Credits OBJECTIVES AND SKILL SETS Objectives: Providing mechanisms for connecting experience to future opportunity: students develop habits, memories, skills and knowledge that will be useful to them in the future. Sketching, drafting and the language of architecture. Abstract, conceptual thinking, space, form, order Visualization of concepts and process of design Understand working drawings Skill sets: Basic knowledge of plan reading Sketching, drafting and the language of architecture. Abstract, conceptual thinking, space, form, order Visualization of concepts and process of design Understand working drawings Understanding of design as it pertains to the working drawings Perform basic freehand drawing exercises Formulate visualization skills Understanding AutoCAD WSU LEARNING OUTCOMES Reason critically and creatively Define, analyze, and solve problems Integrate and synthesize knowledge from multiple sources Assess the accuracy and validity of findings and conclusions Understand how one thinks, reasons, and makes value judgments, including ethical and aesthetic judgments Understand diverse viewpoints, including differing philosophical and cultural perspectives Use quantitative and symbolic reasoning Understand and apply quantitative principles and methods in the solution of problems Draw conclusions from computational and symbolic representations in order to check the logic and validity of statements and models Employ symbolic reasoning to understand and interpret the variety of discourses in the arts, humanities, and social sciences Page 16 of 47

3rd YEAR Spring Course OBJECTIVES AND SKILL SETS WSU LEARNING OUTCOMES Estimating II Cst M 371 3 Credits Objectives: Active learning: students are physically and/or mentally engaged in the active process of learning. Drawing on student experience: students are guided in the process of building understandings of relative principles and practices by thinking about what they have experienced. Providing mechanisms for connecting experience to future opportunity: students develop habits, memories, skills and knowledge that will be useful to them in the future. Use quantitative and symbolic reasoning Understand and apply quantitative principles and methods in the solution of problems Skill sets: Basic knowledge of plan reading Abstract, conceptual thinking, order Visualization of concepts and process of design Interpretation and utilization of working drawings Understanding of design as it pertains to the working drawings Cost implications relative to labor, material, equipment & subcontractors Understanding of crew mix and production Time and stress management Draw conclusions from computational and symbolic representations in order to check the logic and validity of statements and models Conduct self-directed learning projects (i.e., acquire information literacy) Effectively frame and solve problems Demonstrate knowledge of research and information retrieval strategies in the library and on the internet Communicate clearly, concisely and effectively Critically analyze written information Show awareness of contexts, audiences, styles, and conventions Use correct Standard English Acquire knowledge in a variety of scholarly modes and contexts and recognize diverse disciplinary viewpoints and methods Understand and apply scientific principles and methods Understand and apply quantitative principles and methods Page 17 of 47

3rd YEAR Spring Course Arch 433 Environmental Control Systems 3 Credit OBJECTIVES AND SKILL SETS WSU LEARNING OUTCOMES Objectives: Active learning: students are physically and/or mentally engaged in the active process of learning. Drawing on student experience: students are guided in the process of building understandings of phenomena, events, human nature, et cetera by thinking about what they have experienced. Providing mechanisms for connecting experience to future opportunity: students develop habits, memories, skills and knowledge that will be useful to them in the future. Use quantitative and symbolic reasoning Understand and apply quantitative principles and methods in the solution of problems Skill sets: Understanding of the principles of: plumbing, fire protection, heating, ventilating, and air- conditioning; healthy and productive building environment;mechanic al system balancing criteria and thermal properties Installation cost Energy efficiency and human comfort Life safety Sustainability Holistic view of a building Draw conclusions from computational and symbolic representations in order to check the logic and validity of statements and models Conduct self-directed learning projects (i.e., acquire information literacy) Effectively frame and solve problems Demonstrate knowledge of research and information retrieval strategies in the library and on the internet Acquire knowledge in a variety of scholarly modes and contexts and recognize diverse disciplinary viewpoints and methods Understand and apply scientific principles and methods Understand and apply quantitative principles and methods Understand and apply the principles and methods of the social sciences Page 18 of 47

4th YEAR Spring Course Human Factors & Productivity in Construction Cst M 473 3 Credit OBJECTIVES AND SKILL SETS WSU LEARNING OUTCOMES Objectives: Facilitate understanding of individual behaviors, group behaviors, construction work environment factors, and construction productivity improvement opportunities. Reason critically and creatively Integrate and synthesize knowledge from multiple sources Emphasize the communication and leadership skills necessary to successfully manage construction projects. Define, synthesize, and discuss human factors concepts/issues that can impact human performance and construction productivity as well as standard construction productivity measurement methods. Practice mutual respect. Nurture increased levels of intellectual awareness, human sensitivity, and higher professional development. Skill sets: Exposure to integration of different management methodologies. Role of construction managers in the construction industry Workforce & Understand how one thinks, reasons, and makes value judgments, including ethical and aesthetic judgments Conduct self-directed learning projects (i.e., acquire information literacy) Demonstrate knowledge of research and information retrieval strategies in the library and on the internet Communicate clearly, concisely and effectively Critically analyze written information Show awareness of contexts, audiences, styles, and conventions Use correct Standard English Demonstrate knowledge of self in diverse cultural contexts and understand the relationship of one s own society to other societies and groups Understand distinctions between value assertions and statements of fact Demonstrate broad knowledge of differing philosophical and cultural perspectives Acquire knowledge in a variety of scholarly modes and contexts and recognize diverse disciplinary viewpoints and methods Understand and apply the principles and methods of the social sciences Page 19 of 47

management implications. Increased levels of intellectual awareness, human sensitivity and higher professional development. 4th YEAR Course Senior Capstone Cst M 475[M] 3 Credit OBJECTIVES AND SKILL SETS WSU LEARNING OUTCOMES Objectives: Reason critically and creatively Define, analyze, and solve Active learning: problems students are physically and/or mentally Integrate and synthesize engaged in the active knowledge from multiple sources process of learning. Drawing on student Understand how one thinks, experience: students reasons, and makes value are guided in the judgments, including ethical and process of building aesthetic judgments understandings of phenomena, events, Use quantitative and symbolic human nature, reasoning by thinking about what Understand and apply they have quantitative principles and experienced. methods in the solution of Practice mutual problems respect. Nurture increased levels of intellectual awareness, Conduct self-directed learning projects (i.e., acquire information human sensitivity, and literacy) higher professional Effectively frame and solve development. problems Providing mechanisms for connecting Demonstrate knowledge of experience to future research and information retrieval opportunity: students strategies in the library and on the develop habits, internet memories, skills and knowledge that will be Communicate clearly, concisely and useful to them in the effectively future. Skill sets: To review and apply knowledge gained from prior courses Installation cost Show awareness of contexts, audiences, styles, and conventions Use correct Standard English Demonstrate knowledge of self in diverse cultural contexts and Page 20 of 47

Energy efficiency and human comfort Life safety Sustainability Holistic view of a building understand the relationship of one s own society to other societies and groups Understand how people think, reason, and make value judgments Understand distinctions between value assertions and statements of fact Acquire knowledge in a variety of scholarly modes and contexts and recognize diverse disciplinary viewpoints and methods Understand and apply scientific principles and methods Understand and apply quantitative principles and methods Page 21 of 47

Exhibit 4 WASHINGTON STATE UNIVERSITY CONSTRUCTION MANAGEMENT CstM 201, Construction Materials I Monday, Wednesday & Friday, 9:10 10:00 am, Carpenter 220 Instructor: Office: Office Hours: Phone: E-Mail: Credits: Dr. David E. Gunderson, PhD, CPC Carpenter 506 Monday, Wednesday & Friday 10:10 am 12:00 pm Or by appointment (509)335-6294 office hours dgunderson@acm.wsu.edu 3 hours Course Description: Principals and concepts of materials in construction systems. This is the first course in the materials sequence. It is designed to introduce you the student to the materials that are used in substructures (underground) and the materials used in superstructures (above ground). The course is organized consistent with the Construction Specification Institute (CSI) Format used in the construction Industry. In CstM 201 students will examine construction materials as they apply to systems. Within these systems various materials will be reviewed with respect to these material behavioral and characteristics as they are applied to assemblies, sustainability, cost implications, and control which will be found in subsequent courses. In addition materials will be reviewed as they apply to life of the structure, engineering, life safety, codes and job safety. Construction materials also directly influence design and in CstM 201 material will be assessed from a client influence, selection based on traditional and innovative, cost and sustainability. Course Objectives: The principal objective of the course is to introduce the student to the materials and methods in the construction industry. On successful completion of this course the student will have competency in terms, properties, building codes related to these materials, quality control and specifications related to substructure and superstructure materials and methods. Course Outcomes: Conduct self-directed learning projects (i.e., acquire information literacy) Effectively frame and solve problems Demonstrate knowledge of research and information retrieval strategies in the library and on the internet Evaluate sources and data Demonstrate knowledge of self in diverse cultural contexts and understand the relationship of one s own society to other societies and groups Understand how people think, reason, and make value judgments Understand distinctions between value assertions and statements of fact Page 22 of 47

Acquire knowledge in a variety of scholarly modes and contexts and recognize diverse disciplinary viewpoints and methods Understand and apply scientific principles and methods Understand and apply quantitative principles and methods Understand and apply the principles and methods of the arts and humanities Required Text: Fundamentals of Building Construction: Materials & Methods, 5th edition (2009), by Edward Allen & Joseph Iano, ISBN 978-0-470-07468-8 Recommended Texts: Concrete Formwork, 3rd edition (2005), by Leonard Koel, ISBN978-0-8269-0708-0 International Building Code (2009 edition) Note: The IBC will be useful for CstM 202, Construction Materials II References: Handouts, Magazine articles, Field Trips Evaluation Exams (3 @ 100 points/each) Final Exam Quizzes Homework Attendance & Participation Total 850 points 300 points 150 points 50 points 300 points 50points The actual number of points may vary as required to meet the course needs. The instructor will inform students of any revisions that may be required as soon as they become evident. Grading 90% - Above = 80% - 89.88% = 70% - 79.88% = 60% - 69.88% = Below 60% = 765 850 points 680 764 points 595 679 points 510 594 points 0 509 points = F =A =B =C =D Exams (~ 35% of your grade) Exams will be worth approximately 60% of your grade. Each exam will cover material up to the time of the exam, and can include material from prior exams. The final exam will be worth 150 point and will be cumulative. There will be four (4) exams in this course (including the Final Exam which is on Monday December 13, 2010, 8:00 10:00 am). Quizzes (~ 6% of your grade) Each quiz will be 2-10 questions from the readings, or other material presented in class. Normally they will be 5-10 minutes in duration. Quizzes will be administered at the professor's discretion (i.e. pop quizzes). Students are expected to have read the required readings and understand the material presented in class. Total number of quizzes varies. Page 23 of 47

Homework (~ 35% of your grade) Homework will be assigned when necessary. Assignments are at the beginning of the class period. Late assignments WILL NOT BE ACCEPTED FOR ANY REASON. Assignments will range from writing technical reports, sample specifications to sketching details that incorporate the material being discussed. Homework Description Possible Approx. Approx. Poin Assigne Due ts d Date #1 Questions and Answers for Exam #1 15 8/23/10 9/27/10 #2 Concrete Admixture Research Assignment 35 8/23/10 9/20/10 #3 Experiential/Service Learning Assignment 100 8/23/10 11/19/10 #4 Questions and Answers for Exam #2 15 10/8/10 10/20/10 #5 Masonry Observation Report 35 10/22/10 10/25/10 #6 Questions and Answers for Exam #3 15 11/1/10 11/10/10 #7 Questions and Answers for Exam #Final Exam 15 11/29/10 12/3/10 #8 Wood & Wood Products Assignments 35 11/19/10 12/3/10 #9 Course Binder 35 8/23/10 12/3/10 Total Homework Points Possible 300 Note: The date assignments are assigned and/or the date assignments are due may change to meet changed conditions and/or course requirements. Attendance and Participation (~ 6% of your grade) Punctuality, class attendance, participation and preparation are direct reflections of your interest in the course. For each class that you either miss or enter the classroom late, you will be considered absent. Simply showing up for class is not enough to demonstrate participation. Eye contact with the instructor, asking questions, and adding comments relevant to the topic are examples of active participation. Active participation promotes learning. Sleeping, textmessaging, and zoning-out are examples of inadequate and/or a complete lack of participation. Make Up Policy Exams, quizzes, homework (see above) and attendance MAY NOT BE MADE UP, unless you have: one, an illness and under doctor care with an accompany letter form the attending physician or two, a death in the immediate family. Statement Regarding School Policies The Schoolof Architecture and Construction Management at Washington State University is committed to providing our students with an exceptional educational experience. Our student population comes from diverse social, economic, and ethnic backgrounds from throughout the United States and many foreign countries. As part of our commitment to our students we have established a series of school policies. As a student in the school you are required to read and abide by these policies. All school policies may be accessed through the school webpage at: www.acm.wsu.edu School policies are supplemental to other policies and procedures of the College and the University. University policies are outlined in the University s General Catalog. Students should become familiar with the General Catalog for the year in which they entered WSU as the General Catalog establishes University guidelines, policies and expectations for WSU students. Page 24 of 47

Students with Disabilities: I am committed to providing assistance to help you be successful in this course. Reasonable accommodations are available for students with a documented disability. Please visit the Disability Resource Center (DRC) during the first two weeks of every semester to seek information or to qualify for accommodations. All accommodations MUST be approved through the DRC (Admin Annex Bldg, Rooms 205). Call 509 335 3417 to make an appointment with a disability counselor. Safety on Campus The University has developed a resource in support of our commitment to the safety of students, faculty, staff and visitors. Students are encouraged to review the Campus Safety Plan, which can be found at http://safetyplan.wsu.edu and the University emergency website is http://oem.wsu.edu/emergencies to become familiar with the campus safety and emergency information provided. Additionally, students should also become familiar with the WSU ALERT site http://alert.wsu.edu where information about emergencies and other issues affecting WSU will be found. Finally, all students should go to the mywsu portal at http://my.wsu.edu and register their emergency contact information for the Crisis Communication System (CCS). Academic Integrity Standards I encourage you to work with classmates on assignments. However, each student must turn in original work. No copying will be accepted. Students who violate WSU s Policy on Academic Integrity will receive and F as a final grade in this course. For further information regarding the policy, please visit http://www.conduct.wsu.edu/ai. Academic Dishonesty WAC 504-25-015 1. A student organization s assistance in, or encouragement of, academic dishonesty as defined in subsection 2 of this section is prohibited. Part III of this chapter provides procedures for dealing with academic dishonesty by individual students. Part II of this chapter provides procedures for dealing with assisting in or encouragement of academic dishonesty by student organizations. 2. Academic dishonesty includes cheating, plagiarism, and fabrication in the process of completing academic work. The University expects that student organizations will accept these standards and that their members will conduct themselves as responsible members of the academic community. These standards should be interpreted by students as general notice of prohibited conduct. They should be read broadly, and are not designed to define misconduct in exhaustive forms. Page 25 of 47

CstM 201 Course Schedule (may change to meet changed conditions & course requirements) Day/Date Mon 8/23/10 Wed 8/25/10 Fri 8/27/10 Mon 8/30/10 Wed 9/1/10 Fri 9/3/10 Mon 9/6/10 Wed 9/8/10 Fri 9/10/10 Mon 9/13/10 Wed 9/15/10 Fri 9/17/10 Mon 9/20/10 Wed 9/22/10 Fri 9/24/10 Mon 9/27/10 Wed 9/29/10 Fri 10/1/10 Mon 10/4/10 Wed 10/6/10 Fri 10/8/10 Mon 10/11/10 Wed 10/13/10 Fri 10/15/10 Mon 10/18/10 Wed 10/20/10 Fri 10/22/10 Mon 10/25/10 Wed 10/27/10 Fri 10/29/10 Mon 11/1/10 Wed 11/3/10 Fri 11/5/10 Mon 11/8/10 Wed 11/10/10 Fri 11/12/10 Mon 11/15/10 Wed 11/17/10 Fri 11/19/10 Nov. 22nd-26th Description Introduction & Course Discussion Introduction & Course Discussion CSI MasterFormat, Industry Standards, Codes, Sustainable Design, Project Delivery CSI MasterFormat, Industry Standards, Codes, Sustainable Design, Project Delivery Foundations, Settlement, Earth Materials, Soils Foundations, Settlement, Earth Materials, Soils No Class Meeting: All University Holiday History, Concrete Ingredients, Testing, Curing History, Concrete Ingredients, Testing, Curing Reinforcing, One-Way & Two-Way Slabs, Pre & Post Tensioning Reinforcing, One-Way & Two-Way Slabs, Pre & Post Tensioning Site Cast Concrete: slabs, finishing, formwork Site Cast Concrete: slabs, finishing, formwork Site Cast Concrete: slabs, finishing, formwork Joints in Concrete, Architectural Concrete Joints in Concrete, Architectural Concrete Precast Concrete Precast Concrete Joining precast members; Review for Exam #1 Exam #1 Review Exam #1; History of Brick Masonry Mortar & Grout Materials, Laying brick Masonry Arches & Corbelling Masonry Field trip (on campus) meet in classroom Stone & Concrete Masonry Concrete Masonry Construction Masonry Wall Construction Masonry Const. and Start Steel Discussions Review for Exam #2 Exam #2 Review Exam #2, Continue Steel Discussions Properties of Metals, Structural Steel Shapes Fastening (bolting & welding) Structural Steel Structural Steel Erection Fireproofing Cold Formed Metal Framing Cold Formed Metal Framing Metal stud framing; Review for Exam #3 Exam #3 (Exam #3 may not be taken early. Thanksgiving Vacation (No Class Meetings) Assignment Due Chapter 1 pages 3-27 Chapter 2 pages 29-83 Chapter 13 pages 515-529 Chapter 13 pages 529-551 Chapter 14 pages 553-566 Assignment #2 due Chapter 14 pages 567-589 Chapter 14 pages 589-609 Assignment #1 due Chapter 15 pages 611-623 Chapter 15 pages 623-649 Chapter 8 pages 297-320 Read it again! Chapter 8 pages 320-335 Chapter 9 pages 337-360 Chapter 9 pages 360-375 Chapter 10 pages 377-409 Chapter 11 pages 411-424 Chapter 11 pages 425-444 Read it again! Chapter 11 pages 444-458 Chapter 11 pages 459-487 Chapter 12 pages 489-513 Do not leave Pullman early!) Page 26 of 47

Mon 11/29/10 Wed 12/1/10 Fri 12/3/10 Mon 12/6/10 Wed 12/8/10 Fri 12/10/10 Mon 12/13/10 8:00-10:00 am Review Exam #3 Results, Wood Properties Chapter 3 pages 85-117 Wood fasteners Chapter 3 pages 117-133 Heavy Timber Frame Construction Chapter 4 pages 135-159 Light Frame Wood Framing Chapter 5 pages 161-193 Light Frame Wood Framing Chapter 5 pages 193-219 Review for Final Exam Final Exam (The Final Exam may NOT be taken early; do not make plans to leave Pullman before the final) Page 27 of 47

Exhibit 5 CstM 201, Construction Materials Fall 2010 Homework Assignment #3 due Friday November 19, 2010 during lecture Worth 100 points Experiential Learning Assignment Service-learning is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development. Reflection and reciprocity are key concepts of service-learning (Jacoby, 1996, p. 5). As defined by the Association for Experiential Education, Experiential education is a process through which a learner constructs knowledge, skill, and value from direct experiences (1996, p. 7). The pedagogical principles that may be included in an experiential educational experience include the following as defined by Carver (1986, p. 10). Authenticity: activities and consequences are understood by participants as relevant to their lives. Active learning: students are physically and/or mentally engaged in the active process of learning. Drawing on student experience:students are guided in the process of building understandings of phenomena, events, human nature, et cetera by thinking about what they have experienced. Providing mechanisms for connecting experience to future opportunity: students develop habits, memories, skills and knowledge that will be useful to them in the future. The intent is that the students retention of class content will be enhanced when several learning modes are combined (Senior, 1998). But class content is not the only aspect of the students learning in which we are interested. As quoted by Mullins, Experiential education immerses learners in an experience and then encourages reflection about the experience to develop new skills, attitudes and ways of thinking (1997, p. 227). Another important aspect of the experiential education is a respect for the craftsperson s skills. As stated by one of the students in a research project by Barbara Mullins in which the students worked on a Habitat for Humanity project, At the worksite the skilled are the educated (regarding carpentry work), the unskilled are the uneducated (regarding carpentry work). It made me appreciate these workers as I had not before. Ironically, most of the unskilled workers have several college degrees (1997, p. 233). Royce states that another value of experiential education is that it creates a personal challenge which, when mastered, increases self-confidence and a deeper level of awareness of one s strengths and weaknesses (2001, p 136). The educational benefits associated with this specific type of experiential education called service learning, continue to mount. Service-learning is one way to make a student aware of community service opportunities and how they are related to their education. The formation of our students character by working on a Habitat for Humanity project is further emphasized by Boss, Community service exposes us to new and different situations which in turn help facilitate our personal and moral development (1995, p. 20). There are other benefits associated with service-learning. Boss goes on to state that in addition to developing initiative and leadership skills, almost all students report that the experience strengthens their self-confidence and their self-esteem (1995, p. 21). Page 28 of 47

References Boss, J. A. (1995). Teaching ethics through community service. The Journal of Experiential Education, 18 (1), 20-24. Carver, R. (1996). Theory for practice: A framework for thinking about experiential education. The Journal of Experiential Education, 19 (1), 8-13. Jacoby, B. (1996). Foundations and principles of service-learning. In B. Jaboby and Associates (Eds.), Servicelearning in higher education: Concepts and practices (pp. 3-25). San Francisco, CA: Jossey-Bass, Inc. Mullins, B. K. (1997). What does building a house have to do with learning? International Journal of Lifelong Education, 16 (3), 227-242. Royce, D.D. (2001). Experiential education. In D.D. Royce (Ed.) Teaching Tips for college and university instructors: A practical guide (pp. 135-142). Needham Heights, MA: Allyn& Bacon. Senior, B. A. (1998). Infusing practical components into constriction education. Journal of Construction Education, 3 (2), 92-101. The Deliverable Following are expectations for the reflection report to be submitted after completing the servicelearning work. It is expected that you work at least 8 hours on a community service construction project. Students do not need to work all 8 hours on the same project. Cover sheet with project name, student s name, course number and title, instructor s name Describe the project (s) Indicate, the day(s) and date(s) worked, the time of day, and the total number of hours worked. Describe the work observed and experienced on the project. Photos always enhance professional presentation and help explain the work being performed. Relate the work observed and experienced on the project to information in the textbook including materials used and methods incorporated, similarities and differences. Note that I have provided examples of APA format citations and references listing. Describe any feelings associated with this service-learning project, such as: o Discuss the ways in which your service is of benefit to your career and/or academic goals. o How were you personally impact (e.g. new insights about yourself; something you learned about community (needs, services available, poverty levels, etc.). The length of the report to be determined by what is needed to accomplish all of the above. In addition to being graded on content, students will be graded on professional presentation, grammar, spelling, and use of appropriate terminology. You may work for any Habitat for Humanity affiliate in Washington (or across the country for that matter). Palouse Habitat for Humanity, which serves all of Whitman (WA) and Latah (ID) counties is building another house this fall in Palouse, WA. You may be able to sign up to volunteer by sending an e-mail to Jennifer Wallace at habitat@moscow.com. You may also be able contact Spokane Habitat for Humanity at michone@habitat-spokane.org or (509) 534-2552 to see if you can volunteer on a project. Another possibility would be to contact Lewiston-Clarkston Habitat for Humanity at ed@lcpartnershfh.org or (509) 758-7396. Page 29 of 47

IT IS YOUR RESPONSIBILITY TO SECURE A VOLUNTEER OPPORTUNITY. DO NOT PROCRASTINATE.Volunteering is typically a first-come, first-serve situation. If you sign-up, you had better show-up. Fifty (50) points will be deducted from the report grade if I find out that a student did not show-up to work when they had signed up.volunteering should be treated like a job. It is a personal commitment. The 8 hours work (preferably to two 4+ hour work sessions so you gain two different hands-on construction experiences) must be documented. The WSU Center for Civic Engagement has forms which may be used to document the work performed. The documentation must be included in the final report. Submit the assignment in a report format as described above. Alternative Assignment (not recommended) In lieu of the experiential learning assignment described above, students may choose to submit the following: Write a research report comparing residential construction done by a for-profit company and a notfor-profit organization such as Habitat for Humanity. The report should focus on the business processes, designs, materials and methods utilized, stakeholders involved, and how work is accomplished. Several examples should be used to explain the differences and/or similarities. The written part of the report should be ten (10) pages, single-spaced, 12 point Times New Roman font with one inch (1 ) margins on all sides. The ten pages do not include title page, reference pages, or any appendices. Photos and drawings should be included and are in addition to the ten pages. Photos and drawings should enhance the report s professional presentation and should help explain and describe the report content. The photos and drawings may be integrated into the ten pages of written information. Relate the work described to information in the textbook including materials used and methods incorporated similarities and differences. Note that I have provided examples of APA format citations and references listing. A minimum of seven references should be used. Citation and reference formatting should be per APA 5th edition as illustrated above. In addition to being graded on content, students will be graded on professional presentation, grammar, spelling, and use of appropriate terminology. Page 30 of 47

Exhibit 6 Corporate Recruiting Survey for Construction Management On a scale of 1 10 with 10 being the highest, please rate your experience recruiting Construction Management students from the School of Architecture and Construction Management (SOACM) at WashingtonStateUniversity. 1. Was your initial contact to SOACM favorable? 12 3 4 5 6 7 8 9 10 2. Were accommodations and equipment adequate for your presentation? 12 3 4 5 6 7 8 9 10 3. Were accommodations and equipment adequate for interviews? 12 4. 4 5 6 7 8 9 10 6 7 8 9 10 6 7 8 9 10 9 10 Was the staff helpful during the interview process? 12 5. 3 3 4 5 Did we adequately meet your needs? 12 3 4 5 6. In general, please rank the quality students whom you interviewed. 12 3 4 5 6 7 8 7. How would you rate your overall experience recruiting construction management students from SOACM? 12 3 4 5 6 7 8 9 10 8 9 10 9 10 8. Would you utilize this recruiting resource in the future? 12 3 4 5 6 7 9. Relative to other institutions, please let us know how we compare. 12 3 4 5 6 7 8 10. The services we currently provide are costly; would you be willing to pay for our services in the future? Yes No 11. Additional comments/concerns: Page 31 of 47

Exhibit 7 Questionnaire for 2nd and 3rd year students February 2011 Please circle your response to each question. If the question asks for written response, please print our response. 1) What year in the CM program are you currently enrolled? 2nd year 2) Are you currently double majoring? Yes No 3rd year 3) If your answer to the above question is Yes what is your second major? 4) Are you currently enrolled in a minor? Yes No 5) If your answer to the above question is Yes what is the minor? 6) How many times did you apply to the CM program? 1 2 3 7) If your answer in question 6 above was 2 or more, how many courses did you repeat to improve your grades? 1 2 3 more than 3 8) If your answer to question 7 above was 1 or more, please list the courses you repeated. 9) Did you transfer to WSU from another University or Community College? If yes above, please circle one of the following: University Community College Yes or No 10) Did you declare CM as your major when you entered WSU? If your answer was Yes go to question 13. Yes or No 11) If your answer to question 10 above was No, what was your intended major when you entered the WSU? 12) If your answer to question 10 above was No, why did you switch majors? Page 32 of 47

13) How did you find out about the CM program at WSU? a) High school counselor b) WSU recruitment c) A friend enrolled in the CM program d) Family e) Other 14) Are you employed part-time while enrolled at WSU? Yes No 15) If your answer in question 14 is yes, how many hours are you employed per week? a) 1-5 b) 6-10 c) 11-15 d) 16-20 e) 21-26 f) over 26 hours 16) Do you participate in extracurricular activities? Yes No 17) If your answer in question 16 is yes, list the activities. 18) On average, how many hours per week do you spend outside the classroom studying or working on homework? a) 1-5 b) 6-10 c) 11-15 d) 16-20 e) 21-26 f) over 26 hours 19) Which type of courses would you like to see added to the CM program. Don t know 1 2 3 4 20) Are you aware of the accreditation process of the CM program?. a) Completely aware of the CM accreditation requirements b) I m aware of some of the CM accreditation requirements c) I m not of aware of any CM accreditation requirements Page 33 of 47

With the number 1 being easiest or lowest value, 3 being neutral and 5 the highest value, please circle the number that best describes your feelings towards the following questions. Low Value High Value 21) Have you found University GER courses of value towards your overall knowledge as it pertains to the CM degree? 1 2 3 4 5 22) Have you found business courses of value towards your overall knowledge as it pertains to the CM degree? 1 2 3 4 5 23) Have you found the CM courses of value towards your overall goals?. 1 2 3 4 5 24) Overall is the instruction of CM courses of a higher value or lower value than other courses you have enrolled in? 1 2 3 4 5 With the number 1 being easy, 3 being neutral and 5 being hardest or most difficult, please circle the number that best describes your feelings towards the following questions. Easier Harder 25) Have you found GER courses easier or harder 1 2 3 4 5 compared to required business courses? 26) Have you found business courses easier or harder compared to your Construction Management courses? 1 2 3 4 5 27) Overall are the CM courses harder or easier than other courses you have taken? 1 2 3 4 5 28) Overall do you feel the CM degree is less difficult or more difficult than the Architecture program. 1 2 3 4 5 29) Is it your opinion that the CM program is more difficult or less difficult than other degrees within the College. 1 2 3 4 5 With the number 1 having a low value, 3 being neutral and 5 having high value, please circle the number that best describes your feelings towards the following questions. 30) Do you feel the grades you have received in your CM courses represents your mastery of the courses. Low High 1 2 3 4 5 Page 34 of 47

31) Do you feel the CM professors overall care about your professional future? 1 2 3 4 5 32) Overall do you have confidence in your CM instruction. 1 2 3 4 5 33) Are the CM classrooms infrastructure adequate for learning? 1 2 3 4 5 34) Do you feel the number of students in your CM classes prohibit learning. 1 2 3 4 5 35) Are you confident that the CM advising will allow you to graduate on time. 1 2 3 4 5 36) Do you feel the CM curriculum is too rigid. 1 2 3 4 5 37) Is it your opinion that the curriculum and the CM degree will allow you to be successful upon graduation. 1 2 3 4 5 38) If given the choice today, would you choose the CM degree as your first choice? 1 2 3 4 5 End of Survey Page 35 of 47

Exhibit 8 Construction Management Survey CM Graduates 1 to 5 years out 1) What field of construction are you employed in? Lease circle your response or responses. Circle more than one if applicable. a) b) c) d) e) f) g) h) i) Residential Apartment / Condos CommercialBuilding Heavy / Civil Industrial Mechanical Electrical Other specialty Other 2) What is your official job title? 3) What academic year did you graduate? a) b) c) d) e) 09-10 08 09 07 08 06-07 other 4) Did you double major? Yes No 5) If yes in question 4 above what was the other major? 6) Did you receive a minor degree? Yes No 7) If yes in question 6 above what was the minor degree in? Page 36 of 47

8) From the following list, please circle the number that best represents your opinion as to the importance of the subject or subjects taught in the CM program. One being no need for the subject matter to a 5 being the greatest need for a) b) c) e) f) g) h) i) j) k) l) m) n) o) Materials Structures Estimating Earthmoving fundamentals Basic Equipment Mechanical systems Electrical systems Construction Law Contracts Contract Documents Scheduling Ethics Safety Project Management 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 the subject 5 5 5 5 5 5 5 5 5 5 5 5 5 5 Other please explain 9) What subjects do you feel could be removed from the program? a) b) c) d) e) 10) What subjects would you like to see added to the CM curriculum? a) Nothing it was alright the way it was. b) c) d) e) Page 37 of 47

11) Do you enjoy your profession? 12) If there is more you would like to add please use the following area to explain. Page 38 of 47

Exhibit 9 November 29, 2009 A + CM Event Spring 2010, fall 2010 The following reflects a proposal for 2010 sequence in the School of Architecture and Construction Management Integrated Education Series. Overarching objective: The goal of the next years work at integration will be as follows: To leverage the knowledge within the school of architecture and construction management, the advisory board and selected professionals to become a proactive force in enacting the goals of the Presidents Climate Commitment of which WSU is a signatory. The Carbon Footprint of Carpenter Hall: Creating an energy audit The Integrated Education Series will use Carpenter Hall as a test case model for analysis, recommendations and implementation strategies. The overall goal will be to conduct an analysis of the current energy usage of Carpenter Hall and to develop strategies to determine how Carpenter Hall could become energy neutral. The outcomes will be as follows: An analysis of existing energy consumption in carpenter Hall. Develop graphic materials that represent the results of the analysis. Report out of findings to Carpenter Hall constituents and Advisory Board in April 2010 Refinement and corrections (Kessler, Hirzel, Kirk) summer 2010. Strategies for offsetting energy usage (Arch 432) fall 2010. Presentation of findings to university community (Fall 2010.) Development of document and distribution to within university and Presidents Climate commitment (Fall 2010.) Part One Analysis and Audit: Spring 2010: This part will focus on helping students become aware of current energy usage, supply systems and costs related to the heating, lighting, and cooling requirements of Carpenter Hall. This work will be accomplished through using the Architecture 433 course as the vehicle. The structure of the course will be such that invited presentations by energy specialists will come to campus to work with the students on energy audit issues. This course has all third year architecture and CM students enrolled. Students in the course will be divided into teams to address the following questions. Electrical What are the electrical energy sources for Carpenter Hall? How much does the university pay for electrical energy per KWH? How much average electrical energy does the building use in KWH per year? What is the total cost to the university for electrical consumption in Carpenter Hall? Heating and cooling What is the primary heating and cooling source for Carpenter Hall? What is the type of heating and cooling system used in Carpenter Hall? How much heat loss occurs in Carpenter Hall? Page 39 of 47

What is the infiltration related to the current windows? What is the heating and cooling load of the building? How much does it cost to heat and cool Carpenter Hall on a yearly basis? What is the existing insulation of Carpenter Hall? April 2010 Based upon the findings from each of the groups there will be a one day symposium where material will be presented and correlated. The idea is that the product from this would be a Giant Matrix that would graph information and metrics regarding the energy findings. Included in the symposium would be a method of presentation to students and board members of the school. Day of Symposium: Presentation by McKinstry? The art of energy auditing: presentation would focus on methods and case studies. Students correlate information and develop overall metrics and matrix of information. Information from all groups in correlated into one overall matrix of information. Presentation by students of matrix. Panel discussion: introduction to the presidents climate commitment and how can information from Carpenter Hall be used to advance the commitment. Summer 2010 From the information that was generated Kessler, Kirk and Hirzel synthesize information and confirm metrics and analysis. Part II Fall 2010: Recommendations and Strategies and roll Out: Goal: To develop recommendations and strategies for how Carpenter Hall can move to a net zero energy building and present information to university community. With the information from the previous semester students in the Arch432 course will begin to develop strategies for how energy usage can be reduced/ generated in Carpenter Hall. Investigations into both technological as well as human behavior will be addressed. The following may serve as questions that will initiate the investigations. Electrical: Identify three ways that electrical energy could be generated in Carpenter Hall o What are the initial costs of each system? o What are the paybacks? o How much would be generated? o How much of the consumption would be offset? Identify three ways of conserving electricity in Carpenter Hall? o How much would be saved? o What would the payback be? o How would they be implemented? o Heating and cooling: Identify three ways that heating and cooling could be reduced using the existing system o What would be the initial cost? o What would be the payback? o Identify a schedule for implementation Page 40 of 47

All of the above would be correlated into a document and presented to Capital Planning, Facilities operations, Faculty Senate, WSU Sustainability and Environment Committee, CEREO and others. this would take place in a fall symposium most likely in November. Following the symposium a final document would be developed with all the information from both semesters. The document would be distributed throughout the university, local media and would also be sent to the Presidents Climate Commitment as an example of how students can take the lead on implementing the goals. Page 41 of 47

Exhibit 10 Senior Exit Survey - Construction Management This survey is to be completed by each Construction Management student that is graduating. We appreciate your time in completing this form, as it is very important that we receive your feedback as a tool to assess the overall program. Name: Date: Phone #: e-mail: Major in addition to CM (if applicable): Please provide an address of someone who will know of your location over the next five years. Quite often your address after graduation will change (more than once) and we lose our alumni forever. Do not let this happen to you! Name: Relationship: Phone: Street: City: State: Zip: 1. How did you learn of Construction Management as a Major? 2. Please list any honors received or student positions held while attending WSU: 3. Please provide your opinion and/or comments pertaining to: Advising: Instructors: Page 42 of 47

Placement Assistance: Other: 4. Please list summer, part-time, and internship employment while attending WSU. Please list the most current first. Date Employer Duties 5. Please list employment interviews and offers: Interview On Off Campus Campus Company Position Offered Salary 6. Are you actively seeking employment at the present time? Page 43 of 47

7. If you have accepted a offer of employment please complete the following: Company: Company Address: Phone: work e-mail: Job Title: Starting Salary (for internal analysis only): 8. Pertaining to question #7 above, what type of work does this company perform? Check all that apply. Residential Heavy/Highway Specialty Construction Industrial Material Sales Light Commercial Mechanical Utility Commercial Electrical Other (explain) In what geographical areas does this company do work? Benefits (Please check all that apply): Retirement - Pension Retirement - 401K Health Insurance Dental Insurance Vision Insurance Company Vehicle (or per diem) Housing Assistance Moving Assistance Bonuses: Expected Work Hours / Week How did you learn about this company? University Placement CM Department Alumni On your own What will be your primary job responsibilities? Check all that apply. Estimating Procurement Superintendent Scheduling Foreman Project Manager Cost Control Field/Project Engineer Gen. Contractor Other (explain) Page 44 of 47

Please complete the remaining portion of this survey by providing detailed and meaningful information that may be used in the overall evaluation and assessment of the Construction Management program. Your comments, concerns and recommendations are important and will be used to maintain the high standards of the program. Program Evaluation: 1. Considering all the major required classes you took at WSU, which classes stand out as especially noteworthy and why? 2. Are there classes in your WSU experience that seem mostly irrelevant or much less useful? If so, please list them. 3. Suggestions for improving the courses of least value. 4. What element or aspect of your major was the most important to you and why? Page 45 of 47

5. What element or aspect of your major was the greatest disappointment to you? 6. Suggestions for improving those aspects of your education that were deemed to be disappointing. 7. Looking back at your total education, if you were starting over, what would be the most important changes you would make? Page 46 of 47

Considering that your education is designed to prepare you for an entry level management position related to construction, how do you rate yourself concerning the following? Circle the appropriate number using a scale of 1 to 5 as follows: 1 Disagree Strongly 2 Disagree 3 Mixed Feelings 5 Agree Strongly 4 Agree 1. 1 2 3 4 5 The CM program of study was very good preparation for my career. 2. 1 2 3 4 5 I am able to read an interpret plans, specifications, and documents. 3. 1 2 3 4 5 I am capable of working with a survey or layout crew. 4. 1 2 3 4 5 I am confident in my understanding of construction means and methods. 5. 1 2 3 4 5 I am confident in my understanding of mechanical and electrical systems 6. 1 2 3 4 5 I have the ability to accurately estimate and price out projects 7. 1 2 3 4 5 I have the ability to schedule using CPM and computers 8. 1 2 3 4 5 I am confident in my ability to manage the safety operations of a firm. 9. 1 2 3 4 5 I am aware of the major issues concerning contract law. 10. 1 2 3 4 5 I understand and can apply the basic principles of finance to construction. 11. 1 2 3 4 5 I have the ability to set up cost accounts and variance reports. 12. 1 2 3 4 5 I understand the basic fundamentals of business management. 13. 1 2 3 4 5 I have the ability to schedule, obtain quality from, and effectively work with design professionals. 14. 1 2 3 4 5 I have the ability to schedule, obtain quality from, and effectively work with subcontractors. 15. 1 2 3 4 5 I have the ability to schedule, obtain quality from, and effectively work with tradesmen. 16. Would you advise a friend with similar interests to select the major you did? [ ] yes [ ] no 17. If you were starting over would you select the same major? [ ] yes [ ] no [ ] undecided 18. Whether yes or no, Why? 19. Other comments: Page 47 of 47

Addendum 1: Annual Assessment Log The log describes actions taken and decisions made based on assessment results. The log includes the question or concern the program wanted to address, the type of assessment used, what the assessment results indicated, the decision or action taken, when the decision or action took place, and the results of the decision or action (if known). Enter letter[s] from list into the Type of Action/Decision column below. Attach additional assessment log forms as needed. June 2013 May 2014 Assessment Log: Summary of Actions or Decisions Resulting from Assessment Concern or Question (related to SLOs or other) (What did you want to know?) How and what should we be teaching students in Anim_Sci 101? The course is large, labor-intensive, and getting students to labs at animal centers is expensive. WSU Learning Goals Diversity and Depth, Breadth, and Integration of Learning and CIDA standards (professional accreditation) Type of Assessment Used Administered 6question survey to faculty and discussed results at a faculty meeting. Reviewed course evaluations and exit interview comments. CIDA review Findings and Recommendation from assessment activity (What did you learn?) Results indicated that students appreciated the variety of topics covered by different faculty members, and valued the labs at animal centers. Faculty identified key concepts that students should learn in preparation for future courses. Spring 2011. Suggested that we need to strengthen areas of curriculum to ensure students are getting adequate global and professional experience and community involvement. Look for ways to build this into the new curriculum for the new School of Design (estab. 2011) Action(s) or Decisions(s) (What happened?) It was decided to continue to offer lectures by multiple faculty, exposing students to the diversity of faculty expertise in the department, continue to offer labs including hands-on activities with animals, and increase to offering the course twice/year. Piloting new senior experience requirement (required for either study abroad or internships, facilitated by the department and part of interdisciplinary collaboration with other departments such as Landscape Architecture) Year/Term of Action(s) of Decision(s) (When did it happen?) Spring 2013 Type of Action/ Decision Check all that apply; see list above for detailed description a Curriculum Fall 2012 b c d e f g h i j a b c d e f g h i j Undergraduate Program Assessment Reporting Template-Addendum 1, 2014 (2/7/2014) Instruction Faculty, prof. dev. TA training Advising Facilities Result (If known) Course evaluations are positive. The course is still large but numbers will be more manageable when offered in spring as well as fall. Course scheduling Assessment process Support units Other Curriculum Instruction Faculty, prof. dev. TA training Advising Facilities Course scheduling Assessment process Support units Other Page 1 of 8 No data yet feedback being collected