ProgramProgramReviewReview

ConstructionConstruction

ManagementManagement

CMGTCMGT

Program ProfileProgram Profile

• Overview of programOverview of program

• Items not addressed in self-study Items not addressed in self-study

documentdocument

• Initial mention of program strengthsInitial mention of program strengths

• Initial mention of areas of needInitial mention of areas of need

• Forum to inform the University Forum to inform the University

community about the programcommunity about the program

Program ProfileProgram Profile

• History & Degrees OfferedHistory & Degrees Offered– Associate of Applied Science (AAS) in 1980 – Associate of Applied Science (AAS) in 1980 –

CSTCST– Bachelor of Science (BS) in 1984 – CSITBachelor of Science (BS) in 1984 – CSIT– Changed name of BS in 1998 – CMGTChanged name of BS in 1998 – CMGT– Accredited by ACCE in 1999 and again in Accredited by ACCE in 1999 and again in

20042004– Creation of Surveying track in CMGT - Creation of Surveying track in CMGT -

SurveyingSurveying– Creation of track in MST 2004Creation of track in MST 2004

• Accreditation InformationAccreditation Information

Program ProfileProgram Profile

• Description of the program: Description of the program: “Mixture of “Mixture of Applied, Technical, Business/Management Applied, Technical, Business/Management Courses rounded off with a strong General Courses rounded off with a strong General Studies foundation.”Studies foundation.”

• Description of Graduates: Description of Graduates: near 100% near 100% placement rate at salaries between $35,000 placement rate at salaries between $35,000 and $50,000and $50,000

• Program Strengths: Program Strengths: Civic Engagement & Civic Engagement & Cooperative EducationCooperative Education

Program ObjectivesProgram Objectives

• Mission StatementMission Statement

• Measurable goals based on that missionMeasurable goals based on that mission

• Alignment of mission and goals to the Alignment of mission and goals to the University:University:– MissionMission– VisionVision– Core ValuesCore Values– Strategic PlanStrategic Plan

Program ObjectivesProgram Objectives

• Mission Statement:Mission Statement:

The mission of Construction The mission of Construction Management at Northern Kentucky Management at Northern Kentucky University is to provide the tri-state University is to provide the tri-state community with the best qualified, community with the best qualified, most employable construction most employable construction personnel in the region.personnel in the region.

Program ObjectivesProgram Objectives

• Discussion of GoalsDiscussion of Goals

1.1. Provide a strong curriculum including Provide a strong curriculum including

Technical, Business/ Management, and General Technical, Business/ Management, and General

Education coursework to prepare graduates for Education coursework to prepare graduates for

their careers.their careers.

2.2. Maintain and Improve Status …in this region.Maintain and Improve Status …in this region.

3.3. Provide leadership and service to the tri-state Provide leadership and service to the tri-state

construction industry, community, and NKU.construction industry, community, and NKU.

4.4. Maintain Professional Accreditation.Maintain Professional Accreditation.

Program OrganizationProgram Organization

• Describe the program organization Describe the program organization andand how well that organization works for you.how well that organization works for you.

• Describe the connections between your Describe the connections between your program and others (service and general program and others (service and general studies courses are described elsewhere).studies courses are described elsewhere).

• Describe partnerships and external Describe partnerships and external entities.entities.

Program OrganizationProgram Organization

• Team-Based OrganizationTeam-Based Organization– Dept. of Technology (DOT) Management TeamDept. of Technology (DOT) Management Team– Construction Management TeamConstruction Management Team

• Relationships with other programsRelationships with other programs– LDR, ILR, ENTP and other COB programs, LDR, ILR, ENTP and other COB programs,

Gen Ed.Gen Ed.

• External RelationshipsExternal Relationships– CMGT Advisory boards, scholarship providers CMGT Advisory boards, scholarship providers

(CSI, KAPS, HBAs), Perkins Grant, Civic (CSI, KAPS, HBAs), Perkins Grant, Civic EngagementEngagement

StudentsStudents

Construction

Management

(CMGT)

58%

All Other Majors in

Technology

42%All Other Majors in College

89%

CMGT

11%

Credit Hour Production by Discipline

College of Professional Studies

Credit Hour Production

Department of Technology

•Feel free to use graphicsFeel free to use graphics

StudentsStudents

• Compare with other groups – if it helpsCompare with other groups – if it helps

• Be sure to explain if number are lowBe sure to explain if number are low

• Trends, patterns, and projectionsTrends, patterns, and projections

Construction Management Program

  Credit Hour Production Graduation Statistics

Year prog dept

% dep

t coll % coll AAS BS total

% colleg

e

2001 2455 4588 54% 19,927 12% 20 21 41 9.0%

2002 2433 4278 57% 20,267 12% 33 26 59 11.0%

2003 2391 4100 58% 21,017 11% 29 27 56 9.8%

StudentsStudents

• Data sources (SIS, Institutional Data sources (SIS, Institutional

Research, etc)Research, etc)

• Reporting numbers – Reporting numbers –

active (165) vs. declared (214)active (165) vs. declared (214)

• Relationship to accreditationRelationship to accreditation

YearYear 20020000

20020011

20020022

20020033

20020044

20020055

EnrollmeEnrollmentnt

7575 100100 119119 137137 148148 165165

CMGT Enrollment by Year

StudentsStudents

• Problems with CPE reportingProblems with CPE reporting• Once the AAS is achieved, the CMGT is not Once the AAS is achieved, the CMGT is not

counted – actual CMGT grads are closer to:counted – actual CMGT grads are closer to:2001 – 2001 – 3030 2002 – 2002 – 3232 2003 – 2003 – 3636

2001

2002

2003

2005

2006

2007

CST 21 23 29CMGT 21 26 27 40 44 48 CMGT-SURVEY 4 6 10 MST-CM 0 2 6

StudentsStudents

• Recruitment StrategiesRecruitment Strategies– Articulation Agreements (CSTCC, LCC, Articulation Agreements (CSTCC, LCC,

KCTCS, Sinclair, Ivy Tech)KCTCS, Sinclair, Ivy Tech)– Undeclared StudentsUndeclared Students– Statewide ATC Agreements – up to 6 Statewide ATC Agreements – up to 6

hourshours

• Admission StandardsAdmission Standards• AdvisingAdvising• ScholarshipsScholarships

StudentsStudents

• Projected GrowthProjected Growth– Evidence for supportEvidence for support

• Example: 8% -10% Based on history and…Example: 8% -10% Based on history and…– USA TodayUSA Today, Dec. 31, 2004 …Residential and , Dec. 31, 2004 …Residential and

Commercial development in the next ¼ Commercial development in the next ¼ century eclipse anything seen in previous century eclipse anything seen in previous generations…generations…

– Engineering News RecordEngineering News Record, Jan. 25, 2005 …, Jan. 25, 2005 …Industry Firms Are Set to Swell Employee Industry Firms Are Set to Swell Employee Ranks in 2005….80% of the top 500 firms Ranks in 2005….80% of the top 500 firms firms plan significant staff additions this firms plan significant staff additions this year…year…

Personnel (Faculty & Personnel (Faculty & Staff)Staff)

• Faculty Profile SheetsFaculty Profile Sheets• Narrative for each faculty memberNarrative for each faculty member

– Describe courses particularly if serving Describe courses particularly if serving general education courses – helps to general education courses – helps to clarify faculty/student ratiosclarify faculty/student ratios

• Narrative for each staff personNarrative for each staff person– Secretaries, advisors, directors, Secretaries, advisors, directors,

assistants (e.g. lab), graduate assistants (e.g. lab), graduate assistants, student works, others…assistants, student works, others…

Personnel (Faculty & Personnel (Faculty & Staff)Staff)

• Faculty Profiles as first AppendixFaculty Profiles as first Appendix• Full-Time Faculty Full-Time Faculty – and – and construction courses construction courses

taughttaught– Paul CooperPaul Cooper – CMGT coordinator, teaches 3-4 – CMGT coordinator, teaches 3-4

classes per semester. Tenuredclasses per semester. Tenured– Sean FoleySean Foley – teaches 3 classes per semester, – teaches 3 classes per semester,

director of civic engagement for DOT, finishing director of civic engagement for DOT, finishing Ph.D. Tenure TrackPh.D. Tenure Track

– Ed WorkmanEd Workman – Director of MST, teaches in – Director of MST, teaches in Industrial Technology Teacher Preparation Industrial Technology Teacher Preparation Program, teaches 1 class per semester. TenuredProgram, teaches 1 class per semester. Tenured

– Majed DabdoubMajed Dabdoub – teaches 4-5 classes per – teaches 4-5 classes per semester, fulltime job outside the University. semester, fulltime job outside the University. Non-Tenure TrackNon-Tenure Track

Personnel (Faculty & Personnel (Faculty & Staff)Staff)

• Secretarial StaffSecretarial Staff

• Cooperative EducationCooperative Education

• DOT Advising CenterDOT Advising Center

CurriculumCurriculum

• Remember this is not a course review but Remember this is not a course review but program review!program review!

• Learning Outcomes for the PROGRAM…Learning Outcomes for the PROGRAM…• Contributions to General EducationContributions to General Education

– List of courses and programsList of courses and programs– How are they covered by faculty How are they covered by faculty (not currently (not currently

asked for)asked for)

• Strengths and WeaknessesStrengths and Weaknesses• Integrated Technology Integrated Technology

(web-enhanced/based)(web-enhanced/based)• Cooperative Education and InternshipsCooperative Education and Internships

CurriculumCurriculum

• Learning Outcomes shaping course Learning Outcomes shaping course

contentcontent

• Curriculum Topical Content (CTC) - ACCECurriculum Topical Content (CTC) - ACCE

• Sequencing of coursesSequencing of courses

• Cycle of coursesCycle of courses

CurriculumCurriculum

• Other programs that utilize our Other programs that utilize our

coursescourses

• Evaluation by ACCE Evaluation by ACCE

strengths/weaknessesstrengths/weaknesses

• Web-Enhanced Courses:Web-Enhanced Courses:– IET 301, IET 320, IET 324, IET 431, IET IET 301, IET 320, IET 324, IET 431, IET

494494

• Web-Based Course:Web-Based Course:– IET 303IET 303

CurriculumCurriculum

• Cooperative Education ProgramCooperative Education Program

– Model ProgramModel Program

– Over 50% of all DOT enrollmentOver 50% of all DOT enrollment

– Approx. 33% of all NKU co-op Approx. 33% of all NKU co-op

students are serviced by the DOT students are serviced by the DOT

co-op officeco-op office

ResourcesResourcesInformation and Instructional Information and Instructional

EquipmentEquipment

• Library HoldingsLibrary Holdings

• Capital EquipmentCapital Equipment– Strengths/weaknessesStrengths/weaknesses

• Pressing Unmet NeedsPressing Unmet Needs

Public EngagementPublic Engagement

• Report on the different types of Report on the different types of engagement:engagement:– Service Learning, Mayerson Classes, Work Service Learning, Mayerson Classes, Work

with local schools, Work with non-profits, with local schools, Work with non-profits, Judging competitions, Serving on Judging competitions, Serving on professional/community boards, etc…professional/community boards, etc…

• Remember to include project outcomes.Remember to include project outcomes.• Show how engagement relates to Show how engagement relates to

University visions and strategic plan.University visions and strategic plan.

Program Quality Program Quality AssessmentAssessment

This can be problematic! – This can be problematic! –

• Examples of assessing student Examples of assessing student LearningLearning::– Capstone ProjectsCapstone Projects– Comprehensive ExamsComprehensive Exams– National Licensure TestsNational Licensure Tests– PortfoliosPortfolios

• Student Satisfaction with programStudent Satisfaction with program• Completing the Assessment CycleCompleting the Assessment Cycle

Interpret Interpret EvidenceEvidence

Identify Identify & Assess & Assess OutcomeOutcome

ssGather Gather

EvidenceEvidence

ImplemenImplement Changet Change

Construction

Management

Assessment Guide

Sources & Individuals:ACCE Accreditation RequirementsNorthern Kentucky UniversityIndustry Advisory BoardAlumni Advisory BoardCo-op EmployersCM FacultyStudents

Quantitative Sources:Graduate, Alumni, & Employer SurveysCourse EvaluationsCPC Exam Results

Qualitative Sources:Remarks on SurveysCapstone EvaluationsDiscussions with Employers, Alumni, Students, Advisory BoardsNational Competitions

Methods & Meetings:Statistical Analysis of Quantitative DataAdvisory Board DiscussionsRegular CM Faculty MeetingsYearly CM Faculty RetreatsDocumentation of Findings

Interpret Interpret EvidenceEvidence

Identify Identify & Assess & Assess OutcomesOutcomes

Gather Gather EvidenceEvidence

ImplemenImplement Changet ChangeCommon Areas of Change:

Teaching MethodologyCourse ContentCourse ObjectivesCurriculum Content & ObjectivesAdvisingCapstone CoursesAssessment InstrumentsAssessment Procedures/Plan

Assessment Plan Sources & Outputs Map

Program BenchmarkingProgram Benchmarking

• Show similarities and differences Show similarities and differences between your program and between your program and benchmark institutes with similar benchmark institutes with similar programs/degrees.programs/degrees.

• Comparisons should also be used as Comparisons should also be used as evidence for program structure evidence for program structure OROR needed change.needed change.

External EvaluatorsExternal Evaluators

• This review should occur immediately This review should occur immediately following external evaluations to help following external evaluations to help reduce load on preparers.reduce load on preparers.

• Schedule in concert with accreditation Schedule in concert with accreditation visits.visits.

• May add additional insight into how to May add additional insight into how to improve program.improve program.

Program PlanningProgram Planning

• Start creating a strategic planStart creating a strategic plan

• If you have a plan, update itIf you have a plan, update it

• Show connections to University’s Show connections to University’s

Strategic PlanStrategic Plan

Future of Program Future of Program ReviewReview

• Self-Study format is being discussed by Self-Study format is being discussed by the Program Review Steering the Program Review Steering Committee.Committee.

• This presentation incorporates some of This presentation incorporates some of the possible changes, e.g. vitas, future the possible changes, e.g. vitas, future questions…questions…

• Teamwork appears to be paramount!Teamwork appears to be paramount!

Architectural Architectural Engineering TechnologyEngineering Technology

• Approved at the following levels:Approved at the following levels:– DepartmentDepartment– CollegeCollege– Council on Postsecondary EducationCouncil on Postsecondary Education– Stopped at the Provost’s desk (Redding) in Stopped at the Provost’s desk (Redding) in

20032003

• High community supportHigh community support• Colleges asking to create articulation Colleges asking to create articulation

agreementsagreements• Quite possibly outgrow CMGT quicklyQuite possibly outgrow CMGT quickly

Questions Questions CommentsComments

Thank YouPaul D. CooperSean P. Foley