completed by roscoe hightower, jr., ph.d. title: associate ... ifma foundation accreditation... ·...

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IFMA FOUNDATION ACCREDITED

DEGREE PROGRAMS

S E L F - S T U D Y R E P O R T / A P P L I C A T I O N

Name of Institution: Florida A&M University, School of Business and Industry in collaboration

with School of Architecture

Complete name of degree/program

Bachelor of Science in Business Administration with a Program Major in Facilities Management

____________________________________________________________

Name of degree/program to be used on certificate, if different than above

COMPLETED BY Roscoe Hightower, Jr., Ph.D.

SIGNATURE _________________________________________________

TITLE: Associate Professor of Marketing

DATE

COMPLETED BY Ronald Lumpkin, M.Arch.

SIGNATURE _________________________________________________

TITLE: Assistant Professor/Coordinator of Recruitment and Retention

DATE

COMPLETED BY Rodner Wright, AIA, M.Arch.

SIGNATURE _________________________________________________

TITLE: Dean, School of Architecture

DATE

REVIEWED BY Shawnta Friday-Stroud, Ph.D.

SIGNATURE __________________________________________________

TITLE: Dean, School of Business and Industry

DATE

REVIEWED BY Larry Robinson, Ph.D.

SIGNATURE __________________________________________________

TITLE: Provost and Vice President for Academic Affairs

DATE

REVIEWED BY James H. Ammons, Ph.D.

SIGNATURE __________________________________________________

TITLE: President

DATE

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Contents

GENERAL INFORMATION ..................................................................................... 4

COMPLIANCE WITH STANDARDS ....................................................................... 7 3.1 PHILOSOPHY AND OBJECTIVES .......................................................................................................................... 7

3.1.1 Mission ...................................................................................................................................................... 7 3.1.2 Program Goals ......................................................................................................................................... 8 3.1.3 Program Acceptance .............................................................................................................................. 8

3.2 PROGRAMS ......................................................................................................................................................... 9 3.2.1 Program Name ......................................................................................................................................... 9 3.2.2 Program Level .......................................................................................................................................... 9 3.23 Program Definition .................................................................................................................................... 9 3.2.4 Program Emphasis .................................................................................................................................. 9 3.2.5 Course Sequencing ................................................................................................................................. 9 3.2.6 Facility Experiences .............................................................................................................................. 16 3.2.7 Program Validation ................................................................................................................................ 18 3.2.8 Program Development, Revision and Evaluation ............................................................................. 18 3.2.9 Transfer Course Work .......................................................................................................................... 19 3.2.10 Program Publicity ................................................................................................................................ 20 3.2.11 Legal Authorization ............................................................................................................................. 20 The Southern Association of Colleges and Schools Commission on Colleges ..................................... 20

3.3 INSTRUCTION .................................................................................................................................................... 20 3.3.1 Study Guides/Course Materials ........................................................................................................... 20 3.3.2 Learning Methodology .......................................................................................................................... 20 3.3.3 Evaluation of Learning .......................................................................................................................... 21 3.3.4 Program Balance ................................................................................................................................... 23 3.3.5 Computer Applications .......................................................................................................................... 24 3.3.6 Communications .................................................................................................................................... 24

3.4 FACULTY ........................................................................................................................................................... 26 3.4.1 Full-Time Faculty ................................................................................................................................... 26 3.4.2 Minimum Faculty Qualifications ........................................................................................................... 36 3.4.3 Academic Preparation of Faculty ........................................................................................................ 36 3.4.4 Selection and Appointment Policies ................................................................................................... 38 3.4.5 Tenure and Reappointment Policies .................................................................................................. 38 3.4.6 Faculty Loads ......................................................................................................................................... 55

3.5 STUDENTS ........................................................................................................................................................ 58 3.5.1 Admission and Retention Standards .................................................................................................. 58 3.5.2 Scholastic Success of Students .......................................................................................................... 61 3.5.3 Placement Services .............................................................................................................................. 63 3.5.4 Placement of Graduates ....................................................................................................................... 65 3.5.5 Student Evaluation of the Program ..................................................................................................... 65 3.5.6 Student Enrollment ................................................................................................................................ 67 3.5.7 Advisory and Counseling Services ..................................................................................................... 69 3.5.8 Ethical practices ..................................................................................................................................... 71

3.6 ADMINISTRATION .............................................................................................................................................. 72 3.6.1 Program Administration ........................................................................................................................ 72 3.6.2 Administrative Leadership .................................................................................................................... 72 3.6.3 Administrative Support .......................................................................................................................... 72

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3.6.4 Support Personnel ................................................................................................................................. 73 3.7 FACILITIES AND EQUIPMENT ............................................................................................................................ 73

3.7.1 Adequacy of Facilities and Equipment ............................................................................................... 73 3.7.2 Support for Facilities and Equipment.................................................................................................. 73

3.8 COMPUTER SYSTEMS ...................................................................................................................................... 74 3.8.1 Technical Support.................................................................................................................................. 74 3.8.2 Utilization of Computer Systems ......................................................................................................... 74

3.9 FINANCIAL RESOURCES ................................................................................................................................... 78 3.9.1 Financial Support ................................................................................................................................... 78

3.10 LIBRARY SERVICES ........................................................................................................................................ 79 3.10.1 Library Resources ............................................................................................................................... 79

3.11 FACILITY MANAGEMENT PROGRAM MAJOR ADVISORY COMMITTEE ............................................................ 82 3.11.1 Program Advisory Committee ........................................................................................................... 82 3.11.2 Advisory Committee Meetings ........................................................................................................... 82

5. STANDARDS FOR ACCREDITATION – REQUIRED AREAS OF KNOWLEDGE ........................................................ 83 5.1 Leadership and Management (Professional practice) ......................................................................... 84 5.2 Operation and Maintenance .................................................................................................................... 85

5.3 PLANNING AND PROJECT MANAGEMENT ......................................................................................................... 86 5.4 COMMUNICATION .............................................................................................................................................. 88 5.5 FINANCE ........................................................................................................................................................... 89 5.6 HUMAN AND ENVIRONMENTAL FACTORS ......................................................................................................... 89 5.7 QUALITY ASSESSMENT AND INNOVATION (RESEARCH AND ANALYTICAL METHODS) ...................................... 91 5.8 REAL ESTATE ................................................................................................................................................... 92 5.9 TECHNOLOGY ................................................................................................................................................... 93 5.10 INTEGRATIVE AND PROBLEM SOLVING SKILLS (CAPSTONE COURSE) ......................................................... 94

APPENDICES

3.2.10 SBI’S RECRUITMENT BROCHURE 3.3.1 STUDY GUIDES/COURSE MATERIALS 3.3.3 FAMU FAMOUS ASSESSMENT PLAN 3.4.2 UNIVERSITY’S FACULTY CREDENTIALING POLICY 3.5.8.1 FAMU REGULATION 10.103 3.5.8.2 STATE OF FLORIDA’S BOARD OF GOVERNORS TUITION REGULATIONS RELATED TO TUITION 3.5.8.3 FAMU BOT’S MOST RECENT TUITION (FALL 2011) 3.5.8.4 FAMU CALENDAR 3.7.2 SBI’S 2010 STRATEGIC PLAN

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SELF-STUDY REPORT

The institution must complete and submit the following self-study report, which is a qualitative

assessment of the strengths and limitations of the program, including the achievement of the

program and institution objectives. The following form will be used for the report and can be

downloaded from the IFMA Foundation Web site, www.ifmafoundation.org. Please supply all

information in the order listed on the form.

Ideally, a 12 point, Times New Roman font should be used. Nothing smaller than a 10 point

font will be accepted. The institution must submit their entire application electronically as a PDF

file to the IFMA Foundation director of academic affairs. The format and content for the self-

study is included in this document. It is understood that courses will be taught in native language

of the institution; however, the self study must be submitted in English. The IFMA Foundation

will distribute the report to the Commission on Academic Affairs and the institution visitation

team. The application fee is US $3,500 and the remittance should be made payable to the IFMA

Foundation, Accredited Degree Programs, 1 E. Greenway Plaza, Suite 1100, Houston, TX,

77036-0193.

General Information

Institution name:

Florida A&M University

Institution address: 1700 Lee Hall Dr

301 Foote-Hilyer

Tallahassee, FL 32307

Name and address of college and/or department administrative unit:

School of Business and Industry – Houses the Facilities Management Program Major

500 Gamble Street within the Bachelor of Science in Business Administration

Tallahassee, FL 32307

School of Architecture – collaborative partner

1938 S. Martin Luther King Jr. Blvd.

Tallahassee, Florida 32307

Name of president or chief academic officer:

James H. Ammons, Ph.D., President

Larry Robinson, Ph.D., Provost and Vice President for Academic Affairs (Chief

Academic Officer)

Name and title of dean and/or department head:

Shawnta Friday-Stroud, Ph.D., Dean and Professor of Management, School of Business

and Industry (SBI)

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Rodner Wright, AIA Dean and Professor, School of Architecture (collaborative partner)

Name and title of program head:

Bobby Davis, Assistant Dean and Professor, SBI

Department phone number: 850-412-7206

Department fax number: 850-599-3433

Names of other departments in administrative unit:

Andrew Chin, Assistant Dean for Architecture Programs

Department phone number: 850-599-3244

Department fax number: 850-599-3436

Number of students enrolled in facility management program: 0

1. Total number of students enrolled: 0

2. Number of full-time students enrolled: 0

3. Number of part-time students enrolled: 0

Institutional accreditation/accreditation organization and dates of accreditation1:

SACS – University Accreditation – Reaffirmed in 2009

Architecture Program Accreditation

The Florida A&M University, School of Architecture, Professional Architecture Program

offers the following National Architectural Accrediting Board (NAAB)-accredited degree

programs (NAAB is the sole agency authorized to accredit U.S. professional degree

programs in architecture):

B. Arch. (150 undergraduate credits)

M. Arch. (pre-professional degree 55 graduate credits)

M. Arch. (non-pre-professional degree 90 credits)

Next accreditation visit for all programs: 2012

History of accreditation by IFMA: None

Academic units within the institution: Florida A&M University (FAMU) offers 53

bachelor’s degrees, and 28 master’s degrees. FAMU offers three professional degrees:

the JD, PharmD, and the doctor of physical therapy. FAMU also has 11 doctoral degree

programs including 10 Ph.D. degrees and one doctor of public health. The Ph.D. degrees

1 The institution shall document any actions taken by other accrediting or recognizing agencies that have denied the

institution or program accreditation or pre-accreditation status, have placed the institution or program on public

probationary status, or have revoked the accreditation or pre-accreditation status of the institution or program.

http://www.naab.org/

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are offered in the following areas: biomedical engineering; chemical engineering; civil

engineering; electrical engineering; mechanical engineering; industrial engineering;

pharmaceutical sciences; physics; educational leadership; and environmental science. The

degrees are offered through the following:

College of Arts and Sciences

College of Education

College of Engineering (FAMU-FSU)

College of Agriculture and Food Sciences

College of Law

College of Pharmacy and Pharmaceutical Sciences

School of Allied Health Sciences

School of Architecture

School of Business and Industry

School of Graduate Studies and Research

School of Journalism and Graphic Communication

School of Nursing

School of the Environment

Check the choices that apply:

Program Level: Masters Baccalaureate Associate/Diploma

Is this: Initial Accreditation Re-accreditation

http://www.famu.edu/index.cfm?artsandsciences

http://www.famu.edu/index.cfm?education

http://www.famu.edu/engineering

http://www.famu.edu/cesta

http://law.famu.edu/

http://pharmacy.famu.edu/

http://www.famu.edu/index.cfm?alliedHealth

http://www.famu.edu/index.cfm?Architecture

http://www.famu.edu/index.cfm?sbi

http://www.famu.edu/index.cfm?graduatestudies

http://www.famu.edu/index.cfm?sjgc

http://www.famu.edu/index.cfm?nursing

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Compliance with Standards

The information contained in this section of the self-study report shall deal specifically with

how each program and option meet each standard. The institution is responsible for

providing information that clearly illustrates how the standard and its subsections are

being met. Describe how each program and option complies with the standard. Refer to the

Standard for IFMA Foundation Accredited Degree Programs for more information on each

point below.

Any supporting documentation should be labeled clearly and placed at the end of each

section in the application binder or the electronic submission. The numbering system that

follows corresponds with that in Standards for Accredited Programs. Use this same

numbering system in the application.

3.1 Philosophy and Objectives

3.1.1 Mission

The mission and purpose of the academic division that houses the facility management

program shall be compatible with the definition of facility management as set out in

section 1.1 of Standards for IFMA Foundation Accredited Programs. Please explain the

division’s mission and purpose below:

The Mission of the School of Business and Industry (SBI) at Florida A&M University is to

produce graduates capable of excelling as future leaders in global business, industry, and

commerce by:

Providing innovative academic, professional development, and internship experiences in

an enlightened, ethical, and stimulating student-centered learning environment.

Developing, supporting, and creating opportunities for a diverse qualified faculty and staff

committed to “excellence with caring” through high quality teaching, relevant

intellectual contributions, and meaningful service with an emphasis on teaching.

Creating an environment in which shared governance, collegiality, openness, respect for

others, and individual and mutual responsibility and accountability flourish.

Embracing the University’s historic mission of educating African Americans while

recruiting students of all races and ethnic origins with strong academic backgrounds

committed to the pursuit of excellence.

Developing new, and expanding existing, creative partnerships with alumni, and private

and public stakeholders to maintain the relevance and currency of our academic

programs.

Promoting an environment of continuous improvement by acquiring and developing the

necessary human, physical, financial, and technological resources to maintain our

competitive edge.

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3.1.2 Program Goals

The facility management program shall have clearly written goals and objectives.

State the program’s strategies for achieving these objectives below.

The School of Business and Industry with the continued input from the School’s Board of

Advisors and other relevant industry partners has created an innovative, “market oriented”

undergraduate facilities management program major that is fully engaged with IFMA, global

businesses, and our community. The goals and strategies of the facilities management

program major are:

Goal 1: Implement one of the most innovative undergraduate facilities management

programs

o Strategy 1.1: Target and effectively market facilities management as a

career to matriculating FAMU students and high school students in Florida

and beyond

o Strategy 1.2: Enroll qualified students in the facilities management

program major

o Strategy 1:3: Place students in facilities management internships

o Strategy 1:4: Graduate highly sought after students with the facilities

management program major

o Strategy 1:5: Place students in high demand facilities management

positions

Goal 2: Continue to leverage the collaboration between the School of Business and

Industry and the School of Architecture to bring the “best practices” to bear in the

classroom for the students and employers through the Facilities Management Program

Major with the Bachelor of Science in Business Administration degree program

o Strategy 2.1: Periodically assess “best practices” with input from IFMA

and industry partners to maintain a cutting edge facilities management

curriculum

o Strategy 2.2: Publish facilities management related articles in peer

reviewed journals

3.1.3 Program Acceptance

The Facilities Management program major within the Bachelor of Science in Business

Administration received the necessary approvals from the faculty within the School of

Business and Industry with collaborative support from the School of Architecture, the

University Curriculum Committee, the Faculty Senate, and the University Program

Authorization Review Committee (UPARC) before receiving final approval from the Provost

and Vice President for Academic Affairs in May 2012. The Facilities Management program

major has also received overwhelming acceptance from many of our corporate partners at

firms such as Booze Allen Hamilton, Cintas, Disney, and Jones Lang Lasalle to name a few.

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3.2 Programs

3.2.1 Program Name

Each program and/or program option shall have the words “facility management” in the

title. Titles such as “business,” “engineering,” or “architecture” which imply that the focus

of the program is in a related field of study, are not appropriate. List the full program

name.

BS in Business Administration with a Program Major in Facilities Management

3.2.2 Program Level

The program shall lead to associate/diploma, baccalaureate or master’s degree, and no less

than the junior and senior years of baccalaureate level study in facility management shall

be offered by the institution seeking accreditation. Appropriate lower division

requirements may be offered by the same institution or may be transferred from other

institutions including community colleges and technical institutes.

List the program level: Bachelor of Science

3.23 Program Definition

The program may have more than one option, specialization or concentration. Specific

course requirements for each option shall be clearly specified and all program options shall

meet or exceed IFMA standards. Certain standards, such as follow-up studies of graduates,

may not be appropriate for new options within established programs, and a waiver may be

granted by the IFMA committee on accredited programs.

N/A

3.2.4 Program Emphasis

Primary emphasis in the program shall reflect accepted facility management practices.

List the program emphasis here: Business Administration with Facilities Management Major

3.2.5 Course Sequencing

There shall be evidence of appropriate sequencing of course work in each program to

ensure that advanced level courses build upon concepts covered in beginning level course

work. Include a copy of a degree plan here.

FAMU Facilities Management Major

FALL ACG 2021 Financial Accounting Principles 3

AMH 2091 African American History 1 3 FAMU Social Science

ECO 2013 Principles of Economics 1 3 FAMU Social Science

ENC 1101 English Composition 1 3

GEB 1091 Intro Prof Leadership & Develop 1 1

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MAC 1105 College Algebra 3

Total 16

SPRING

ACG 2071 Managerial Accounting Principles 3

ECO 2023 Principles of Economics 2 3 FAMU General Education Elective

ENC 1102 English Composition 2 3

GEB 1092 Intro Prof Leadership & Develop 2 1

MAD 2120 Finite Mathematics 3

FAMU Humanities Elective 3

Total 16

FALL

ACG 3361 Cost Accounting (for Facility Managers) 3

ARC 1301 Design 1.1 4

ARC 1160 Computer Applications 1

GEB 2081 Inter Prof Leadership & Develop 1 1

MAC 2233 Business Calculus 3

FAMU Natural Science Elective 3

Total 15

SPRING

ARC 1302 Design 1.2 4

ARC 2470 Intro to Tech of Arch 3

BCN 2231 Materials & Methods 1 3

GEB 2082 Inter Prof Leadership & Develop 2 1

STA 2023 Intro Probability & Statistics 3 FAMU Approved Math

Total 14

SUMMER

MAN 4941 Management Internship 1

Total Lower Division 62

FAMU Courses

UPPER DIVISION

FALL

ARC 2161 Adv Topics in Digital Arch 1

ARC 2303 Architectural Design 2.1 4

BCN 3700 Construction Management 1 3

FIN 3403 Corporation Finance 3

GEB 3083 Advanced Prof Leadership Develop I 1

GEB 3213 Prof Bus Comm & Report Writing 3

Total 15

SPRING

BCN 3720 Construction Planning & Scheduling 3

GEB 3084 Advanced Prof Leadership Develop II 1

MAR 3023 Principles of Marketing 3 Multicultural & Diversity Understanding

MAN 3025 Principles of Management 3 Multicultural & Diversity Understanding

Natural Science Elective w/lab 3

Total 13

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SUMMER

MAN 4942 Management Internship II 1

FALL

ARC 4610 Environmental Systems in Arch 3

BCN 4617 Construction Estimating 1 3

ECP 4211 Occupational Safety and Health 3

GEB 4931 Senior Seminar & Leadership I 1

MAR 4841 Services Marketing 3

FAMU Humanities Elective 3

Total 16

SPRING

ARC 4318 Architectural Programming 3

ARC 5018 Facility Management 3 Course will be leveled to 4018

BUL 4130 Legal Environment of Business 3

GEB 4932 Senior Seminar & Leadership II 1

MAN 4720 Business Policy 3 Traditional Capstone

Total 13

Total Upper Division 58

Total Degree Program 120

Course Descriptions of Core Courses

ECO 2013 Principles of Economics (3) Prereq: must be satisfied prior to taking any other

Economics course. Operation of the economy with emphasis on national income analysis,

banking system, monetary and fiscal policy.

ECO 2023 Principles of Economics II (3) Prereq: ECO 2013. Operation of the economy with

emphasis on price and output determination, market organization, and contemporary economic

problems.

ECP 4211 Occupational Safety and Health (3) An analysis of the Occupational Safety Health

Act, its applications and implications.

MAC 1105 College Algebra (3) Major topics: functions and functional notation, domains and

ranges of functions, graphs of functions and relations, operations on functions, inverse functions,

linear, quadratic and rational functions, absolute value and radical functions, algebraic

techniques, linear and quadratic equations, functions, and inequalities, complex numbers,

logarithms and exponential properties, systems of equations and inequalities, combinations and

Binomial Theorem.

MAC 2233 Business Calculus (3) Prereq: MAC 1105. Major topics: limits, continuity,

differential techniques of logarithmic and exponential functions, application of derivatives, curve

sketching; integration and applications.

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MAD 2120 Finite Mathematics (3) Major topics: matrix operations; systems of linear

equations and inequalities; linear programming and the simplex method; symbolic logic;

probability theory; counting techniques; elementary graph theory; descriptive statistics.

STA 2023 Probability and Statistics (3) Prereq: MAC 1105. Major topics: probability theory;

random variables; hypothesis testing; confidence intervals; small sample methods; correlation;

simple linear regression, nonparametric statistics.

ARCHITECTURE

1A. ARC 1160 Computer Application (1) Introduction to digital media to design, explore,

experiment, and most importantly represent architecture work. The various 2-D and 3-

D digital interfaces introduced will be of industry standard, which will allow for a sense

for preparation for the current methods and practices for professional growth.

2A. ARC 1301 Design 1.1 (4) The primary foci of this course are the development of two-

and three-dimensional graphic skills and the ability to think spatially and to manipulate

elements in space. Analysis and design exercises are located primarily in abstract

two/three dimensional space and deal with topics such as figure/ground relationships,

line/plane/mass, the ideas of systems, networks, repetition, and the relation of part to

whole.

3A. ARC 1302 Design 1.2 (4) [Prereq: ARC 1301.] This course continues the emphases

and topics studied in Design 1.1, with increased expectation with regard to graphic and

spatial manipulation ability. Students study exemplary works of art and architecture,

beginning the process of developing an understanding of the role history plays in their

own creative explorations. By the end of the course, site and the human being are part

of the design environment. Exercises engage only a few carefully selected architectural

variables at a time.

4A. ARC 2161 Advanced Topics in Digital Architecture (1) [Prereq: ARC 1302]

Continuation of development of digital media to design, explore experiment, and most

importantly represent architecture work. The various 2-D and 3-D digital interfaces

introduced will be of industry standard, which will allow for a sense for preparation for

the current methods and practices for professional growth. This course also supports

projects assigned in ARC 2303, Architectural Design 2.1.

5A. ARC 2303 Architectural Design 2.1 (4) [Prereq: ARC 1302.] The course focuses on

the development of inhabited space, including considerations of generic site, climate,

and human comfort for simple indoor and outdoor spaces. Students extend the lessons

of systems learned in first year to study of basic building parts--floor, wall, and roof.

The use of plan/section/elevation and models incorporating the human dimension is the

main vehicle for these explorations. This course offers the opportunity to make links,

in the form of a joint project, to the theory course and the introduction to technology

course.

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6A. ARC 2470 Introduction to the Technology of Architecture (3) This course is the

basis for upper-division courses in structures, environment technology, and materials

and methods of construction. This course introduces themes that cut across these

technology areas such as the response of buildings to the natural and built

environments, strength and durability in building materials, and quantitative methods of

analysis and design of building assemblies and support systems.

7A. ARC 4610 Environmental Systems in Architecture (3) [Prereq: Upper-division

standing.] This course considers thermal, electrical, mechanical and conveyance

systems and their integration into the architectural design process. This course

familiarizes students with the integrated building technology systems (thermal,

electrical conveyance and mechanical systems) within the architectural design process.

Students will gain an understanding of these behaviors and systems (sanitary water

supply, sewage disposal conveyance heating, ventilating, air conditioning, and passive

and active sustainable systems) and practices for creating and controlling interior

environments, building envelopes & conditions.

8A. ARC 5018 Facility Management and Maintenance (3) Role of the facility manger in

acquiring new facilities and in managing and maintaining existing building stock.

Focus of the course includes (1) architect selection strategies, (2) management of the

building delivery process from a client perspective, (3) move-in logistics, (4) evaluation

of space needs and effectiveness, (5) renovation, and (6) facility maintenance planning.

BUILDING CONSTRUCTION

1B. BCN 2230 Materials and Methods I (3) Study of building materials (sources,

properties and uses) and construction methods. The materials studied are wood,

masonry and concrete.

2B. BCN 3700 Construction Management I (3) [Prereq: BCN 3251, Construction

Documents I.] Study of the processes, techniques and tools associated with construction

management. Topics include the roles of the project manager and other key personnel;

the elements and main objectives of construction management; the construction

industry; construction practices; project cost management; project planning and

scheduling; resource management; and project financial management. Primavera and

Prolog Manager Software Programs are introduced in this course.

3B. BCN 3720 Construction Planning and Scheduling (2) [Prereq: BCN1221C.]

Various network methods of project scheduling such as Activityon-Arrow (AOA) and

Activity-on-Node (AON), Pert, bar-charting, line of balance, and other techniques are

featured. Microcomputers are used for scheduling, resource allocation, and time/cost

analysis.

4B. BCN 4617 Construction Estimating I (3) [Prereq: BCN 3251 and BCN 2230.]

Quantity surveying and cost estimating for small scale construction projects are major

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topics. This course includes: 1) a review of basic math; 2) quantity recognition from

working drawings; 3) discussions of various units of measure and productivity rates;

and 4) current estimating software.

BUSINESS

1SBI. ACG 2021 Financial Accounting Principles (3) Conceptual introduction to

financial accounting. Emphasis is placed on the preparation and interpretation of

financial statements and processes by which information is generated.

2SBI. ACG 2021L Financial Accounting Principles Lab To review and complete

assignments and receive individual attention on select topics.

3SBI. ACG 2071 Managerial Accounting Principles (3) Prerequisite: ACG 2021

Conceptual introduction to managerial accounting. Emphasis placed on cost

reporting and analytical tools used by management.

4SBI. ACG 3361 Cost Accounting (3) Prerequisite: ACG 2071, ACG 3101. This

course gives an in-depth review of the cost procedures, tools, and reports used for

decision-making and performance evaluation.

5SBI. ACG 3361L Cost Accounting Lab To review and complete assignments and

receive individual attention on select topics.

6SBI. BUL 4130 Legal Environment of Business (3) Prerequisite: ACG 3101 or ACG

3102. This course examines the fundamental principles of the legal system.

Emphasis will be placed on how the law plays an important role in business.

7SBI. FIN 3403 Corporation Finance (3) Prerequisite: ACG 3101 or ACG 3102. This

course deals with the identification, analysis and solution of corporate financial

and/or treasury problems in the global financial environment.

8SBI. GEB 1091 Introduction to Professional Leadership Development I (1) SBI

majors only. (Others by permission of the area coordinator of Professional

Development) Structured team activities, laboratories, and workshops designed to

develop strong personal qualities and skills.

9SBI. GEB 1092 Introduction to Professional Leadership Development II (1)

Prerequisite GEB 1091. SBI majors only. (Others by permission of the area

coordinator of Professional Development) Structured team activities, laboratories,

and workshops designed to develop strong personal qualities and skills.

10SBI. GEB 2081 Intermediate Professional Leadership Development I (1)

Prerequisite GEB 1092. SBI majors only. Structured activities and workshops

designed to develop both strong personal qualities and skills.

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11SBI. GEB 2082 Intermediate Professional Leadership Development II (1)

Prerequisite GEB 2081 SBI majors only. Structured activities and workshops

designed to develop both strong personal qualities and skills.

12SBI. GEB 3083 Advanced Professional Leadership Development I (1) Prerequisite:

GEB 2082 SBI majors only. Structured activities and workshops designed to

develop strong personal qualities and skills required to achieve institutional

objectives.

13SBI. GEB 3084 Advanced Professional Leadership Development II (1) Prerequisite:

GEB 3083 SBI majors only. Structured activities and workshops designed to

develop strong personal qualities and skills required to achieve institutional

objectives.

14SBI. GEB 3213 Professional Business Communication & Report Writing (3)

15SBI. GEB 4931 Senior Seminar and Leadership I (1) Prerequisite: GEB 3084 SBI

majors only. Senior level experiential leadership skill development and

application in a simulated business environment. Structured team activities,

laboratories, and workshops designed to develop personal qualities and skills as

well as leadership, supervisory, and management skills. Students are evaluated on

the basis of their managerial performance and the positive leadership they exhibit.

16SBI. GEB 4932 Senior Seminar and Leadership II (1) Prerequisite GEB 3084 SBI

majors only. Senior level experiential leadership skill development and

application in a simulated business environment. Structured team activities,

laboratories, and workshops designed to develop personal qualities and skills as

well as leadership, supervisory, and management skills. Students are evaluated on

the basis of their managerial performance and the positive leadership they exhibit.

17SBI. MAN 3025 Principles of Management (3) Prerequisites(s): Junior standing. An

introductory course in the field of Management that focuses on the five primary

conceptual areas of management: Planning, Leading, Organizing, Communicating,

and Controlling. Special attention is devoted to structural variables (elements) and

their implication for organization, communication, power, and decision-making

among other important relations. Five to six analytical models are introduced to

explore the student’s conceptual understanding and perception of relevant social

situations through the use of extensive supplementary readings.

18SBI. MAN 4720 Business Policy (3) Prerequisite(s): MAN 3025, MAR 3023, FIN

3403, ACG 3101 or ACG 3361 or ACG 3632, ECO 2023 and have completed at

least 105 semester hours. Comprehensive examination of the art and science of

formulating, implementing and evaluating policies and procedures that enable

organizations to achieve short- and long-term objectives. This is the capstone for

the facilities management majors and integrates the content of the three major

core units of architecture, construction, and business.

16

19SBI. MAN 4941 Management Internship I (variable) Prerequisite ACG 3102,

permission of the director of professional programs and certification by the

residency/internship office. Full-time affiliation as an intern with a School of

Business and Industry approved organization or institution. Residency assignments

can either be in accounting, finance, management, or marketing.

20SBI. MAN 4942 Management Internship II (variable) Prerequisite Level 1 residency,

permission of the director of professional programs and certification by the

residency/internship office. Full-time affiliation as an intern with a School of

Business and Industry approved organization or institution. Residency assignments

can either be in accounting, finance, management, or marketing.

21SBI. MAR 3023 Principles of Marketing (3) Prerequisite(s): minimum of Junior

status. This course centers on marketing theory, marketing management, sales

management and market research. In addition, public and customer relations,

advertising, and distribution will be explored.

22SBI. MAR 4841 Services Marketing (3) Prerequisite(s): MAR 3023. Introduction to

the highly abstract services marketing arena through a review of terminology,

systems, techniques, and processes that differentiate the marketing of services

from marketing physical goods. An upper level business elective.

3.2.6 Facility Experiences

Each program shall include appropriate facility experiences such as facility tours,

workstudy options and cooperative education, or seminars focusing on problem-solving

activities related to facility situations. Supply examples below.

One key component of the School of Business and Industry’s (SBI) model is a structured

professional development and a national internship program. The undergraduate degree in

facilities management requires two (2) mandatory internships semester-long internships for

graduation. To complete each internship requirement the students are required to submit a

report detailing an industry related issue or problem that was identified and address during

the internship. The School of Business and Industry has partnerships and internships with

some of the most successful corporations in the world, many of which have alumni in upper

management positions. This program will also solicit the help of the Florida Chapter of

IFMA, to place students in facility management internships within the state. Tallahassee is

also home to many state agencies. Therefore, tapping into government employees who are

performing facility management tasks will further strengthen the linkage between academic

and practice.

Additionally, the School of Architecture (SOA) has established articulation agreements with

community colleges in the cities where Florida IFMA chapters are located (see the list of

chapters below). In addition, FAMU has strong alumni chapters in the cities. Many of the

FAMU alumni are practicing architects in these urban areas. There are a wealth of

opportunities for facilities management students to interact and interface with architects,

17

engineers, planners, urban designers, and landscape architects, entrepreneurs, executives, and

educational leaders. This cross-fertilization of experiences will be especially meaningful for

facilities management students as they engage the technical and business applications of the

profession.

Suncoast (Tampa/St. Petersburg) Chapter Code: FL1

Chapter President: Wayne E. Henriquez, CFM

Consultant Facility Management

Tampa Electric Company

PO Box 111, Facility Services COC, Tampa, FL, 33601-0111

Phone: 813-275-3103 Fax: 813-275-3310

Email: [email protected]

Website: www.ifmasuncoast.org

South Florida (Ft. Lauderdale) Chapter Code: FL2

Chapter President: Alexandra S. Labarr

Director of Business Development

First Florida Services

220 NE 13th St, Pompano Beach, FL, 33060

Phone: 561-290-1795 Fax: 954-968-4897


Website: www.ifmasfl.org

Jacksonville Chapter Code: FL3

Chapter President: Gregory P. Letnaunchyn, CFM

Senior Property Manager

Liberty Property Trust

4875 Belfort Rd, Ste 110, Jacksonville, FL, 32256

Phone: 904-281-5460 Fax: 904-296-6998


Website: www.ifmajacksonville.org

Orlando Chapter Code: FL5

Chapter President: David Lawrence Dunn, CFM

Division Manager

City of Orlando

40 Ogden Dr, Rockledge, FL, 32955-3714

Phone: 407-246-3873 Fax: 407-246-3725


Lastly, both the School of Business and Industry and School of Architecture maintain a guest

lecture series. Our combined efforts will schedule facility management practitioners to

address students in the program introducing them to research, practice, and professional

issues. Members of our facilities management advisory board will be asked to serve as

reviewers of student presentations and the capstone project. Multi-media presentations will

also be used to enhance classroom instruction.

mailto:[email protected]

http://www.ifmasuncoast.org/


http://www.ifmasfl.org/


http://www.ifmajacksonville.org/


18

3.2.7 Program Validation

Appropriate validation of program content shall be an ongoing process and shall be

accomplished through a combination of external experts, an advisory committee and

follow-up studies of program graduates. Provide documentation of this validation

below.

SBI in collaboration with the SOA will solicit ongoing program validation through the use of

experts and SBI’s Facilities Management Advisory Board. Some of the experts that will be

used are advisory board members, while others will be IFMA members, as well as other

practitioners and academicians in the facilities management area. The SBI Facilities

Management Advisory Board is chaired by Thomas Mitchell of Booze Allen Hamilton.

Other board members include: Phillip Holloman, COO of Cintas, Inc.; Michael Ruiz, VP for

BIM Strategies, Atlanta Applied Software; Dan Pufunt, Local markets COO and President of

Property Management - Jones Lang Lasalle Chicago, IL; Michael Hicks, General Manager

Cohesive Constructors, LLC; Roscoe Hightower, Jr., PhD, Associate Professor, Marketing;

Bobby Davis, Assistant Dean and Professor; Ronald Lumpkin Coordinator of Student

Recruitment and Retention; and Andrew Chin, Assistant Dean and Professor. The full Board

or committees within the Board will meet no fewer than four times a calendar year in the

start up phase to provide advise and guidance during the implementation of this new

program. Dr. Bobby Davis, SBI Assistant Dean and Facilities Management Program Head,

will be in charge of the follow-up studies of program graduates

3.2.8 Program Development, Revision and Evaluation

Program development, revision and evaluation shall involve currently enrolled

students, individuals responsible for instruction, program graduates and representative

employers. These individuals will be part of the advisory process and may be members

of a formal advisory committee. Include a list of the names and phone numbers for

advisory committee members in this section or in the appendix.

Thomas Mitchell, Booze Allen Hamilton, CFM, CFMU, Past Chairman, IFMA Board of

Directors, 210-352-3256, [email protected] - (Provided major input into curriculum

development)

Phillip Holloman, COO of Cintas, Inc., Cintas Corporation, PO Box 625737, 800-864-3676

Daniel Pufunt, Local Markets COO, President of Property Management, Jones Lang LaSalle

Incorporated, 200 E. Randolph Dr., Chicago, IL 60601, 312-782-5800,

[email protected]

Michael Ruiz,Vice President for BIM Strategies, Atlanta Applied Software, 404-542-9854,

[email protected]




19

Michael Hicks, General Manager Cohesive Constructors, LLC, 1800 Bardmoor Hill Circle,

Orlando, FL 32835, 407-580-8840, [email protected]

Roscoe Hightower, Jr., PhD, Associate Professor, Marketing, SBI, 850-599-8335,

[email protected] - (Provided major input into curriculum development)

Bobby Davis, PhD, Assistant Dean and Professor, SBI, 850-412-7206,


Ronald Lumpkin, Coordinator of Student Recruitment and Retention, SOA, 850-599-3041,


Andrew Chin, Assistant Dean and Professor, SOA, 850-599-8763, [email protected] -

(Provided major input into curriculum development)

3.2.9 Transfer Course Work

Policies shall ensure that course work transferred from other institutions is comparable

to course work offered at the institution seeking program accreditation. Include a copy

of the policy here.

Transfer Policies and Guidelines (for Accredited Colleges and Universities in Florida) Courses that have the same academic content and are taught by faculty with comparable

credentials are given the same prefix and number, and are considered equivalent courses.

Equivalent courses are guaranteed to transfer to any other institution participating in

Statewide Course Numbering System (SCNS). The credit awarded for these equivalent

courses will satisfy the receiving institution’s institutional requirements on the same basis as

credits awarded to native students pursuant to Section 1007.24(7), Florida Statutes. Courses

that are not substantially like any other course in the System are given unique course

numbers and are not considered equivalent.

Credit awarded for satisfactory completion of equivalent courses may be used by transfer

students to satisfy requirements at the receiving institution on the same basis as native

students. The following are exceptions to guaranteed transfer:

Courses not offered at the receiving institution.

For courses at non-regionally accredited institutions, those that are offered prior to the

established transfer date.

Courses in the 900-999 series are not automatically transferable, and must be evaluated

individually. These include such courses as Special Topics, Internships, Practica, Study

Abroad, Theses and Dissertations.

College preparatory courses.

Graduate courses.

Clinical experiences and internships with numbers other than 900-999.

Courses taken at colleges within the Florida College System per the articulation

agreement between the State of Florida State University System and the Florida College

System.





20

3.2.10 Program Publicity

Institutions shall broadly and accurately publicize, particularly to prospective students:

(a) facility management program goals and objectives, (b) pre-admission testing or

evaluation requirements and standards, (c) educational achievement rates of graduates

and (d) fees and other charges. Copies of brochures and other materials should be

included here or in the appendix.

FAMU broadly and accurately publicizes the facilities management program goals and

learning goals, admission standards, and fees and other charges on the www.famu.edu and

www.famu.edu/sbi websites and in SBI’s recruitment brochure (see Appendix 3.2.10). The

educational achievement rates of graduates will be included on the website and in the

brochure when the data is available.

3.2.11 Legal Authorization

Only institutions and programs legally authorized under applicable law to provide a

program beyond the secondary level are considered for accreditation. What is the name

and address of the authorizing agency that accredited your institution?

The Southern Association of Colleges and Schools Commission on Colleges

1866 Southern Lane

Decatur, GA 30033

Phone: (404) 679-4500

Fax: (404) 679-4558

3.3 Instruction

3.3.1 Study Guides/Course Materials

Course syllabi/course outlines and other related materials that clearly describe

appropriate course objectives, content, references utilized, student activities and

evaluation criteria must be included here or in the appendix.

The course syllabi that clearly describe appropriate course objectives, content, references

utilized, student activities, and evaluation criteria are included in Appendix 3.3.1.

3.3.2 Learning Methodology

The standard methodology or methodologies used for teaching and learning should be

identified and explained for the curriculum overall or for each course individually. The

goals of the program and knowledge levels for graduates should also be identified.

Facilities Management Learning Goals

http://www.famu.edu/

21

1. Communication skills - The students will be able to communicate the solution in the

appropriate written and oral form.

2. Emergency Preparedness and Business Continuity - The student will be able to

develop emergency plans, risk management plans, and business operations continuity

plans.

3. Environmental Stewardship and Sustainability – The students will be able to

develop and implement a plan to insure environmental stewardship and sustainability.

4. Finance and Business - The students will have the knowledge and understanding to be

able to make well informed advanced financial management decisions. Students will

be able to apply methods from a variety of disciplines to solve business problems.

5. Human Factors – The students will have the knowledge and understanding to be able

to make informed decisions about managing human resources.

6. Leadership and Strategy – The students will have leadership and strategic decision

making skills.

7. Operations and Maintenance – The students will have the knowledge and

understanding to be able to make informed decisions regarding operations and

maintenance.

8. Project Management - The students will be able to analyze a problem and design a

project for its solution.

9. Quality - Have the knowledge and understanding to be able to make informed

decisions about quality management.

10. Real Estate and Property Management - Have the knowledge and understanding to

be able to make informed decisions real estate and property management.

11. Technology - The student will be able to select appropriate hardware, software,

telecommunications and database technology to support business operations

3.3.3 Evaluation of Learning

Assessment tools should be identified for the program overall or for each course

individually. Evaluation of the scope of learning and tools for evaluation of student

achievement of the objectives should be clearly outlined to provide the review

committee an understanding of how students are evaluated and how these evaluations

impact course content, development and improvement.

SBI has a comprehensive assessment plan and process for its academic programs. Given that

the Facilities Management program was recently approved in May 2012, has not been

collected. However, SBI’s Assessment Report, which includes SBI’s Assessment

22

Philosophy, SBI’s Student Learning Assessment Process, SBI’s Undergraduate Assessment

Plan, SBI’s Assessment Results and Continuous Improvement Activities for 2008-2011, a

sample FAMU FAMOUS Assessment Plan Form for the B.S. in Business Administration,

and a sample FAMU FAMOUS Assessment Plan Form for the B.S. in Architectural Studies,

is included the assessment plans for the other academic programs is included (see Appendix

3.3.3). As with all FAMU instructional programs, the FAMU FAMOUS Assessment Plan

for Facilities Management will be developed and implemented on an annual basis. Below

are the Facilities Management Learning Goals, Learning Objectives, and Assessment

Measures that will be used.

Learning Goal Learning Objectives Assessment Measures

Communication skills - The

students will be able to communicate

the solution in the appropriate

written and oral form.

1. Develop and deliver professional

quality oral presentations.

2. Prepare professional quality written

business documents.

Oral and written presentation of

consultancy project in capstone

course.

Emergency Preparedness and

Business Continuity - The student

will be able to develop emergency

plans, risk management plans, and

business operations continuity plans.

1. Demonstrate an understanding of

strategic planning to support

emergency preparedness, risk

management, and business continuity.

2. Be able to select the strategies and

contingency plans to support

continuous business operations.

In the capstone course, students

will complete a small business

consultancy project where they

will examine all of the IFMA

competencies. The consultancy

will involve the students

providing their knowledge to a

“real life” facilities management

problem.

Environmental Stewardship and

Sustainability – The students will

be able to develop and implement a

plan to insure environmental

stewardship and sustainability.

1. Develop a plan to insure

environmental stewardship and

sustainability.

2. Be able to implement to insure


sustainability.









problem.

Finance and Business - The

students will be able to make well-

informed advanced financial

management decisions. Students

will be able to apply methods from a

variety of disciplines to solve

business problems.

1. Understand and employ advanced

financial management decision-

making.

2. Apply methods from a variety of

disciplines to solve business problems.









problem.

Human Factors – The students will

be able to make informed decisions

about managing human resources.

1. Translate and practice making

informed human resources decisions. In the capstone course, students








problem.

Leadership and Strategy – The

students will have leadership and

strategic decision making skills

1. Demonstrate understanding of

strategic leadership concepts and

practices.




23

2. Be able to influence the attitudes

and behaviors of others to accomplish

a team goal.

3. Outline strategies for leading an

individual or a team






problem.

Operations and Maintenance –

The students will be able to make

informed decisions about facilities

operations and maintenance.

Appraise operations and maintenance

situations and develop a plan of action

to address the issue.









problem.

Project Management – The

students will be able to analyze a

problem and design a project for its

solution

Analyze a facilities management

problem and create a project for its

solution.









problem.

Quality – The students will be able

to make informed decisions about

quality management.

Apply a quality management decision

model to an organizational dilemma. Students will complete Six Sigma

training as part of the capstone

course.

Real Estate and Property

Management – The student will be

able to make informed decisions real

estate and property management.

Examine real estate and property

management dilemmas and devise

appropriate decisions.









problem.

Technology - The student will be

able to select appropriate hardware,

software, telecommunications and

database technology to support

business operations

Design a technology plan that requires

the students to select appropriate

hardware, software,

telecommunications and database

technology to support business

operations.









problem.

3.3.4 Program Balance

Appropriate integrative and problem-solving activities shall be included in the

program, and a reasonable balance must be maintained in course work between the

practical application of "how" and the conceptual emphasis of "why." Supply examples

below.

Examples are included throughout the curriculum in many different classes that contribute to

the practical application of “how and why?” One example is in MAR 4841 where the entire

24

course is designed around researching/solving a real corporate problem and making

recommendations to the corporate executives at the end of the semester that the company

uses if the recommendations are of high quality. A second example is in MAN 4720 where

the students use a simulation game in a group setting to test their knowledge of all the

business courses that they have taken while matriculating through the program. Additionally,

Faculty members serve as advisors and counselors to students in case competitions in all

disciplines. Students participate in numerous case competitions, which involve

teamwork, collaborative faculty interactions, faculty guidance, collaborative interactions

for alumni and corporate partners, etc. Faculty members provide immediate feedback as

students prepare for the case competitions.

SBI’s PLD program includes many activities (SBI Forums™, SBI Receptions™, SBI

Close-Ups™, SBI TV Tapings™, case studies, seminars, etc.), which involve active

student participation and collaboration with other students, faculty members, and

corporate guests. Students receive feedback from faculty and the corporate guests on

their performance in the PLD activities.

To enhance the student learning process and students’ overall performance, collaborative,

content related extracurricular activities are held with student clubs and organizations,

Student Government Association (SGA), sororities, fraternities, alumni, and corporate

partners.

3.3.5 Computer Applications

The program shall include instruction on computer applications and the use of

computers for facility management problem solving. Supply examples of computer

applications here.

As mentioned in 3.3.4 above, MAN 4720 uses a computer simulation called GloBus to

create an international business environment that enables a significant number of business

situations to be simulated.

3.3.6 Communications

Oral presentations and technical report writing shall be elements of course

requirements. Supply examples here.

Oral presentations and written technical reports are required assignment in many of the

courses. More specifically, oral and written communication skills are included in the

learning goals. Therefore, a standardized rubric is included below as an example.

Additionally, GEB 2313 – Professional Business Communication and Report Writing is a

three (3)-credit hour course within the Facilities Management curriculum.

26

3.4 Faculty

3.4.1 Full-Time Faculty

Each program and program option shall have at least one appropriately qualified fulltime

faculty member dedicated to the facilities management program. Faculty qualifications

shall include emphasis upon: (a) extent and pertinence of academic preparation, (b) extent,

recency and pertinence of facility professional level experience (such as technical

supervision or management), (c) extent, recency and pertinence of applied facility

experience (such as technical applications), and (d) membership and participation in

appropriate professional organizations. The biographical information form on the next

page should be completed on each full-time and adjunct instructor.

Instructor Name: Roscoe Hightower, Jr., Ph.D. Check one: Full-time

Part-time

Educational qualifications with degrees and dates awarded:

Degree University Date Major

Ph.D. Florida State University 1997 Marketing Major – Dissertation:

“Conceptualizing and Measuring

Servicescape’s Impact on Service

Encounter Outcomes”

Sports Marketing Minor

MBA Florida A&M University 1989 Finance

B.S. Florida A&M University 1988 Business Administration

Pertinence of Academic Preparation to IFMA 11 Competencies:

1. Communication—Communication plans and processes for both internal and external

stakeholders. B.S.: Strong, Master’s: Strong, PhD: Strong

2. Emergency Preparedness and Business Continuity—Emergency and risk management

plans and procedures. B.S.: Weak, Master’s Medium, PhD: Strong

3. Environmental Stewardship and Sustainability—Sustainable management of built and

natural environments. B.S.: Weak, Master’s: Medium, PhD: Strong

4. Finance & Business—Strategic plans, budgets, financial analyses, and procurement.

B.S.: Strong, Master’s: Strong, PhD: Strong

5. Human Factors—Healthful and save environment, security, FM employee development.


6. Leadership and Strategy—Strategic planning, organize, staff and lead organization.


7. Operations and Maintenance—Building operations and maintenance, occupant

services. B.S.: Medium, Master’s: Medium, PhD: Strong

8. Project Management—Oversight and management of all projects and related contracts.


9. Quality—Best practices, process improvements, audits and measurements. B.S.: Strong,

Master’s: Strong, PhD: Strong

27

10. Real Estate and Property Management—Real estate planning, acquisition and

disposition. B.S.: Weak, Master’s: Medium, PhD: Strong

11. Technology—Facility management technology, workplace management systems. B.S.:

Strong, Master’s: Strong, PhD: Strong

Pertinence of IBM Corporate Experience to IFMA 11 Competencies 1989 to 1994:

1. Communication—Communication plans and processes for both internal and external

stakeholders. B.S.: Strong, Master’s: Strong

2. Emergency Preparedness and Business Continuity—Emergency and risk management

plans and procedures. B.S.: Strong, Master’s Strong

3. Environmental Stewardship and Sustainability—Sustainable management of built and

natural environments. B.S.: Medium, Master’s: Medium

4. Finance & Business—Strategic plans, budgets, financial analyses, and procurement.

B.S.: Strong, Master’s: Strong

5. Human Factors—Healthful and save environment, security, FM employee development.


6. Leadership and Strategy—Strategic planning, organize, staff and lead organization.


7. Operations and Maintenance—Building operations and maintenance, occupant

services. B.S.: Strong, Master’s: Strong

8. Project Management—Oversight and management of all projects and related contracts.


9. Quality—Best practices, process improvements, audits and measurements. B.S.: Strong,

Master’s: Strong

10. Real Estate and Property Management—Real estate planning, acquisition and

disposition. B.S.: Medium, Master’s: Strong

11. Technology—Facility management technology, workplace management systems. B.S.:

Strong, Master’s: Strong

Professional and applied facility management experience. Include organization name, title

and dates:

Scholarly Refereed Research Journal Articles Published Dealing with the Built Environment

Roscoe Hightower, Jr. (2012), “Marketing: Green LEED Servicescapes to Facility Managers,”

Journal fur Facility Management, TU Wein, Austria, (in press).

Roscoe Hightower, Jr., (2010), “Commentary on Conceptualizing the Servicescape Construct in

‘A Study of the Service Encounter in Eight Countries”, Marketing Management Journal, 20(1),

76-86.

Roscoe Hightower, Jr. and Mohammad Shariat, (2009), “Servicescape’s Hierarchical Factor

Structure Model”, Global Review of Business and Economic Research Journal, 5(2), 375-398.

28

Roscoe Hightower, Jr., Richard Brand, and Brian Bourdeau, (2006), “Managing the Servicescape

for the Funeral Home Industry”, Forum Empresarial Journal, 11 (1), 42-58.

Roscoe Hightower, Jr., (2003), “Framework for Managing the Servicescape: A Sustainable

Competitive Advantage”, Marketing Management Journal, 13(2), 84-95.

Roscoe Hightower, Jr., Michael K. Brady, and Thomas L. Baker, (2002), “Investigating the Role

of the Physical Environment in Hedonic Service Consumption: An Exploratory Study of

Sporting Events”, Journal of Business Research, 55(9), 697-707.

Scholarly Refereed Research Proceedings Published Dealing with the Built Environment

Roscoe Hightower, Jr. (2011), “Introducing Green LEED Servicescapes to Facility Managers,”

4th

- International Congress for Facility Management, TU Wein, November 24-25, Vienna,

Austria.

Roscoe Hightower, Jr., J. Joseph Cronin, Jr. and Mohammad Shariat, (2008), “Assessing

Consumer Servicescape Perceptions”, Global Academy of Business and Economic Research 4th

Annual Conference, Orlando, FL.

Roscoe Hightower, Jr., Joseph J. Cronin, Jr., and Mohammad Shariat, (2006), “PSSQ: Measuring

Perceptions of the Servicescape”, 3rd

Annual Management Faculty of Color Conference, Florida

A&M University School of Business and Industry, Tallahassee, FL.

Roscoe Hightower, Jr., and Jay Cronin, (1999), “The Servicescape’s Role in Hedonic Services

Sector”, Society for Marketing Advances, Atlanta, GA.

Scholarly Refereed Presentations Dealing with the Built Environment

“Assessing Consumer Servicescape Perceptions”, (2008), 3rd

Annual Global Academy of

Business and Economic Research, Orlando, FL.

“PSSQ: Measuring Perceptions of the Servicescape”, (2006), Management Faculty of Color, 3rd

Annual Meeting Conference, Tallahassee, FL.

“The Servicescape’s Role in the Hedonic Services Sector”, (1999), Society for Marketing

Advances Conference, Sports Marketing Track, Atlanta, GA.

“The Effects of the Sportscape”, (1999), ServSIG Services Research Conference, Sports and

Entertainment Operational Marketing Strategies Track, New Orleans, LA.

Dr. Hightower’s undergraduate and master’s education is thoroughly immersed in the basic

business disciplines with applied techniques. In addition, to his academic and applied business

experience, he had the opportunity to study and become expert in what is known as the

“servicescape” in the marketing discipline. The significance of the term servicescape is that it is

29

defined as the “built environment”, thus tying it to the large body of work known as facilities

management. Dr. Hightower as evidenced by his dissertation entitled “Conceptualizing and

Measuring Servicescape’s Impact on Service Encounter Outcomes,” and his subsequent research

publications dealing with the servicescape and its impact on other key marketing variables to

mainstream global businesses demonstrates his understanding of not only the built environment

but also how the built environment influences business in general. His servicescape research

work has been cited over 430 times as of June 1, 2012.

Memberships and participation in related professional organizations. Include dates,

positions held and other applicable information:

Member of IFMA since 2010

Member of IFMA Foundation’s Educators’ Special Interest Group since 2011

Teaching experience with institution names, dates and course/program titles:

See Table 3.4.1.2 for a list of the courses that Dr. Hightower teaches within the business degree

with the School of Business and Industry.

The three tables below provide the required biographical information requested for all of the

other faculty members that will be will teaching courses in the Facilities Management program.

Table 3.4.1.1 Faculty by Discipline and Date of FAMU Appointment

Name Highest Degree Earned and

Year

Date of First

Appointment to the

School

Accounting and Business Law

Bates, Ira W. PhD, 2000 2001

Drumming, Saundra PhD, 1982 1983

Henderson, Harold MBA, 1982 2010

Holloman, Derek PhD, 2008 2006

Ravenell, William JD, 1968 1985

Reeder, Craig MS, 1977 2000

Smith, Wilbur PhD, 1984 1984

Swirsky, Steven PhD, 2004 2001

Washington, John JD, 1994 2009

Architecture

Goodwin, Robert MArch, 1976 1996

Lewis, Elizabeth MArch, 1982 1996

Martineau, Thomas MArch, 1971 1991

Pugh, Thomas MArch, 1974 1987

30

Finance

Campbell, Michael PhD, 2001 2007

Islam, Mazhar PhD, 1986 2008

Osagie, Johnston PhD, 1991 2000

Barrington, Beverly MS, 2003 2010

Burnett, Garry PhD, 2008 2009

Etienne, Eisenhower PhD, 1982 2001

Nkansah, Paul PhD, 1983 1989

Ridley, Dennis A. PhD, 1982 1987

Suarez-Brown, Tiki PhD, 2001 2001

Sutterfield, J. Scott PhD, 1994 2001

Management

Bowers-Collins, Jennifer PhD, 2008 2007

Bradford, Amos PhD, 1980 1979

Friday-Stroud, Shawnta PhD, 1997 1997

Houston, Rashada MBA, 2000 2007

Murphy, Angela PhD, 2001 2001

Rosier, Kenyatta MBA, 2002 2009

Shabazz, Daaim PhD, 1998 1998

White, LaTanya MBA, 2003 2010

Marketing

Davis, Bobby PhD, 1982 1986

Evans, Charles PhD, 1982 1982

Hightower, Jr., Roscoe PhD, 1997 2000

Nwakanma, Hudson PhD, 1988 1993

Singleton-Jackson, Annette PhD, 2002 2005

31

Faculty Member Title Courses Taught

ASHLEY ASSOCIATE PROFESSOR SPEC INTRO PROF DEV

SPEC INTERM PROF DEV

ADV PROF DEVEL II

SENIOR PROJECT L-SHP

BARRINGTON INSTRUCTOR INTRO TO BUSINESS SYSTEMS

BATES ASSOCIATE PROFESSOR INTERMEDIATE ACCOUNTING I

BOWERS-COLLINS ASSISTANT PROFESSOR BUSINESS POLICY

BUS. POLICY & STRAT. MNGT

BURNETT VISITING PROFESSOR DATAFILES AND DATABASE MANAGEMENT

CAMPBELL ASSISTANT PROFESSOR CORPORATION FINANCE

FINANCIAL MANAGEMENT

DAVIS PROFESSOR INTRO TO PROF. SELLING

DRUMMING ASSOCIATE PROFESSOR INTERMEDIATE ACCOUNTING II

FINANCIAL REPORT/ANALYSIS II

FINACIAL STATEMENT & ANAL.

ETIENNE ASSOCIATE PROFESSOR PRODUCTION MANAGEMENT

SUPPLY CHAIN MANAGEMENT I

EVANS PROFESSOR MARKETING MANAGEMENT

MARKETING RESEARCH METHODS

MARKETING MANAGEMENT STRATEGY

FINLEY-HERVEY PROFESSOR PRINCIPLES OF MANAGEMENT

ORG. THEORY & BEHAVIOR

GOODWIN RESEARCH ASSOCIATE

HARPER ASSOCIATE PROFESSOR INTRO PROF DEV I

HENDERSON INSTRUCTOR FINANCIAL ACCOUNTING

GOVERNMENTAL ACCOUNTING

HIGHTOWER ASSOCIATE PROFESSOR SPORTS MARKETING

SERVICE MARKETING

Table 3.4.1.2 Fall 2011 Schedule of Courses- Florida A&M University

32


HILL ASSOCIATE PROFESSOR AUDITING AND ASSURANCE SERVICES

FORESNSIC ACCOUNTING

HOLLOMAN ASSISTANT PROFESSOR INTERMEDIATE ACCOUNTING I

A. HOLMES INSTRUCTOR FINANCIAL ACCOUNTING PRINCIPLES

INDIVIDUAL TAXATION

Y. HOLMES INSTRUCTOR PRINCIPLES OF MARKETING

PRINCIPLES OF RETAILING

HOUSTON INSTRUCTOR PRINCIPLES OF MANAGEMENT

BUSINESS ETHICS

ORGANIZATIONAL BEHAVIOR

ISLAM PROFESSOR FINANCIAL POLICIY & STRATEGY

INVESTMENTS

LEWIS ASSOCIATE PROFESSOR

MARCH ASSISTANT PROFESSOR INVESTMENT ANAL & PORT MAN

MARTINEAU PROFESSOR

MURPHY ASSOCIATE PROFESSOR PRINCIPLES OF MANAGEMENT

ORGANIZATIONAL BEHAVIOR

NKANSAH ASSOCIATE PROFESSOR INTRO TO QUANT. METHODS

QUANT. METHODS II

INTRO TO QUANT. METHODS

QUANT. METHODS I

NWAKANMA PROFESSOR PRINCIPLES OF MARKETING

OSAGIE ASSISTANT PROFESSOR CORPORATION FINANCE

THEORY OF FINANCE

PYNE INTRO TO BUSINESS SYSTEMS

PUGH ASSOCIATE PROFESSOR

RAVENELL PROFESSOR LEGAL ENV. OR BUSINESS

COMMERCIAL LAW

REEDER INSTRUCTOR FINANCIAL ACCOUNTING PRINCIPLES

MANAGERIAL ACCOUNTING PRINCIPLES

ROSIER INSTRUCTOR Intro. Prof. Dev. I

Specialist Prof. Dev II

SHABAZZ ASSOCIATE PROFESSOR GLOBAL BUSINESS

PRINCIPLES OF MARKETING

Table 3.4.1.2 Fall 2011 Schedule of Courses- Florida A&M University (continued)

33


SHRESTHA PROFESSOR COMP CULTURES OF BUSINESS

WORLD CULTURES

SINGLETON-JACKSON ASSISTANT PROFESSOR PRINCIPLES OF ADVERTISING

CONSUMER BEHAVIOR

SMITH PROFESSOR MANAGERIAL ACCOUNTING

SUAREZ-BROWN ASSOCIATE PROFESSOR INTRO TO BUSINESS SYSTEMS

SYSTEMS THEORY & DESIGN

SUTTERFIELD ASSISTANT PROFESSOR MANAGEMENT ENGINEERING I

PRODUCTION MANAGEMENT

PURCHASING & SUPPLY CHAIN MANAGEMENT

SUPPLY CHAIN MANAGEMTNT II

SWIRSKY ASSISTANT PROFESSOR FINANCIAL ACCOUNTING PRINCIPLES

COST ACCOUNTING

THOMPKINS ASSOCIATE PROFESSOR INTERM PROF DEV

SPECIALIST PROF DEV II

GRAD SEMINAR IN LEADERSHIP

THUO INTRO TO QUANT. METHODS

WANG ASSISTANT PROFESSOR COMMERCIAL BANK ADMIN.

FINANCIAL INST. & MARKETS

WASHINGTON ADJUNCT INSTRUCTOR LEGAL ISSUES & ENV.

WHITE INSTRUCTOR FUNDAMENTAL CONCEPTS I

STRAT ENTREP DECISION MAKING

WILSON ASSOCIATE PROFESSOR FUNDAMENTAL CONCEPTS I

Table 3.4.1.2 Fall 2011 Schedule of Courses- Florida A&M University (continued)

34

Table 3.4.1.3. Recent short courses/seminars presented. Include titles and dates:

Bradford Amos An Examination of the

Relationship Between

Student Procrastination

and Academic

Performance

AAA- American

Accounting

Association

2010 Peer Reviewed

Proceedings

Finley-

Hervey Joycelyn Assessing Ethical

Understanding via the

F.A.M.O.U.S.

Framework and Case

Methodology

SMA- Southern

Management

Association

2010 Peer Reviewed

Presentations St.

Petersburg,

FL

Finley-



F.A.M.O.U.S.

Framework and Case

Methodology

SMA- Southern

Management

Association

2010 Peer Reviewed

Proceedings St.

Petersburg,

FL

Harper Vera Dress For Success:

Understanding the

Relationship Among

Student Attire,

Interviewer Unconscious

Biases and he Selection

Process and

Organizational Hiring

Decisions

IABPAD-

International

Academy of

Business and

Public

Administration

Disciplines

2010 Peer Reviewed

Presentations Orlando,

Florida

Harper Vera An Innovative Approach

to Leadership

Development in Business

and Healthcare

Management Programs

IABPAD-

International

Academy of

Business and

Public

Administration

Disciplines

2010 Peer Reviewed


Florida

Lewis Elizabeth Greening our Higher

Education Campus

Buildings which Improve

the Educational &

Economic Bottom Line

2010 Sustainable

Florida

Conference:

Live, Manage,

Thrive

2010 Presentation Palm Beach

Gardens, F

Lewis Elizabeth SoGreen Network:

"Embracing Our

Traditions of Partnership"

FAMU Summit

SE Green Higher

Education and

K-12 School

Buildings: Case

Studies &

Community

Reconnections

2010 Presentation Tallahassee,

FL

35

Lewis Elizabeth Poster Session,

Collaborative

Pedagogy: Converging

Viewpoints on

Foundation Design,

submitted Gretchen

Miller, w/ E. Lewis, D.

Ham

26th National

Conference on

Beginning

Design

2010 Presentation UNC

Charlotte

Lewis Elizabeth Green

Higher Education

Campus Buildings: Green

Campus Case Studies

4th Campus and

Community

Sustainability

Conference

2010 Case Study Tampa, FL

Murphy Angela Creating a First Hybrid

Course: The Experiences

of Two Instructors and

Their Advice to

Colleagues

IABD-

International

Academy of

Business

Disciplines

2010 Peer Reviewed

Presentations Las Vegas,

Nevada

Nwakanma Hudson The Impact of Direct-to-

Consumer (DTC)

Advertising of Ethical

Drugs on U.S.A. Health

Care Delivery System

AAA- American

Accounting

Association

2010 Peer Reviewed

Presentations

Nwakanma Hudson College Career

Counseling: A look

Beyond College Job

Search

AAA- American

Accounting

Association

2010 Peer Reviewed

Presentations Orlando

Osagie Johnston The Impact of Share

Capitalization on Bank

Profitability in Nigeria

GRBER- Global

Review of

Business and

Economic

Research

2010 Peer Reviewed

Proceedings

Reeder Craig Creating a First Hybrid

Course: the Experience of

Two Instructors and Their

Advice to Colleagues

IABD-

International

Academy of

Business

Disciplines

2010 Peer Reviewed


Nevada

Singleton-

Jackson Annette Factors that Influence

Minority Millenials to

Purchase Athletic Shoes

SpMA- Sports

Marketing

Association

2010 Peer Reviewed

Presentations

Wilson Richard Employment Factors

Rankings SOBIE- Society

of Business,

Industry, and

Economics

2010 Peer Reviewed

Presentations Destin,

Florida

Table 3.4.1.4. Recent publications

Ashley

Clyde A Systems Approach to

Creating and Sustaining

an Assessment Culture

IJER-

International

Journal of

Educational

Research

2010 Peer Reviewed

Journals Vol 5

Number 2,

152-164

Bowers-

Collins Jennifer A Systems Approach to


IJER-

International

2010 Peer Reviewed

Journals Vol. 5, Issue

2, 152-167

36

an Assessment Culture Journal of

Educational

Research Campbell Michael NAFTA's Main

Objectives included the

Achievement of

Economic Growth &

Development in the First

Fifteen Years: Were

These Goals Realized?

IJAISL-

International

Journal of

Accounting

Information

Science and

Leadership

2010 Peer Reviewed

Journals Volume 2,

Issue 4, pp

28-38

Etienne Eisenhower Taguchi quality

specification categories

and the computation of

six sigma metrics:

analytical and service

industry anomalies and

their managerial

implications

IJSSCA-

International

Journal of Six-

Sigma and

Competitive

Advantage

2011 Peer Reviewed

Journals Vol. 6, No. 4,

P. 243

Evans Charles 360 Approach to

Assessing Cross-Cultural

Intelligence: The Use of

Film

JIP- Journal of

Instructional

Pedagogies

2010 Peer Reviewed

Journals

Evans Charles Africa's Global Economic

Integration and National

Development: A

Management Framework

For Attracting FDI

JMPP- Journal

of Management

Policy and

Practice

2010 Peer Reviewed

Journals Vol 11, Iss.5,

pp 34-48

3.4.2 Minimum Faculty Qualifications

The minimum academic qualifications for a tenure track faculty member shall be a

bachelor's and master's degree in a discipline closely related to the faculty member's

instructional assignments (except in unusual circumstances that must be justified

individually). Professional degrees, licenses, certifications and other professional

experience also will be considered in the evaluation process. List appropriate

information here that was not included in the response to 3.3.1.SBI Standards for

Faculty Qualifications

Faculty members teaching in the facilities management program, just as faculty with the

University, per the University’s Faculty Credentialing Policy (see Appendix 3.4.2), must

have a minimum of a master’s degree in a discipline closely related to the faculty member’s

instructional assignments.

3.4.3 Academic Preparation of Faculty

A minimum of 50 percent of the regular full-time faculty members assigned to teach in

the program shall have an earned doctorate or terminal professional degree. The

committee may grant exceptions to this standard if the institution has a program in

place that will bring the institution into compliance within a reasonable time.

List faculty and their corresponding degrees below:

37

SBI and SOA both exceed the minimum threshold of 50 percent of the regular full-time faculty

members having an earned doctorate or terminal professional degree.

Name Highest Degree Earned and Year

Accounting

Bates, Ira W. PhD, 2000

Drumming, Saundra PhD, 1982

Henderson, Harold MBA, 1982

Holloman, Derek PhD, 2008

Reeder, Craig MS, 1977

Smith, Wilbur PhD, 1984

Swirsky, Steven PhD, 2004

Business Law

Ravenell, William JD, 1968

Washington, John JD, 1994

Architecture

Goodwin, Robert MArch, 1976

Lewis, Elizabeth MArch, 1982

Martineau, Thomas MArch, 1971

Pugh, Thomas MArch, 1974

Finance

Campbell, Michael PhD, 2001

Islam, Mazhar PhD, 1986

Osagie, Johnston PhD, 1991

Holloman, Derek PhD, 2008

Information Systems

Barrington, Beverly MS, 2003

Suarez-Brown, Tiki PhD, 2001

Burnett, Garry PhD, 2008

Operations Management

Etienne, Eisenhower PhD, 1982

Statistics

Nkansah, Paul PhD, 1983

Engineering Management

Ridley, Dennis A. PhD, 1982

Sutterfield, J. Scott PhD, 1994

Management

Bowers-Collins, Jennifer PhD, 2008

Bradford, Amos PhD, 1980

Friday-Stroud, Shawnta PhD, 1997

Houston, Rashada MBA, 2000

38

Murphy, Angela PhD, 2001

Rosier, Kenyatta MBA, 2002

White, LaTanya MBA, 2003

International Affairs, minor in Marketing

Shabazz, Daaim PhD, 1998

Marketing

Davis, Bobby PhD, 1982

Evans, Charles PhD, 1982

Hightower, Jr., Roscoe PhD, 1997

Nwakanma, Hudson PhD, 1988

Singleton-Jackson, Annette PhD, 2002

3.4.4 Selection and Appointment Policies

Policies and procedures utilized in the selection and appointment of regular faculty

shall be clearly specified and shall be conducive to the maintenance of high-quality

instruction. Include a copy of the institution’s selection and appointment policy here:

Upon hire, the college, school or institute shall provide tenure criteria to eligible faculty

employees.

If a Faculty employee is initially appointed to the rank of instructor or to a position including

an appointment status modifier determined by the University not to be tenure earning, and is

subsequently appointed to a tenure earning position, all or a portion of the Faculty

employee’s prior service in such a non-tenure earning position may be counted toward time

required for tenure, provided the President or President’s designee specifically agrees in

writing to credit such service.

3.4.5 Tenure and Reappointment Policies

Faculty tenure and reappointment policies and procedures shall be comparable to other

professional program areas in the institution. Requirements in the areas of teaching,

service and scholarly activity shall be clearly specified for faculty in facilities

management. Briefly show that facilities management faculty tenure and

reappointment policies are comparable to other departments in the institution.

Given that faculty teaching in the Facilities Management program will be in both School of

Business and Industry and the School of Architecture, the University’s Tenure Regulation

and the Tenure Guidelines for both the School of Business and Industry and the School of

Architecture are delineated. Per FAMU Regulation 10.204 (which is stated below), tenure

may be granted to faculty employees in tenure earning positions across all academic

disciplines, including facilities management, within the University. The tenure process is

supplemented by the Board of Trustees/United Faculty of Florida (BOT/UFF) Collective

Bargaining Agreement for those employees who are members of the faculty collective

bargaining unit.

39

Nomination of a faculty employee for tenure by his or her respect school or college shall

signify that the President is satisfied that the candidate will continue to make significant

professional contributions to the academic unit, the University, and to society.

Tenure in the University – A faculty employee who has been granted tenure by the BOT shall

have the status of permanent member of the faculty and be in the continuing employment of

the University until he or she:

1. Resigns;

2. Retires;

3. Is dismissed for just cause under the provision of University rules or the BOT/UFF

Collective Bargaining Agreement; or

4. Is discontinued pursuant to the layoff provisions in the University’s regulations, and

the BOT/UFF Collective Bargaining Agreement.

Faculty Reappointment All SBI faculty, except (1) those holding visiting appointments, (2) those who are appointed

for less than one academic year or, (3) those with less than five years of continuous service

who are on "soft money" e.g., contracts and grants, sponsored research funds, and grants and

donation trust funds, are entitled to written notice that they will not be offered further

appointment as follows:

a) For faculty in their first two years of employment, one full semester;

b) For faculty with two or more years of continuous service, one full year.

In the event of a break in service for more than one semester in one full year or more than

two semesters in two full years, only service following such break shall be counted for

purposes of determining length of service. Paid or unpaid leaves shall not be considered a

break in service. Faculty not entitled to written notice of non-reappointment shall have the

following statement included in their employment contracts: "Your employment hereunder

will cease on the date indicated, no further notice of cessation of employment is required."

Tenure earning Appointments Tenure earning faculty appointments to the ranks of assistant professor, associate professor,

and professor do not include the appointment status modifiers of joint, acting, adjunct,

provisional, visiting, research, clinical, courtesy, honorary affiliate or phased retirement.

Appointments that include the appointment status modifiers multi‐ year, joint, provisional,

visiting, research, clinical or affiliate may or may not earn time toward tenure, as determined

by the President or President’s designee at the time of appointment to a tenure earning

position. Employees with appointment status modifiers of joint, provisional, visiting,

research, clinical or affiliate will be notified in writing at the time of appointment of the

tenure earning status of the position. In the event the position is not designated as a tenure

earning position, the time in the non tenure earning position may be counted toward tenure

earning eligibility upon being appointed to a tenure earning position.

Upon hire, the college, school or institute shall provide tenure criteria to eligible faculty

employees.

40

If a Faculty employee is initially appointed to the rank of instructor or to a position including

an appointment status modifier determined by the University not to be tenure earning, and is

subsequently appointed to a tenure earning position, all or a portion of the Faculty

employee’s prior service in such a non-tenure earning position may be counted toward time

required for tenure, provided the President or President’s designee specifically agrees in

writing to credit such service.

Eligibility for Tenure Nomination

Only those Faculty employees serving in tenure earning positions as described above are

eligible to be recommended for tenure at the University. Tenure shall not extend to

administrative appointments in the general faculty or administrative and professional

classification plans.

Except for Faculty employees who by virtue of prior service credited at the time of their

appointment, are eligible for consideration earlier, a decision whether to nominate a Faculty

employee for tenure shall normally be made during the sixth year of continuous full time

service, or equivalent part time service, in a tenure earning position. The word “normally” as

used in this rule takes cognizance of the fact that an employee may satisfy the requirements

for tenure in his/her department or equivalent unit after 4 or 5 years of continuous full time

service, or equivalent part‐ time service. It also implies that an employee’s tenure earning

eligibility may be deferred for a certain period. An employee’s written request for early

tenure consideration is subject to the University’s written agreement. Continuous

employment for the purpose of tenure earning eligibility consideration for full time service

shall mean employment during at least 39 weeks of any 12-month period. Continuous

employment for the purpose of tenure‐ earning eligibility consideration for part time service

shall mean employment during at least one semester of any 12-month period. Part time

service of an employee employed at least one full semester in any 12-month period shall be

accumulated. For example, two semesters of half time service shall be considered one half

year of service for purposes of tenure eligibility.

The number of years of previous tenure earning service at other institutions of higher

education which the President or President’s designee may agree to approve as credit toward

a Faculty employee’s eligibility time for tenure shall be agreed upon in writing at the time of

employment, subject to the following restrictions: the President or President’s designee may

approve credit for not more than two years of tenure earning service for a Faculty employee

hired as an assistant professor, not more than three years for a Faculty employee hired as an

associate professor, and not more than four years for a Faculty employee hired as a professor.

Time spent by a Faculty employee under joint appointment or exchange within or without the

State University System (SUS) on a duly established personnel exchange program of the

University or on a special assignment for the benefit of the University or for the SUS shall be

counted toward the time for fulfillment of eligibility for tenure. In all such cases, the faculty

employee shall be so informed in writing at the time leave is granted.

Time spent on uncompensated leave shall not be credited as time earned toward tenure,

except by agreement of the Faculty employee and the President or President’s designee. In

41

deciding whether to credit uncompensated leave toward tenure eligibility, the President or

President’s designee shall consider the relevance of the employees activity while on such

leave to the employee’s professional development and to the employee’s field of

employment, the benefits, if any, which accrue to the University by virtue of placing the

employee on such leave, and other appropriate factors. Time spent on compensated leave

shall be credited as time earned toward tenure, unless the Faculty employee and the President

or President’s designee agree in writing that such leave is not to be credited.

Granting of Tenure

By the end of six years of continuous full time, or equivalent part time service in a tenure

earning position in the University, a Faculty employee shall be nominated for tenure or given

notice that further employment will not be offered, in the affected position with reason(s)

why the employee was not nominated for tenure.

Applications for tenure are normally submitted to the University at the beginning of the

faculty employee’s sixth tenure earning year, in accordance with the Tenure and Promotion

Schedule provided by the Provost.

The tenure review process shall include the following steps:

1) A recommendation from the employee’s supervisor.

2) A poll by secret ballot and recommendation of the tenured members of the department or

unit.

3) A poll by secret ballot and recommendation from the college/school/institute tenure and

promotion committee.

4) Recommendation from the dean/director of the college/school or institute.

5) A poll by secret ballot and recommendation from the University Tenure and Promotion

Committee.

6) Recommendation from the Provost.

7) Nomination by the President.

8) Approval of tenure by the Board of Trustees.

Tenure applicants shall be notified of the recommendations from the supervisor,

department/unit, college/school/institute, dean, and university committee. Any

recommendation for disapproval shall include the reason for the negative recommendation.

Upon nomination by the President and approval by the BOT, tenure shall be granted. The

decision shall normally be made at the May Board meeting, but no later than the following

meeting. The effective date of tenure shall be the date of approval by the BOT. Each

nomination for tenure shall be acted upon with careful consideration being given to the

qualifications of the faculty employee, including evaluation by colleagues and the immediate

supervisor. In making judgments pertaining to the decision to award tenure, evaluation of

research and other creative activities by qualified scholars, in pertinent disciplines, both

within and outside the University should be included. When one of the duties of the faculty

employee being nominated is teaching, the quality of the faculty employee’s teaching shall

be gauged by the standards outlined in this regulation, the BOT/UFF Collective Bargaining

42

Agreement, where applicable, as well as the regulation, which governs faculty evaluation and

the approved criteria of the appropriate academic department/unit.

With sufficient justification, an employee may be nominated by the President and approved

by the BOT for tenure at the time of initial appointment or prior to the fifth year of tenure

earning service. The President or President’s designee shall consider the recommendation of

the department or equivalent unit prior to making his/her tenure nomination.

GUIDELINES FOR THE EVALUATION OF APPLICATIONS FOR TENURE SCHOOL

OF SCHOOL OF BUSINESS AND INDUSTRY FLORIDA A&M UNIVERSITY Adopted

by the School of Business and Industry Faculty

In implementing the School of Business and Industry’s Tenure and Promotion Guidelines the

following criteria are paramount:

1. The parameters specified in the current SBI Tenure and Promotion Statement

(9/7/95);

2. The mission, goals and uniqueness of SBI;

3. The requirements and standards for accreditation; and

4. The nature of SBI work assignment.

Research Framework

A research framework identifies a broad variety of research contributions that can earn points

toward meeting SBI research standards. See Exhibit 1, Page 13 “Research Framework.”

These contributions may be classified as pure or basic, applied or professional, or

instructional research. Each contribution listed has a range of potential points possible as well

as a maximum potential weight. Actual scores achieved are dependent on an overall

assessment of quality, importance, impact, and relevance to SBI’s mission an goals.

Scoring and Standards

Using the research framework a total score can be determined. In addition to a total score, a

candidate must meet certain minimum standards as related to specific research components.

For example, an applicant for Associate Professorship that has chosen a teaching focus must

achieve a minimum point score and must at a minimum demonstrate publications of either

two books and/ or journals as well as a delivery of one paper at a professional or academic

meeting.

Qualifying Standards

Each item submitted for research credit will be subject to appropriate qualifying standards.

For example, if someone submits software it will be subject to proof that it truly was

developed and not copied. In this case, an audible trail of debugging would have to be

produced. In the case of books, their impact, not mere publication, will be assessed. In the

case of manuals, credit will be reserved or skewed to those who do the original work and not

merely edit or improve the work of others.

For a listing of qualifying standards and elaboration on point assignment related to specific

research items see Exhibit 2 - “Implementation Qualifications and Caveats.”

43

Evaluation Standard

Applications are evaluated based upon a candidate’s selection of a teaching or research focus.

The standard for those who select a teaching focus is “credible research” as evidenced by

external publications, methodological innovations, and/ or course development. Goals and

documentation of positive results are required. “The standard for those who select a research

focus is “research of impact.” Effective research and/ or creative activity evidenced by

professional publications in refereed journals, professional periodicals, or books, will be

recognized. In all cases, mere publication is not sufficient. Rather, quality of the published

work must be taken into account by supervisor evaluation and peer evaluators where

practical.

Additionally, Professional Leadership Development faculty is presumed to select a teaching

focus. They are required to meet the same minimum score requirements as academic faculty.

However, the specific research components required of academic faculty can be satisfied by

substitution. For example, professional leadership development faculty applying for any rank

must present a minimum number of papers at professional or academic meetings. However,

such activity is not part of a PLD faculty’s job description. Accordingly, a substitute is

required. (See Associate Professor teaching focus.)

Evaluation of Applications

Given SBI’s research standard, applications must be evaluated for tenure or promotion to

either associate or full professor. Further, each academic faculty application must be

reviewed on the basis of either a teaching focus or a research focus. Professional Leadership

Development faculty is reviewed on a teaching focus basis only. In cases where an applicant

has a joint appointment, his or her evaluation will be based upon his or her designated

primary area- either academic or professional development.

Exhibit 3A - “Summary of Tenure and Promotion Requirements for Academic Faculty”

capsules both the minimum score and minimum research component standards for academic

faculty. Exhibit 3B- “Summary of Tenure and Promotion Requirements for Professional

Development Faculty” capsules the minimum score and minimum research component

standards for professional development faculty.

Associate Professor: Teaching Focus

A minimum total score of 24 points is required for promotion to the rank of Associate

Professor. Additionally, a minimum publication component of two (2) books and/ or journal

articles is required. These articles need not be refereed. The applicant must also have

presented one paper at an academic or professional meeting.

Professional Leadership Development (PLD) faculty may substitute (1) PLD Manual rated 5

or 6 and/ or; (2) new courses, curricula innovations, and/ or methodologies if rated 6-10; and/

or (3) administrative projects rated 6-10, for the two book and/ or journal requirement.

A PLD applicant may have one written case with instructional materials or instructional

software as a substitute for the one paper presentation requirement.

44

Associate Professor: Research Focus

A minimum total score of 40 points is required for promotion to the rank of Associate

Professor. Additionally, a minimum publication component of three (3) books and/ or

refereed journal articles in two areas of the three research categories- pure/ basic,

professional/ applied, and instructional. The applicant must also have presented three (3)

papers at academic or professional meetings.

Tenure: Teaching Focus

A minimum total score of 29 points is required to earn tenure. Additionally, a minimum

publication component of two (2) books and/ or journal articles is required. One of these

articles must be refereed. Also, these publications must be in two of the three research

categories- basic/ pure, applied/ professional, and instructional. The applicant must also have

presented two (2) papers at academic or professional meetings.

PLD faculty may substitute (1) PLD Manual rated 5 or 6 and/ or; (2) new courses, curricula

innovations, and/ or methodologies if rated 6-10; and/ or (3) administrative projects rated 6-

10, for the two book and/ or journal requirement.

A PLD applicant may have two written cases with instructional materials and/ or

instructional software, as substitute. See above structure.

Tenure: Research Focus

A minimum total score of 50 points is required to earn tenure. Additionally, a minimum

publication component of three (3) books and/ or refereed journal articles in two areas of the

three research categories- pure/ basic, applied/ professional, and instructional. The candidates

also must have one article published in a professional or pedagogical journal. This

publication need not be refereed. Accordingly, this requirement may or may not increase the

total number of required journal articles. This applicant must also have presented three (3)

papers at academic or professional meetings.

Full Professor: Teaching Focus

A minimum total score of 45 points is required for promotion to the rank of Full Professor.

Additionally, a minimum publication component of three (3) books and/ or refereed journal

articles. The applicant must also have presented four (4) papers at academic or professional

meetings.

PLD faculty may substitute (1) PLD Manual rated 5 or 6 and/ or; (2) new courses, curricula

innovations, and/ or methodologies if rated 6-10; and/ or (3) administrative projects rated 6-

10, for the three book and/ or journal requirement.

A PLD applicant may have four (4) written cases with instructional materials and/ or

instructional software as substitute.

Full Professor: Research Focus

45

A minimum total score of 70 points is required for promotion to the rank of Full Professor.

Additionally, a minimum publication component of five books and/ or refereed journal

articles in two areas of three research categories: pure/ basic, professional/ applied, and

instructional. The applicant must also have presented six (6) papers at academic or

professional meetings.

General Standards

Only those research activities completed while at SBI are included in Research evaluations.

All activities must also bear Florida A&M University citation to be used as part of the SBI’s

Research evaluation. Research activities submitted for consideration for Associate Professor

can be used for a Tenure application. Research completed prior to gaining a previous

promotion does not qualify for credit toward a subsequent promotion; that is, no double

counting.

EXHIBIT 1: RESEARCH FRAMEWORK

ELIGIBLE RESEARCH Pure / Applied/ Instr

Weight

Pure/ Basic

Refereed Journals 10 6-10

Research Monograph 7 3-7

Scholarly Books 10 6-10

Chapter In Book 6 2-6

Book Reviews 1 .25-1

Journal Reviews or Editorial Service 2 .5-2

Proceedings from Scholarly Meetings 5 2-5

Papers Presented at Academic Meetings 4 1-4

Publicly Available Working Papers 1 .25-1

Papers Presented at Faculty Research Seminars 1 .25-1

Applied/ Professional

Professional book 10 6-10

Chapter in book 6 2-6

Professional Journals 10 6-10

Professional Presentations 4 1-4

Public/ Trade Journals 6 3-6

In-house Journals 3 1-3


Papers presented at Faculty Workshop 0.25 .0-.25

Journal Reviews or Editorial Service 2 .5-2

Professional Workshops (External) 5 2-5

Instructional

Manual (PLD) 6 2-6

46

Textbooks (Mission Consistent) 10 6-10

Textbook (Traditional) 6 3-6

Chapters in Book 6 2-6


Publications in Pedagogical Journals 10 6-10

Written Cases with Instructional Materials 5 2-5

Instructional Software 4 2-4

Publicly Available Materials Describing the

Design and Implementation of New Courses,

Curricula, or Methodologies

10 1-10

Experimental Instructional 2 .5-2

Faculty Internship Research Report 3 1-3

Program Service (Academic/ Professional)

Discussant 2 .5-2

Panel 2 .5-2

Session Chair 2 .5-2

Track Chair 3 1-3

Program Chair 4 2-4

Administrative/ Special Projects 10 1-10

EXHIBIT 2: IMPLEMENTATION QUALIFICATIONS AND CAVEATS

The following specifies the factors considered in point assignments for each eligible research

contribution. Also, qualifications and caveats are indicated to assure minimum quality

standards.

Pure or Basic Research

Refereed Journals: Are classified into three categories: A-10, B-8, C-6, Co-authored

publications receive full credit. The number of authors is limited three.

Research Monographs: Evaluation based on the extent of new knowledge, material

extension of existing knowledge, and impact on academic or professional area.

Monographs are classified into three categories: A- national/ International (7), B-

Regional (5), and State (3). Publishing a research monograph in and of itself does not

guarantee the assignment of any points. Only research monographs that meaningfully

address the above criteria will earn points.

Scholarly Books: Receive between 6 and 10 points based on their evaluation. The

evaluation of scholarly books is based upon the extent of new knowledge developed,

material extension of existing knowledge, and impact on academic or professional area.

The mere publication of a scholarly book in and of itself does not guarantee the

47

assignment of any points. Only books that meaningfully address the above criteria will

earn points.

Chapters in Books: Receive between 2 and 6 points. The evaluation of a book chapter is

based upon the extent of new knowledge developed, material extension of existing

knowledge, and impact on academic or professional area. The mere publication of a

chapter in a book in and of itself does not guarantee the assignment of any points. Only

chapters in books that meaningfully address the above criteria will earn points.

Proceedings of Scholarly Meetings: Classified into three categories: A-

National/International (5), B- Regional (3.5), and C- State (2). A paper published in the

proceedings of a scholarly meeting will only receive additional points (6-10) for journal

publication if it is modified and enhanced.

Book Review: Receive between .25 and 1 point. Evaluation is based upon the quality of

review and where published.

Journal Reviews & Editorial Service: Classified into three categories: A- National/

International (2), B- Regional (1), and C- State (.5).

Papers Presented at Academic Meetings: Classified into three categories: A- National/

International (4 points), B- Regional (2.5), and C- State (1). When a presented paper is

published in the proceedings of the conference, only the highest score will be credited.

There cannot be double counting.

Publicly Available Working Papers: Evaluated according to their potential for publication

and receive between .25 and 1 point.

Papers Presented at Faculty Research Seminars: Receive between .25 and 1 point.

Evaluation is based on their ability to meet the objectives stated in the paper, the

appropriateness of the research methodology, potential for publication and relevance to

SBI mission.

Applied/Professional

Professional Books: Receive between 6 and 10 points. Evaluation is based upon extent of

impact, relevance of profession, industry, published reviews, and number of copies sold.

The mere publication of a scholarly book in and of itself does not guarantee the


earn points.

Chapters In Books: Receive between 2 and 6 points. The evaluation is based upon the

extent of impact, relevance of profession, industry, published reviews, and number of

copies sold. The mere publication of a scholarly book in and of itself does not guarantee

the assignment of any points. Only chapters in books that meaningfully address the above

criteria will earn points.

48

Professional Journals: Classified into two categories: A- (9-10), and B- (6-8). Co-

authored publications receive full credit. The number of authors listed is limited to three.

Professional Presentation: Professional presentations are classified into 3 categories: A-

National/International (4), B- Regional (2.5), and C- State (1). In cases where the quality

of the presentation is not apparent, the committee will request additional information to

assure credibility and quality of the presentation in question.

Public Sector/Trade Journals: Classified into two categories: A (5-6), and B (3-4).

In-House Journals (FAMU): Receive between 1 and 3 points. Evaluation is based upon

their ability to meet objectives stated in the paper, appropriateness of the research

methodology and relevance to SBI mission.

Book Reviews: Receive between .25 and 1 point. Evaluation is based upon the quality

review and where published.

Papers Presented at Faculty Workshop: Receive between 0 and .25 points.

Journal Reviews and Editorial Service: Classified into three categories: A- National/

International (2), B- Regional (1), and C- State (.5).

Professional Workshops (External): Classified into three categories: A- National/

International (5), B- Regional (3.5), and C- State (2). When a specific workshop’s value

is not readily apparent, applicant must provide the additional documentation to make its

point assessment.

Instructional

Manual (PLD): Receive between 2 and 6 points. Manuals are credited to the principle

investigator (s). The evaluation of Manuals is based upon innovativeness, value of

prescribed methodology, contribution to program, volume of work in evidence, and

uniqueness of model design. Credit is reserved and skewed to those which are original

work and not merely edits or improvements of the work of others. A review panel/ team

composed of PLD staff along with at least one academic faculty member will

independently review the work and submit a recommendation to the SBI Research

Committee. Additionally, the appropriate PLD administrator will evaluate the work and

submit a recommendation to SBI Research Committee. Both recommendations will

include an assignment of points ranging between 2-6.

Textbooks (Mission Consistent): Receive between 6 and 10 points. The evaluation is

based upon contribution to SBI’s mission, curricula, and goals. Also, innovation and

cross-functional application are deemed important. The mere publication of a textbook in

and of itself does not guarantee the assignment of any points. Only books that

meaningfully address the above criteria will earn points.

49

Textbooks (Traditional): Receive between 3 and 6 points. The evaluation of traditional

textbooks is based upon the number of adoptions and quality or prestige of the schools

adopting the book. The mere publication of a textbook in and itself does not guarantee the


earn points.

Chapters In Books: Receive between 2 and 6 points. The evaluation of chapters in books

is based upon the number of adoptions and quality or prestige or prestige of the schools

adopting the book. The mere publication of a chapter in a book in and of itself does not

guarantee the assignment of any points. Only chapters in books that meaningfully address

the above criteria will earn points.

Publications in Pedagogical Journals: Classified into three categories: A- (10), B- (8), C-

(6). Co-authored publications receive full credit. The number of authors is limited to

three.

Written Cases with Instructional Materials: Receive between 2 and 5 points. Evaluation is

based upon contribution, impact, and relevance to SBI mission, curricula, and goals. The

cross-functionality of a case is important and receives more weight.

Instructional Software: Receives between 2 and 4 points. Evaluation is based upon

contribution to, impact on, and relevance to SBI’s mission, curricula, and goals. In all

cases, proof that it was truly developed and not copied must be available. For example, an

audible trail of debugging would have to be produced.

Publicly Available Materials Describing the Design of New Courses, Curricula, and

Methodologies: Receive between 1 and 10 points. Credit is earned only by the principle

investigator (s). Evaluation of the contribution of new courses, curricula and

methodologies is based upon the extent of innovation and creativity, contribution and

impact on SBI’s mission, goals, and curricula, and the volume of work in evidence. If the

candidate is a PLD faculty member, a review panel/ team composed of PLD peers along

with at least one academic faculty member will independently review the work and

submit a recommendation to the SBI Research Committee. If the candidate is an

academic faculty member, a review panel/ team composed of academic faculty peers

along with at least one PLD faculty member will independently review the work and

submit a recommendation to the SBI Research Committee. In cases where the content of

the contribution three categories: A- National/ International (2), B- Regional (1), and C-

State (.5). In cases where a program is not obviously recognizable, additional information

must be provided to assure credibility and quality of the service in question.

Faculty Internship Research Report

Discussant

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Panel: Organizing and serving on a panel are classified into three categories: A-

National/International (2), B- Regional (1), C- State (.5). In cases where a program is not

obviously recognizable, additional information must be provided to assure credibility and

quality of the service in question.

Session Chair: Contributions to academics and professional meetings as a Session Chair

will be classified into three categories: A- National/ International (2), B- Regional (1), C-

State (.5). In cases where a program is not obviously recognizable, additional information


Track Chair: Organizing a track of academic and/ or professional meetings is classified

into three categories: A- National/ International (3), B- Regional (2), and C- State (1). In

cases where a program is not obviously recognizable, additional information must be

provided to assure credibility and quality of the service in question.

Program Chair: Organizing the entire program of academic and/ or professional meetings

is classified into three categories: A- National/ International (4), B- Regional (3), and C-

State (2). In cases where a program is not obviously recognizable, additional information


Administrative/ Special Projects: Special projects or administrative assignments given by

the Dean or Executive Committee will receive between 1 and 10 points. Evaluation of

special projects or administrative assignments is based upon volume of work, relevance,

contribution and impact to SBI’s mission, goals and operations. The Dean or Executive

Committee will evaluate the work and submit a recommendation.

EXHIBIT 3A: SUMMARY OF TENURE AND PROMOTION REQUIREMENTS FOR

ACADEMIC FACULTY

Teaching Focus Research Focus

Associate Professor 24 Points

-2 books and/or non-research

journals

-1 paper presented at a meeting

40 Points

-3 books and/or research articles in 2

areas*

-3 papers presented at meetings

Tenure

29 Points

-2 refereed books and/or (1 R)

Journals

-1 article must be refereed*


50 Points

-3 books and/or R articles in 2 areas*


-1 article that is either in a pedagogical

or professional journal (NR)

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Full Professor 45 Points

-3 refereed books and/or journals

in 2 areas*


70 Points

-5 books and/or R journals in 2 areas*


R= refereed

NR= non-refereed

*Must be in 2 of the 3 research categories-pure or basic, professional or applied, and instructional.

GUIDELINES FOR THE EVALUATION OF APPLICATIONS FOR TENURE SCHOOL OF

ARCHITECTURE FLORIDA A&M UNIVERSITY Adopted by the School of Architecture Faculty

Preface

Faculty who apply for tenure will be reviewed by the appropriate committee in accordance with

the guidelines and criteria in the attached list. This list is not exhaustive and does not preclude

the fact that a committee is obligated to make a recommendation based upon considered

evaluation of all available information relating to a candidate. It is implicit, for example, that a

candidate will possess a basic integrity common to all professions. Likewise, while not so stated,

a committee is free to ask for the assistance of individuals both inside and outside the academic

community in making its recommendations.

In determining its recommendation for tenure, the School's review committee shall consider the

candidates adherence to accepted standards of moral, ethical, professional, academic, and

collegial conduct. It is understood that social behavior (in terms of the above-mentioned

standards) which is unpopular or lacking favor in the opinion of one's colleagues, is not an

appropriate basis for denial of tenure. However, conduct which is clearly detrimental to the

maintenance of the health and spirit of the School of Architecture community and is seen as

being capable of preventing the School from carrying out is educational missions shall be

considered appropriate justification for recommending denial of tenure. In such an event, the

committee shall be able to cite specific instances which demonstrate a clearly defined pattern of

such detrimental conduct.

It must be pointed out that the current education direction, needs, and mission of the School of

Architecture at the time of a candidate's review will always be factors that can mitigate any final

judgment no matter how a candidate may be evaluated otherwise.

The attached list of evaluation factors should be viewed as a guideline to the possible range of

skills, expertise, experience, and attitudes normally considered for promotion or tenure by the

appropriate committee. Candidates are encouraged, however, to provide any additional

information which they feel may strengthen their application.

Ultimately, all recommendations will be made through informed judgment and will reflect the

goals of the Florida A&M University School of Architecture to ensure fairness to the candidate

and the maintenance of academic excellence.

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Guidelines for Consideration of Applications for Tenure

Candidates for tenure in the School of Architecture shall normally be expected to meet the

following criteria:

Degree in applicant's field of teaching

Teaching or research experience (university level)

Teaching effectiveness

Professional license and/or experience

Research or creative activity, appropriate to applicant's field o f teaching

Activity and effectiveness in academic governance (School and University)

Community service (community; academic community; professional associations)

Master of Architecture or graduate-level degree in a closely related field is required. For

the area of History and Theory, the Ph.D. is expected.

Minimum of four academic years of full-time- equivalent teaching or research.

Consistent effectiveness as evidenced by the follow:

a) At least two recent terms of high student evaluation results in required courses

b) Peer and/or alumni recognition

c) Innovative teaching techniques

d) Scholarship activities relating to teaching and education

e) A critical reflective essay, 1000 words maximum.

In the area of architectural design (studio), two years of professional experience is appropriate.

Professional registration is desirable and can substitute for weakness in another area.

Record of sustained activity/achievements as evidenced by peer recognition in the field,

publications, awards, exhibits, or equivalent.

Evidence of sustained quality of service consisting of records of assignment to committees

etc. along with evidence of activity.

Evidence of sustained involvement and service.

The criteria shall be considered minimum expectations for tenure. In special circumstances, a

candidate's weakness in one of the above areas may be offset by strengths in other areas. In

addition to the formal University application with its attached materials, the review committee

shall consider at least three letters of recommendation, two of which should be from

within the School of Architecture, and any other material deemed by the candidate to support the

application with respect to the above areas. It may call upon expert advice from outside or from

within the School, to properly assess the significance and quality of work or evidence submitted

for consideration.

As required by the University, any recommendation for rejection of an applications must be

accompanied by a letter specifying the criteria which, in the committee's opinion, have not been

met.

Evaluation Factors for Assessment of Faculty Performance by Committees Making Promotion

and Tenure Recommendations

I. Teaching Ability- The Committee shall consider;

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a. Assessments by faculty colleagues

b. Assessments by alumni

c. Evaluation by students (through consistent history of evaluation questionnaires)

d. Quality, currency, and appropriateness of course contents

e. Evidence of recognition outside the School.

II. Research, Publications, Professional Practice, and other Creative Activities- The

Committee shall consider the quality, appropriateness, and significant of:

a. Funded and unfunded research endeavors

b. Publications--books, articles, reviews, and papers

c. Professional registration

d. Achievements and recognition in other creative pursuits

e. Presentation of papers at seminars and conferences

III. Academic, Professional, and Community Service The Committee shall consider the

quality and significance of:

a. Service on University and School committees and other academic bodies

b. Student advising and counseling activities

c. Contributions to University and School management and quality of life

d. Service in local, state, and national professional organizations and

governmental bodies

e. Civic and community activities.

Elaboration of Evaluation Factors

I. Teaching Ability: The term "appropriateness" as used below should generally be

understood as appropriateness relative to the overall policy, aims, and objectives of the

School and University; the state of the art in architecture; the particular field of a given

course; and the level of students for whom the course is intended. In assessing teaching

ability; the committee shall consider factors such as the following:

a. Appropriateness of course content and objectives

b. Adequate preparation and mastery of subject matter

c. Intrinsic popularity and character of the subject matter

d. Appropriateness of course organization

e. Appropriateness and effectiveness of teaching methods and techniques

f. Effectiveness in conveying subject matter to students, stimulating their

curiosity and desire to learn, and developing critical thinking and creative abilities

g. Ability to create an atmosphere conducive to learning

h. Availability for out-of-class consultation; openness for questions and

discussion in class

i. Appropriateness, timelines, and fairness of evaluation and grading practice. For

example, students should receive sufficiently frequent feedback on their progress

and standing in a class, and it should be stated clearly at the beginning what the

bases for evaluation will be.

The committee may consider various kinds of evidence in assessing a candidate's

teaching ability such as:

54

a. Student evaluation questionnaires

b. Assessments and comments by colleagues (both in letters of recommendation

and informal polling)

c. Quality of student work

d. For example, the quality of design projects (as presented in design critiques and

juries) and theses for terminal projects prepared under a candidate's guidance

e. Assessments and comments by alumni

f. Nominations for teaching awards by colleagues and students

g. Evidence of recognition for skillful teaching from sources outside the school

course materials such as course outlines, lecture notes and other class handouts,

assignments, and examinations.

II. Research, Publications, Professional Practice, and Other Creative Activities

The factors listed under this category are clarified as follows:

a. Funded and unfunded research endeavors

b. Research may be at any developmental phase and should eventually lead to a

publication, paper or some other suitable method of announcing results.

c. The research should be consistent with the mission of the School and in the

case of unfunded research, should be accountable in terms of direction and

impact.

d. Publications--books, articles, reviews, editing, and papers. This may be in the

form of formal publication (through established publishers, journals, etc.) or, in

unusual situations, self-generated publications. Non-refereed articles and papers

must be supported by evidence of field.

e. Where a project is in progress, the committee may evaluate the quality of the

work or request assistance beyond the committee in doing so.

f. Professional registration. Registration or licensing in the area of faculty

practice (architecture, engineering, etc.) shall be taken as a positive indication of

professional competence and involvement.

g. Professional practice and consulting. This includes self-employment as well as

working with another firm, agency, or organization. Professional practice and

consulting should be of excellent quality as recognized by other professionals in

the field.

h. Lectures, visits, and workshops. Includes lectures at other schools and for

professional organizations and visits as critic, seminar leader, or curriculum

consultant. Workshops, seminars, and conferences organized or managed would

also be included.

i. Achievements and recognition in other creative pursuits. This covers activities,

accomplishments, and recognitions in other areas, such as the arts allied to

architecture. Art exhibits, publications, shows, travel grants, special honors and

awards, and journal articles about the individual would fall in this category.

III. Academic, Professional, and Community Service.

a. Service to University and School committees and other academic bodies.

55

Committee work should include active participation on standing and ad hoc

committees of the University and the School of Architecture. Assumption of

leadership roles is highly desirable.

b. Student advising and counseling activities- Student advising and counseling is

an important aspect of every faculty member's responsibilities and excellence, and

extraordinary efforts in this area will be recognized.

c. Contributions to University and School management and quality of life-

Assumption of administrative or organizational responsibilities within the

University or School is necessary for the well-being of the entire School of

Architecture community and will be recognized as positive contributions.

d. Service in local, state, and national professional organizations-Service to

professional organizations could include membership and active participation in

local, state, or national chapters of professional or educational organizations. In

addition, service to public regulatory or advisory bodies relating to the practice of

architecture or its allied disciplines is recommended. This includes organizations

such as code authorities, planning and zoning commissions, or downtown and

neighborhood improvement authorities.

e. Civic and Community Activities- As the interest of the School and University is

broad based, it is noted that the word community as used here can mean

organizations of people from the international to neighborhood scale. Service

under this category can be to organizations such as charities, museums, art

foundations, human rights organizations, youth organizations, or others not

necessarily directly related to the practice of architecture. Service as an elected or

appointed official of government is also considered as is personal or non-

organizational activities that benefit the community. Personal service may be in

the form of direct involvement and commitment, advocacy of public issues, or

notable support of a worthy individual or cause.

3.4.6 Faculty Loads

Faculty teaching, advising and service loads shall be comparable to those in other

professional program areas at the institution. Consideration shall be given in faculty

teaching-load assignments to high contact hours resulting from laboratory and studio

teaching assignments. Briefly explain how facilities management faculty loads are

comparable to that of other departments.

Per the FAMU/UFF Collective Bargaining Agreement, the facilities management faculty

loads shall be comparable to faculty to their peers in SBI and SOA respectively. More

specifically, in regards to faculty assignments, a faculty member shall be given assignments

that would enhance the faculty member’s opportunities to fulfill applicable criteria for tenure,

promotion, and merit salary increases, or, if applicable, fixed multi-year appointments, and

merit salary increases. In making assignments, the University shall also be guided by the

following considerations:

1. The needs of the program or department;

56

2. The faculty member’s qualifications and experiences, including professional

growth and development and preferences;

3. The character of the teaching, research, and service assignments;

4. The time and material support needed to properly complete the assigned task(s);

5. The relative percentage of effort allocated in any assignment category (teaching,

research, service) in relation to the task(s) that need to be performed; and

6. The reasonable opportunity to fulfill applicable criteria for tenure, promotion, and

merit salary increases, or, fixed multi-year appointments and merit salary

increases.

Each employee shall be apprised in writing, at the beginning of the employment period and at

the beginning of each semester of employment, thereafter, of the duties and responsibilities

in teaching, research, and other creative activities, services, and of any other specific duties

and responsibilities assigned for that semester. A faculty member, if he/she wishes, will be

granted, upon written request, a conference with the person responsible for making the

assignment to express concerns regarding the assignment.

The period of an instructional assignment during an academic year shall not exceed an

average of seventy five (75) days per semester and the period for testing, advisement, and

other scheduled assignments shall not exceed an average of ten (10) days per semester.

Within each semester, activities referred to above shall be scheduled during contiguous

weeks with the exception of spring break. (For additional information see Article 8, UFF

Collective Bargaining Agreement.)

The workload of an SBI faculty member includes more than teaching responsibilities.

Faculty is expected to engage in an ongoing program of intellectual contributions, including

research and publication. Faculty is also expected to engage in professional service. This

policy clearly contemplates different work assignments among faculty members to be

negotiated between the department chair and the faculty member. Faculty load policies are as

follows:

1. The University's Faculty Handbook indicates that the standard workload for a full-time

faculty member is 24 credits per academic year (12 hours per semester). The basic

teaching load for SBI faculty will be an average of 9 credits per semester or 18 credits per

academic year per faculty member. In accordance with the 24 load credit/academic year

policy of the University, the average of 9 load credits for teaching implies an average of 6

load credits for intellectual contributions per academic year for the faculty of the School

of Business and Industry. This release time from teaching is to enable the faculty to meet

the intellectual contributions expectations associated with accredited business colleges.

Further, the 9-hour teaching load is not intended to be a limit, but an average minimum

load for the departmental unit. Also, in respect to individual faculty members, a load of

12 hours one semester and 6 hours the next semester may be negotiated and would be

57

viewed as having met the intended 9 hour regular semester teaching load for that faculty

member. Therefore, this guideline does not preclude a variation of teaching assignments

per faculty member, which may be more than or less than the 18 hour average target for a

department unit. Thus, larger and smaller regular teaching loads by individual faculty

members are not only possible, but considered desirable modifications to help the

department unit achieve its load targets.

2. It is further expected that departmental faculty assignments will be proportioned as 60%

teaching, 30% intellectual contributions, and 10% professional service. While the

departmental proportions of faculty workload shall be targeted at 60%, 30% and 10%,

individual faculty within the departments, in consultation with the department chair, may

choose a greater or lesser teaching or intellectual contributions load assignment. Thus,

individual faculty teaching load assignments for an academic year may vary from 50%

(15 credits) to 70% (21 credits) with corresponding changes of percentage points in

intellectual contributions. All faculty will be asked to choose a teaching load weight and

corresponding intellectual contributions load weight per academic year as follows:

Teaching

Load

Teaching

Weights

Intellectual Contributions

Load

Intellectual Contributions

Weights

21 70% 3 20%

18 60% 6 30%

15 50% 9 40%

Each faculty member may adjust the weights (by 10 percentage points) to be assigned to

teaching, intellectual contribution, and professional service for merit review purposes,

subject to the School of Business and Industry limitation that department weights

conform in aggregate to the School of Business and Industry targets of 60% teaching,

30% intellectual contribution, and 10% professional service.

3. Large classes (classes with 75 students or more) may be granted extra load credits. Extra

credits may be assigned on a sliding scale as enrollment increases. Alternatively, the

chair may award more merit to the faculty teaching component in the merit review

process.

4. The faculty workload policy required by the Florida legislature, Board of Trustees, and

FAMU Faculty Senate stipulates: “Load credit may be granted for scholarly

research/creative activity. A written research/creative activity proposal must be approved

by the department chair and by the Dean before load credit is assigned. The department

chair and deans will audit the project at the end of the academic year to determine

whether the accomplishments warrant continuing the load credit. Load credit may be

granted by the department chair in consultation with the dean for service in such areas as

university, college, or departmental committees, and professional organizations. Despite

difficulties of quantifying credit load equivalencies, department chairs and deans must

58

exercise judgment in assigning workload credits for intellectual contributions or

extraordinary service activities.”

5. Planning for load assignments should be conducted a year in advance of the assignments,

when course schedules are prepared. However, later changes in assignments may be

necessary and appropriate. Early each Fall Semester, the departmental chair will consult

with faculty to determine each faculty member's teaching and intellectual contributions

load for the following academic year. The process for awarding workload credits will

include (1) application by faculty for workload credits, and (2) assignment (approval) of

credits by the chair and dean. Faculty desiring workload credits for intellectual

contributions or extraordinary service must apply using the "Request for Research or

Service Credits" form. The form for assignment of load credit is to be prepared and

signed by the faculty member, the chair, and the dean.

School of Architecture Class Load Guidelines

The School of Architecture is a diverse program with diverse teaching pedagogy. Typical

full-time faculty members teach either three lecture courses or a design studio and a lecture

course. Typical faculty contracts require 80% teaching and 20% research. The School also

has a faculty member who is assigned 80% administrative tasks as coordinator of

recruitment, retention, and undergraduate academic advising, and 20% teaching.

3.5 Students

3.5.1 Admission and Retention Standards

Admission and retention standards shall be used to ensure that students enrolled are of

high academic quality. These standards shall compare favorably with the institutional

standards. Sources of information may include admission test scores, secondary school

rankings, grade point averages, course syllabi, course examinations, written

assignments and oral presentations. Supply examples here.

Admission and retention standards shall be used to ensure that students enrolled are of high

academic quality. These standards shall compare favorably with the institutional standards.

Sources of information may include admission test scores, secondary school rankings, grade

point averages, course syllabi, course examinations, written assignments and oral

presentations. Supply examples here.

SBI’s guidelines and processes for student admissions into its degree programs are clear and

consistent with the School’s mission. SBI’s processes for recruiting, selecting, and admitting

students (hereafter referred to as admissions) are closely aligned with its programmatic

strategy and its mission “to produce graduates capable of excelling as future leaders in global

business, industry, and commerce.” In addition, per the mission, all the School’s efforts to

recruit and admit students are carried out in ways supportive of the “University’s historic

59

mission of educating African Americans while recruiting students of all races and ethnic

origins with strong academic backgrounds committed to the pursuit of excellence.”

Undergraduate Students

Students interested in pursuing the BS in business (Accounting and Business Administration)

are admitted to the University under its regular processes and procedures2. Beginning with

the Fall 2010 incoming class, the University assigns all admitted business students the lower-

division classification of Pre-Business. Students retain this classification until they have

completed the following three-course sequence with a grade of B or better in each:

• Freshman Communication Skills II (or equivalent)

• Calculus for Business (or equivalent)

• Financial Accounting Principles

Upon successfully completing the sequence, students are transferred out of Pre-Business into

one of SBI’s degree-earning BS majors (Accounting and Business Administration).

However, those students who do not complete the three courses by the time they have

accumulated 60 hours of university credit are transferred out of Pre-Business (out of SBI)

into a non-business major (this cutoff is waived for students who transfer into the university

with 60 or more hours of college credit).2 SBI’s undergraduate admissions criteria are

consistent with its mission to produce future global leaders by “embracing the University’s

historic mission of educating African Americans while recruiting students of all races and

ethnic origins with strong academic backgrounds committed to the pursuit of excellence.”

Transfer Students

2 FAMU Admission requirement for First Time in College (FTIC) as of 10-25-11.

FTIC students applying to Florida A&M University for summer 2011 or later may be considered for admission based on the

following criteria:

a. An FTIC student may be admitted if he/she has a high school grade point average (GPA) of 3.00 or higher on a 4.00 scale

as calculated by the university regardless of test scores.

b. An FTIC student may be admitted if he/she has a high school GPA of 2.5 - 2.99 on a 4.00 scale as calculated by the

university. Course work from which a student has withdrawn with passing grades will not be included in the calculation. In

addition to achieving the minimum GPA, a student must achieve the minimum scores for each SAT Reasoning Test or ACT

section as outlined below:

SAT Critical Reading > 460 or ACT – Reading > 19,

SAT Mathematics > 460 or ACT – Mathematics > 19

SAT Writing > 440 or ACT –English/Writing >18

60

Applicants for admission who have previously completed 12 or more credit hours of

university coursework (post-high school) are processed as transfer students. Those with

fewer than 60 college credits must satisfy the University’s admission requirements for first-

time-in-college applicants. In addition, they must have earned a GPA of 2.0 or higher in their

prior college coursework, and must be in good academic standing at the last institution

(college) attended. By satisfying these criteria, transfer students gain entrance into SBI’s

lower-division Pre-Business program, from which they exit under the same requirements as

first-time-in-college students.

Slightly different admission requirements apply to transfer students seeking to enter SBI with

upper-division status. Specifically, to enter the Pre-Business program, transfer students who

have earned 60 or more university credit hours (including students seeking second BS

degrees and students holding either Associate in Arts degrees or Associate in Science degrees

awarded by a Florida university or college) need only show that they attained a GPA of 2.0

or higher in prior college coursework and that they remain in good academic standing at the

last institution (college) attended. They exit Pre-Business and enter one of SBI’s degree-

granting BS majors (Business Administration or Accounting) upon completing the three-

course sequence of prerequisites with a grade of B or better in each: Freshman

Communication Skills II (or equivalent), Calculus for Business (or equivalent), and Financial

Accounting Principles. Students who fail to successfully complete the courses are separated

from SBI and placed into non-business majors.

Retention Practices

SBI has academic standards and retention processes that produce high quality graduates and

are consistent with the school’s mission. The University’s student retention and separations

processes are well designed and well understood by students. As a result of the combined

retention and persistence to graduation efforts of the University and SBI, a comparatively

high proportion of undergraduate business students are retained within SBI and graduate with

BS degrees in Accounting and Business Administration.

In an effort to increase the University’s retention rates, the Provost and Vice President

created an Office of Retention and hired its Director in Fall 2008. The university-wide

Student Retention Policy Council (SRPC) was established by the Director of Retention in

response to the campus′ recognition of the importance of having a systematic and consistent

infrastructure that supports students academically and personally to insure their academic

success. The SRPC serves the following purposes:

1. To insure the development, implementation, and evaluation of a University Retention

Plan to retain students and facilitate graduation (as specified in the University Strategic

Plan and the Enrollment Management Plan);

2. To recommend campus policies and procedures that enhance retention efforts;

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3. To evaluate annually the goals and results of the Retention Action Plan;

4. To coordinate retention efforts with recruitment and enrollment management efforts;

5. To facilitate communication and interaction with the Enrollment Management Policy

Council (EMPC).

The University′s Chief Retention Officer (the Director of Office of Retention) serves as the

Chair of the SRPC. The membership of the Council is comprised of representatives from

Academic Affairs, Student Affairs, Administration and Finance and a student representative

from Associated Students, Inc. The Provost and Vice President for Academic Affairs, the

Vice President for Student Affairs and the Vice President for Administration and Finance

serve as ex officio members. The outcomes of the SRPC are communicated to each

academic unit.

Analogous to the University’s Office of Retention is SBI’s Office of Student Services, which

serves as the central hub for student retention activities. Foundational to SBI is the fact that

the academic standards for business students are consistent with SBI’s mission, collectively

emphasizing the value of a learning environment characterized by the values of ethics,

professionalism, accountability, respect, trust, caring, and excellence, in addition to the

remaining values in the SBI’s values statement. The School, through the Office of Students

Services, communicates extensively with students (via newsletters, Facebook, Twitter,

closed-circuit video, and personal visits to professional development classes) to inform them

of academic policies and student-service resources, while also providing students with

college survival skills to facilitate them in successfully navigating their way through SBI.

3.5.2 Scholastic Success of Students

Students in facilities management shall have scholastic success comparable to those in

other curricula at the institution. Grading practices in facilities management courses

shall be comparable to other departments and programs in the institution. Explain

grading practices here.

Faculty members, as reflected in their course syllabi, provide challenging projects and

assignments that allow students to actively demonstrate their knowledge and application of

the subject matter through individual and collaborative learning experiences. Faculty

members also spend time outside of class (e.g., study sessions, case competition preparation,

research projects, etc.) to actively engage students in the learning process through face-to-

face meetings and web-based meetings using Elluminate Live. Additionally, through formal

(e.g., returned examinations, graded assignments, etc.) and informal (e.g., individual

discussions during and after class, etc.) mechanisms, faculty members provide students with

frequent, prompt, and accurate feedback on their performance in individual and group

settings to facilitate their learning. These grading practices are consistent across all SBI and

SOA courses and programs.

The quality of work done by students at Florida A&M University including those within in

the School of Business and Industry and School of Architecture is indicated by the letter of

the alphabet as follows: A grade of “A”, exceptional; “B”, superior; “C”, average; “D”,

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passing but poor; “S”, satisfactory; “N”, no grade reported; “U”, unsatisfactory; “W”,

withdrew; “F”, failure; “I”, incomplete; “X”, audit; “TP”, thesis pending; “DP”, dissertation

pending; and “P”, pass. An “N”, preceding the aforementioned grades denotes failure of the

student to complete payment of registration fees.

A grade of “A” earns four grade points for each hour of credit; “B” earns three grade points;

“C” earns two grade points; “D” earns one grade point; “F” earns no grade points; and “X”

earns no grade points. A student’s term GPA is determined by dividing the number of hours

attempted for GPA into the number of grade points earned. Similarly, the cumulative GPA is

determined by dividing the total number of hours attempted for GPA into the total number of

grade points earned.

The grade of “W” is used only to denote that a student withdrew (or was withdrawn) from

the course or from the university.

A student who is passing a course but has not completed all of the required work by the end

of the term due to circumstances beyond the student’s control may, with the permission of

the instructor, be assigned a grade of “I”. Grades of “I” are not assigned to any course that a

student fails to attend or if a student withdraws from the university. A student should not

register for a course(s) in which incomplete grades have been received. If he or she does, the

original “I” will automatically be changed to a permanent grade of “F.”

Incomplete “I” grades will not count as hours attempted in computing cumulative grade point

averages. It is the responsibility of the student to make arrangements with the instructor for

the removal of an incomplete grade. All incomplete grades must be removed by the last day

of classes of the term in which the student is next enrolled, or the grade will be changed to

“F”.

Certain courses may be approved by the academic dean for satisfactory-unsatisfactory (S-U)

grades. Such courses would normally be outside a student’s major and minor fields and

would not be included in the grade point average. An “N” grade will be changed to a

permanent grade upon receipt of an official grade from the instructor.

Graduate students who are writing a thesis or dissertation may receive the grade of “TP”

(Thesis Pending) or “DP” (Dissertation Pending) if approved by their major professor. Once

the Thesis or Dissertation is successfully defended, the assigned grade must be an “S”

(Satisfactory).

Forgiveness Policy and Procedures

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An undergraduate student may improve his/her GPA by repeating an undergraduate course

(1000-4999) in which a grade of “D” or “F” was received. Only the grade and grade points

received in the final attempt shall be used in computing the student’s cumulative grade point

average. However, effective Fall 2004 only three such requests are available to the student

during the student’s undergraduate career. Such application for grade forgiveness must be

made at the appropriate time, in writing, to the Office of the Registrar. All attempts for a

given course and all grades will remain on the student’s transcript.

When a student repeats an undergraduate course (1000-4999) in which the grade of “D” was

previously received, the first attempt is forgivable under certain conditions:

I. The course is repeated because it is a major course or a course required by the

major where the minimum grade of “C” is required.

II. The course is repeated under Rule 6C3-4.09 of Florida A&M University where

the minimum grade of “C” is required.

A student must petition the advisor, department or division chairperson, dean or university

registrar in order to have this policy applied. Courses with numbers 5000-8999 are

specifically excluded. Graduate students and former students who have earned bachelor

degrees are excluded.

3.5.3 Placement Services

Appropriate services shall be available to assist with the placement of program

graduates. Placement of graduates shall be tracked and the effectiveness of the services

shall be evaluated by the administrative unit containing the facilities management

program. Explain placement and tracking services here.

Placement

The SBI Office of Career Development (OCD) manages the scheduling and placement of

student internships that are required in SBI’s undergraduate and Professional MBA

programs. The OCD also manages the scheduling of interviews for full-time placement with

SBI’s corporate partners that are conducted in SBI’s suite of 15 interview rooms or in the

FAMU University Career Center Office. The assistant director and relationship managers

within the OCD ensure that student internships, some of which are international, and other

career development experiences are stimulating, enlightening, informative, and directly

relevant the SBI’s academic programs. They also provide students with personalized

interaction as it relates to their academic interests in accounting/finance, marketing, and other

business disciplines as they seek internships and full-time employment.

In order to use the services provided by the Office of Career Development, students must

establish eligibility by completing an introduction/initial certification process to compete for

both internship and full-time opportunities offered through SBI’s Office of Career

Development (see description below). After completing the initial certification process,

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students are counseled to attend the various workshops/seminars on resume writing, mock

interview techniques, and University Career Fair Expos. These events are sponsored

throughout the academic year by corporate partners, student organizations, and one-on-one

by the staff of the OCD.

Surveys and reports submitted by students at the end of their semester-, two semester-, or

year-long internships have shown that internships provide students with valuable learning

experiences. Internships have also assisted students in determining career goals and paths.

Many students have received job offers from the firms with whom they have interned and

have since become valuable members of their respective organizations. In some instances,

students have added to or changed their areas of focus based on their internship experiences.

Therefore, internships enable students to learn and practice the skills required to excel as

successful future business leaders in global business per the SBI mission. Additionally,

SBI’s corporate partners also capitalize on the students’ internship experiences because

internships create opportunities for them to source a “pipeline for diverse talent.” As such,

per the mission, SBI is able to continue to “[develop] new, and [expand] existing, creative

partnerships with alumni, and private and public stakeholders [including corporate partners]

to maintain relevance and currency of [the] academic programs,” while helping students to

gain national and international exposure, as well as meaningful and relevant professional

growth opportunities.

Ultimately, the Office of Career Development is charged with assisting students in finding

challenging and rewarding internships and full-time employment upon graduation, although

department chairs and faculty members assist based on their relationships with various

partnering firms. The OCD services noted below help students (future business leaders)

prepare for and secure internships and full-time employment.

Tracking

SBI uses the placement rate data from the FETPIP and the University’s Exit Survey, along

with maintaining an in-house database that tracks the internship and full-time hire data for

students that use SBI’s OCD. All graduate students are required to use the OCD. But prior

to Fall 2010, undergraduate students were not required to use the OCD because internships

were not required in the pre-Fall 2010 undergraduate curricula. SBI’s 2005-2009 placement

rates for its graduate students and undergraduate students that used the OCD are shown

below) To continuously improve the School’s ability to assess its placement and continuing

education rates of all its students, including those that may not use the OCD, a revised Online

SBI Student Exit Survey was deployed during Spring 2011. This online exit survey will also

allow SBI to tailor the placement and continuing education questions, as well as expedite

receipt of the results. To continuously improve SBI’s ability to ensure that all its students

utilize the OCD, all undergraduate and Professional MBA students entering on the Fall 2010

curricula are required to use the OCD to meet the internship requirement. SBI will track and

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assess the placement of students in the Facilities Management program just as it does for

students in its other degree programs.

SBI Office of Career Development (OCD) Undergraduate and Graduate Placement Rates

2005-2006 2006-2007 2007-2008 2008-2009

Undergraduates 38%* 35%* 26%* 34%*

Graduates 74% 100% 100% 85%

*The percentage is of the total graduating undergraduate students for the specified academic

year. But, less than 50% of the undergraduates use the OCD. The placement rates are much

higher for those undergraduates that use the OCD.

3.5.4 Placement of Graduates

The initial placement, job titles, job descriptions and salaries of graduates shall be

consistent with the program goals and objectives. Follow-up studies of graduates shall

be conducted at least every five years. Summary statistics relating to follow-up studies

of graduates shall be made available to prospective students. These statistics shall

include placement rates as well as salary levels of program graduates. Supply examples

here.

As previously stated, SBI uses the placement rate data from the FETPIP and the University’s

Exit Survey, along with maintaining an in-house database that tracks the internship and full-

time hire data for students that use SBI’s OCD. All graduate students are required to use the

OCD. But prior to Fall 2010, undergraduate students were not required to use the OCD

because internships were not required in the pre-Fall 2010 undergraduate curricula. SBI’s

2005-2009 placement rates for its graduate students and undergraduate students that used the

OCD are shown below. To continuously improve the School’s ability to assess its placement

and continuing education rates of all its students, including those that may not use the OCD,

a revised Online SBI Student Exit Survey was deployed during Spring 2011. This online exit

survey will also allow SBI to tailor the placement and continuing education questions, as

well as expedite receipt of the results. To continuously improve SBI’s ability to ensure that

all its students utilize the OCD, all undergraduate and Professional MBA students entering on

the Fall 2010 curricula are required to use the OCD to meet the internship requirement.

Once students start graduating from the Facilities Management program, SBI will have the

summary statistics from its graduates and provide that information to prospective students

just as it does for its other degree programs.

3.5.5 Student Evaluation of the Program

Evaluations of the facilities management program shall be made by its graduates at

least every five years. Student evaluations of individual classes shall be conducted on a

regular basis. Supply examples here.

Once students graduate from the facilities management program, they will be included in the

activities discussed below.

Alumni Evaluation of the Program

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As part of the SBI Annual Heritage Day Program, SBI faculty and students meet with a

number of SBI graduates to discuss their career performance and the effectiveness of the SBI

curricula in meeting their career objectives and the SBI mission. They are also asked to

suggest any curricula changes or new directions that they consider necessary and useful to

elevate SBI standards and the quality of its graduates. Alumni also serve on SBI’s Advisory

Board. Additional input is solicited as alumni return to campus on recruiting visits and

special occasions, including when they visit select classes as guest speakers.

Student Evaluation of the Program

In the School of Business and Industry at Florida A&M University, the Course and Teacher

Evaluation of faculty by students are conducted annually during the Fall and Spring

semesters. The basic purpose of the evaluations is to reflect the relationship between faculty

and students in a formal teaching environment. There are eight (8) items on which students

rate faculty members. The stated student evaluations are reviewed and accounted for in each

faculty members’ annual evaluation.

Additionally, in SBI, students participate in the curriculum development and review process

in several ways. As a member of the Curriculum Committee, students participate in the final

decisions made by the committee. Second, the students are required to complete a

questionnaire at the end of each internship assignment where they are asked to evaluate their

internship experience and to assess their preparedness. They are given the opportunity to

make recommendations with respect to the curricula. Finally, when applying for graduation,

they are required to complete an exit survey where they are again asked to assess their

preparedness and recommend changes to the curricula.

Evaluations of the facilities management program shall be made by its graduates at least

every five years. Student evaluations of individual classes shall be conducted on a regular

basis. Supply examples here.

Alumni Evaluation of the Program

As part of the SBI Annual Heritage Day Program, SBI faculty and students meet with a

number of SBI graduates to discuss their career performance and the effectiveness of the SBI

curricula in meeting their career objectives and the SBI mission. They are also asked to

suggest any curricula changes or new directions that they consider necessary and useful to

elevate SBI standards and the quality of its graduates. Alumni also serve on SBI’s Advisory

Board. Additional input is solicited as alumni return to campus on recruiting visits and

special occasions, including when they visit select classes as guest speakers.

Student Evaluation of the Program

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In the School of Business and Industry at Florida A&M University, the Course and Teacher

Evaluation of faculty by students are conducted annually during the Fall and Spring

semesters. The basic purpose of the evaluations is to reflect the relationship between faculty

and students in a formal teaching environment.

Additionally, in SBI, students participate in the curriculum development and review process

in several ways. As a member of the Curriculum Committee, students participate in the final

decisions made by the committee. Second, the students are required to complete a

questionnaire at the end of each internship assignment where they are asked to evaluate their

internship experience and to assess their preparedness. They are given the opportunity to

make recommendations with respect to the curricula. Finally, when applying for graduation,

they are required to complete an exit survey where they are again asked to assess their

preparedness and recommend changes to the curricula.

3.5.6 Student Enrollment

Enrollment shall be adequate in each program area to operate the program efficiently

and effectively. The level of available resources shall be considered as a constraint on

the maximum number of qualified students to be admitted to the program. Enrollment

shall be tracked, and factors affecting enrollment patterns shall be identified and

analyzed. Enrollment projections shall be made that relate closely to short- and long-

range goals and resource needs. Explain how the program complies with these

requirements.

SBI projects to enroll 50 students in the Facilities Management program within the first two

years. Below is a detailed discussion on enrollment in other SBI programs.

Over the past five years, total student enrollment in SBI declined, but has started rebounding,

given that enrollment in Fall 2010 (see Table below is almost identical to that in Fall 2005,

differing by fewer than five students. Although the total enrollment is nearly the same, SBI’s

graduate students in 2010 only account for 6.1% of the student body versus 12.2% in Fall

2005. Even so, SBI’s enrollment rebound still lags the aggregate recovery experienced by the

University. SBI accounted for 10.3% of University enrollment in Fall 2010, down from the

11.4% in Fall 2005. As a result, over the last couple of years, SBI has embarked upon

aggressive, yet strategic, recruiting activities at the undergraduate and graduate levels to stop

and reverse the declining enrollment trend that has been experienced over the last five years.

Enrollment of SBI Students by Program and Level, Fall 2010

Major / Degree

Program

Count % Students Meeting

or Exceeding

Academic

Expectations ‡

Pre-Business 592 43.2% N/A

BS Business

Administration

474 34.6% 88.0%

BS Accounting 137 10.0% 93.7%

Professional MBA 83 6.1% 73.3%

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(UGRD)

Professional MBA

(GRAD)

40 2.9% 85.7%

One-Year MBA 44 3.2% 90.3%

Total 1,370 100.0% 87.5%

Special Efforts to Enroll Women and Under-Represented Students

SBI has successfully attracted a large number of women into its programs. During Fall 2010,

slightly over half of enrolled students were female, accounting for 52.4% of graduate

students and 50% of undergraduate students.

Although more than 50% of the School’s marketing and recruiting efforts (e.g., e-mail and

advertising campaigns in various Florida Community Colleges newspapers and magazines

such as the Florida Trend, participating in college fairs with ethnically diverse attendees,

hosting the College Board’s workshops for high-school counselors, etc.) are targeted to

majority markets, only 2.6% of business students enrolled in Fall 2010 were Hispanic, White,

Asian, or some other non-Black ethnicity. However, this percentage is expected to increase

as the School continuously improves its outreach to underrepresented communities, and as

the School enhances its curricular offerings to better accommodate the wide range of life

styles and career aspirations of prospective students

SBI specifies the student population it serves across its degree programs. SBI’s mission

specifically states that it “embrac[es] the [larger] University’s historic mission of educating

African Americans while recruiting students of all races and ethnic origins with strong

academic backgrounds committed to the pursuit of excellence” at the undergraduate and

graduate levels. A description of SBI’s degree programs with the corresponding demographic

profile of students is provided below. Goal One of SBI’s 2010 Strategic Plan (see Appendix

1) details the target enrollment growth by program.

Degree Program Descriptions and Student Demographic Profiles

Bachelor of Science Program Objective:

The objective of the Bachelor of Science program in Accounting and Business

Administration is to produce graduates capable of excelling as future leaders in global

business, industry, and commerce. SBI undergraduates are capable of performing effectively

and advancing within a variety of organizations and are prepared to pursue advanced degrees

at FAMU and elsewhere to realize their academic aspirations and further their career goals.

Student Demographic Profiles

For the 2009-2010 academic year, the School had enrollment of 1,179 students, of whom 337

were categorized as “pre-business.” This category represents students who want to enter the

School/University as business students, but have not yet attained the necessary credentials for

formal acceptance into the School. Of the 842 remaining students, nearly 90% were enrolled

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in the Bachelor of Science Program, approximately 7% were enrolled in the Professional

MBA Program, and approximately 3% were enrolled in the One-Year MBA Program.

Approximately 35% of the School’s student population is from outside the state of Florida,

including international students.

Continuous Improvement Activities in Student Recruitment/Enrollment

Per the School’s mission and Strategic Plan to make progress in the areas of recruiting and

enrolling students of all races and ethnic origins, targeted recruitment strategies aimed at

other minority students and international students have been undertaken. The School is

sending recruitment materials to all students in the State of Florida that meet the University’s

admissions requirements regardless of race or national origin. Out-of-state students,

including international students, meeting the University’s scholarship requirements are sent

recruiting materials.

Over the last year and a half, the School has instituted the “SBI Open House” concept to

recruit a diverse student population, in which several SBI Open Houses are held throughout

the academic year. The School also participates in conferences and other University

recruitment activities, such as the Annual Fall and Spring Previews sponsored by the

University, which bring large numbers of diverse students to the campus. Participation in

these activities is supported by the School and is included in the annual evaluations of faculty

and staff.

The School has also increased recruitment visitations to high schools in Florida, Georgia, and

other larger metropolitan area high schools outside of the State of Florida with diverse

student populations. These strategies are integrated into the School’s ongoing recruitment

efforts with specific recruitment objectives established for each recruiting class so that

performance can be reviewed against the set targets.

3.5.7 Advisory and Counseling Services

Adequate and timely advising and counseling services shall be available for students.

Outline available advising and counseling services here.

The administrators, faculty and staff of the School of Business and Industry support a

regularized system for monitoring individual students’ academic performance. Students’

grade point averages are monitored by a centralized system that is designed to ensure that

exceptionally strong or weak performance is noticed and receives timely recognition and

attention. But, it is the Office of Student Services that coordinates academic advising, which

is the backbone of the retention and persistence to graduation activities of the School.

Academic Advising

All SBI students are required to meet with their academic advisor 2-3 times a semester to

obtain course advisement, to map out an academic plan to graduate, to stay abreast of

University policies and procedures, and obtain advice and recommendations for various

70

domestic and international programs, scholarships, and opportunities that will enhance their

academic experiences in SBI. As previously stated, academic advisement is an integral part

of the retention and graduation of students. Automatic, system generated advisement holds

are placed on every SBI student each semester to ensure they are properly guided. Only the

student’s advisor can remove an advisement hold.

During the individual advisement process, advisors meet more frequently with “at-risk”

students that are on academic probation and suspension, as well as those that have been

identified or self-identified as “at-risk” because of various learning impediments. The

advisors refer “at-risk” students to the appropriate university-wide counseling center to

address the mental, health, psychological, learning impediments that they may have.

Individual Education Plans

Student who are identified as “at risk” are placed on an Individual Education Plan (IEP). This

plan calls for a thorough look into the student’s academic successes and struggles to develop

a plan of action to improve the student’s academic standing. The following factors are

evaluated to determine the causes of the academic difficulties: student work schedule,

extracurricular activities, study habits, short term and long term academic and career goals,

and other learning impediments. A meeting schedule of weekly, biweekly, monthly, or

bimonthly is developed to track the student’s performance throughout the reminder of their

academic career.

SBI Student Support Services (OSS)

In addition to the myriad of student support services provided by the University, SBI

provides complimentary, individualized student support services exclusively to business

students through its Office of Student Services (advisement and persistence to graduation

activities), Office of Career Development (career development activities and social

networking opportunities with corporate partners), Computer Laboratories, Accounting

Laboratory, Professional Leadership Development Program (co-curricular career and

leadership development activities), and Office of Resource Management (manages the

process of awarding graduate assistantships and some scholarships).

The mission of the Office of Student Services (OSS), in unison with the School of Business

and Industry and Florida A&M University, is to offer seamless student services and

resources, while promoting student development, student learning, and professionalism. The

Office of Student Services strives to provide the highest quality of academic advisement and

retention programming in an effort to enhance student success rates throughout SBI’s

undergraduate, professional and graduate programs.

The primary goal of the Office of Student Services is to promote student success by

encouraging the highest standards of achievement for all students. Academic advisors

provide proactive and interactive advisement to address academic and personal concerns of

all students. Students meet with their academic advisor two to three times a semester to

ensure that they fulfill their requirements and develop strategies for academic success. (See

71

Standard 7 above for additional information.) Students may also receive academic

advisement from department chairs and faculty members.

3.5.8 Ethical practices

Ethical practices shall be fostered, including equitable student tuition refunds and

nondiscriminatory practices in admissions and employment. Briefly explain such

practices below.

Nondiscriminatory Practices

Florida A&M University has an Office of Equal Opportunity Programs. It is the mission of

the Office of Equal Opportunity Programs (EOP) to ensure the University community

operates within a system of equity for all its constituents and all its operation as it relates to

federal and state laws. The vision of the Office of Equal Opportunity Programs is to

decrease the number of discrimination complaints through training methods and operations,

and utilize proactive measures to promote a more diverse University Community. The Office

of Equal Opportunity Programs is responsible for ensuring that employment at the

University, as prohibited by state and federal statues, continues to be on the basis of

qualification without regard to race, religion, color, age, sexual harassment, sex, disability,

national origin and veteran status.

The University's president has delegated to the EOP officer the authority and responsibility to

receive, conciliate and investigate complaints of discrimination and/or harassment and to

make recommendations concerning the disposition of complaints (see Appendix

3.5.8.1) employee or student who believes that he/she is a victim of harassment and wishes to

seek guidance.

The Americans With Disabilities Act (ADA) of 1990 extends to individuals with disabilities

comprehensive civil rights protection similar to those provided to persons on the basis of

race, sex, national origin, and religion under the Civil Rights Act of 1964. Title III of the

ADA prohibits discrimination on the basis of disability in places of public accommodation

by any person who owns, leases (or leases to), or operates a place of public accommodation.

Title III also establishes accessibility requirements for new construction and alterations in

places of public accommodation and commercial facilities. The office of EOP, through the

Americans with Disabilities Act (ADA) Coordinator, ensures that Florida A&M University

is in compliance with the ADA Act.

Tuition Refunds

The Florida A&M University (FAMU) Board of Trustees (BOT) sets the University’s tuition

within the guidelines set forth in the State of Florida’s Board of Governors tuition regulations

as it relates to tuition (see Appendix 3.5.8.2). See Appendix 3.5.8.3 for the FAMU BOT’s

most recent tuition, which went into effect Fall 2011. The FAMU Calendar provides notice

regarding tuition refund dates and terms to the students (Appendix 3.5.8.4).

72

3.6 Administration

3.6.1 Program Administration

Programs in facilities management are expected to have an identifiable, qualified

individual with direct responsibility for program coordination and curriculum

development. This individual should be a full-time faculty or administrative employee

of the institution. Identify and briefly describe this person’s role and qualifications.

The Dean has the ultimate responsibility of leading and directing the programs in the School

of Business & Industry. An Assistant Dean and five (5) Department Chairs are directly

responsible for managing the academic programs.

The Dean of SBI assigns program coordination and curriculum development duties and

responsibilities to the Assistant Dean, Department Chairs and a standing school-wide

Curriculum Committee. SBI is committed to the development of an innovative delivery

system (per the mission) that provides leading academic and professional leadership

development curricula.

3.6.2 Administrative Leadership

Individuals assigned to administer facilities management programs must demonstrate

effective leadership and satisfactory support for facility management. Supply examples

here.

The Dean of the School of Business and Industry at Florida A&M University is responsible

for carrying out administrative duties under the Provost and Vice President for Academic

Affairs; implementing rules and regulations by which the University is governed; nominating

and assigning duties and responsibilities to division directors and department chairpersons;

providing the general leadership in all administrative matters within the college or school,

and providing the overall leadership in all educational and research programs within the

college or school.

The Dean is the presiding officer of the faculty in his/her unit and represents his/her unit on

the Academic Deans’ Council, and advisory body to the Provost and Vice President for

Academic Affairs on academic policy matters. The Dean may also serve on the faculty in one

of the divisions/departments.

3.6.3 Administrative Support

There must be appropriate support for the facility management program from the

personnel holding leadership positions in the departments and colleges where the

facility management department is located. Briefly outline the administrative support

received by the facility management department.

The Assistant Dean of SBI is the program head for the Facilities Management program. The

Assistant Dean for Architecture Programs in SOA will coordinate the course offerings in

within the SOA. Additionally, the SBI Director of Student Services and the SOA

73

Coordinator of Recruitment and Retention along with their staff will provide the augmenting

academic student support services. Therefore, there is appropriate leadership and

administrative support for the Facilities Management program.

3.6.4 Support Personnel

Support personnel such as teaching assistants, student work-study assistants,

secretaries and service technicians shall be adequate to support program objectives.

Describe how the program’s support staff meets the department’s needs.

In an effort to support faculty members in meeting SBI’s mission-related activities, various

mechanisms, such as graduate assistants, administrative support staff, technological support

staff, equipment, software, etc., are provided for all SBI programs. With respect to the

Facilities Management program, the Assistant Dean has administrative support in the form of

administrative support staff, IT support staff, graduate assistants, and the necessary

equipment and supplies to meet the needs of the department and its students.

3.7 Facilities and Equipment

3.7.1 Adequacy of Facilities and Equipment

Physical facilities and equipment, which are suitable to serve the goals and objectives of

the program, shall be available for each program option. Explain how the program

meets this requirement.

SBI is housed in a LAN and WAN equipped, four-wing complex with 138,646 gross square

feet, of which 79,997 is net usable space. The SBI complex contains 16 classrooms, 15 team

rooms, a Board Room, and a 125-seat Presentation Room, all with audio and visual

equipment, as well as 15 interview rooms, a dual room computer lab, an accounting

laboratory, offices for 14 student-run companies and five (5) SBI-related student clubs, and a

host of faculty and administrative offices.

3.7.2 Support for Facilities and Equipment

Facility and equipment needs shall be reflected in the long-range goals and objectives

for the program, and sources of potential funding shall be identified. Supply examples

below.

In keeping with the School’s mission to provide an environment of continuous improvement

by acquiring and enhancing technological resources, within the last three years, the School

budgeted and spent over $100,000 to upgrade the technological infrastructure, equip select

classrooms and student computer labs with updated computer equipment, enable wireless

connectivity throughout the School, and provide faculty with the computing and

communication resources necessary to achieve collaboration and increased scholarly

production.

As indicated in SBI’s 2010 Strategic Plan (see Appendix 3.7.2), SBI has long-range goals

and objectives pertaining to anticipated facility and equipment needs for the program. The

74

funding sources are in allocated Education and General Funds allotted annually by the

Provost and Vice President for Academic Affairs as represented in the Expense and OCO

categories in SBI’s 2011-2012 Budget provide below.

SBI 2011-2012 Budget

Categories Amount

Sal. & Ben. 6,666,046

OPS 212,382

Expense 112,376

Mandatory 53,393

OCO 29,878

SPECIALS 0

Total 7,074,075

3.8 Computer Systems

3.8.1 Technical Support

Appropriate computer systems shall be available to students and faculty to cover

functions and applications in each program area. These systems may be on- or off-site

and centralized or decentralized as long as the systems are accessible to students and

faculty by means of remote terminals and/or input-output equipment. Describe

available computer systems.

As was mentioned previously, SBI is housed in a LAN and WAN equipped, four-wing

complex. The SBI complex contains a dual room computer lab that is accessible to students

and faculty. SBI technical support in conjunction with the University technical support is

adequate to high quality operations and instructional delivery. The infrastructure of the

School and University accommodates campus-based learning, distance learning, and

research.

3.8.2 Utilization of Computer Systems

Evidence shall indicate that students and faculty are making adequate and appropriate

use of computer systems. Supply examples below.

The sample list below demonstrates that faculty members are making adequate and

appropriate use of computers.

Recent short courses/seminars presented.




AAA- American

Accounting

Association

2010 Peer Reviewed

Proceedings

75

and Academic

Performance Finley-



F.A.M.O.U.S.

Framework and Case

Methodology

SMA- Southern

Management

Association

2010 Peer Reviewed

Presentations St.

Petersburg,

FL

Finley-



F.A.M.O.U.S.

Framework and Case

Methodology

SMA- Southern

Management

Association

2010 Peer Reviewed

Proceedings St.

Petersburg,

FL

Harper Vera Dress For Sucess:

Understanding the

Relationship Among

Student Attire,



Process and


Decisions

IABPAD-

International

Academy of

Business and

Public

Administration

Disciplines

2010 Peer Reviewed


Florida


to Leadership


and Healthcare

Management Programs

IABPAD-

International

Academy of

Business and

Public

Administration

Disciplines

2010 Peer Reviewed


Florida


Education Campus


the Educational &


2010 Sustainable

Florida

Conference:

Live, Manage,

Thrive


Gardens, F


"Embracing Our


FAMU Summit

SE Green Higher

Education and

K-12 School

Buildings: Case

Studies &

Community

Reconnections


FL


Collaborative


Viewpoints on

Foundation Design,

submitted Gretchen


Ham

26th National

Conference on

Beginning

Design


Charlotte


Higher Education


Campus Case Studies

4th Campus and

Community

Sustainability

Conference


76




Their Advice to

Colleagues

IABD-

International

Academy of

Business

Disciplines

2010 Peer Reviewed


Nevada


Consumer (DTC)


Drugs on U. S.A. Health


AAA- American

Accounting

Association

2010 Peer Reviewed

Presentations


Counseling: A look

Beyond College Job

Search

AAA- American

Accounting

Association

2010 Peer Reviewed





GRBER- Global

Review of

Business and

Economic

Research

2010 Peer Reviewed

Proceedings





IABD-

International

Academy of

Business

Disciplines

2010 Peer Reviewed


Nevada

Singleton-




SpMA- Sports

Marketing

Association

2010 Peer Reviewed

Presentations



of Business,

Industry, and

Economics

2010 Peer Reviewed


Florida

Recent publications:

Ashley




IJER-

International

Journal of

Educational

Research

2010 Peer Reviewed

Journals Vol 5

Number 2,

152-164

Bowers-




IJER-

International

Journal of

Educational

Research

2010 Peer Reviewed


2, 152-167

Campbell Michael NAFTA's Main


Achievement of

Economic Growth &


Fifteen Years: Were


IJAISL-

International

Journal of

Accounting

Information

Science and

Leadership

2010 Peer Reviewed

Journals Volume 2,

Issue 4, pp

28-38




IJSSCA-

International

Journal of Six-

2011 Peer Reviewed


P. 243

77

six sigma metrics:



their managerial

implications

Sigma and

Competitive

Advantage




Film

JIP- Journal of

Instructional

Pedagogies

2010 Peer Reviewed

Journals



Development: A


For Attracting FDI

JMPP- Journal

of Management

Policy and

Practice

2010 Peer Reviewed


pp 34-48

The research papers listed in the table below by SBI students demonstrate that students are

making adequate and appropriate use of computers.

School of Business and Industry Student Presentations at the 2012 International Conference on

Industry, Engineering, and Management Systems (IEMS) in

Cocoa Beach, FL, March 26-28, 2012

Student Paper Title and Description

Bryan Corner “Leola’s Crab Shack Live Case Study” –This live case study examines

Leola’s Crab Shack, a seafood restaurant in Tallahassee, FL. Using the Pro

Model Simulation software and accessing the company from direct contact

with the owner, the study evaluates customer frequencies, food preparation

time, and other variables to create a simulation of the company’s processes.

Kristin Leek “Combining Taguchi Experimental Methods to Optimize Design

Parameters” – This paper demonstrated how two different Taguchi

methods might be employed upon the same data set, first, to determine

which control variables are significant; and second, to optimize the values

of those control variables found significant. This approach is demonstrated

using the data from a turbine engine performance design experiment.

Tajadin Muhammad “Combining Taguchi Experimental Methods to Optimize Design

Parameters” – This paper demonstrated how two different Taguchi

methods might be employed upon the same data set, first, to determine

which control variables are significant; and second, to optimize the values

of those control variables found significant. This approach is demonstrated

using the data from a turbine engine performance design experiment.

Krystal Wilson “Crepe Vine’s Live Case Study” – This live case study is conducted for

Crepe Vine Restaurant in Tallahassee, FL, where the ingredients are laid in

front you where you see your order as it is prepared. The study uses Pro

Model computer color graphics animation simulation to evaluate the

effectiveness of Crepe Vine’s supply chain process.

Mandy Mosley “Auntie Anne Live Case Study” – This live case study examines Auntie

Anne’s, the world’s largest hand-rolled soft pretzels franchise known for

mixing, twisting, and baking pretzels to golden brown perfection in full

78

view of customers. This study determines customer frequencies, arrival

times, and other variables to create a simulation of the company’s process.

3.9 Financial Resources

3.9.1 Financial Support

The budget for the facility management program shall be adequate to support program

objectives. Explain below.

The University’s guiding principles for budget allocations and reductions as presented by

V.P. Hardee (CFO) to the Florida A&M University Board of Trustees on September 22,

2010, include the following: 1) Submit a Balance Budget; 2) Maintain the 5% statutory

requirement for reserve; 3) Maintain compliance with state laws, policies and regulations

(internal controls); 4) Teaching is the highest priority and faculty layoffs last resort; 5) Health

and Safety of the campus must not be sacrificed; 6) Preserve admission, financial aid, and

registrar office; 7) Review non-instructional activities in light of mission and productivity; 8)

Develop efficiencies in the university’s administrative areas to leverage technology and

ensure greater delivery of services to our students and vendors; 9) Review our academic

programs that are critical to the mission of the University and exhibit high productivity in

enrollment, graduation, research, service and teaching; 10) Maintain highly productive

accredited programs; 11) Identify new sources of revenue; 12) Institute a robust distance

learning program; and 13) Use the strategic plan to accomplish multi-year goals. SBI’s

guiding principles for budget allocations and reductions mirror that of the University, but at

the school-level. Therefore, SBI’s mission is the main driver of resources allocation, use,

and development. The School’s 2010 Strategic Plan (see Appendix 1), the President’s annual

objectives, and the results of SBI’s Annual FAMOUS Assessment Plans further refine the

allocation, use, and development of SBI’s resources. After prudently analyzing and

synthesizing the aforementioned data against the guiding principles, the Dean is required

annually to submit requests to and review with the Provost and Vice President for Academic

Affairs prior to budget allocations to ensure that sufficient financial, human, technological,

and physical resources are allocated from state appropriated Education and General (E&G)

funds to sustain and continuously improve current programs and mission critical activities.

SBI 2011-2012 Budget

Categories Amount

Sal. & Ben. 6,666,046

OPS 212,382

Expense 112,376

Mandatory 53,393

OCO 29,878

SPECIALS 0

Total 7,074,075

79

3.10 Library Services

3.10.1 Library Resources

The administrative units containing the facility management program or the

institutional library shall maintain a collection of current facility management

reference materials adequate to meet the curriculum and research needs of students

and faculty. Supply and explain examples.

The University Libraries provide traditional print and non-print resources, electronic access to

full text books and journals, bibliographic and abstracting databases, and numerous online

and traditional services, which are readily accessible to on-campus and off-campus students

and are sufficient in scope to support the current course offerings and degree programs with

SBI and SOA. Given that the courses in the Facilities Management curriculum are existing

courses, the collections maintain by the University Libraries is adequate to meet the

curriculum and research needs of students and faculty. The research listed below was made

possible by the holdings of the FAMU Libraries.

Recent short courses/seminars presented.




and Academic

Performance

AAA- American

Accounting

Association

2010 Peer Reviewed

Proceedings

Finley-



F.A.M.O.U.S.

Framework and Case

Methodology

SMA- Southern

Management

Association

2010 Peer Reviewed

Presentations St.

Petersburg,

FL

Finley-



F.A.M.O.U.S.

Framework and Case

Methodology

SMA- Southern

Management

Association

2010 Peer Reviewed

Proceedings St.

Petersburg,

FL

Harper Vera Dress For Sucess:

Understanding the

Relationship Among

Student Attire,



Process and


Decisions

IABPAD-

International

Academy of

Business and

Public

Administration

Disciplines

2010 Peer Reviewed


Florida


to Leadership


and Healthcare

Management Programs

IABPAD-

International

Academy of

Business and

Public

Administration

Disciplines

2010 Peer Reviewed


Florida

http://www.famu.edu/index.cfm?library

80


Education Campus


the Educational &


2010 Sustainable

Florida

Conference:

Live, Manage,

Thrive


Gardens, F


"Embracing Our


FAMU Summit

SE Green Higher

Education and

K-12 School

Buildings: Case

Studies &

Community

Reconnections


FL


Collaborative


Viewpoints on

Foundation Design,

submitted Gretchen


Ham

26th National

Conference on

Beginning

Design


Charlotte


Higher Education


Campus Case Studies

4th Campus and

Community

Sustainability

Conference





Their Advice to

Colleagues

IABD-

International

Academy of

Business

Disciplines

2010 Peer Reviewed


Nevada


Consumer (DTC)


Drugs on U. S.A. Health


AAA- American

Accounting

Association

2010 Peer Reviewed

Presentations


Counseling: A look

Beyond College Job

Search

AAA- American

Accounting

Association

2010 Peer Reviewed





GRBER- Global

Review of

Business and

Economic

Research

2010 Peer Reviewed

Proceedings





IABD-

International

Academy of

Business

Disciplines

2010 Peer Reviewed


Nevada

Singleton-




SpMA- Sports

Marketing

Association

2010 Peer Reviewed

Presentations

81



of Business,

Industry, and

Economics

2010 Peer Reviewed


Florida

Recent publications:

Ashley




IJER-

International

Journal of

Educational

Research

2010 Peer Reviewed

Journals Vol 5

Number 2,

152-164

Bowers-




IJER-

International

Journal of

Educational

Research

2010 Peer Reviewed


2, 152-167

Campbell Michael NAFTA's Main


Achievement of

Economic Growth &


Fifteen Years: Were


IJAISL-

International

Journal of

Accounting

Information

Science and

Leadership

2010 Peer Reviewed

Journals Volume 2,

Issue 4, pp

28-38




six sigma metrics:



their managerial

implications

IJSSCA-

International

Journal of Six-

Sigma and

Competitive

Advantage

2011 Peer Reviewed


P. 243




Film

JIP- Journal of

Instructional

Pedagogies

2010 Peer Reviewed

Journals



Development: A


For Attracting FDI

JMPP- Journal

of Management

Policy and

Practice

2010 Peer Reviewed


pp 34-48

Working collaboratively with the Collection Development Committee, the office of

Collection Management, in the FAMU University Libraries, is responsible for ensuring that

suitable resources to support the teaching, research, and service missions of the University

and its libraries are evaluated, selected, acquired and maintained. The Collection

Development Committee is made up of both library faculty, serving as subject librarians, and

classroom faculty who serve as departmental liaison.

82

3.11 Facility Management Program Major Advisory Committee

3.11.1 Program Advisory Committee

An advisory committee of knowledgeable professionals shall assist in the validation of

program content. If more than one program or program option is available, then

appropriately qualified facility representatives shall be added to the committee or more

than one committee shall be maintained. Evidence shall be presented to indicate the: (a)

procedures used in selecting members, (b) length of appointment, (c) organization of the

committee, (d) committee responsibilities, (e) frequency of meetings, and (f ) methods of

conducting business. Explain these items below.

Both school deans and faculty were consulted to determine original members. The

appointment length for board members is for three years. They may be reappointed for

subsequent three (3)-year terms. The inaugural chairman is responsible for starting the

board. There will be a vice president and a parliamentarian elected at the first meeting, as the

Advisory Board will operate using Robert’s Rules of Order. The Board, using a sub-

committee structure is organized in order to deliver advice and guidance to the facilities

management program on a regular basis. Initially, the Advisory Board or its sub-committees

will meet quarterly to ensure the program’s progression out of the “provisionally accredited”

status.

3.11.2 Advisory Committee Meetings

The program advisory committee shall meet at least once each year. Provide date of last

meeting and anticipated date of next meeting.

The anticipated date of the SBI Facilities Management Advisory Board meeting is September

2012.

83

5. Standards for Accreditation – Required Areas of Knowledge

Accredited Degree Programs are required to meet the objectives outlined in each of the 10

principal areas described later in this section and are based on an outcomes assessment. The

self-study must include an appraisal of the overall program objectives and include all of the

material outlined in section 3.3.

The included tables are guidelines for achieving those minimum standards. It is understood

that some programs may be at variance with these topics but may still be able to achieve

acceptable compliance with this standard. A checklist is provided at the end of each narrative

in the self-study for evaluation of the program in that specific area of knowledge.

Context in the standard and self-study means the basic classroom instruction for the specific

area of knowledge, other than those listed in the FM competencies. FM competencies that are

included in each area of knowledge are those defined by IFMA as necessary to be an

excellent FM practitioner and earn the designation of Certified Facility Manager. In the

“Course ID” column, more than one course may be listed as delivering the competency. If

necessary, comments may be added in the “Additional Information” column.

84

5.1 Leadership and Management (Professional practice)

Facility managers should understand organizational, managerial, ethical and legal principles

for the delivery of facility management services. They should also understand the

relationship between the facilities unit, overall organizational structure and other divisions.

Special emphasis should include: the history of facility management; leadership; regulatory

issues; legal issues; corporate culture; organizational frameworks; organization of the facility

management function and team; policy and procedures; contracts and contract documents;

accountability; and personnel management.

ID Area of Knowledge Course

ID

Additional Information

Context

1 Ethical and Legal responsibilities and concerns BUL 4130 Legal Environment of

Business

2 History of Facility Management ARC

5018

Facility Management &

Maintenance

3 International facility management issues ARC

5018


Maintenance

4 Facility management industry structure ARC

5018


Maintenance

5 Concepts and responsibilities of the FM profession and how they

relate to other related professions

ARC

5018


Maintenance

FM Competencies

#1 Plan and Organize Facility Function

6 Create a mission for facility function ARC

4318 Programming & issues

7 Assess business trends nationally, regionally and globally MAN

4720 Business Policy

8 Plan facility function activities ARC

2303 Design and Facility plan

9 Organize facility function ARC

2303 Design and Facility Plan

#2 Manage Personnel Assigned to the Facility Function

10 Provide leadership GEB 4932 Senior Seminar &

Leadership II

11 Plan staffing needs and requirements MAN

3025 Principles of Management

12 Hire, contract, reassign, retrain, right-size and coordinate

personnel assignments

MAN


13 Coordinate work performed as contracted services MAR

4841 Services Marketing

14 Evaluate performance and support personnel development MAN

3025 Principles of Management

#3 Administer the Facility Function

15 Administer policies, procedures and practices BCN

3700 Construction Management I

16 Administer the acquisition, distribution and use of material

resources

BCN

2230 Materials & Methods I

85

17 Maintain documentation systems BCN

3720

Construction Planning &

Scheduling

18 Plan, assure and evaluate service delivery BCN

3700 Construction Management I

5.2 Operation and Maintenance

An understanding of how a facility, its people, equipment and operations are serviced and

maintained is essential for a facility manager. The facility manager must be able to oversee

acquisition, installation, operation, maintenance and disposition of building systems,

furniture and fixtures, grounds and exterior elements. The facility professional also

recommends policies and develops standards, practices and procedures for the operation and

maintenance of facilities.


ID

Additional

Information

Context

1 Maintenance management (predictive, preventive and corrective) ARC

4610

Environmental Systems in

Architecture

2 Develop standards, practices, policies and procedures for facility

operation and maintenance

ARC

5018


Maintenance

3 Computer aided facility maintenance and operation systems ARC

1160

Arch Computer

Applications

4 Building systems and related technologies ARC

2470 Intro to Technology

5 Ancillary FM functions ARC

5018

5a Food services ARC


5b Transportation and fleet management ARC


5c Warehouse operations ARC


5d Waste management ARC


6 Energy management ARC


6a Primary energy and site energy ARC

4610


Architecture

6b Energy efficient strategies in facility operation and maintenance ARC


6c Load management (peak and off-peak, demand and energy) ARC

4610


Architecture

#1 Oversee Acquisition, Installation, Operation, Maintenance

and Disposition of Building Systems (Competency 1)

7 Access a facility’s needs for building systems BCN

4617 Construction Estimating 1

8 Recommend building systems ARC


9 Oversee the acquisition, installation, operation and maintenance of

building systems

BCN

3720

Construction Planning &

Scheduling

86

10 Monitor and evaluate how building systems perform ARC

4610


Architecture

11 Determine and administer the allocation of building systems’

resources

MAN


12 Monitor and evaluate how buildings perform ARC

4610


Architecture

#2 Manage the Maintenance of Building Structures and

Permanent Interiors

13 Evaluate the building structures and permanent interiors ARC

2470

Intro to Tech of

Architecture

14 Manage the maintenance of cleaning needs of building structures

and permanent interiors

ARC

2470

Intro to Tech of

Architecture


and Disposition of Furniture and Fixtures

15 Assess needs and oversee acquisitions ARC

2470

Intro to Tech of

Architecture

16 Recommend and establish policies, practices and procedures for

furniture and fixtures

ARC

2470

Intro to Tech of

Architecture

17 Evaluate furniture and fixture performance ARC

2470

Intro to Tech of

Architecture

18 Manage the maintenance and cleaning of furniture and fixtures ARC

2470

Intro to Tech of

Architecture


and Disposition of Grounds and Exterior Elements

19 Assess the effect of climate and extreme environmental conditions

on grounds and exteriors

ARC

2470

Intro to Tech of

Architecture

20 Assess the need for alterations in grounds and exteriors ARC

2470

Intro to Tech of

Architecture

21 Recommend and establish policies, practices and procedures for

grounds and exteriors

ARC

2470

Intro to Tech of

Architecture

22 Evaluate grounds and exterior elements performance ARC

2470

Intro to Tech of

Architecture

23 Manage the maintenance and custodial needs of grounds and

exteriors

ARC

2470

Intro to Tech of

Architecture

5.3 Planning and Project Management

It is essential that a facility practitioner understand facilities and their components. This includes

the impact of the facility on factors such as: individual and organizational effectiveness;

construction, and maintenance costs; and the environment. The facility manager must master

techniques and procedures for analyzing, planning, programming, designing, constructing,

specifying, furnishing, equipping, occupying and evaluating facilities. The facility professional

must be able to develop facility plans; manage all phases of projects; manage programming and

design; and manage construction and relocation. Special emphasis should include: long-range

and master planning for facilities; space forecasting, planning and management; the design-build

cycle; project management; forming and managing the project team; standards; justifying

budgets and project estimating; major procurements; interior design; specifying and ordering;

codes, regulations, and standards; and management of designers, architects, engineers and other

specialists.

87

ID Area of Knowledge Course ID Additional Information

Context

1 Long-range, strategic and tactical planning ACG 3361 Cost Accounting for

Facility Managers

2 Processes for planning, programming, designing, constructing

and occupying facilities ARC 4318 Architectural Programming

3 Basic building types and their affects on organizational

functions ARC 4318 Architectural Programming

4 Project management processes BCN 3720 Construction Planning and

Scheduling

5 Cost estimating techniques BCN 4617 Construction Estimating I

6 Building codes, regulations, and standards BCN 2230 Materials and Methods I

FM Competencies

#1 Develop Facility Plans

ARC

2303/GEB

4931

Architectural Design/Senior

Seminar & Leadership II

7

Interpret the overall business goals, the organizational

strategies used to accomplish those goals, and linking the

facility planning to business planning

MAN 4720 Business Policy

8 Develop, maintain, and evaluate long-term, interim and short-

term facility plans MAN 4720 Business Policy

#2 Plan and Manage Projects BCN 4617 Construction Estimating I

9 Define project scope ARC 2303 Architectural Design 2.1

10 Identify project teams ARC 2303 Architectural Design 2.1

11 Develop project plans (include corporate and design

standards) and alternative strategies ARC 2303 Architectural Design 2.1

12 Identify and secure necessary resources BCN 4617 Construction Estimating I

13 Develop bid specifications (includes furniture and fixtures) BCN 4617 Construction Estimating I

14 Setting compliance and performance criteria BCN 4617 Construction Estimating I

15 Develop and coordinating the approval process BCN 4617 Construction Estimating I

16 Coordinate and monitoring the project BCN 4617 Construction Estimating I

17 Identify, evaluate and control change orders BCN 4617 Construction Estimating I

18 Evaluate project results BCN 4617 Construction Estimating I

#3 Manage Program and Design

19 Manage and evaluate programming ARC 4318 Architectural Programming

20 Manage and evaluate design ARC 4318 Architectural Programming

#4 Manage Construction and Relocation

21 Manage and evaluate construction projects BCN 3700 Construction Management I

88

22 Manage and evaluate relocations BCN 3700 Construction Management I

5.4 Communication

The ability to communicate effectively with management, users, staff and other professionals is a

critical skill for facility managers. Effective communication involves the ability to receive

information as well as share it. Special emphasis should include: listening skills; proper grammar

and clear use of language; oral and graphic presentations; letter, e-mail, and report writing;

formal and informal communications; proper use of electronic communications media; and use

of multimedia devices.


Context

1 Effective communication and reporting skills in

the following areas ENC 1101 and English Composition 1

1a Writing GEB 3213 Prof Bus Comm & Report

Writing

1b Speaking GEB 1091, 1092, 2081,

2082, 3083, 3084

Professional Leadership &

Development

1c Presentations GEB 1091, 1092, 2081,

2082, 3083, 3084


Development

1d Listening GEB 1091, 1092, 2081,

2082, 3083, 3084


Development

2 Comprehend financial, graphic and technical

information and documents GEB 3213

Prof Business

Communication & Writing

FM Competencies

#2 Communicate Effectively ENC 1102 and English Composition

3 Use effective communication strategies GEB 1091, 1092, 2081,

2082, 3083, 3084


Development

4 Clarify interpretations and confirm

understanding

GEB 1091, 1092, 2081,

2082, 3083, 3084


Development

5 Use communication technologies effectively GEB 1091, 1092, 2081,

2082, 3083, 3084


Development

6 Conduct effective group meetings GEB 1091, 1092, 2081,

2082, 3083, 3084


Development

7 Negotiate for services, resources, information

and commitments

GEB 1091, 1092, 2081,

2082, 3083, 3084


Development

8 Establish personal and professional networks GEB 1091, 1092, 2081,

2082, 3083, 3084


Development

89

5.5 Finance

Facility management functions include: facilities investment decisions; budget development and

execution; taxation; control of expenditures; and operational and long-term planning of facilities

and the facility management unit. They require a working knowledge of accounting, financial

and economic principles and procedures in order to manage the finances of the facility function.

This includes making the most effective use of funds to maximize the value of the owner's

equity.


ID

Additional Information

Context

1 Financial analysis and justification of facilities decisions ACG 2021 Financial Accounting Principles

1a Life-cycle costing ECO 2013 Principles of Economics I

1b Payback analysis, net present value ECO 2013 Principles of Economics I

1c Depreciation ECO 2013 Principles of Economics I

2 Financial and managerial accounting ACG 2021 Financial Accounting Principles

3 Risk management and analysis ACG 2021 Financial Accounting Principles

FM Competencies

#1 Manage the Finances of the Facility Function ACG 3361 Cost Accounting for Facility

Managers

4 Analyze financial data pertaining to facilities and facility

services ACG 3361

Cost Accounting for Facility

Managers

5 Develop, implement, and manage building occupancy

charge back system ARC 5018

Facility management &

Maintenance

6 Prepare and manage capital and operational budgets ACG 3361 Cost Accounting for Facility

Managers

7 Monitor revenues and expenditures to contain costs ACG 3361 Cost Accounting for Facility

Managers

8 Manage the financial obligations of the facility function ACG 3361 Cost Accounting for Facility

Managers

5.6 Human and Environmental Factors

The work environment contributes to employee health, safety, performance, comfort, satisfaction

and quality of work life. It also contributes to organizational effectiveness and the attainment of

organizational goals and plans. The actions of organizations also have substantial impact upon

the natural environment. The facility manager must develop and administer programs that

provide a productive work environment that is also compatible with excellent environmental

sustainability practices. Therefore, it is necessary that graduates understand and be able to

integrate concepts concerning relationships between the physical work environment and social,

psychological and physiological needs of employees. It is also critical that graduates understand

the relationship between facilities and organizational effectiveness and performance. The facility

professional must develop and implement practices that promote and protect health, safety,

security, the quality of work life, the environment and organizational effectiveness. Facility

90

managers shall have as their primary goal the management of safe, humane and functional work

environments in the context of sustainable ecological practices.


ID

Additional

Information

Context

1 Environmental, psychology and physiology Science Any FAMU Physical

Science covers

2 Human factors/ergonomics Science Any FAMU Physical

Science covers

3 Environmental protection, laws, and regulatory acts: ECP 4211 Occupational Safety

and Health

3a Energy efficacy and emission reduction ARC 4610

Environmental

Systems in

Architecture

3b Water conservation and run-off management ARC 4610

Environmental

Systems in

Architecture

3c Materials reuse and recycling ARC 4610

Environmental

Systems in

Architecture

3d Solid waste reduction and management ARC 4610

Environmental

Systems in

Architecture

4 Sustainability practices:

4a Building life cycle stages and concepts ARC 4610

Environmental

Systems in

Architecture

4b Environmental impact analysis ARC 4610

Environmental

Systems in

Architecture

4c Renewable energy ARC 4610

Environmental

Systems in

Architecture

4d Functional flexibility and technological adaptability ARC 4610

Environmental

Systems in

Architecture

#1 Develop and Implement Practices that Promote and Protect

Health, Safety, Security, the Quality of Work Life, the

Environment and Organizational Effectiveness

5 Evaluate and manage the facility’s support of organizational goals and

objectives ECP 4211

Occupational Safety

and Health

6 Monitor changes in laws and regulations and assure that the facility is

in compliance ECP 4211

Occupational Safety

and Health

8 Monitor changes in the people who use and visit the facility ECP 4211 Occupational Safety

and Health

9 Monitor information and trends about human and environmental

concerns ECP 4211

Occupational Safety

and Health

10 Provide training to maintain safe and effective use of the facility ECP 4211 Occupational Safety

and Health

11 Direct the development and administration of environmentally

conscious programs ECP 4211

Occupational Safety

and Health

91

12 Conduct due diligence studies (liability analysis) ECP 4211 Occupational Safety

and Health

#2 Develop and Manage Emergency Preparedness Procedures ECP 4211 Occupational Safety

and Health

13 Develop emergency preparedness plans ARC 2470 Intro to Technology of

Architecture

14 Assure people are trained in emergency preparedness procedures ARC 2470 Intro to Technology of

Architecture

15 Assure all emergency systems are tested ARC 2470 Intro to Technology of

Architecture

16 Assure emergency procedure drills are conducted ARC 2470 Intro to Technology of

Architecture

17 Develop disaster recovery plans ARC 2470 Intro to Technology of

Architecture

5.7 Quality Assessment and Innovation (Research and analytical methods)

A fundamental premise of facility management is that research-based knowledge should form the

foundation for practice. This commitment to the use of research-based information requires

students to be consumers of research-generated knowledge and tools and, on occasion, to carry

out or manage research. With this understanding of research and analytical methods, facility

practitioners evaluate conflicting priorities and know when and how to apply knowledge and

procedures. The facility manager also must manage the following processes: assessing the

quality of services and the facility's effectiveness; benchmarking; audit activities; and

developmental efforts of facility services to make innovative improvements in facilities and

facilities services.


Context

1 Literature search STA 2023 Intro Probability & Statistics

2 Basic descriptive and inferential statistical methods STA 2023 Intro Probability & Statistics

3 Presentation of Statistical information STA 2023 Intro Probability & Statistics

4 Understanding research design and methodologies STA 2023 Intro Probability & Statistics

5 Interpreting research STA 2023 Intro Probability & Statistics

FM Competencies

#1 Manage the Process of Assessing the Quality of

Services and the Facility’s Effectiveness

6 Assure customer surveys are conducted MAR 3023 Principles of Marketing

7 Assure processes are documented MAR 3023 Principles of Marketing

8 Select methods to collect, verify and analyze data MAD 2120 Finite Mathematics

9 Improve the facility and service delivery processes MAR 3023 Principles of Marketing

10 Monitor and promote the quality process MAR 3023 Principles of Marketing

11 #2 Manage the Benchmarking Process

12 Establish benchmarks ACG 2071 Managerial Accounting

Principles

92

13 Determine the potential for improved performance ACG 2071 Managerial Accounting

Principles

14 Integrate finding into the facility management function

and business goals ACG 2071

Managerial Accounting

Principles

#3 Manage Audit Activities

15 Comply with laws and regulations FIN 3403 Corporate Finance

16 Conduct internal studies FIN 3403 Corporate Finance

17 Conduct mandatory audits as required by regulation FIN 3403 Corporate Finance

#4 Manage Developmental Efforts of Facility Services

to Make Innovative Improvements in Facilities and

Facility Services

18 Investigate ways to improve facility services MAN 3025 Principles of Management

19 Assess risks and opportunities MAN 3025 Principles of Management

20 Conduct pilot tests when developing new procedures MAN 3025 Principles of Management

5.8 Real Estate

Real property constitutes a significant percentage of an organization's total assets. Managing

these assets as an investment and profit center is an important aspect of facility management.

Facility practitioners also must be knowledgeable in the acquisition, disposal and leasing of

property. Special emphasis should include: real estate master planning; property acquisition and

disposal; leasing practices and lease management; real estate marketing and market analysis;

feasibility analysis; taxation; real estate finance; site evaluation and selection; occupancy and use

constraints; regulations and incentives.


Context

1 Marketing, market analysis and appraisal MAR 3023 Principles of Marketing

2 Real estate taxation FIN 3403 Corporate Finance

3 Real estate financing and development economics FIN 3403 Corporate Finance

4 Property development FIN 3403 Corporate Finance

FM Competencies

#1 Manage and Implement the Real Estate

Master Planning Process BCN 3700 Construction Management I

5 Manage the development and implementation of a

real estate master plan for the organization BCN 3700 Construction Management I

6 Maintain the real estate master plan BCN 3700 Construction Management I

#2 Manage Real Estate Assets

ECO

2023/BCN

3720

Principles of Economics 2 /

Construction Planning and

Scheduling

7 Manage the negotiation, acquisition, and

disposition of company leased and owned property

ECO

2023/BCN

3720



Scheduling

8 Evaluate and recommend action on development

decisions

ECO

2023/BCN

3720



Scheduling

93

9 Direct highest and best use studies

ECO

2023/BCN

3720



Scheduling

10 Evaluate the effects of economic change on real

estate assets

ECO

2023/BCN

3720



Scheduling

11 Evaluate the effects of proposed real estate

changes on different business units

ECO

2023/BCN

3720



Scheduling

12 Manage the real estate lease portfolio ACG 2071 Managerial Accounting Principles

13 Inventory, track and report real estate assets ACG 2071 Managerial Accounting Principles

14 Maintain real estate documents ACG 2071 Managerial Accounting Principles

5.9 Technology

Information technology systems are critical to supporting an organization's business strategies.

Facility managers must assess and predict future requirements supporting both the FM

departments and the organization's overall IT strategy. This includes the ability to acquire,

implement and maintain systems; deploy assets; and dispose of technologies as required. Facility

managers must understand technologies that support all aspects of facility operations, and

employee office equipment requirements. These may include, but are not limited to: common

application software (word processing, spreadsheet, presentation, database, and so forth),

CAD/CADD, CAFM/CMMS, project management, asset management, energy management, cost

analysis, building information modeling for design and construction, integrated workplace

management systems, and other software systems. Additionally, facility managers are

increasingly challenged to establish and maintain the infrastructure and technology required to

support their organization’s business goals. These may include, but are not limited to: hardware

and software supporting voice, information and data, and media systems.


ID

Additional

Information

Context

1 Common FM and office application software ARC 1160 Computer

Applications

2 FM technology systems and technology trends ARC 1160 Computer

Applications

3 Understand basic information and communication technologies and their

application to buildings and FM software ARC 1160

Computer

Applications

4 Organizational IT systems and trends ARC 1160 Computer

Applications

FM Competencies

#1 Plan, Direct, and Manage FM Business and Operational

Technologies

ARC 4318

and

Architectural

Programming

5 Identify and interface with accountable internal and external entities MAN

4941

Management

Internship I

6 Criteria for evaluating and recommending FM technology solutions MAN

4941

Management

Internship I

7 Assess how changes to FM technologies will impact current

infrastructure, processes and building systems

MAN

4941

Management

Internship I

94

8 FM technology installation, acquisition, operation, maintenance, upgrade

and disposition of FM components

MAN

4942

Management

Internship II

9 Develop, recommend and communicate policies and procedures MAN

4942

Management

Internship II

10 Develop and implement training programs for facilities staff and ancillary

resources

MAN

4942

Management

Internship II

11 Monitor performance of FM technologies and make appropriate

recommendations when systems changes are needed

MAN

4942

Management

Internship II

#2 Plan, Direct, Manage and/or Support the Organization’s

Technological Infrastructure

12 Identify and interface with accountable internal and external entities ARC 4318 Architectural

Programming

13 Contribute an FM perspective to the identification of evaluation criteria of

the organization’s technology infrastructure ARC 4318

Architectural

Programming

14

Assess how changes being made by other entities to infrastructure

technologies will impact in place infrastructure, processes and building

systems

ARC 4318 Architectural

Programming

15 Direct, manage and support the acquisition, operation, maintenance and

disposition of components supporting infrastructure technologies ARC 4318

Architectural

Programming

16 Manage or participate in the development of policies, practices and

procedures ARC 4318

Architectural

Programming

5.10 Integrative and Problem Solving Skills (Capstone Course)

There must be at least one major integrative, problem-solving exercise in which students apply

the key competencies learned in the specific knowledge areas, one through nine, to a problem

that spans several phases of planning and managing facilities. This problem must require real

information gathering and measurement. The project will culminate in a professional quality

report and presentation to an audience.


ID

Additional

Information

Context

1 This is intended for students who have successfully completed most of the

courses required for graduation with a degree in facility management

MAR


Capstone Course Requirements

2 Identify a problem/issue/area of investigation MAR


3 Determine resources needed to address the problem/issue/investigation MAR


4 Collect and verify required data MAR


5 Analyze data and options/solutions MAR


5a Management MAR


5b Technical MAR


5c Financial MAR


5d Health and safety MAR


95

5e Customer service MAR


5f Sustainability MAR


6 Prepare best case solution MAR


7 Prepare reports, written and electronic MAR


8 Project presentation and defense MAR


The table below summarizes the learning objectives and assessment measures for each of the

Facilities Management learning goals.

Learning Goal Learning Objectives Assessment Measures

Communication skills - The

students will be able to communicate

the solution in the appropriate

written and oral form.

1. Develop and deliver professional

quality oral presentations.

2. Prepare professional quality written

business documents.

Oral and written presentation of

consultancy project in capstone

course.

Emergency Preparedness and

Business Continuity - The student

will be able to develop emergency

plans, risk management plans, and

business operations continuity plans.

1. Demonstrate an understanding of

strategic planning to support

emergency preparedness, risk

management, and business continuity.

2. Be able to select the strategies and

contingency plans to support

continuous business operations.









problem.

Environmental Stewardship and

Sustainability – The students will

be able to develop and implement a

plan to insure environmental

stewardship and sustainability.

1. Develop a plan to insure


sustainability.

2. Be able to implement to insure


sustainability.









problem.

Finance and Business - The

students will be able to make well-

informed advanced financial

management decisions. Students

will be able to apply methods from a

variety of disciplines to solve

business problems.

1. Understand and employ advanced

financial management decision-

making.

2. Apply methods from a variety of

disciplines to solve business problems.









problem.

Human Factors – The students will

be able to make informed decisions

about managing human resources.

1. Translate and practice making

informed human resources decisions. In the capstone course, students








96

problem.

Leadership and Strategy – The

students will have leadership and

strategic decision making skills

1. Demonstrate understanding of

strategic leadership concepts and

practices.

2. Be able to influence the attitudes

and behaviors of others to accomplish

a team goal.

3. Outline strategies for leading an

individual or a team









problem.

Operations and Maintenance –

The students will be able to make

informed decisions about facilities

operations and maintenance.

Appraise operations and maintenance

situations and develop a plan of action

to address the issue.









problem.

Project Management – The

students will be able to analyze a

problem and design a project for its

solution

Analyze a facilities management

problem and create a project for its

solution.









problem.

Quality – The students will be able

to make informed decisions about

quality management.

Apply a quality management decision

model to an organizational dilemma. Students will complete Six Sigma

training as part of the capstone

course.

Real Estate and Property

Management – The student will be

able to make informed decisions real

estate and property management.

Examine real estate and property

management dilemmas and devise

appropriate decisions.









problem.

Technology - The student will be

able to select appropriate hardware,

software, telecommunications and

database technology to support

business operations

Design a technology plan that requires

the students to select appropriate

hardware, software,

telecommunications and database

technology to support business

operations.









problem.