APPENDIX D STUDENT LEARNING OUTCOME REPORTS (1 ...

APPENDIX D

STUDENT LEARNING OUTCOME

REPORTS (1-20)

Student Learning Outcome 1

Create Written Communications Appropriate to the Construction Discipline

Introduction

CEMT 39000 - Construction Experience is a one-credit required class that is often taken during the summer between the junior and senior years, however, approximately 4-8 students take the class in either the fall or spring semesters. The internship is a supervised pre-professional learning experience that allows students to apply their skills and knowledge in a professional setting. Most CEMT students intern with construction firms located in Indiana, however some have internships in adjoining states, and a few on the east or west coast. CEMT 39000 requires a minimum of 400 work-hours for the internship. CEMT 39000 is an on-line course that is administered though the Office of Career Services and Professional Development housing in the School of Engineering and Technology. The CEMT program director grades the written Work Reports and assigns a final letter grade for the course. The program director visits as many interns in their place of employment each semester, as time and schedule allow.

Assessment Methods

For CEMT 39000, two methods of assessment are used, Direct and Indirect. Direct - Work Report Indirect – ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey).

SLO 1 Report Content Subsequent sections of this SLO Report document the following.

Indirect Measure (ACCE Student Learning Outcome Survey) Course Syllabus (which contains the Work Report assignment) Direct Assessment Work Report (rubric in Canvas)

Graded Student Work Report (using the rubric in Canvas) Course Assessment Report

Indirect Measure (refer to Volume I pages 29-30)

The Indirect Measure for SLO 1 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). The results are presented below.

ACCE SLO Raw Score Percent

1. Create written communications appropriate to the construction discipline. 4.6 92

CEMT 39000 - Construction Experience (Internship) Syllabus

Course Description:

An Internship is a 1-credit hour supervised pre-professional learning experience that allows students to apply their skills and knowledge in a professional setting. These experiences are designed to enhance the student's preparedness for an intended career with a business, industry, or government agency. CEMT 39000 requires a minimum of 400 work-hours. Prerequisites: TCM 22000 and TCEM 34000. Instructor: Jennifer Williams Charles McIntyre Amy Wilson Email: [email protected] [email protected] [email protected] Office: ET101D ET 201G ET 101E Office Phone: (317) 274-0805 (317) 278-4970 317-274-4347 Office Hours: By Appointment By Appointment By Appointment Website: www.etcareers.iupui.edu

Instructional Methods:

This is a 100% on-line course. All assignments and course materials are posted in Canvas. The primary instructional method involves a “hands-on” learning experience facilitated by your supervisor (mentor) at your place of employment.

ACCE Student Learning Outcome:

1. Create Written Communications Appropriate to the Construction Discipline. (assessed and evaluated)

Course Learning Outcomes:

• Increase Understanding of Classroom Theory through Hands-On Application. • Gain Exposure to Potential Career Opportunities. • Sharpen Interpersonal Skills. • Improve Marketability by Adding Experience in the Field of Study. • Create a “Work Report” that documents your work experience and provides insight into your personal

learning. Course Learning Outcomes in Relation to Student Learning Outcomes:

1. Create Written Communications Appropriate to the Construction Discipline. Create a “Work Report” that documents your work experience and provides insight into your personal learning. . (assessed and evaluated)

http://www.etcareers.iupui.edu/

Methods of Assessment (Assignments):

• Survey This information is very important to our office and is used to track internship wages, trends in hiring, and in determining whether a site visit is appropriate.

• Snapshot This form collects anecdotal information about your internship or co-op experience at the midpoint of the semester

• LinkedIn Assignment This assignment is used to ensure you are making the most of your LinkedIn profile. You will be expected to create or update your profile using specific tips.

• Site Visit (when requested by instructor) After you have completed 50% of your internship or co-op work session you may be asked by the instructor to identify potential dates and times for an on-site visit by the Office of Career Services and Professional Development. Please submit date(s) and time(s) to the office via the assignment tab in Canvas so a visit can be arranged. During the visit we will want to see your work site location, a brief demonstration of your work (your time to shine and be proud of what you have completed so far), and to meet with both the student and supervisor individually.

• Employer Evaluation

Your supervisor’s evaluation of your performance provides important information for your career development and for the continued enhancement of the internship program. The school’s Cooperative Education/Internship Program - Employer Assessment form must be used.

• Student Evaluation

Self-reflection is an essential component of ensuring an internship is a good learning experience. To foster this process and provide us with valuable feedback, you are required to complete a brief online evaluation of your internship/co-op experience.

• Work Report

Your work report is an important document, as it will be the primary means of evaluating your work experience. The report is a technical paper and should not be viewed as a simple narrative of your experience. It should be 6-8 pages in length and free of grammatical, punctuation, and spelling errors. The following information will assist you in the completion of your report. Please use the format on the following page for the development of your report.

Grade Performance Criteria:

Component Points

Survey 50 Snapshot 50 LinkedIn Assignment 50 Site Visit (when requested by instructor) 0 Employer Evaluation 50 Student Evaluation 50 Work Report 50

Total 300

Grading: • The work report is the culmination of your work experience. The survey and work report, in conjunction

with the feedback we receive from your employer, will ultimately determine your grade.

• The work report MUST be turned in via Canvas at the date specified therein. This report will ultimately be graded by the Office of Career Services and Professional Development and the CEMT department. If the report is deemed to be less than satisfactory it will be returned to the student for revision. This will occur until the preceding requirements have been fulfilled.

• A grade of Incomplete will only be given in cases where unusual circumstances prevent the student from completing the assignments within the time limits specified in this course. Therefore, it is extremely important that all assignments are completed in a timely fashion.

Grade Distribution:

Topical Outline:

Since this a personalized learning experience, the course topics are not standardized. Topics (work activities) for your internship learning experience must be provided in writing on the “Employer Agreement” which is signed by your supervisor.

Work Report Specific Requirements:

Typewritten Double-spaced 1” Margins 12 Point Font - Times New Roman Written report should be 6-8 pages in length Due date will be posted to the assignments tab of Canvas. All reports should be turned in via Canvas by 11:59pm on the due date.

The written reports must include the following components Title Page: Your name

Major Appropriate internship or co-op course number / Class number Name and address of employing company Start and end dates of your work experiences The date the report will be submitted

Introduction: (approximately 1 page in length)

The introduction should give a brief overview of your work assignment. Include company name, supervisor’s name, your job title, a brief overview of duties performed, and start and end dates of your work experience.

Percentage Grade 97%-100% A+ 93%-96.9% A 90%-92.9% A- 87%-89.9% B+ 83%-86.9% B 80%-82.9% B- 77%-79.9% C+ 73%-76.9% C 70%-72.9% C- 67%-69.9% D+ 63%-66.9% D 60%-62.9% D- 0%-59.9% F

Discussion (2-3 pages in length): Description of the employing company. Include information on major products produced or services rendered, company size, company ownership, organizational structure, etc. Description of the department(s) in which you worked including the titles of those working in your department and its function within the organization. Description of your job assignment. Describe what you did in detail, activities undertaken, and the relationship of these activities to the overall organization (reference any key contributions that you made). List and describe equipment used and projects assigned.

International Reflection (2 pages in length):

Required for all internships outside of the United States. Provide a detailed description of your cultural experience abroad. Be sure to:

• Include housing information – how you secured housing, the cost, roommate/private, transportation methods, etc.

• Include information about any medical or health-related needs while abroad. • Describe the cultural elements of your trip and any excursions you experienced, including independent

travel. Be sure to include photographs. • Reflect on the similarities and differences of customs and societal norms.

Documentation: Tables, charts, graphs, drawings, computer programs, photographs, etc. that help document work assignments. This information must be labeled and referenced in the discussion section of the work report. If you worked in a location that dealt with classified information, you can submit documentation in the form of photographs of you at your work station or office, graphs, descriptions or photographs that are used on the company website, or an Excel list of project names with the length of time spent on each and how that project relates to your degree or could be used as a bullet point on your resume.

Evaluation (3-4 pages in length):

A detailed description of what you learned during the work period. A list of evaluation questions are provided below (to be answered in paragraph format)

• What effect has your work experience had in your understanding of your course work? • What specific courses and theory did you apply during your work session? Explain. • Was the internship or co-op work session challenging? Why? • How well did your education prepare you for the experience? What changes if any should be made? • How appropriately did your supervisor/ company evaluate your progress? • What was your favorite part of the work experience? • How might your employing company improve its Co-op / Internship Program? • What conclusions have you drawn based on your work experience that may help you in the future?

Code of Conduct: • Students must not falsify or invent any information or data when applying or interviewing for

internship or co-op opportunities. • Students will conduct themselves in a professional (career oriented) manner at all times. • Students will be punctual in reporting for the professional experience (on or off-campus) and will

adequately notify the site and instructor about any absence. • Students will use appropriate written and oral communication in all interactions with managers,

supervisors, employees, the public and clients while at the on or off-campus sites. • Students will participate in any orientation or testing required by the professional site. • Students will not engage in any unethical (doing what is wrong) or illegal practices while at the

professional site (on or off-campus). • The student accepts responsibility and accountability for their decisions and actions taken when at the

professional site (on or off-campus). • Students shall maintain their role of "student in training" at all times during the term of the off-campus

professional experience or on-campus class. As "student in training", they shall always take direction from instructors, professionals and managers both on and off-campus.

Work Report Rubric

Criteria Ratings Pts

Edit criterion description Delete criterion row

This criterion is linked to a Learning OutcomeTitle Page Complete?

This area will be used by the assessor to leave comments related to this criterion. pts


This criterion is linked to a Learning OutcomeDocumentation Included?



This criterion is linked to a Learning OutcomeIntroduction Included?



This criterion is linked to a Learning OutcomeDiscussion Included?



This criterion is linked to a Learning OutcomeDid the student reflect and identify lessons? (Unsatisfactory, Below Average, Satisfactory, Above Average, Superior)



This criterion is linked to a Learning OutcomeSupervisor's Rating (Unsatisfactory, Below Average, Satisfactory, Above Average, Outstanding, N/A)



This criterion is linked to a Learning OutcomeWould Student Accept a FT Position



This criterion is linked to a Learning OutcomeWas the information clear and orderly? (Unsatisfactory, Below Average, Satisfactory, Above Average, Superior)



This criterion is linked to a Learning OutcomeDid the student use an appropriate writing style? (Unsatisfactory, Below Average, Satisfactory, Above Average, Superior)



This criterion is linked to a Learning OutcomeOverall, I found this report to be: (Unsatisfactory, Below Average, Satisfactory, Above Average, Superior)


Patrick Bailey

Construction Engineering Management Technology CEMT 39000-20485

HIS Constructors Inc.

5150 E. 65th Street, Indianapolis, IN 46220

5/25/2017 - 12/11/2017 12/11/2017

Introduction: (Typing or Grammatical Errors are Highlighted) I completed my cooperative education/internship program with HIS Constructors. HIS

Constructors predominantly does site work projects and various related INDOT projects. During

the summer, I worked full time, usually 40+ hours. However, during the Fall Semester, I reduced

the hours that I worked to around 25+ hours. I started working with this company on May 25,

2017 under the supervision of Steve Ahlersmeyer, who is the Senior Vice President of

Engineering and Estimating. I worked as an Estimating Technician. This role was to assist the

other Estimators in the office. The Estimators were separated by the type of projects they do.

There were earthwork and bridge departments. Much of my work responsibilities were to

complete various quantity takeoffs for the Estimators. Most of the quantity takeoffs included

earthwork and site improvements which required the use of a specialized software.

Throughout the internship program, I worked on dozens of different project of varying

size and scope. Another one of my roles was to manage the construction documents for both the

Estimators and the Project Managers in the office. This specifically related to INDOT projects,

where the documents would need to be electronically brought in from INDOT’s website and

periodically checked for amendments or revisions that would be bid on in the coming lettings.

Each week I would also attend Estimating and Operations meetings with all the Estimators,

Project Managers, and General Superintendents.

Discussion:

HIS Constructors is a general contractor based in Indianapolis. The company’s core

service areas are focused in the environmental remediation, civil construction and industrial

services.

HIS Constructors has been part of several major projects in Indiana and in particular

Indianapolis. HIS Constructors was selected as the site contractor for the construction of Lucas

Oil Stadium. This project included the mass excavation, stockpiling and subsequent removal of

565,000 cyds. of soil for the new stadium. In addition, HIS Constructors, removed and disposed

of 125,000 syds. of asphalt and concrete.

HIS Constructors has over 20 years of experience in environmental remediation. HIS

Constructors was contracted through the US EPA to remediate the former Continental Steel

Superfund site in Kokomo, IN. HIS excavated 20,000 cubic yards of slag material and installed

about 350,000 sf. of geotextile. HIS then placed 48,500 cubic yards of soil to be used as a liner.

Once construction of the cap was completed, HIS then installed a drainage conveyance system in

the pond areas to assist with storm water control measures.

HIS Constructors also has over 10 years of infrastructure experience ranging from new

road construction to bridge repair. HIS Constructors constructed the longest over-railroad, inland

bridge in the US. The Ronald Reagan Expressway project took over 2 years to complete with

over 50,000 man hours worked without a recordable safety incident.

While working, I got to experience each facet of the services HIS Constructors provides.

My role as an Estimating Technician was to aid and assist the estimating department. The

estimated department at HIS Constructors consists of three sections, bridge and infrastructure,

earthwork and site work, and environmental remediation projects. In total, I worked with five

different estimators in all three of the estimating sections. A majority of the work was confined

to quantity takeoff for the Estimators. I would provide excavation quantities this often included

supplying cut-fill maps to the Estimators to determine equipment and hauling. If the bid package

include site improvements, like concrete walkways, pavement, foundations, etc. I would include

those in the takeoffs I would give to the Estimators. The software that I predominantly used was

Trimble Business Center. Though difficult to learn, this software was extremely useful in

calculating quantities. The process would normally begin with taking the pdf drawings and

exporting the vector pdf data and applying elevation information to the drawings, such as

contours, and final grades for the site improvements. This would create a 3-D model surfaces of

the existing site and the final construction grades and improvements, which would be used to

calculate earth quantities. The takeoff report would also include area or volume quantities for site

improvements i.e. how many cyds of aggregate and concrete would be needed for a concrete

slab?

A secondary role that I took was supplying the Estimators with the INDOT projects they

would be bidding on in that month’s lettings. This process would begin with a list of projects that

HIS Constructors was going to bid on. This list was given by my supervisor, Steve Ahlersmeyer.

After I received this list, I would go to INDOT’s website and download the construction

documents for the project. After I created folders for the projects, I would then download the

schedule of items for the projects and import them into the bidding software that HIS

Constructors uses. I would also include percentage for DBE, MBE, etc that would be required for

the project. After this, I would then take the schedule of items and import them into a bidtabs

systems. This database would provide historical pricing for each item based on parameters that I

would set. This would be used by Steve Ahlersmeyer to determine rough project cost in order to

apply for bonds. Beyond the initial set up of the INDOT projects, I would also be in charge of

distributing any revisions to the INDOT projects prior to the letting and importing any

amendments to the schedule of items to the bidding software.

A tertiary role I had as Estimating Technician was to assist the project managers, several

of the Estimators also work as Project Manager for some of the projects they have been awarded.

This would mainly involve updating or revising schedules of projects. The projects were created

using Microsoft Project. One of my responsibilities, which was done exclusively with INDOT

projects, was to check quantities that INDOT would supply when billing.

Documentation:

KAR Headquarters

Wabash River Ash Pond

Weimer Dam Removal

Evaluation: What effect has your work experience had in your understanding of your course work?

My work experience has given my course work added real world applications and

reference. The things that I learned in my course work I saw were extremely relevant to my work

and the construction industry. My work experience has also expanded the things I learned in my

courses as well. Because I worked during the semester, I was able learn about topics in an

academic setting and then gain real world insight about those topics at work.

What specific courses and theory did you apply during your work session? Explain?

There are a few courses that directly related to the type of work that I was doing. Having

taken CEMT 28000 Quantity Takeoff was very beneficial because it was the foundation I used in

the quantity takeoffs that I gave to the Estimators. However, because most of the takeoffs that I

did mainly involved excavation and earthwork quantities, which is a section that is difficult to

teach due to nature of earthwork, but I used several basic earthwork calculations like the

average-end method when I was using section views on drawings.

Another course that I benefited from taking was CEMT 34100 Construction Scheduling

and Controls. I happened to be taking this course during my time at HIS Constructors so I was

applying to directly apply what I was learning as I was learning it.

Was the internship or co-op work session challenging? Why?

The internship/co-op session was extremely challenging because it was my first actual

work experience in the construction industry. Up until that point all of my knowledge about

construction had come from relatives in the industry and my formal education at IUPUI in the

CEMT program. I did not fully know what to expect when I started. However, though difficult, I

was able to effectively fulfill my responsibilities. Another difficult aspect of the work experience

was the realization of the already established challenges of the construction industry, like

communication. I found communicating and requesting information specifically from Engineers

to be difficult and lengthy, whether it be requesting drawings or receiving addendums for

projects mere days before their bid dates. This work experience was eye opening into what the

construction industry actually looks like.

How well did your education prepare you for the experience? What changes if any should

be made?

I felt a majority of my education was very valuable in regards to my work experience. Most of

the things that I learned from the work experience was a continuation of what I learned from my

course work. The education I have received has allowed me to get a foot into the construction

industry. My work experience also have allowed me to apply my education and get context in

what I learned.

How appropriately did your supervisor/ company evaluate your progress?

I feel like my supervisor evaluated my work appropriately. However, I wished that I

received feedback more frequently. The only official time that my supervisor and I sat down and

formally talked about my work was during the end-of-year employee evaluations. My supervisor

did, however, let me know if something I had done was not correct or needed revision. I just

wish there was another formal evaluation within the company in regards to the internship/co-op

experience more frequently, perhaps at a halfway mark of the program.

I also wish that I received more frequent feedback from the Estimators that I was

providing quantity takeoffs for. When I started, they did not let me know what they needed to do

their estimated nor did they give a preferred format. I had to specifically ask in order to receive

feedback on what was expected in regards to quantity takeoff.

What was your favorite part of the work experience?

My favorite park of the work experience was I was able to leave the office and deliver

bids and attend their openings. Doing this allowed me to see the construction industry beyond the

limits of the office and see the large picture. This also allowed me to engage with other

construction companies. I liked this aspect of my experience because I like the idea of

collaboration.

What conclusions have you drawn based on your work experience that may help you in the

future?

My work experience has greatly expanded my understanding of the construction industry

and its intricacies. My work experience has also helped me realized a potential interest in the

environmental remediation sector of construction. Many of the projects that I was most interested

in had some form of environmental remediation to them.

Graded Student Work Report

For CEMT 39000, all Work Reports are submitted electronically in Canvas. The Work Report Rubric is embedded in the system and is not easily retracted or printed. However, the following screen shots captured from Canvas demonstrate the use of the rubric when grading the assignment. The student received a 39 out of 50 points for the Work Report.

Course Assessment Report Course: CEMT 39000 - Construction Experience (Internship) Academic Term: 2017 Spring, Summer, and Fall Semesters Instructors: Jennifer Williams, Charles McIntyre, and Amy Wilson Grade Distribution:

Term A+ A A- B+ B B- C+ C C- D F Spring 2017 0 3 2 0 0 0 0 0 0 0 0

Summer 2017 1 9 7 1 1 0 0 0 0 0 0 Fall 2017 0 4 1 0 0 0 0 0 0 0 0

Evaluation of Assessment Data:

The Indirect Measure for SLO 1 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). A 92% ranking was achieved for this SLO. The Direct Measure for SLO 1 was the Work Report compiled from three semesters, as indicated below. The maximum grade (points) for the Work Report is 50.

Term N Work Report Percent

Spring 2017 5 44.5 89.0 Summer 2017 19 40.7 81.4

Fall 2017 5 45.0 90.0 Total Average 43.4 86.6

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (92%) and the Direct Measure (86.6%) indicate that the target value was met. The IUPUI Course Evaluations were very positive. For example, students were asked, “Overall, I learned a great deal from this class.” The composite response for the three semesters (n=25) was 3.92 on a 4-point scale. In addition, student comments in IUPUI Course Evaluations were positive. Many comments reflected the opinion of this student, “This was the best learning experience in my construction career, yet!”

Proposed Actions for Course Improvement:

Virtually, all academic programs in the School of Engineering and Technology use the Career Center to administer their internships, whether they are required as part of the curriculum or are an elective course. The format of the course has been standardized, but there is room for flexibility, based on the needs of an academic program. For the past two semesters, CEMT program has required the use of NoteVault during the internships. NoteVault is a software communication program that send and receives notes and pictures from the jobsite to the home office, and vice versa. It is typically accessed via an app on a cell phone.

In CEMT 39000, students are requested to send at least one note per week to the course instructors as a progress report on what tasks they accomplished in a given week. An example of a report from the 2018 Spring semester shown below.

Most students comply with the request to create a weekly report; however, it is not yet part of the Grade Performance Criteria. It is anticipated that the weekly reports will be a component of the grading criteria beginning with the 2018 fall semester and included as a part of the written report requirements. The value for the students is that they are competent and well-versed in an emerging technology that is used in the construction industry and will only increase in the future. This serves to increase their marketability and raise the level of use of this technology in the construction industry, since many firms have not adopted this type of communication platform.


Create Oral Presentations Appropriate to the Construction Discipline

Introduction CEMT 44700 - Construction Project Management (Capstone) requires students to work in groups to create a cost estimate, a construction schedule, a safety plan, a waste management plan, etc. for a typical construction project. Project binders and oral presentations are also required. In addition, there are several individual assignments (resume, risk management, weekly reports, etc.).

In the capstone course, construction students work as a group culminating in a final oral presentation. Each group is evaluated on their presentation (content, visual aids, etc.). In addition, each student is evaluated on their oral presentation. Each student is evaluated individually at least twice by the group industry mentor, one faculty member. Select IAB members in attendance at the presentations may also be recruited to serve as an evaluator.

Assessment Methods

For CEMT 44700 during the group presentations, each student is assessed individually on their part of the oral presentation to address SLO 2. The Direct Measure and the Indirect Measure are as follows.

• Direct - Oral Presentation (individually assessed) • Indirect - ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)

SLO 2 - Report Content

Subsequent sections of this SLO Report document the following:

Indirect Measure (ACCE Student Learning Outcome Survey) Direct Measure Oral Rubric (grading criteria)

Graded Student Evaluation of the Oral Presentation (using the Oral Rubric) Assessment Report for SLO 2


The Indirect Measure for SLO 2 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). The results are presented below.

ACCE SLO Raw Score Percent

2. Create oral presentations appropriate to the construction discipline. 4.7 94

Direct Measure

The individual assessment of each student for the oral presentation is the Direct Measure for SLO 2 which happens on “Capstone Day” typically the last Friday of the semester. Prior to the oral presentation, much work must be accomplished to prepare each student for the presentation. Once the groups are formed by the course instructors, each student assumes a role. The five (5) predesignated roles are: Project Manager, Superintendent, Estimator, Scheduler, and Project Engineer. Students are provided with an outline listing the responsibilities for each role. If a group has less than 5 members, one student assumes two roles. At the half-way point of the class, students receive a detailed outline of the oral presentation and includes the following major categories: Company Identification; Project Identification & Scope; Project Administration; Scheduling; Project Costs and Finances and Closing (Summary) Statement. The outline is completed by each group and is reviewed by the course instructors and the group mentor. Several iterations of the outline occur over the course of several weeks. The outline is then converted into the oral presentation based on the following requirements.

1) Based on your team’s understanding of the project requirements, drawings, and project manual,

develop a verbal presentation of the project that represents your company’s plan for the construction of the project.

2) Every team member must participate in the verbal presentation. It is presumed each student will present information that corresponds to his/her job title. Each member should be prepared for questions, from the guest evaluation panel, that could address each team member’s area of responsibility.

3) Visual aids are required. A PowerPoint Presentation shall be used to provide a platform for presenting the information.

4) Your group will have 20 minutes to present your verbal proposal presentation. Each non-presenting group will wait in a staging area outside of the presentation room prior to their scheduled time. No group will be allowed to hear another group’s presentation. Documents and information generated by each group are considered proprietary.

Approximately two weeks before the final presentation, all groups participate in a “dress rehearsal” of the oral presentation which is attended by faculty and the group mentors. Comments and suggestions from the reviewers assist the students and groups in developing the final oral presentations. During the final presentation, each student is evaluated by at least two reviewers: the group mentor, one faculty member, and (sometimes) a member of the CEMT IAB. The reviewers used the individual Oral Presentation Rubric presented on the following page..

Assessment Report for SLO 2 Course: CEMT 44700 - Construction Project Management (Capstone) Academic Term: 2018 Spring Semester Instructors: Charles McIntyre and Marvin Johnson Evaluation of Assessment Data:

The Indirect Measure for SLO 2 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). A 94% ranking was achieved for SLO 2.

ACCE SLO Raw Score Percent 2. Create oral presentations appropriate to the construction discipline. 4.7 94

The Direct Measure for SLO 2 was assessed using the Oral Presentation Rubric (80 pts.). The average grade and percent are presented below.

Individual Oral Presentation N Average Grade (80 pts) Percent Spring 2018 25 74.8 93.5

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (94%) and the Direct Measure (93.5%). Assuming an equal weight for each measure the composite grade was 93.75% indicating that the target value was met. There were more than 40 attendees at the final presentation and included IAB members, faculty, and guests. Verbal response from the audience can be summed up in just one comment. “The presentations just keep getting better every year.”


The complete Faculty Course Assessment Report for CEMT 44700 is included in the appendix for the Quality Improvement Plan. The following proposed actions documented here relate specifically to SLO 2 - Create Oral Presentations. After discussions with the faculty, group industry members, and IAB members, the course instructors propose a few modifications for the following course offering.

• Solicit comments from the reviewers on suggestions for improving the rubric. • Minor wording changes in the rubric • Distribute the rubric to the reviewers a week before the presentations.


Create a Construction Project Safety Plan

Introduction

CEMT 45500 - Construction Safety and Inspection is a study of safety regulations, practices, policies and procedures required for construction sites and projects. Topics include: accident investigation, record keeping, OSHA reporting requirements, inspections. Identification of hazardous conditions, and hazard analysis and safety plans. This course prepares students for challenges they may experience in the construction workplace, including issues of ethics and corporate responsibility. Students will have the tools necessary to promote safety and build a consensus for safety in their organization.

Assessment Methods

For CEMT 45500, two methods of assessment are used for SLO 3, Direct and Indirect. Direct - Safety Plan Indirect – ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)

SLO 3 Report Content

Subsequent sections of this SLO Report document the following.

Indirect Measure (ACCE Student Learning Outcome Survey) Direct Assessment Safety Plan Rubric

Graded Student Safety Plan (using the rubric) Course Assessment Report



ACCE SLO 3 Raw Score Percent

3. Create a construction project safety plan. 4.4 88

Direct Assessment for the Safety Plan - CEMT455 Safety Plan Rubric (200 points)

The following pages of this report contain the student work (Safety Plan) and the completed grading rubric that was used to grade the student Safety Plan.

Criteria Exceptional

16-20 Average

11-15 Below Average

6-10 Poor 0-5

Company Information: Name, Logo, Mission, Vision and Strategy are clearly identified

A clear company commitment to safety and health is documented

A detailed plan to encourage worker participation is described

A section identifying the risks of potential hazards is included

A detailed safety education and training plan is provided

A complete program evaluation and Improvement plan is described

A multi-employer (subcontractor) communication section is clearly identified

Safety plan contains title page and table of contents. Each section is well documented with individual detailed action plans pertaining to specific industry

Proper spelling, grammar and punctuation are used throughout. Font and spacing support overall neatness

Safety plan contents are clear, concise and complete

SAFETY PLAN (typo and grammar errors highlighted)

Name: Shepherd Pre-Cast Solutions Industry: Manufacture, supply, and installation of pre-formed concrete Location: Carmel, IN Size: 50 employees Mission Statement: Satisfy customer’s needs for specialty concrete that performs in both function and form. Compete with cast-in-place concrete applications. Satisfy complex concrete scopes. Vision: Deliver high quality pre-cast concrete for structural or decorative purposes at similar or lower cost than site poured concrete. Develop understanding of customer’s unique needs to assist in selecting the most appropriate approach. Business Strategy: By coupling manufacture and installation, we operate as the sole source for our client’s pre-cast concrete needs. At SPC, we understand that installing pre-cast concrete panels saves times and is more energy efficient than traditional exterior shell wall systems such as masonry or EIFS while offering a wide array of architectural finishes and effects. Our culture of inclusivity and integrity dates back to our inception in 1989. Safety Program:

I. MANAGEMENT LEADERSHIP 1. Communicate your commitment to a safety and health program:

a. Email detailing the safety program with both a broad overview and explicit details about the safety practices that will be followed sent 2 times per year and within first 2 weeks of employment for new hires

b. Safety Director / Safety staff will meet with crews to discuss the implications of the safety program and specifics that relate to the specific project prior to start of work

c. Estimating team will be trained and directed to include safety in the estimate for every new project

2. Define program goals: a. Host semi-monthly company-wide safety recap from Safety Director. Discussion

will include a presentation over statistics gathered from the field, areas of improvement, safety concerns, praise, etc.

b. Increase the number of safety inspections performed by SPC employees on site to catch possible safety hazards early. Minimum requirements for safety inspections will depend on project size and/or contract amount and be detailed in Safety Handbook

c. Reduce injuries and accidents involving heavy equipment to zero by enforcing a review of every pre-cast concrete section lift with the engineer(s) on staff prior to performing the lift

3. Allocate resources: a. Estimating team will work with Safety to properly budget labor rates and

productivity to align with demands of performing work safely b. Safety team will be responsible for creating required safety review meetings,

safety recap presentations, safety statistics, and guiding the program holistically c. Marketing team will work with Safety to create propaganda to encourage

workers to engage in the safety culture of SPC and follow the proper procedures 4. Expect performance:

a. Reward employees for conducting jobsite safety inspections by conducting a draw from a quarterly prize pool for employees who exceeded their required number of inspections

b. Conduct company-wide semi-monthly meeting where all employees will have an opportunity to voice their ideas, and exemplary employees will be recognized

c. Reward crews with excellent safety performance with a special event, such as a catered lunch

II. WORKER PARTITICIPATION 1. Encourage workers to participate in the program:

a. Prior to the start of work, a member of the safety team will meet with the crew of the project to discuss safety specifics for the job. Crew members will be encouraged to offer suggestions, concerns, past experiences, etc.

b. Employees are encouraged to email a member of the safety staff with any ideas they may have at any time that may improve the safety of SPC

c. Have a separate committee of volunteer Operations and Manufacturing team employees that will work closely with the Safety team to bridge the gap between field and office

2. Encourage workers to report safety and health concerns: a. Implement a phone app to report near misses, injuries, illnesses, etc. and also to

conduct inspections b. Set up safety hotline where any employee can call anonymously to report unsafe

conditions. Calls will be investigated immediately c. Create a “speak up” initiative that allows ALL workers to speak up in the event

of potential hazards without worry of retaliation and encourage employees to participate with posters, hard hat stickers, and other marketing means

3. Give workers access to safety and health information: a. Job Hazard Analysis are performed and documented for each jobsite, and are

discussed prior to the start of work with the crew as well as posted in the site trailer or other common area

b. Incident investigation reports are sent via email to all employees ASAP after an incident occurs, detailing the type of accident, and what field circumstances led to the accident and how it can be prevented

c. Manufacturer and OSHA required safety information is available to workers in a common area, such as the site trailer (SDS’s, equipment manufacturer recommendations, etc.)

4. Involve workers in all aspects of the program: a. Allow any interested employees to get involved with the Safety Committee b. Treat semi-monthly Safety Review Meetings as a round table where any

employee can voice ideas, opinions, concerns c. Encourage employees to communicate their ideas to the Safety team at any time

via email, or a personal meeting 5. Remove barriers to participation:

a. Semi-monthly, all employees will have an opportunity to meet during regular hours and discuss safety

b. Anonymous safety tip line is available at any time for employees to voice their concerns anonymously if they choose

c. Safety team will provide timely feedback for employees inquiries

III. HAZARD IDENTIFICATION AND ASSESSMENT 1. Collect existing information about job site hazards:

a. Results of JHA’s will be analyzed to determine trends for different types of work b. Surveys will be sent out to employees occasionally to glean more precise

information and honest opinions c. Safety Committee meeting minutes and notes will be cc’ed to the Safety team

2. Inspect the job site for safety hazards: a. Safety Handbook will clearly define the minimum number of regular inspections

for varying work b. Inspections will be conducted using a cell phone app and follow the same

protocol, with sections for notes c. Cranes and other heavy equipment will be inspected daily for proper foundation

and outrigging, mechanical concerns, and to ensure that the lift has been approved by the engineer on staff

3. Identify health hazards: a. Every project will have a Project Specific Safety Plan b. Pre-Cast lifts will be carefully controlled to prevent accidents, and all employees

will be extensively trained on how to avoid injuries from lifting concrete with heavy equipment

c. During the casting of concrete at our facility, all employees will be given proper PPE (gloves, masks, boots, etc.) to protect them from the wet concrete and the area will be monitored with permanent machines that test oxygen levels and detect harmful gases

4. Conduct incident investigations: a. If an accident should occur, all work in the area will cease immediately and the

Safety Director will be notified as soon as possible after affected employees are screened and stabilized

b. The Safety Director will respond immediately to the scene and begin taking photographs and speaking to witnesses to understand the situation that led to the incident. The Director will continue to investigate until the situation is clearly understood

c. The Safety Director will determine the root cause of the incident. Witnesses may be asked if they have any suggestions to avoid a similar incident occurring. Safety Director will send an email to all of SPC detailing what happened and how to avoid it from happening again

5. Identify hazards associated with emergency and routine situations: a. Discuss and host training on the hazards and remedial protocol of

concrete/chemical spills with Manufacturing team b. Host regularly scheduled emergency drills with office staff and elect wardens

who will ensure everyone in their area is following the proper procedure of the drill

c. Train field Operations staff on weather emergency protocol and ensure all staff is clear on what weather constitutes a stop work (i.e. lightning)

6. Characterize the nature of identified hazards, identify interim control measures, and prioritize the hazards for control:

a. Hazard of concrete/chemical spill in Manufacturing department, level of threat to workers: mild rate of instance, moderate danger to workers. Interim control:

inspect formwork prior to pour to prevent blowout, concrete will be transported via trolley with two people not one, deliveries will be announced prior and posted in a common area, updated weekly

b. Hazard of heavy equipment failure/lost load impact: low rate of instance, extreme danger to workers. Interim control: all lifts will be reviewed and approved by engineer on staff, employees will be directed to stand clear of the lift while it is ongoing, all heavy equipment operators will have a supporting crew member standing by to direct them

c. Hazard of struck by, back over by mobile machinery, level of threat to workers: intermediate rate of instance, substantial danger to workers. Interim control: train employees to recognize the blind spots of mobile machinery and post visuals in common areas, train employees to exercise extreme caution when near mobile equipment and to be constantly aware of their surroundings, consider implementing an alarm system that will trigger in the cab of equipment when a worker is within a certain range

IV. HAZARD PREVENTION AND CONTROL 1. Identify control options:

a. During the safety meeting prior to the start of work, workers will be encouraged to offer their input on safety measure’s feasibility and effectiveness

b. Safety team will evaluate and record employee’s ideas that are submitted through email and pitched during semi-monthly safety recap meeting and implement as appropriate

c. For projects beyond SPC’s typical scope that present complex safety hazards, Safety team should consult with other professional safety organizations

2. Select controls: a. Hazards due to cranes and lifting equipment will be suppressed by requiring

approval for each lift by the engineer on staff and isolating on-site crew members from the lift area, as well as conducting daily inspections of the equipment

b. Hazards due to the manufacture of concrete will be suppressed by required PPE for all workers that may come into contact with concrete or admixtures. The area will be well ventilated and contain air monitoring equipment to ensure adequate oxygen levels and absence of harmful gases exists

c. Hazards due to moving equipment in the field will be suppressed by training employees to remain aware of their surroundings and giving workers a device that communicates with the moving equipment and sounds an alarm whenever a worker is within a certain range

3. Develop and update a hazard control plan: a. Highest priority is ensuring every pre-cast panel lift is done safely. An

engineer(s) will be on staff with a major part of their job description being to review lift plans and make changes if necessary. Not only is a failed lift an immense liability for the safety of the crew, but also at immense cost if any panels are damaged. Daily inspections of the equipment and confirmation that the lift has been approved will be carried out by the project manager or superintendent

b. Next highest priority is purchasing the system that will serve as the alarm for crew members in moving equipment’s range. SPC hopes to implement this technology by April 2018. The number of close calls/near misses will be

recorded before and after as well as anonymous surveys of the crew members to track the effectiveness of the system will be used.

c. With the implementation of new controls, the Safety team will track the effectiveness and discuss during semi-monthly meeting

4. Select controls to protect workers during non-routine tasks and emergencies: a. Workers will monitor the weather daily as well as be able to identify emergency

weather situations and be trained on procedure to keep workers safe during these events

b. Through regularly scheduled drills, office employees will not be caught unaware in the event of an emergency situation in the office

c. Workers in the manufacturing department will have any materials needed to amend spills available within 300ft and the proper PPE to avoid negative effects from exposure to chemicals if it should occur

5. Implement selected controls on job sites 6. Follow up to confirm that controls are effective:

a. Surveys will be conducted with anonymous response to accurately gauge employees reaction and perceived effectiveness of the controls

b. Records of accidents and near misses will be kept before and after implementation to see results with a true metric

c. During tool box talks, workers will be asked how they feel about the safety measures and if they feel that anything could be done differently or better

V. EDUCATION AND TRAINING 1. Provide program awareness training:

a. Every new hire will receive the training defined in the Safety Handbook. There is basic safety training for all employees, and specialized safety training that is designed for specific roles and duties

b. Workers will be required to maintain their OSHA 30 status at all times c. New safety measures will be discussed with all employees at implementation and

training provided as necessary 2. Train employers, managers, and supervisors on their roles in the program:

a. Upper management will be expected to set an example while in the field and follow all protocol that field laborers do

b. Upper management will be expected to be familiar with their responsibilities as outlined in the OSH Act, as well as techniques for recognizing hazards and ways to avoid them

c. Upper management will also need to maintain an OSHA 30 certification 3. Train workers on their specific roles in the safety and health program:

a. Different training programs will be designed to accommodate the unique needs of working in different departments at SPC

b. Since reporting and inspections will be conducted through a phone app, training for that app will be provided to all employees

c. All employees will be given the tools they need to readily recognize hazards associated with SPC’s work and have a broad understanding of how to prevent them

4. Train workers on hazard identification and controls:

a. Workers will be made aware of some common sources of hazards associated with the work: overexertion, exposure to heat and cold, burns from exposure to wet concrete during production, improper use of hand tools, pinch points, etc.

b. Workers will be trained on control measures such as PPE, proper handling of tools, weather emergency procedures, when to avoid areas (such as during lifts), and the hierarchy of controls

c. Workers will engage in the daily huddle / morning stretch where safety considerations for the day will be mentioned

VI. PROGRAM EVALUATION AND IMPROVEMENT 1. Monitor performance and progress:

a. Safety team is responsible for compiling statistics on type and severity of incidents, including near misses and hazards identified during inspections

b. Response rate and number of employee suggestions is logged c. Field management is responsible to evaluate the time required to correct after a

hazard is identified or an incident occurs 2. Verify that the program is implemented and is operating:

a. Is the phone app being utilized as desired? b. Are the required number of inspections and tool box talks being completed and

logged in the phone app? c. Are the hazard control measures still be followed and having a positive effect on

worker’s safety? 3. Correct program shortcomings and identify opportunities to improve:

a. Would changes in equipment, materials, key personnel, or practices improve the safety of SPC’s workers?

b. Are the performance indicators still relevant to SPC’s safety demands? c. What changes would more effectively address the issue of improving SPC’s

employees health and safety VII. COMMUNICATION AND COORDINATION FOR EMPLOYERS ON

MULTIEMPLOYER WORKSITES 1. Establish effective communication:

a. Involve other trades on site with the tool box talk and/or daily huddle and stretch. Use this opportunity to discuss the potential hazards onsite across all trades on the jobsite

b. Project management is responsible for following the procedures set by the General Contractor to exchange information about hazards and controls implemented amongst all trades

c. Project management is responsible for distributing information from General Contractor pertaining to hazards that could occur as a result of non-routine procedures or emergencies so all employees are aware

2. Establish effective coordination: a. Project management is responsible for following procedures and distributing

information from General Contractor b. For each project, there will be adequate supervision/management staff available

that there will always be a competent person available to make decisions and resolve day to day issues

CEMT455 Fall 2017 –Graded Safety Plan Rubric Student: Eden Shepherd

Course Instructor Comments:

• Great company details! Interesting logo. Mission statement content good, best if abbreviated to 1-2 short sentences.

• Table of contents would add additional organization and structure. Excellent content in each area of safety plan, including specific details relevant to your company's industry.

• Slightly increase text spacing for visual appeal. Create natural section breaks with varied fonts and sizing in each main section; I-VII.

• Excellent use of technology within plan, ie. phone app • Use caution while using acronyms, new employees may be unfamiliar, ie. SDS, EIFS etc. • Clearly identify SPC, as acronym for formal business name at beginning within company

description area, may not be obvious to all. • Overall, great plan!

Criteria Exceptional

16-20 Average

11-15 Below Average

6-10 Poor 0-5

Company Information: Name, Logo, Mission, Vision and Strategy are clearly identified 20

A clear company commitment to safety and health is documented 20

A detailed plan to encourage worker participation is described 20

A section identifying the risks, evaluation, and assessment of potential hazards is included 20

A detailed safety education and training plan is provided 20 A complete program evaluation and Improvement plan is described 20

A multi-employer (subcontractor) communication section is clearly identified 20

Safety plan contains title page and table of contents. Each section is well documented with individual detailed action plans pertaining to specific industry

17

Proper spelling, grammar and punctuation are used throughout. Font and spacing support overall neatness 18

Safety plan contents are clear, concise and complete 20

Course Assessment Report Course: CEMT 45500 - Construction Safety and Inspections Academic Term: 2017 Fall Semester Instructors: Tina Griesinger Grade Distribution:

Term A+ A A- B+ B B- C+ C C- D+ D D- F Safety Plan 27 7 0 0 1 0 0 0 0 0 0 0 0


The Indirect Measure for SLO 3 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). An 88% ranking was achieved for this SLO. The Direct Measure for SLO 3 was the Safety Plan. There were 35 students in this class. The maximum grade (points) for the Work Report is 200. The table below shows the average grade (based on 200 points) and the percentage (based on100%).

Term N Safety Plan Percent

Fall 2017 35 195 97.5%

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (88%) and the Direct Measure (97.5%) indicate that the target value was met. The average is 92.75%.


7. Integrate OSHA 10 certification. The material covered in CEMT455 closely aligns with the requirements necessary for OSHA10 certification. It would be beneficial for the CEMT program to integrate OSHA 10 training for future offerings of CEMT455. As many of the students are either interns in the construction industry or work in construction in a different capacity, this is also a recommendation on behalf of the students. Comments from the end of the course survey support this suggested improvement as shown below:

This course is more about common senses. I would have liked to have taken it online. The material covered in this course is great and very informational. Maybe, if can't be taught online offer OSHA 10 or 30 with this course?

I feel like if we are paying for a safety class we should get OSHA certified for it!

Course needs OSHA 10 certification to make it relevant. A lot of the information was already known by most students. Either get OSHA 10, or perhaps have this class earlier on in a student’s plan. By the time students are Juniors or Seniors, this information is already known. No fault to the teacher, but this class seemed like a complete waste of time most weeks.

8. Adjust time allotment for safety presentation from 20-30 minutes to 15-20 minutes per student.

Although the longer time allotment worked well with smaller class sizes in the past, it was necessary to use additional sessions to accommodate the time necessary for 35 presentations. Students could

adequately cover their safety topic in 20-15 minutes. Overall, the students not only gained knowledge from their own safety research, they were also able to learn from their peers and also participate in the peer valuation process.

9. Upgrade safety plan grading rubric. Refine criteria and provide students a detailed version of specific expectations.

10. Integrate case studies by analyzing current safety violations under investigation. Students will predict

outcome based on OSHA CFR 1926 standards. This project will give students the opportunity to learn through inductive reasoning and team based learning. Teams will work together to investigate and determine the cause of the safety breach.

11. Invite industry safety program managers. Students will benefit from interacting with safety professionals in the classroom. Schedule four speakers per semester from four different construction disciplines to provide a real life connection between classroom work and industry application.

12. Create analyzation opportunities. As reflected in the student course survey below, students learn the

necessary details for successful completion of CEMT455 by traditional methods focused on remembering and understanding. At this point in the CEMT program, students are adequately prepared to learn by analyzing and synthesizing. Problem based assignments based on previous construction safety disasters will provide opportunities to determine and interpret root cause and then develop an action plan detailing future avoidance.

Score Mean Median Count

Strongly Disagree

1

Disagree 2

Agree 3

Strongly Agree

4

Instructional materials (for example, handouts and online resources) helped me learn the subject. 3.18 3.00 11 0 % 9 % 64 % 27 %

Course assignments helped me learn the subject. 3.18 3.00 11 0 % 9 % 64 % 27 %

Overall, I learned a great deal from this class. 3.09 3.00 11 0 % 18 % 55 % 27 %


Create Construction Project Cost Estimates

Introduction

SLO 4 – Create Construction Project Cost Estimates is assessed and evaluated in CEMT 34200 – Construction Cost and Bidding.

Assessment Methods (additional information in the Direct Assessment section of this report)

Indirect Measure ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)

Direct Measures For CEMT 34200, two methods of assessment are used for SLO 4, Direct and Indirect.

Direct Method includes lab assignments and a term project (additional information included in the “Direct Assessment” section of this report).



• Indirect Measure (ACCE Student Learning Outcome Survey) • Direct Assessments

Explanation and rubrics (grading criteria) Graded student work (using the rubric)

• Assessment and Evaluation for SLO 4 Indirect Measure (refer to Volume I pages 29-30)

The Indirect Measure for SLO 4 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). The results are presented below and explained in the Assessment and Evaluation for SLO 4 (found at the end of this SLO report).


Create construction project cost estimates. 4.5 90

Direct Assessment:

In CEMT 34200, each lecture is dedicated to addressing the key elements necessary to create a cost estimate. The Direct Assessment consists of a lab assignment (custom designed to provide students and opportunity to create cost estimates covering multiple divisions for a given project throughout the semester) and a final group project (represents a culmination of lab experiences, creating a cost estimate and submit a bid on a similar project).

The lab assignment was to create a concrete cost estimate for the given project. The grading criteria used for this assignment is given on the following page.

WALL FOOTING COST SUMMARY AVAILABLE POINTS Formwork 4 Concrete (3,000 psi) 5 Continuous Rebar 5 Rebar Ties 5 Rebar Dowels (Typical) 5 Rebar Dowels (Entry) 5 Total Cost 2

SLAB COST SUMMARY Formwork 4 Concrete (4,000 psi) 5 Welded Wire Mesh 4 Vapor Barrier 20' x 100' roll (6" lap) 4 Total Costs 2 Total Points 50

A graded student example is included in this report.

A Final Group Project was introduced at the midpoint of the semester. Students were assigned the task of creating a new cost estimate and submitting a completed bid on a new construction project similar to the project introduced in the lab. The grading criteria used for the assignment is given below.

Bid Form 5 SV Form G702 (AIA) Application for Payment 2 SV Form G703 (AIA) Continuation Sheet 5 Summary Sheet 10 Detail Sheet (Material, Labor, Equipment Costs and Activity Duration) 50 General Requirements 5 Concrete Take off 11 Masonry Take off 19 Metals Take off 5 Thermal Protection Take off 4 Finishes Take off 2 Plumbing Take off 8 HVAC Take off 9 Electrical Take off 9 Earthwork Take off 2 Format Take off 4 Total Points 150

The following pages of this SLO report include the:

Graded student lab Graded Final Project Course Assessment Report for SLO 4

Assessment and Evaluation for SLO 4 Courses: CEMT 34200 - Construction Cost and Bidding Academic Term: 2018 Spring Semester Instructors: Matt Ray Evaluation of Assessment Data:

Indirect Measure The Indirect Measure for SLO 4 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). An 90% ranking was achieved for this SLO.

ACCE SLO 4 Raw Score Percent Create construction project cost estimates. 4.5 90

Direct Measures - Assessments and Evaluations The Direct Assessment consists of a lab assignment (custom designed to provide students an opportunity to create cost estimates covering multiple divisions for a given project throughout the semester) and a final group project (represents a culmination of lab experiences, creating a cost estimate and submit a bid on a similar project).

Direct Assessment N Average Grade Percent

Concrete Lab 19 42.84 /50 85.7 Final Project 19 121.15/150 80.8

The course includes multiple labs, with the Concrete Lab being one example. The individual labs are submitted each week as smaller portions of a larger lab project while the Final Project includes a larger portion of a project including multiple divisions, markups and additional submissions as part of the bidding process. Individual labs combined makeup 15% of the final grade while the final project alone counts for 20% of the final course grade. The final project is the culmination of the course experience and provides evidence of a student’s ability to successfully create a cost estimate. An average score of 80% was achieved for the direct assessment of SLO 4 - Create Construction Project Cost Estimates for CEMT 34200.

Proposed Actions for Course Improvement: Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. Both the Concrete Lab and the Final Project were greater than 80% indicating that the target value was met. I would say for SLO 4, on the final project students worked on the lab session in class with attendance optional after the initial instruction. I think forcing students to work on the project during lab time would improve the results by making the project a priority earlier on. The poor scores are not lack of knowledge but lack of time. The required time in class for working on the project is the change for the future.


Create Construction Project Schedules

Introduction

“Create Construction Project Schedules” can have different meanings based on perspectives. Some might say that “creating” a project schedule ends once the schedule is entered in the software, which is usually done before the start of actual construction. Others may say that the schedule is created and recreated throughout the life of the project. We took the point of view of the second camp, since it is difficult to determine the true usefulness or validity of a schedule until it is applied to a project. Since “create” is the highest-level of Bloom’s Taxonomy, we took a more expansive definition for project schedules. In CEMT 35000, there are five assignments that relate to project scheduling. Students are provided a set of plans and a detailed cost estimate, create a WBS (for the schedule), determine the costs for all tasks, enter the information in MS Project. Construction then begins, and students enter actual construction progress and cost information in the schedule at the half-way point of the project and when construction has been completed.

Assessment Methods (additional information in the Direct Assessment section of this report) Indirect Measure

ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey) Direct Measures

For SLO 5, there are five (5) assignments that are used as Direct Measures. 1. Work Breakdown Structure for the Garage Project 2. Garage Project - Costs 3. Garage Project - MS Project 4. Garage Project Schedule - Update (06/07/2018) 5. Garage Project Schedule - Final Update

Additional information concerning the above assignments is provided in the Direct Assessment section of this report.

SLO 5 Report Content Subsequent sections of this SLO Report document the following:



• Assessment Report for SLO 5 Indirect Measure (refer to Volume I pages 29-30)



5. Create construction project schedules. 4.4 88

Direct Measures

The Direct Measures for SLO 5 are assignment that include: 1. Work Breakdown Structure for the Garage Project 2. Garage Project - Costs 3. Garage Project - MS Project 4. Garage Project Schedule - Update (06/07/2018) 5. Garage Project Schedule - Final Update

Work Breakdown Structure for the Garage Project

The project is a 624 square foot garage with some sitework (sidewalk, driveway, and utilities). Students are given a set of design drawings with some specifications included in the drawing set and a detailed cost estimate with a Work Breakdown Structure (WBS) in the CSI MasterFormat. The deliverables of this assignment are a WBS for the project schedule (schedule tasks) and a manual project scheduling diagram.

Garage Project - Costs Once the WBS assignment has been submitted, graded, and returned to the students, an in-class work session was conducted to determine the final format of the WBS. Student input determined the tasks to be included in the WBS along with appropriate headings based on the CSI MasterFormat. Based on the final WBS, a manual PDM schedule was created on the white board and a constructability review followed to determine if the schedule made sense (logic and predecessors). Some revisions were made to the WBS. For this assignment, Garage Project - Costs, students had to determine the costs for all tasks on the final WBS based on information in the cost estimate and R.S. Means.

Garage Project - MS Project

Once the costs assignment was graded and handed back, the final cost numbers were determined by the course instructor and then modified by means of a class discussion. The final cost amounts were determined and recorded. Students then had to enter that information (tasks, durations, predecessors, logic, and costs) into MS Project.

Garage Project Schedule - Update (06/07/2018)

Once all the project schedules were in MS Project the next assignment was to update the schedule. The schedule was updated on 06/07/2018 based on information provided by the course instructor. Durations, costs, and some logic had to be modified, thus creating a “new” schedule that was used for the remainder of the project.

Garage Project Schedule - Final Update

The final schedule was created after completion of construction, based on information provided by the course instructor. Students had to document project measures and “lessons learned.”

Graded Student Work

The following pages show the student work for each assignment followed by the grading criteria for that specific assignment.

Work Breakdown Structure for the Garage Project (2 pages) Grading Criteria Garage Project - Costs (one page) Grading Criteria

Garage Project - MS Project (one page) Grading Criteria Garage Project Schedule - Update (06/07/2018) (3 pages) Grading Criteria Garage Project Schedule - Final Update (2 pages) Grading Criteria

The assignments are not “marked up” since these assignments were graded in Canvas. The grading criteria for each assignment has not been created in Canvas (yet). The course instructor completed the grading for each assignment using the grading criteria. The grading criteria and any instructor notes were sent to the students via the “Comment” section in Canvas using “SpeedGrader.” An example of how it looks in Canvas is shown after the grading criteria for the first two assignments. The “Comments” in Canvas do not reproduce well, which is why just the “graded” grading criteria is provided for the last three assignments. The following pages present the graded student work for each assignment.

Work Breakdown Structure for the Garage Project (with Network Diagram) Work Breakdown Structure for the Garage Project

Grading Criteria Item Points Grade

WBS 10 10 Manual Project Network (Scheduling) Diagram 10 10

Total 20 20

Probably too much detail in the WBS for the schedule. We will modify in class. Your network diagram does relate to your WBS. We will modify in class. Overall good job!

Garage Project - Costs

Garage Project - Costs


Reasonable costs for each task and cost total 10 10 Your Notes (Questions) 10 5

Total 20 15

Based on our discussion in class, we had Final Grade and Landscape before Driveway Concrete Placement, but we will discuss this in class and modify as necessary. You need to provide additional information in your notes to justify / explain your costs.




Gantt Chart (with columns for task, duration and cost) 10 3 Print - Project Statistics 10 10

Total 20 13

Major CSI Headings should be shown as Summary Bars not as Tasks (need to use indent) -2. Several tasks have no cost. Why? -5. Statistics: Duration is correct, but total cost is not, due to missing task costs. No deduction for statistics.

Garage Project Schedule – Update (06/07/2018)

Garage Project Schedule – Update (06/07/2018)


Tracking Gantt using the Earned Value Table (must fit on one page) 50 25 Earned Value Report Graphic (ACWP, BCWP, & BCWS) - Monday, May 14 through Thursday, June 7 20 20

Questions: 30 1. What is the Percent Complete of the project? Show your manual calculations and show what MS Project calculated. Why are they different? 5 3

2. What is the Schedule Variance (SV) for the project as a dollar amount and as a percentage? Show your manual calculations and show what MS Project calculated.

5 5

3. What are the CPI and SPI and what did MS Project calculate? 5 5 4. Is the project over under budget and is the project ahead or behind schedule? Explain. 5 5

5. What is the Estimated at Completion Cost (EAC)? Show your manual calculations and show what MS Project calculated. Why are they different? 5 3

6. What suggestion do you have for bringing the project back on schedule? 5 1 Total 100 67

Schedule is not a Tracking Gantt View. Schedule is not on one page. Column headings not shown. Columns are not shown as Earned Value. -25. EV graphic - OK. Earned Value Measures: Manual calculation for % complete not correct -2. SV, CV, SPI, CPI - OK. Explanation brief but OK. Manual calculation for EAC -2. Suggestions lacking detail. -4.



Tracking Gantt using the Earned Value Table (must fit on one page) 45 40 Earned Value Report Graphic (ACWP, BCWP, & BCWS) Monday, May 14 through the end of the project 20 19

Questions: What is the Schedule Variance (SV) and Cost Variance? 5 5 What are the CPI and SPI? 5 5 Did the project finish over or under budget? 5 2 Did the project finish ahead or behind schedule? Explain. 5 2 What “take home lessons” did you learn as you worked with MS Project? What went well and what didn’t? 15 5

Total 100 78 One page could mean landscape, but you’re OK. The project is over. Why are not all tasks 100% complete? - 5. EV Report Graphic - Why is EAC in there? -1. Otherwise - OK -1 ACWP, BCWP, and BCWS not correct since not all tasks are completed, but the graphic is OK. SV, CV, SPI, and CPI - OK based on your numbers. Correct - the project was overbudget, more of an Explanation is needed. -4 The project should have finished on time. This is where you need to explain your % completes. Not much of an explanation. - 4. Take Home Lessons are weak (only one?). Much more thought is needed for this section. -10 I would suggest you resubmit the assignment by Friday with corrections to recoup a few lost points.

Assessment Report for SLO 5 Courses: CEMT 35000 - Construction Project Cost and Production Control Academic Term: 2018 Spring Semester Instructors: Charles McIntyre Evaluation of Assessment Data: Indirect Measure

The Indirect Measure for SLO 5 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). An 88% ranking was achieved for this SLO.

ACCE SLO 5 Raw Score Percent 5. Create construction project schedules. 4.4 88

Direct Measures - Assessments and Evaluations

The Direct Measures consists of five assignments. The table below shows the average grades and percentages for the direct assessments.


Work Breakdown Structure for the Garage Project 24 18.5 / 20 92.5% Garage Project - Costs 24 19.0 / 20 95.0%

Garage Project - MS Project 24 14.8 / 20 74.0% Garage Project Schedule - Update (06/07/2018) 24 58.0 / 100 58.0%

Garage Project Schedule - Final Update 24 79.5 / 100 79.5% 24 198.8 / 260 73.0%

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure was 88% and the Direct Measure was 73.0%. I decided not to average those values. Based on the perception of graduating seniors (Indirect Measure), they felt confident in creating project schedules. The Direct Measure showed a different outcome. There could be several reasons that the target value (75%) was not met for the Direct Measure, as explained below. There is no lab associated with this course, so students must complete the work in MS Project using the computer labs in the ET building or on-line via IUanyware. The computers in the labs are not easily accessible since many other classes are scheduled in the labs. IUanyware has issues also, mainly with printing and saving. I received several comments from students saying that they just could put the time to do a better job in completing the updating assignment (06/07/2018) and the grades reflected that. Prior to the final assignment, I received authorization from Microsoft for the students to download MS Project on their personal computers via a link. The software was authorized for (free) use until the end of the semester and will be available in subsequent semesters for future 35000 student to use. More convenient access to MS Project could be one of the reasons the grades on the final assignment were higher than the previous assignment. Fact is - the work was of higher quality on

average for the final scheduling assignment. Student comments were very appreciative concerning authorization to download the software, basically for convenience sake.


The complete Faculty Course Assessment Report for CEMT 35000 is included in the appendix for the Quality Improvement Plan. The following proposed actions relate specifically to SLO 5 - Create Construction Project Schedules. MS Project Every student in CEMT 35000, was in CEMT 34100 - Project Scheduling and Control (with me) the previous semester. In that class (which has a lab component) we spent every lab working with MS Project in some aspect. The hands-on approach in the lab proved to be a big help to many of the students as they tried to use the software. The CEMT program requires all students to have laptops (specific requirements are posted on the website). CEMT 35000 will never have a lab associated with the course, but since all students now have access to MS Project and can download the software on their laptops, an opportunity exists. Once we get to the MS Project part of the course, I plan to schedule one or two in-class work sessions to help students with the assignments and using MS Project (as a refresher from previous semester). Canvas I plan to enter the rubrics for the Garage Project assignments into Canvas to streamline the grading process. I anticipate some changes will occur concerning the grading criteria. In addition, I expect some changes to the assignments.


Analyze Professional Decisions Based on

Ethical Principles

Introduction

CEMT 10500 - Introduction to Construction Technology introduces students to the technical aspects of reading and understanding constructions documents for the built environment. Topics include but are not limited to: building code standards, construction ethics, drafted drawing standards, coordination of both vertical and horizontal drawings, CSI MasterFormat, and basic drawing management. The course will develop an understanding of residential and commercial construction from preliminary design through working drawings. Laboratory time will introduce the student to computer aided drafting software. No previous computer knowledge is necessary. Laboratory time will introduce the student to BIM software (Revit and Navisworks).

Assessment Methods

For CEMT 10500, two methods of assessment are used for SLO 15, Direct and Indirect. Direct - Ethics Assignment (additional information is included in the “Direct Assessment” section of this report). Indirect – ACCE Student Learning Outcome Survey (i.e., graduating senior exit survey)


Subsequent sections of this SLO Report document the following.

Indirect Measure (ACCE Student Learning Outcome Survey) Direct Measure (explanation) Ethics rubric (grading criteria)

Graded ethics assignment (using the rubric) SLO 6 - Evaluation

Indirect Measure

The Indirect Measure for SLO 6 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). The results are presented below and explained in the Faculty Course Assessment Report (found at the end of this SLO report).


6. Analyze professional decisions based on ethical principles. 4.7 94

Direct Measure

The Direct Measure for SLO 6 was the Ethics Assignment in CEMT 10500 - Introduction to Construction Technology. A class-room presentation included a presentation on Ethics at School and in the Workplace and included some videos. The second part consisted of a video on construction ethics (Bid Rigging, Bid Shopping, Front-End Loading, Retainage and Courtesy Bid). Students had to watch several other videos as part of the homework assignment and then answer questions on PART I - Ethics at School and in the Workplace and PART II - Ethics in Construction. The grading is shown below.

PART I - Ethics at School and in the Workplace Provide typewritten responses to the following: Points

1.) Describe two instances of unethical behavior or practice that you have personally witnessed (or taken part in) at school or in the workplace. 25 2.) For each instance, what did you do about it? 3.) Did you do the right thing? Why or Why not?

PART II - Ethics in Construction

Questions to Answer Points 1. In your own words, define “Bid Rigging.” 5 2. In your own words, define “Bid Shopping.” 5 3. In your own words, define “Front-End Loading.” 5 4. In your own words, define “Retainage.” 5 5. In your own words, define “Courtesy Bid. 5

Graded Assignment

SLO 6 Ethics - Assessment Report Course: CEMT 10500 - Introduction to Construction Technology Academic Term: 2018 Spring Semester Instructors: Bill White Grade Distribution:

Term A+ A A- B+ B B- C+ C C- D+ D D- F Spring 2018 0 0 0 0 1 1 2 1 0 0 0 1 1


The Indirect Measure for SLO 6 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). An 94% ranking was achieved for this SLO. The Direct Assessment consists of an ethics homework assignment. The table below shows the average grades and percentages for the direct assessments.

Direct Assessment N Average Grade Percent Ethics Assignment 7 40 / 50 80%

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (94%), the Direct Measure (80%) for an average of 87.0 indicate the benchmark of 75% was met.

Course Evaluation Results:

This was an unusual semester since only seven students were enrolled in the class - well below the average enrollment. Students had an increased amount of individual attention from the instructor, however, the grades did not reflect that. Several students just missed class too often and could not complete satisfactory work.

Proposed Actions for Course Improvement: Related specifically to SLO 6 - Analyze Professional Decisions Based on Ethical Principles, there are a few actions that will be incorporated at the next course offering.

• There will be a new case study (Part I) with a focus on construction ethical issues. • Create a rubric in Canvas, instead of using just comments. • Invite a guest speaker from the local construction industry to speak about ethics.


Analyze Construction Documents for Planning and Management

of Construction Processes

Introduction

SLO 7 – “Analyze construction documents for planning and management of construction processes” is evaluated and assessed in CEMT 34700 - Construction Contract Administration & Specifications.



1. Semester project Executive Summary score 2. Semester project overall score 3. Specifications homework assignment


Indirect Measure (ACCE Student Learning Outcome Survey) Direct Measures


Assessment and Evaluation for SLO 7 Indirect Measure (refer to Volume I pages 29-30)



Analyze construction documents for planning and management of construction processes. 4.9 98%

Direct Measures: SLO 7 - Analyze construction documents for planning and management of construction processes.

Assessment logic for SLO 7: The capture of the most meaningful assessment data from within CEMT 34700, both overall assignment grades and specific questions embedded within larger assessment instruments have been extracted. The students are assigned a semester project which requires extensive interaction with standard construction documents such as the owner-contractor agreement, the general conditions, and the specifications. The overall score is a good indicator of how well the student was able to interact with these documents while managing them within the construction management software. Additionally, within this project one specific requirement engages the student by reviewing all the documentation, determining the overall status of the project and then summarizing their findings in a written summary. Regarding the specifications, a homework assignment requires each student to research a randomly assigned specification section. This assignment requires the student to rigorously scrutinize the specification sections.

Explanation of Direct Measures

CEMT 347000

CEMT 34700 incorporates many facets of construction administration that address day-to-day project documentation. The direct assessment consists of a specification research homework assignment, one specific question embedded within the semester project and the overall score for the same semester project. All data was drawn from the Fall 2017 semester.

1. Homework Assignment: Specification Research “SpecSearch” 2. Embedded semester project question 3. Semester project score

1. Homework Assignment: Specification Research “SpecSearch” For the Fall 2017 semester, the specification research assignment was combined with 5 additional questions pertaining to the General Conditions. The following data have been extracted from the assignment so that they apply exclusively to specifications. Thus, while the overall assignment point value was 85, 60 points applied to the specifications. Refer to Table 1 for the scoring data. Refer to Figure 1 for the assignment and grading rubric.

SLO 7 Student Scores (FA17)

Specification + A201

Research (7620215)

Specification Only

TOTAL POSSIBLE 85 60 Student

1 76 51 2 71 48 3 76 50 4 58 49 5 49 49 6 69 44 7 77 58 8 83 60 9 56 44

10 73 57 11 78 54 12 52 47 13 73 51 14 85 60 15 82 57 16 64 60 17 80 58 18 80 55 19 69 48

AVERAGE 71.11 52.63 87.72%

Table 1. Specification Research Assignment

2. Embedded semester project question (Executive Report) This assignment occurs within the semester project. After inputting and manipulating all the data to create a project within the Procore project management software, the student is asked to evaluate and interpret all of the data to determine the actual overall status of the project. The student is asked to consider the schedule, the budget, troublesome issues and anything else that may affect the successful completion of the project. They are then asked to provide a written summary. Refer to Table 2. Refer to Figure 2 for the assignment as extracted from the Semester Project.

SLO 7 Student Scores

(FA17)

Semester Project

Executive Summary

TOTAL POSSIBLE 20 Student

1 18 2 14 3 16 4 13 5 15 6 16 7 18 8 18 9 10

10 17 11 16 12 18 13 14 14 19 15 18 16 10 17 18 18 16 19

AVERAGE 15.78 78.89%

Table 2. Executive Report Score (n = 18/19)

3. Semester project score This assignment commences at the midpoint of the semester and is due at the end. It utilizes the skills the student learns within lab and applies these skills to a realistic mock project. The student is provided a contract, general conditions, specifications, schedule and budget to set up a project within Procore. As the semester progresses, the student receives supplemental assignments that require documentation within the software e.g., pay applications, change orders, RFI’s, daily report, etc. Refer to Table 3 for the scoring data. Refer to Figure 3 for the assignment and grading rubric.

SLO 7 Student Scores (FA17)

Semester Project Overall

TOTAL POSSIBLE 200 Student

1 193 2 167 3 180 4 126 5 121 6 129 7 180 8 192 9 174

10 135 11 170 12 170 13 157 14 188 15 193 16 166 17 186 18 188 19

AVERAGE 167.50 83.75%

Table 3. Semester Project Score (n = 18/19)

Assessment and Evaluation for SLO 7 Courses: CEMT 34700 - Construction Contract Administration & Specifications Academic Term: 2017 Fall Semester Instructor: Bill White Evaluation of Assessment Data: Indirect Measure

The Indirect Measure for SLO 7 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). An 98% ranking was achieved for SLO 10.

ACCE SLO 7 Raw Score Percent Analyze construction documents for planning and management of construction processes. 4.9 98%

Direct Measures - Assessment and Evaluation

The Direct Measures were research questions, executive summary evaluation, and the semester project. The results of assessment of these measures is presented below.

Direct Measures Calculated Summary Weighted Average Grade % 1. Specification research questions 87.7% 2. Executive summary evaluation 78.9% 3. Semester Project 83.7%


The topics covered in the three assessed indicators all exceed the 75% benchmark. Therefore, no corrective action appears warranted at this time. The average for the Direct Measure was 83.4%. It doesn’t escape notice that the executive summary scores are 5% lower than the overall project score. This suggests a possible weakness in understanding the intricacies of interpreting the construction document data as they apply to the overall project. This outcome will be reviewed in subsequent assessments to determine if this relationship persists.

Assignments Following are the assignments that generated the scores presented above. Assignments are shown in blue font to distinguish them from the assessment documentation.

Goal Become more familiar with construction specifications and critical AIA documents by researching within the documents. Instructions

1. Select a specification section from the envelope and record it. 2. Write your name on the slip and return it to the instructor. 3. Referencing the specification section you randomly received in class, answer

the following questions within the spaces allotted on the form. 4. Refer to the specification “Indy South MOB Vol. 1 of 2” or “Indy South MOB Vol.

2 of 2” as found in Canvas / Resources. 5. Every specification is different so not all of the questions may apply to your

particular section. 6. Your response must

a. Properly identify where you find your answer by noting its complete part, paragraph and section numbers.

b. Include written text to answer the question. c. Use your own words – do not cut and paste.

7. Questions 11 – 15 address the General Conditions. Utilize the A201 document as uploaded within your Procore project to answer the questions.

Deliverables

1. Electronic submission of the Answer Forms which follow via Canvas / Assignments. Print only the answer forms.

2. PDF file format only 3. One (1) file only

Due Refer to Canvas / Assignments. Rubric Item Point value Adherence to instructions 5 Appearance 5

Consistent font, margins, layout, line spacing Answer accuracy and detail 75

Assignments: 85 Total

Question & Answer Form

Your Name:

Specification

Section:

Part & Paragraph #

Specification Written Answers

1. What other products / sections within the project ma coordinate with?

2. Identify one example of a reference standard speci 3. What submittals are required? 4. What environmental issues must be considered when

product? 5. What kind of experience / certification / capability 6. Identify an installation requirement that could be ver

inspection via measurement OR identify a tolerance 7. Provide an example of an installation instruction. 8. How much extra stock is required? 9. What product(s) / work is included in this specificati

10. Identify five (5) referenced standards developing org acronyms that are found within your specification sec Identify what the abbreviation stands for and a one s description of the organization, i.e., what does it do? serve?

Figure 1. Specification Research Assignment

1. Executive Report -- This is your written narrative that includes the content listed below. It is NOT a Procore feature. Produce this in MS Word, print as PDF & include with your submitted documentation.

1. Summary (important project events that have happened to date. Milestones achieved, critical problems resolved, etc.)

2. Budget (status of the budget: any issues?) 3. Schedule (status of the schedule: any issues?) 4. Recommendations (proposed corrections, if any?) 5. Note: This is NOT a review of the course or this assignment.

Figure 2. Executive Report Assignment

October 12, 2017 Assignment Goals Become acquainted with the management of construction projects on web-based management software utilizing standard project management forms, tools and contracts. Methodology This assignment requires that you administer a new project within Procore. To achieve this, you must reference the documentation typically encountered in an actual project. The Procore administration process will utilize the skills we have already practiced in lab or we will soon practice in upcoming labs. Premise In your continuing role as project manager at IUPUI Construction you have received a new project in your portfolio, Indy South MOB. The CEO of IUPUI Construction has requested a report which fully documents the project to date. Contained within this assignment is the fundamental information you need to set up the project and create the multipage report. Additionally throughout the remainder of the semester you will receive information (supplemental assignments) to execute some of the other forms and documents that must be created. At the end of the semester you will submit an executive report which contains the administrative documents that answer the following questions: Required Documentation (Procore form names are underscored)

2. Project Directory (limit to participants associated with this project). 1. Project Team

i. Design team ii. Awarded subcontractors

2. Owner 3. Owner’s representative 4. Independent Decision Maker

3. Prime Contract (found in Contract Information / Cost Worksheet) 4. Procore Standard Budget

1. Generate cost codes for all data shown on the Estimate Summary Sheet 2. Produce this form at the end of the project to capture all budget updates,

commitments, etc. 5. Procurement Detail (masonry contractor)

1. Buyout Summary Report 2. Awarded Contract for ???

6. Submittal Log* 1. Identify and record all submittals noted in the Specifications.

7. Applications and Certificates for Payment* 1. Application No. 1 2. Application No. 2

8. RFIs with Questions & Responses (Project Report)* 9. Change Orders*

1. Change Order Log 2. Individual change orders

10. Communications* 1. Transmittal Log 2. Transmittals

11. Construction progress * 1. Daily Report

12. Executive Report -- This is your written narrative that includes the content listed below. It is NOT a Procore feature. Produce this in MS Word, print as PDF & include with your submitted documentation.

1. Summary (important project events that have happened to date. Milestones achieved, critical problems resolved, etc.)

2. Budget (status of the budget: any issues?) 3. Schedule (status of the schedule: any issues?) 4. Recommendations (proposed corrections, if any?) 5. Note: This is NOT a review of the course or this assignment.

*Supplemental assignments. Resources Following are the resources you have at your disposal:

1. AIA A101 – Owner / Contractor Agreement (attached to assignment in Canvas) 2. AIA A201 – General Conditions (attached to assignment in Canvas) 3. Construction schedule (attached to assignment in Canvas) 4. Estimate Summary Sheet (attached to assignment in Canvas) 5. Indy South MOB specifications (attached to assignment in Canvas) 6. Procore software 7. Previous lab exercises

Deliverables One multipage PDF file submitted via Canvas / Assignments which contains the following information:

1. Cover sheet a. Course title b. Term c. Your name d. Your company name e. Project title

2. Copy of this assignment (this 3-page document). 3. Executive Report. 4. Procore Content

a. Section dividers (dedicated pages) using Procore categories i. Core ii. Project Management iii. Quality & Safety iv. Construction Financials

b. Procore content placed within the correct corresponding sections per #3 above. Due Refer to Canvas / Assignments / Semester Project. Grading Rubric

1. Criteria a. Completeness – all required components b. Accuracy & detail – forms fully executed including dates, addresses, ID numbers,

information, etc. c. Professional execution – neat, consistent and well organized

2. Point deductions include but are not limited to: a. Blank / missing form entries b. Incorrect forms c. Incorrect / missing data d. Out of sequence compilation e. Inclusion of extraneous or unnecessary information

3. This qualifies as an Assignment: 200 points total.

Figure 3. Semester Project Assignment


Analyze Methods, Materials, and Equipment Used to Construct Projects

Introduction

CEMT 33000 – Construction Field Operations. The course covers the construction methods and materials using various types of heavy equipment, application of specific types of equipment, and analysis of field operations including equipment productivity and costs. Construction methods and applications include trenching, hauling, dozing, paving, and lifting. The course subjects include effective equipment operations for various construction materials including aggregates, soils, asphalt, and concrete. Student Learning Outcome 8 – Analyze methods, Materials, and Equipment Used to Construct a Project is assessed and evaluated in CEMT 33000 – Construction Field Operation, as indicated in the ACCE SLO Matrix. Supporting courses include: CEMT 12000 - Construction Materials and Systems, CEMT 26000 - Strength of Materials, CEMT 26700 - Materials Testing, and CEMT 28000 - Quantity Survey. The syllabus for CEMT 33000 - Construction Field Operation is included in Volume II: Appendix A - CEMT Course Syllabi.

Assessment Methods

For CEMT 33000, two methods of assessment are used for SLO 20, Direct and Indirect. • Direct – Individual Assignment, Quiz, and Exam (as explained later in this report) • Indirect – ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)


The following sections of this SLO Report document the following:

Indirect Measure (ACCE Student Learning Outcome Survey) Direct Measure Graded Student Work

o Quiz (graded example shown) o Homework (examples of homework shown) o Midterm Exam and Final Exam (graded final shown)

Faculty Course Assessment Report Indirect Measure (refer to Volume I pages 29-30)


ACCE SLO Raw Score Percent 8. Analyze methods, materials, and equipment used to construct projects 4.4 88

Homework Chapter 2 Homework - Chapters 5 & Chapter 7

Homework - Chapter 6 Quiz - Chapter 1 & 2

Final Exam

Assessment Report for SLO 8 Course: CEMT 33000 – Construction Field Operations Academic Term: 2017 Spring Semester Instructors: Dan Koo Grade Distribution:

Term A+ A A- B+ B B- C+ C C- D F Spring 2017 0 3 1 4 6 4 4 0 2 0 0


The indirect measure for SLO 8 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). An 88% of ranking was achieved for SLO 8. The Direct Measure for SLO 8 was the Question and Answer, and Quiz. There were 24 students in this class. The table below shows the average percentage (based on 100%).

Term N Criteria Average Percent Spring 2017 24 Quizzes 78.5 % Spring 2017 24 Homeworks 80.6 % Spring 2017 24 Exams 77.8 %

The target for the overall average of the total grades is at least 75%. All three main evaluation criteria achieved over 75% of the target. The average was 80.0%.

IUPUI Course Evaluation by students provides overall student learning and feedback from the course in Spring 2017. Overall mean score is 3.1 out of 4.0 the Likert scale (Strongly Agree 4, Agree 3, Disagree 2, and Strongly Disagree 1). Student evaluation for the overall course materials are quoted from the IUPUI Course Evaluation as follows:

Some comments from the evaluation are: 1. “Dan is a great professor who can couple real-world experience with his firm grasp of

theory to help students better understand the nuances of the construction industry.” 2. “I would like to see more example problems of production rate done on the board and

work out step by step.” 3. “Course is well presented, but needs to be broken up and focus on the function of each

equipment and then present production rates and how to maximize the use of each equipment.”

4. “No one does in real life, this course was a waste of time.” Proposed Actions for Course Improvement:

Based on the indirect/direct measurements and IUPUI course evaluation, the course has currently met the target for the proposed student learning outcomes. However, some students do not fully understand, apply, and analyze the field operations using various types of equipment. It is mainly because the real-world job site does not perform the proper level of analysis of the equipment production, cost, and optimization of various plausible scenarios. Therefore, some students did not appreciate the value of theoretical analysis of the field operation. The course improvement is to reinforce the importance of theoretical knowledge for the analysis of the field operations and brings more actual field examples performed by the industry professionals so that the students can widen their view of the subject. The course objectives will be more specific rather than open-ended. Some students are afraid to provide open-ended answers and feel an insufficient level of instructions. The instructor will provide not only more specific conditions for analysis, but also open-ended problems that help an analytical thinking process.


Apply Construction Management Skills as a

Member of a Multi-Disciplinary Team

SLO 9 - Direct Measure Introduction

To comply with SLO 9 - “Apply Construction Management Skills as a Member of a Multi-Disciplinary Team,” students submit an individual assignment where they use role playing to understand the roles of “other” team members and to apply their construction management skills to address questions from the “other” project team participants.

Assignment Specifics Each member of every capstone group will assume the role of another team member, whose expertise is not construction management. Those roles include: the owner, the architect, the engineer, the subcontractor, and the supplier. Note: for the 2018 spring semester, there were 25 students in the class with 5 groups of 5 students each, so the numbers worked out well. Adjustments will be made in the future when there are unbalanced groups. While playing the role of another project participant (owner, architect, engineer, subcontractor, or supplier), the role player asks other members of group three (3) questions from the point of view of the role player. Other group member will respond to the questions from the role player from the perspective of a construction management team member. Each student transcribes the response to their questions and provides a written response to the question, “what did you learn from the role you played and the response to questions you asked the group from a construction management perspective?” Each capstone group has an industry mentor who also serves on the CEMT IAB. The questions asked by the role players were developed by the industry mentors (refer to the following page). The assignments were graded by the industry mentors and the course instructors. The grading criteria is explained below.

Grading Criteria The assignment is worth 100 points which is included in your individual grade for the capstone course. Each student will be graded by the course instructors, your group mentor, and at least one additional CEMT IAB member. Graders have the options of adding or subtracting a point, if they believe the submittals are slightly above or below the points described below. Transcript of the response to questions from your group members.

50 pts Superior (well documented, easily understood, proper grammar and spelling). 45 pts Very Good (most responses are well written, minor grammar and spelling errors). 40 pts Good (responses are fairly well written, some grammar and spelling errors). 35 pts Acceptable (responses are not well written, contain several grammar and spelling

errors). <30 pts Not acceptable (non-coherent responses that do not relate to the specific questions).

What did you learn from the role you played and the response to questions you asked the group from a construction management perspective? (Should be at least a half-page of commentary)

50 pts Superior (good insight, well written, proper grammar and spelling). 45 pts Very Good (somewhat limited in perspective, minor grammar and spelling errors) 40 pts Good (responses are fairly well written, some grammar and spelling errors). 35 pts Acceptable (lacking in apparent knowledge of the role assumed, writing style is poor). <30 pts Not acceptable (did not address the question from a learning perspective). Total Points: _____

Comments from the Grader:

Questions Asked by the Role Players

The following questions are asked by the role players to other group members who respond as construction managers, i.e., apply their construction management skills to address questions from other disciplines.

Owner Role Questions: 1. We know the schedule is very important to this project. What do you think would be a good

incentive to bring this project ahead of schedule? 2. You have prepared a comprehensive budget for this project. Would you recommend any

material substitutions that reduce the cost of the project? 3. Your project management team has forecast your labor requirements for the project. How

have you communicated your labor needs to your subcontractors and will the labor requirements be included in your subcontractor agreements?

Architect Role Questions: 1. How do you ensure and maintain the quality of the materials and products delivered to the

jobsite? 2. How do you handle change orders with your subcontractors? 3. What is your attitude to sustainable (green) design and how do you think it applies to this

project, and if so, how?

Engineer Role Questions: 1. Underground construction (foundations, utilities, etc.) can present unforeseen delays? Have

you developed any contingencies for this phase of the project that will help to keep the project schedule on track?

2. Considering the structural components and the type of building construction, what is your experience on comparable projects?

3. Storm Water Management includes the monitoring and control of runoff to the receiving waters (storm sewers, drainage ditches, streams and rivers) from a water quality perspective. How will you monitor and control the quality of runoff from your site?

Subcontractor Role Questions: 1. Within the subcontractor agreement that I must sign, what are the most important things I need

to know about my payment schedule? 2. What do I need to do to adhere to the requirements of the project schedule (software required,

level of detail, and updating)? 3. What do I need to do to conform to the requirements of your project safety plan?

Supplier Role Questions: 1. What is the role of the contractor concerning the procurement and delivery of materials? Am I

expected to work directly with the subcontractors? 2. How do you monitor inventory and supplies and what role do I play? 3. Who is responsible for unloading and stockpiling materials at the laydown site?

On the following page is an example of a graded assignment from a team mentor using the grading criteria.

Multi-Disciplinary Team Assignment (errors are highlighted) Name: Eric Dittmer Role: Engineer Responses from other group members to the Engineer: Question 1. Underground construction (foundations, utilities, etc.) can present unforeseen delays. Have you developed any contingencies for this phase of the project that will help to keep the project schedule on track?

1st We have a dedicated design team that is prepared to work with the engineers to provide updated foundation designs and drawing as soon as we hear of any changes or unforeseen conditions. 2nd We have set aside a contingency fund that is specifically designated for expedited remediation of unforeseen conditions. 3rd For unforeseen conditions that may come up during construction and the material type needs to be altered we should have no issue replacing the material for the cost difference and delivery. 4th We supply that highest quality of silt fencing and temporary fencing. Also, there is a warranty that comes with our silt fence.

Question 2. Considering the structural components and the type of building construction, what is your experience on comparable projects?

1st Our company has worked in the industry for a combined 65 years between the 3 main architects. We have seen many different projects come and go through the years, so we are prepared for anything that may come up. 2nd We have constructed several similar projects over the last decade and feel very comfortable with our capability of being successful in this venture as well. 3rd In my experience on comparable projects like this one the materials such as the steel and other structural components are more of the “modern” look that is becoming more popular recently. 4th We’ve performed work on projects with similar soil conditions and similar sized foundations before, we don’t anticipate any lag based on the conditions discovered and related scope familiarity and experience.

Question 3. Storm Water Management includes the monitoring and control of runoff to the receiving waters (storm sewers, drainage ditches, streams and rivers) from a water quality perspective. How will you monitor and control the quality of runoff from your site?

1st We will setup the design to prevent as much straight runoff from the site as possible. The setup of silt fences to control lose topsoil from running off during rainy seasons. 2nd We will be working with our contractors to ensure that all water quality codes are being adhered to. Any violations will be dealt with immediately and brought back up to an acceptable level. 3rd We supply that highest quality of silt fencing and temporary fencing. Also, there is a warranty that comes with our silt fence. 4th We utilize temporary facilities such as controlled concrete washout stations for our outgoing trucks and utilize a pervious stone gravel pathway to decrease mud from traveling after pours to minimize the runoff into nearby basins and outlets.

What did you learn from the role you played and the response to questions you asked the group from a construction management perspective? I played the engineer role for this assignment. The questions I asked the group forced me to think from an engineers’ perspective. I learned from this assignment the role that the engineer plays on the project team. I will not be an engineer but by playing the role of an engineer gave me some insight to the questions I may be asked when I get a full time job. From the other group members questions I also learned that there are a variety of questions that the owner, architect, engineer, subcontractor, and supplier may have about a project where the construction management team will need to know the answers to. This assignment has also prepared me for the presentations in a few weeks when the industry members in the audience will ask me some tough questions. The construction management team need to be able to answer questions from all of the disciplines while an owner may only be able to answer certain questions that are asked of them. For example, the owner may not know who unloads the truck on site but as a project manager it would be their duty to know that information. By being achieving a degree in construction management I understand that these questions may be asked and that I would need to know the answer to their question. Grader: Mike Soller .

Transcript of the response to questions from your group members. 50 pts Superior (well documented, easily understood, proper grammar and spelling). 45 pts Very Good (most responses are well written, minor grammar and spelling errors). 40 pts Good (responses are fairly well written, some grammar and spelling errors). 35 pts Acceptable (responses are not well written, contain several grammar and spelling

errors). <30 pts Not acceptable (non-coherent responses that do not relate to the specific questions).

What did you learn from the role you played and the response to questions you asked the group from a construction management perspective? (Should be at least a half-page of commentary)

50 pts Superior (good insight, well written, proper grammar and spelling). 45 pts Very Good (somewhat limited in perspective, minor grammar and spelling errors) 40 pts Good (responses are fairly well written, some grammar and spelling errors). 35 pts Acceptable (lacking in apparent knowledge of the role assumed, writing style is poor). <30 pts Not acceptable (did not address the question from a learning perspective).

Comments from the Grader: 95 pts Your responses to the questions were OK, and you recorded them as asked. I really like some of the lessons you learned from the questions and other group members. Would have liked some additional perspectives from the role you played as an engineer.

Course Assessment Report Course: CEMT 44700 - Construction Project Management (Capstone) Academic Term: 2018 Spring Semester Instructors: Charles McIntyre and Marvin Johnson Evaluation of Assessment Data:


ACCE SLO Raw Score Percent 9. Apply construction management skills as a member of a multi-disciplinary team. 4.7 94

The Direct Measure for SLO 9 was the assignment, “Applying Construction Management Skills as a Member of a Multi-Disciplinary Team.” The maximum grade (points) for this individual assignment was 100 points. The table below shows the average individual grade for this assignment.

Multi-Disciplinary Assignment N Average Grade Percent Spring 2018 25 88.0 88.0

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (94%) and the Direct Measure (88.0%). Assuming an equal weight for each measure the composite grade was 91% indicating that the target value was met. Overall, the student response to the questions proposed by the role player were thoughtful and provided a depth of knowledge indicating that the students could apply their construction management skills to address the concerns from questions from other “non-construction” team members.


The complete Faculty Course Assessment Report for CEMT 44700 is included in the appendix for the Quality Improvement Plan. The following proposed actions documented here relate specifically to the Multi-Disciplinary Team assignment. There are several proposed actions that could enhance the application of construction management skills as members of a multi-disciplinary team, as outlined below and explained on the following page.

• In-class work session • Questions related to multi-disciplinary teams at the oral presentations • Separate meeting with group industry mentors to discuss multi-disciplinary teams

In-Class Work Session Currently the assignment is done out of class. To possibly increase the effectiveness of the learning experience through class discussion, the assignment could be completed (or at least started in class).

Questions at the Oral Presentations

Prior to the oral presentations, seed questions could be distributed to industry members in attendance at the presentations. The quality of student response to questions could be documented on the rubric used to evaluate the oral presentations. Industry feedback to the student responses could also be documented.

Group Mentor Meeting

Each capstone group is assigned an industry mentor from the CEMT IAB. The mentor meets with the group approximately 4 or 5 times a semester to discuss project progress and to provide guidance for assembling their materials and organizing and refining their presentation materials. One of these meetings could be dedicated to a discussion of multi-disciplinary teams. Students would document the discussions and provide some response to “lessons learned.”


Apply Electronic-Based Technology to Manage the Construction Process

Introduction

SLO 10 - “Apply electronic-based technology to manage the construction process” is evaluated and assessed in CEMT 10500 - Introduction to Construction Technology.



4. Assignment: Revit final project: Project One 5 Sheets - FINAL 5. Exam: 5 selected questions pertaining to BIM.





Assessment and Evaluation for SLO 10




Apply electronic-based technology to manage the construction process. 4.9 98%

Direct Measures: SLO 10 - Apply electronic-based technology to manage the construction process.

Assessment logic for SLO 10: CEMT 10500 incorporates Autodesk Revit and Autodesk Navisworks software to introduce the student to the capabilities of digital drafting within the Building Information Modeling (BIM) framework. The student works on a simplified drafting project within Revit beginning about week 7 of the semester and proceeds to develop it, adding more information and detail every week until the project is complete (Final). The student receives weekly feedback to simulate the correction process in an architect’s office. With each week’s iteration, the student is expected to correct the past week’s errors as they continue to layer on additional detail. The final version of this assignment brings together every aspect of the student’s experience with Revit and is therefore an ideal assessment target for SLO 10. The student is also exposed to BIM via lecture presentation. While it doesn’t comprise the entire content of the exam, selected questions pertain explicitly to BIM technology, offering an ideal assessment opportunity.


CEMT 105000

CEMT 10500 incorporates BIM as a logical development of construction drawing reading and interpretation. Utilizing Revit reinforces the different drawing types, notation conventions, sheet layout, drawing symbols and terms that are common throughout the construction industry. The direct assessment consists of a BIM homework assignment and several questions pertaining to BIM on Exam 4. All data was drawn from the Fall 2017 semester.

1. Homework Assignment: Revit final project: Project One 5 Sheets – FINAL

2. Exam: 5 selected questions pertaining to BIM.

1. Homework Assignment: Project One 5 Sheets – FINAL Refer to Table 1 for the scores received for the final iteration of the Revit homework assignment. Refer to Figure 1 for the assignment and grading rubric.

Table 1. Revit final project (n = 29/36)

2. Exam: 5 selected questions pertaining to BIM.

Refer to Figure 1 Individual exam question analysis for the raw data drawn from Exam 4. Refer to Table 2 for the data compilation.

1.

2.

3.

4.

5.

Figure 1. Individual exam question analysis

SLO 10

FA17 Exam 4

# of students

answering the

question % correct Weighted Average

1 32 0.91 2 32 0.91 3 32 0.88 4 32 0.16 5 32 0.69

Total 160 0.7100 0.7100

Table 2. Exam question data compilation (n = 32/36)

Assessment and Evaluation for SLO 10 Courses: CEMT 10500 - Introduction to Construction Technology Academic Term: 2017 Fall Semester Instructor: Bill White Evaluation of Assessment Data: Indirect Measure


ACCE SLO 10 Raw Score Percent Apply electronic-based technology to manage the construction process. 4.9 98%

Direct Measure - Assessment and Evaluation

The Direct Measure consists of the Final Revit Report and five (5) exam questions.

Direct Measures Calculated Summary Weighted Average Grade % 1. Project One FINAL Revit Project 85.52% 2. Exam 4 Five Questions 71.00%

Average 78.3% Proposed Actions for Course Improvement:

The average Direct Measure was with the Revit project exceeded the 75% benchmark, the five exam questions did not. Even though an initial one-class assessment may not accurately capture the effectiveness of course material, given the unusually large class size the data merits a proactive approach to effect a positive learning outcome. Given that the weighted average missed the mark by 4%, additional class time will be spent addressing BIM and its capabilities. Assignments Following is the assignment that generated the scores for the Project One FINAL Revit Project presented above (Figure 2). The assignment is shown in blue font to distinguish it from the assessment documentation. The exam questions appear in Figure 1.

Project One – Perspective & Rendering

Purpose • Become familiar with the tools associated with Revit by creating a document

set for a very small project. • Acquire additional practice utilizing our newly acquired construction

document comprehension skills. • Continued+ improvement: correct erroneous drawing elements, add missing

elements & information. Reference the latest reference plan as found in Canvas / Resources / Resources folder link and revise your work to match.

• Add additional rooms, plumbing fixtures, and casework as shown. • Continue to add drawing elements as necessary. • Add notation

o North arrows o Dimensions o Material notation o Drawing notes o Reference marks

• Add to Sheet 5 o 2 interior perspectives o 1 exterior perspective

• Refer to the link on Canvas / Assignments / Project One- 5 Sheets FINAL as an example.

Deliverables

1. One 6-sheet plan set. 2. All submissions via electronic upload (PDF) (one file containing all sheets). 3. Submit via Canvas / Assignments

Due As assigned in Canvas. Process

1. Add light fixtures to your lay-in ceilings a. Proceed to PB / Ceiling Plans / Reflected Ceiling Plan. b. TAB: Systems / Lighting Fixture… “No lighting fixtures loaded.

Would you like to add one now?” YES c. Open “Lighting” folder / Architectural / Internal / and load the

following: i. Troffer Light – 2x2 Parabolic ii. Troffer Light – 2x4 Parabolic iii. Downlight – Spot iv. Downlight – Wall Washer

d. Proceed to drop the light fixtures into the ceiling as indicated in the sample project set or as desired.

Interior Perspective 1. Proceed to PB / Floor Plans / Finish Floor. 2. Proceed to View / Create / 3D View / Camera. 3. Drop camera somewhere in your building; pick location and orientation. 4. Drag “target” to look at something of interest in your space. 5. Release; Revit will open the perspective > 3D View 1. 6. In the Project Browser, RC on this perspective, select “Rename” and create a

meaningful title (e.g., room title and direction you’re facing). 7. Adjust the view by moving grips (blue circles) on the field edges. 8. To see the camera in your floor plan, in 3D View 1, highlight the picture frame.

Return to Finish Floor; the camera will be visible with the field of view and the target.

a. If your view doesn’t display everything you expect to see, adjust the

target symbol to include everything in your field of view. 9. Create 2 interior perspectives. 10. Create 1 exterior perspective

Render images

1. Proceed to View / Render a. Setting: Draft (Note: changing this setting can improve the quality of

your image but also significantly extend the processing time. You can cancel at any time.)

b. Lighting Scheme: Select “Sun and Artificial” c. It may be necessary to “Adjust Exposure… / Exposure Value.

Experiment to obtain the best looking image. d. Change setting to “Low” e. Select Render f. When completed select Save to Project… g. Do this for 2 interior perspectives and 1 exterior perspective. Try

different times of day and times of year to see the effect. h. Locate the renderings on Sheet 5; rename it “Interior Elevations &

Perspectives.”

Figure 2. Revit Project ONE Final Assignment


Apply Basic Surveying Techniques for

Construction Layout and Control

Introduction CEMT 31200 - Route Surveying is a study of field procedures for construction and route surveying. Construction surveying including highway, street, sewer, and bridge layout. Route surveying including vertical and horizontal curves, curve design, survey for streets and subdivisions, earthwork and profiles, sections using both theodolite and electronic distance measuring (EDM) equipment, including computations of errors and coordinates and use of appropriate software. CEMT 31200 prepares students to operate standard industry survey equipment and software with accuracy and precision of survey field data through calculations. Students gain an understanding of the role of surveying in construction and perform construction layout tasks within a group. The equipment used in this class includes: total station, prism pole, auto level, level rod, laser level & receiver, electronic data collector (RECON Field book), prism w/tribrach and tripod. This class is primarily laboratory with some lecture. The labs are conducted on the grounds of IUPUI.

Assessment Methods

For CEMT 31200, two methods of assessment are used for SLO 11, Direct and Indirect. • Direct - Final Exam (Part I - Written and Part II - Practicum) • Indirect - ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)



Indirect Measure (ACCE Student Learning Outcome Survey) Direct Measure

Graded Exam Final Exam Course Assessment Report




11. Apply basic surveying techniques for construction layout and control. 4.2 84

Final Exam (Written)

Final Exam Practicum (Lab)

Course Assessment Report Course: CEMT 31200 - Construction and Route Surveying Academic Term: 2017 Fall Semester Instructor: Sanjeev Adhikari Grade Distribution:

Term A+ A A- B+ B B- C+ C C- D F Fall 2017 0 5 4 1 5 1 0 1 1 0 0


The Indirect Measure for SLO 11 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). An 84% ranking was achieved for this SLO. Direct Measure for SLO 11 - Final Exam (Part I - Written and Part II - Practicum) The table below shows the average grade for the Final Exam.

Direct Assessment - Final Exam Average Grade Percent

Final Exam (100 pts) 82.0 82.0 Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (84%) and the average of the Direct Measure (82.0%) indicate that the target value was met.

Based on the IUPUI “Individual Instructor Report – Fall 2017 Course Evaluations,” the following data was collected. The entire report isn’t reproduced in this SLO document, just selected results focusing primarily on effective teaching, ten students (55.56%).


1. Upgrade grading rubric for lab grading: Refine grading criteria and provide students a detailed version of specific expectations.

2. CAD Drawing: This class requires students to prepare map from collected survey data. Students have struggled on CAD drawing. We are planning to introduce civil 3D software.

3. Electronic data collector: RECON data collector is about 15 years old and sometimes has communication issues with the total station. We are planning to fix this technical issue prior to lab class.

4. Weather Issue: Weather is great issue in Indiana because of spring semester rain and snow. During snowy and rainy days, it is difficult for students to go outside to conduct lab. We are planning to prepare few lab handouts to work inside building, in case weather becomes an issue.


Understand Different Methods of Project Delivery and the Roles and Responsibilities of All Constituencies Involved in the Design

and Construction Process

Introduction

SLO 12 – “Understand different methods of project delivery and the roles and responsibilities of all constituencies involved in the design and construction process.” is evaluated and assessed in CEMT 34700 - Construction Contract Administration & Specifications.



6. Six (6) selected questions from the midterm exam 7. A201 General Conditions research assignment (in-lab) “It’s About Time” 8. Contract Manager In-Lab Exercise PC01







Understand different methods of project delivery and the roles and responsibilities of constituencies involved in the design and construction process.

4.8 69

Direct Measures: SLO 12 - Understand different methods of project delivery and the roles and responsibilities of all constituencies involved in the design and construction process.

Assessment logic for SLO 12: To capture the most meaningful assessment data from within CEMT 34700, both overall assignment grades and specific questions embedded within larger assessment instruments have been extracted. Delivery systems, roles and responsibilities are addressed in the first half of the semester. Thus the selected assessment data is drawn from either assignments occurring prior to the midterm or appearing on the midterm exam itself. Because the A201 General Conditions is such a fundamental document which defines roles & responsibilities, results from a lab exercise are included which require students to research the A201. Additionally, our textbook addresses roles & responsibilities in chapters 1 and 2; a short reading quiz that pertains to that content is included.


CEMT 34700 incorporates many facets of construction administration that address day-to-day project documentation. The direct assessment consists of a specification research homework assignment, one specific question embedded within the semester project and the overall score for the same semester project. All data was drawn from the Fall 2017 semester.

1. Six (6) selected questions from the midterm exam.

2. A201 General Conditions research assignment (in-lab) “It’s About Time”.

3. Contract Manager In-Lab Exercise PC01.

1. Six (6) selected questions from the midterm exam. Following are six (6) questions that relate to roles and responsibilities. Because the questions were randomly drawn from a question pool, everyone in the class did not see every question. Questions 4, 5, and 6 are essay questions which account for the scores “Answers which scored in the top 27%” Refer to Figure 1.

CEMT 34700 – Midterm Exam (selected questions) (FA17)

1.

2.

3.

4.

CEMT 34700 – Midterm Exam (selected questions) (FA17)

5.

6.

Figure 1. Midterm exam selected questions 2. A201 Research Assignment “It’s About Time” This assignment is presented as an in-lab exercise. It requires the student to research the A201 to answer questions, all of which pertain to deadlines and responsibilities. Because this assessment is a fill-in-the-blank exercise, there is typically one (1) correct answer, except when students enter the incorrect figure in which case the testing software indicates “Something Else”. Note: occasionally a question may have more than one (1) correct answer. The question graph will indicate this condition accordingly. Refer to Figure 2.

CEMT 34700 – A201 Research Assignment “It’s About Time” (FA17)

1.


2.

3.

4.

5.

6.

7.


8.

9.

10.

11.

12.

Figure 2. A201 Research Assignment questions, answers

& performance data

3. Procore In-Lab Exercise PC01 CEMT 347 is combination lecture and lab course. The lecture focuses on course topics and concepts, while the lab involves primarily working within a project management software, i.e., Procore. For this lab exercise, students are requested to set up a project within Procore. The tasks require adding individuals to the project and assigning roles. Refer to Table 1 for the results and Figure 3 for the assignment.

CEMT 34700 Lab Exercise 01 (FA17) Student Score

1 10 2 9 3 9 4 8 5 9 6 10 7 10 8 10 9 10

10 9 11 8 12 8 13 7 14 10 15 7 16 8 17 9 18 9 19 9

Average: 8.894

Table 1. Lab Exercise 01 Results


SLO 12

CEMT 34700 Midterm Exam FA17

# of students

answering the

question

% correct Weighted Average

1 11 0.73

2 11 1.00 3 58 0.58 4 7 0.29 5 9 0.22 6 3 0.33

Total 99 0.525 0.583

SLO 12

CEMT 34700 Lab Exercise: "It's About Time"

# of students answering

the question % correct Weighted

Average

1 17 0.94

2 17 1.00 3 17 1.00 4 17 0.88 5 15 1.00 6 17 1.00 7 16 1.00 8 15 1.00 9 13 1.00

10 15 1.00 11 17 0.94 12 17 1.00

Total 193 0.980 0.979

Assessment and Evaluation for SLO 12

Course: CEMT 34700 - Construction Contract Administration & Specifications Academic Term: 2017 Fall Semester Instructors: Bill White Evaluation of Assessment Data:

Indirect Measure The Indirect Measure for SLO 12 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). The results are presented below and explained in the Assessment and Evaluation for SLO 12 (found at the end of this SLO report).


Understand different methods of project delivery and the roles and responsibilities of constituencies involved in the design and construction process. 4.8 96

Direct Measure - Assessment and Evaluation The Direct Measure consists of: selected midterm exam questions, A201 Lab Exercise “It’s About Time,” and a Procore lab exercise..

Direct Measures Calculated Summary Average Grade %

1. Selected midterm exam questions 58.3% 2. A201 Lab Exercise “It’s About Time” 97.9% 3. Procore lab exercise 88.9%

Average 81.7% Proposed Actions for Course Improvement:

As indicated in the table above, the average grade percentage for this outcome is 81.70%, which exceeds the benchmark of 75%. It must be noted that one indicator, the selected midterm questions, falls substantially below the 75% target and therefore deserves additional review. To improve the average score on this indicator and the related indirect indicator, the following remedial actions will be taken:

3. An in-class activity will be created that requires students to discern the differences in delivery systems. It will present varying project scenarios requiring the student to select which delivery system would best address the unique characteristics of each project. In this way, the differences between delivery systems will become more apparent.

4. Additional class time will be spent presenting the topic, emphasizing the advantages and disadvantages of each delivery system we cover.

Assignments

Following are the assignments that generated the scores presented above. Assignments are shown in blue font to distinguish them from the assessment documentation.

CEMT 34700 Construction Contract Administration & Specifications Fall 2017 Construction Engineering & Management Technology Purdue School of Engineering & Technology Indianapolis Goals

1. Familiarize yourself with Procore environment. 2. Set up Procore / Gazelle Office Remodel.

a. Populate data within your new project. i. Participants & roles ii. Cost codes iii. Budget amounts

b. Create 2 reports – one standard and one custom c. Become acquainted with course processes and software

i. Primavera Contract Manager ii. PDF printing iii. File naming convention iv. Canvas submission process

Terms • Cost codes • Profit • Overhead • Commitment • Subcontractor

Deliverables

1. Print the following as PDF files and upload them as directed in Canvas / Assignments: a. Custom Project Directory b. Budget Detail Report

Initializing Procore

1. Find your Procore invitation within your official university email in-box. Follow the instructions to login.

2. Create your password. Write it down. (I am unable to retrieve your password. Use the Forgot your password? link to retrieve it.)

3. Proceed into Procore. You arrive at the Company Level. You should see 2 projects: a. Gazelle Office Remodel (project # 347FA17.last 4 letters of your last name) b. The Vortex Business Center – Sandbox Project.

4. Select Gazelle Office Remodel. Adding Companies & Team Members

5. Proceed to Toolbox / Core / Directory.

6. 7. From the dropdown menu, select the following individuals. Ensure the permission

template for each individual is correct. Permission

Template 1 Carlos Bonilla O&D Bonilla Framing, LLC Subcontractor 2 Greg Broady Broady-Campbell, Inc. Subcontractor 3 Bill Clemons CEP Concrete Construction Corporation Subcontractor

Permission Template

4 Basil Delacruz Quality Interiors, Inc. Subcontractor 5 Buck Gazelle Gazelle Printing Group Owner/Client 6 Jim Halperin Dunder Mifflin Design Architect/Engineer 7 Bill Poindexter Poindexter Excavating, Inc. Subcontractor

8. 9. Proceed to Toolbox / Project Directory 10. Select “Configure Settings” (orange gear)

11. Assign the following roles:

Role Member 1 Project Manager (you) 2 Designer Dunder Mifflin Design 3 Owner Gazelle Printing Group 4 Subcontractor 1 Broady-Campbell, Inc. 5 Subcontractor 2 O&D Bonilla Framing, LLC 6 Subcontractor 3 Poindexter Excavating, Inc. 7 Subcontractor 4 Quality Interiors, Inc. 8 Subcontractor 5 CEP Concrete Construction Corp.

12. Adding Cost Codes & Budgeted Amounts

13. Proceed to Toolbox / Construction Financials / Budget. 14. In Cost Code dropdown, select the following cost codes:

Cost Code & Title Category Original Budget 1 00-00 40 – Profit Profit $1000.00 2 00-00 50 – Overhead Overhead $500.00 3 01-500 – Temporary Facilities Other $750.00 3 03-210 - Cast-In-Place Concrete Commitment $1845.00 4 04-200 - Masonry Units Commitment $1228.50 5 06-100 - Rough Carpentry Commitment $2542.00 6 09-900 - Paints and Coatings Commitment $1494.00 7 31-00 00 - Earthwork Commitment $2890.50

15. (for each line item) 16. Review your work. Ensure the total amount = $12,500.00. If it does, lock the budget:

Creating the reports 17. Budget Detail Report

a. Proceed to Toolbox / Reports / Financial Reports / Budget Detail Report. b. Save it with this file protocol: Last Name.Exercise01A. c. Upload it into Canvas / Assignments / Lab Exercise 1.

18. Project Directory d. Proceed to Toolbox / Reports /

e. Report Name: Project Directory f. Description: List of all participants on this project.

g. Select Tools:

h. i. Select and drag the following Available Columns into the box (In this order):

i. Company Name ii. Contact Name iii. Company Address iv. Trade

j.

k. or

l. as PDF. It should look like Figure 1. m. Save it with this file protocol: Last Name.Exercise01B. n. Upload it into Canvas / Assignments / Lab Exercise 1.

Upload the project schedule

19. Download the MS Project Schedule, Gazelle Printing Group FA17.mpp, using this link: https://iu.box.com/s/w1k1mhj0bg84mzn6qw1hgsuexhrt9ncf Save it to your desktop.

20. Proceed to Toolbox / Project Management / Schedule 21. Select the orange gear:

22. Browse to select the previously downloaded file.

23. 24. Wait for processing to complete.

25. 26. Change “VIEW BY” TO 27. Select “Next” to confirm schedule has properly uploaded.

Figure 3. Lab Exercise 01

https://iu.box.com/s/w1k1mhj0bg84mzn6qw1hgsuexhrt9ncf


Understand Construction Risk

Management

Introduction CEMT 44700 - Construction Project Management (Capstone) requires students to work in groups to create a cost estimate, a construction schedule, a safety plan, a waste management plan, etc. for a typical construction project. Project binders and oral presentations are also required. In addition, there are several individual assignments (resume, risk management, weekly reports, etc.). The risk assessment assignment is used to assess and evaluate SLO 13 - Understand Construction Risk Management. This assignment is explained in the Direct Measure section of this report.

Assessment Methods

For CEMT 44700, two methods of assessment are used for SLO 13 Direct and Indirect. • Direct - Risk Assessment Assignment (explained later) • Indirect - ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)



Indirect Measure (ACCE Student Learning Outcome Survey) Direct Measure Rubric (grading criteria) used to grade the multi-disciplinary team assignments

Graded Student Work using the rubric Course Assessment Report




13. Understand construction risk management. 4.4 88

Direct Measure

Construction risk management is designed to identify, plan, monitor, and control those measures needed to prevent exposure to risk. To provide students with an understanding of construction risk management an assignment in CEMT 44700, students must complete the “Risk Assessment Assignment.” Twenty-seven (27) risks have been identified that could be the responsibility (i.e., owned) by the contractor, the designer, the owner, the designer, or shared by more than one party. The students complete the assignment which is graded and returned to them the following week. During class each student is asked to explain and justify their selections for at least one or two of the identified risks. The goal of the discussions is to provide an understanding of not only who “owns” the risk, but to talk about ways to measure and control the risk. The risk assessment assignment is completed before the multi-disciplinary team assignment to prepare students to assume the roles of “other” project team members from other disciplines. The multi-disciplinary team assignment discussion is found in the report for Student Learning Outcome 9 - Apply Construction Management Skills as a Member of a Multi-Disciplinary Team.

Grading Criteria

The following grading criteria (rubric) is used to evaluate the risk assessment assignment.

For each of the identified risks, one or more parties may be assigned to that risk. One (1) point is deducted for each incorrectly assigned risk. Each one of the 27 type of risk categories is worth 3 points. Total points = 80 (3x27=81 round to 80 pts). In class each student will be asked for a justification for their selection for at least one type of risk.

The following two pages display the Risk Assessment Assignment (including the grading criteria) and a graded student assignment.

Name: _____________________________ Date: _________________________ CEMT 44700 – Construction Project Management Risk Assessment Assignment – 80 points Grading Criteria One (1) point tor each correctly identified “Type of Risk.” Each category is worth 3 points. Total points = 80 (3x27=81 round to 80 pts). In class each student will be asked tor a justification for their selection for at least one type of risk. Assign the party (or parties) who rightfully “owns” each risk. Each risk can be assigned to one, two or three responsible parties. All risks must be assigned to at least one participant.

TYPE OF RISK CONTRACTOR OWNER DESIGNER 1. Site access 2. Subsurface conditions 3. Quantity variations 4. Weather 5. Acts of God 6. Financial failure 7. Subcontractor failure 8. Accidents @ site 9. Defective work

10. Management incompetence 11. Inflation 12. Economic disasters 13. Funding 14. Materials & equipment 15. Labor problems 16. Owner-furnished equipment 17. Delays in work 18. Environmental controls 19. Codes & regulations 20. Safety @ site 21. Public disorder 22. Union strife 23. Errors & omissions 24. Document conflicts 25. Design defects 26. Shop drawings 27. DBE Requirements

Assessment Report - SLO 13 Course: CEMT 44700 - Construction Project Management (Capstone) Academic Term: 2018 Spring Semester Instructors: Charles McIntyre and Marvin Johnson Evaluation of Assessment Data:

The Indirect Measure for SLO 13 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). An 88% ranking was achieved for SLO 13.

ACCE SLO 13 Raw Score Percent 13. Understand construction risk management. 4.4 88

The Direct Measure for SLO 13 was the “Risk Assessment Assignment.” The maximum grade (points) for this individual assignment was 80 points. The table below shows the average individual grades for this assignment.

Risk Assessment Assignment N Average Grade Percent Spring 2018 25 62.5 78.15%

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (88%) and the Direct Measure (78%). Assuming an equal weight for each measure the composite grade was 83% indicating that the target value was met. Overall, the class discussions following the assignment added value to the basic goal of understanding risk management. This concept will be expanded in the following section, Proposed Actions for Course Improvement.


The complete Faculty Course Assessment Report for CEMT 44700 is included in the appendix for the Quality Improvement Plan. The following proposed actions documented here relate specifically to the Risk Assessment Assignment and the topic of construction risk management, in general. It is anticipated that the topic of risk management will be enhanced in future course offerings. Documentation of the results of the class discussions is needed which will be accomplished with a follow up assignment. The assignment will concern risk management as applied to the current capstone project. Students will be required to develop a risk management plan, for example: • Define at least five (5) risks that are owned by the contactor (i.e., construction management

team) that are specifically related to the current capstone project.

• Create a Risk Management Plan of how those risks are monitored and controlled throughout the project.

A framework will be created to assist the students in developing the risk management plan. A tentative outline of the plan is provided below. Additional insight will come from the industry mentors.

7. Risk Identification (what are the risks?) 8. Risk Responsibility (who owns the risks?) 9. Risk Assessment (what is the impact of the risks and how are the risks measured and ranked?) 10. Risk Response (what are measures for addressing the risks?) 11. Risk Mitigation (what is the contingency plan to deal with the risk should it occur?) 12. Risk Tracking a Reporting (what documentation is required?)

The Risk Management Plan will become part of the documentation for the Project Bonder and part of their oral presentation. In addition, each group will create a Risk Assessment Matrix, similar to the example below, where each of their project specific risks are identified and assigned a measure of probability.


Understanding Construction Accounting and Cost Control

Introduction

SLO 14 – Understanding Construction Accounting and Cost Control is assessed and evaluated in CEMT 34200 - Construction Cost and Bidding.

Assessment Methods (additional information in the Direct Assessment section of this report)

Indirect Measure ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)

Direct Measures For CEMT 34200, two methods of assessment are used for SLO 14, Direct and Indirect.

Direct Measures include a homework assignment, lab assignment and a portion of the midterm exam (additional information included in the “Direct Assessment” section of this report).




Explanation and grading criteria Graded student work (using grading criteria)

• Assessment and Evaluation for SLO 14 Indirect Measure (refer to Volume I pages 29-30)



Understand construction accounting and cost control. 4.8 96

Direct Assessment:

In CEMT 34200, one lecture was dedicated to addressing the key elements of labor rates, crew rates and equipment rate calculations. The Direct Assessment consists of a homework assignment (complete labor rate calculation with burden markup and equipment ownership and operating rate calculations), a lab assignment (multiple crew rate calculations) and 3 questions on the midterm exam (labor rate, crew rate and depreciation and interest calculations)

The homework assignment was to calculate a labor rate with burden markup, ownership and operating costs for equipment and crew rate calculations. The grading criteria used for this assignment is given on the following page.

Assignment 3 (Labor, Equipment, Crew) AVAILABLE POINTS

Labor Rate Calculation 6 Equipment Ownership and Operating Rate 6 Crew Rate 4 Total 16

A graded student example is included in this report.

The lab assignment was to calculate multiple crew rates. The grading criteria used for this assignment is given below:

Placing Concrete Slab 15 Installing Brick Veneer 15 Weekly Clean-Up 4 Erect Structural Steel 15 Name 1 Total Points 50

A graded student example is included in this report. The questions on the midterm exam include labor rate calculations, crew rates and equipment depreciation and interest calculations. The grading criteria used for this assignment is given below:

Labor Rate 6 Crew Rate 4 Annual Depreciation and Interest for Equipment 2 Total Points 12

A graded student example is included in this report. The following pages of this SLO report include the:

Graded student homework assignment Graded student lab assignment Graded midterm exam questions Assessment and Evaluation for SLO 14

Assignment 3 (Labor, Equipment, Crew)

Assignment 3 (Labor, Equipment, Crew) AVAILABLE POINTS Labor Rate Calculation 6/6 Equipment Ownership and Operating Rate 6/6 Crew Rate 4/4 Total 16

Lab Assignment (Calculate Multiple Crew Rates)

Placing Concrete Slab 15/15 Installing Brick Veneer 15/15 Weekly Clean-Up 4/4 Erect Structural Steel 15/15 Name 1/1 Total Points 50

Questions - Midterm Exam

Labor Rate 5.5/6 Crew Rate 4/4 Annual Depreciation and Interest for Equipment 2/2 Total Points 12

Assessment and Evaluation for SLO 14 Courses: CEMT 34200 - Construction Cost and Bidding Academic Term: 2018 Spring Semester Instructors: Matt Ray (CEMT 34200) Evaluation of Assessment Data:

Indirect Measure

The Indirect Measure for SLO 14 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). A 96% ranking was achieved for this SLO.

ACCE SLO 14 Raw Score Percent Understand construction accounting and cost control. 4.8 96


The Direct Assessment consists of a homework assignment (complete labor rate calculation with burden markup and equipment ownership and operating rate calculations), a lab assignment (multiple crew rate calculations) and three questions on the midterm exam (labor rate, crew rate and depreciation and interest calculations).


Homework Assignment 18 12.28 /16 76.73 Lab Assignment 19 42.84/50 85.68

Midterm Exam Questions 19,22,23 19 8.84/12 73.68 Total Average 78.7

The portion of the homework assignment, lab assignment and midterm exam revealed that students were successful with crew and equipment rates and struggled more with the labor rate calculations. Both the lab assignment and homework assignment obtained an average score greater than 75% for the direct assessment of SLO 14 - Understanding Construction Accounting and Cost Control for CEMT 34200, while questions on the midterm achieved 73.68% just under the targeted goal of 75%. The average of the three measures was 78.7% which is greater than the target goal of 75%.


As a result of the assessment, additional instruction will be provided specific to the labor rate calculations and labor burden.


Understand Construction Quality Assurance and Control

Introduction

CEMT 35000 - Construction Project Cost and Production Control is a study of the contractor's record‐keeping procedures and forms from estimate breakdown to completion of the project, with a review of current methods of production control and jobsite management. The class is primarily lecture based (PowerPoint presentations) with some time spent on class discussions. Videos compliment the presentations. The central theme of the class is “Jobsite Management” which covers numerous topics, including quality management.

Assessment Methods

For CEMT 35000, two methods of assessment are used for SLO 15, Direct and Indirect. Direct - homework assignment (end of chapter questions) including a review of video and a quiz. (additional information included in the “Direct Assessment” section of this report. Indirect – ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey).

Direct Assessment - Understand Construction Quality Assurance and Control

In CEMT 35000, an entire lecture is dedicated to Project Quality Management and includes a PowerPoint presentation and videos. The Direct Assessment consists of a homework assignment (end of chapter questions) including a review of video of a VersaCrane incident with associated questions related to root cause analysis. www.youtube.com/watch?v=AYeFcZ6q0Ig

SLO 15 Report Content Subsequent sections of this SLO Report document the following.

Indirect Measure (ACCE Student Learning Outcome Survey) Direct Assessment Explanation of the rubric (grading criteria)

Graded student review questions and quiz (using the rubric) Course Assessment Report

Indirect Measure

The Indirect Measure for SLO 15 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). The results are presented below and explained in the Faculty Course Assessment Report (found at the end of this SLO report).


15. Understand Construction Quality Assurance and Control 4.5 90

http://www.youtube.com/watch?v=AYeFcZ6q0Ig

Direct Assessment - Understand Construction Quality Assurance and Control

In CEMT 35000, an entire lecture is dedicated to Project Quality Management and includes a PowerPoint presentation and videos. The Direct Assessment consists of a quiz and a homework assignment (end of chapter questions) which includes a review of video of the VersaCrane incident with associated questions related to root cause analysis. www.youtube.com/watch?v=AYeFcZ6q0Ig The homework assignment included Review Questions 1-6, 8 & 9 from Chapter 11: Project Quality Management and two quality related questions related to the VersaCrane incident (root cause analysis). The rubric (grading criteria) used for this assignment is given below:

Review Questions 1-6, 8 & 9 1 point each (8 points) Two Root Cause Analysis Questions 6 points each (12 points) Total Point Value 20 points

A quiz on Chapter 11 was given in class the following week. The quiz consisted of 10 questions with each question worth one (1) point for a total of 10 points, as indicated on the quiz. The following pages of this SLO report include the:

Graded student assignment Graded quiz Faulty Course Assessment Report for CEMT 35000

http://www.youtube.com/watch?v=AYeFcZ6q0Ig

Chapter 11 - Review Questions

Review Questions 1-6, 8 & 9 1 point each (8 points) 7.5 Two Root Cause Analysis Questions 6 points each (12 points) 9.5 Total Point Value 20 points 17

Chapter 11 - Quiz (8/10)

Faculty Course Assessment Report Course: CEMT 35000 - Construction Project Cost and Production Control Academic Term: 2017 Fall Semester Instructor: Charles McIntyre Grade Distribution:

Term A+ A A- B+ B B- C+ C C- D+ D D- F Fall 2017 0 2 0 1 8 0 2 2 0 0 0 0 0


The Indirect Measure for SLO 15 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). A 90% ranking was achieved for this SLO. The Direct Assessment consists of a homework assignment (end of chapter questions) and a quiz. The table below shows the average grades and percentages for the direct assessments.


Review Questions - Chapter 11 14 18.5/20 92.5 Quiz - Chapter 11 14 7.2/10 72

Assuming an equal weight for both the review questions and the quiz, a composite percent of 82.25 was achieved for the direct assessment of SLO 15 - Understand Construction Quality Assurance and Control. Assuming an equal weight of both the direct and indirect assessment measures, a total score of 86.1 percent was achieved for SLO 15. Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (90%), the Direct Measure (82.25%), and a Total Percent of 86.1 indicate that the target value of 75% was met.


Based on the IUPUI “Individual Instructor Report - Fall 2017 Course Evaluations,” the following data was collected. The entire report is not reproduced in this SLO document, just select results focusing primarily on effective teaching. Seven students (50%) completed the evaluation.

7. Overall, this instructor was effective at teaching this course.

PLEASE RATE THE COURSE ON THE FOLLOWING CRITERIA:


Strongly Disagree

1

Disagree 2

Agree 3

Strongly Agree

4




COMPARATIVE MEAN SCORES:

Overall


Related specifically to SLO 15 - Understand Construction Quality Assurance and Control, there are a few actions that I plan to incorporate into the class, as outlined below. Insert a question or two into the Individual Instructor Report specifically related to Quality Management. In addition, questions will be included in the course survey for the other SLOs addressed in this course (SLO 5 - Create a construction project schedules; SLO 12 - Understand different methods of project delivery and the roles and responsibilities of constituencies involved in the design and construction process; ALO 14 - Understand construction accounting and cost control; and SLO 16 - Understand construction project control processes. I plan to load the rubric for the quality management assignments in Canvas, as well as the rubrics for all other assignments. Some adjustments will probably be made for the rubrics. I also plan to invite a guest speaker from the construction industry whose role is primarily quality management in a construction company. Concerning the overall course, I plan to incorporate a more structured approach to the class discussions by developing questions, i.e., talking points that should help stimulate the discussions. After the discussion, each student will submit a summary, or perhaps the “muddiest point” which will assist me in evaluating student understanding and course improvements the next time the course is offered.


Understand Construction Project Control Processes

Introduction

Project Control can be defined as a work process using the project schedule, project costs, and resource control which includes: data gathering; status reporting; analysis; and communication of information in formats that assist in effective project management and decision making. Student Learning Outcome 16 - Understand Construction Project Control Processes is assessed and evaluated in CEMT 34100 - Construction Scheduling and Cost Control, as indicated in the ACCE SLO Matrix. Supporting Courses include: CEMT 34200 - Construction Cost and Bidding and CEMT 35000 - Construction Project Cost & Prod. Control. The syllabus for CEMT 34100 - Construction Scheduling and Cost Control is included in this section of the Self-Study. For conciseness and document flow, the syllabi for the supporting course are found in Volume II.

Assessment Methods

For CEMT 34100, two methods of assessment are used, Direct and Indirect. Direct - Individual Assignments and Exam (as explained later in this report) Indirect – ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)


The following sections of SLO 16 Report document the following.


Assignment 5-1: Crashing the Schedule Assignment 5-7: Earned Value (Manual Calculations) Assignment 5-8: Earned Value in MS Project Exam 3

Course Assessment Report Indirect Measure (refer to Volume I pages 29-30)

The Indirect Measure for SLO 16 was assessed using the ACCE Student Learning Outcomes Survey (Graduating Senior Exit Survey). The results are presented below and are evaluated in the Faculty Course Assessment section later in this report.


16. Understand construction project control processes. 4.6 92

Assignment 5-1: Crashing the Schedule

Assignment 5-1: “Crashing the Schedule” Grading Criteria Manual Crash (10 pts)

Construct a logic (network) diagram for the project .............................................................. 1 pt 1 pt Perform a forward pass and a backward pass to determine:

Normal project duration and the original critical path .................................................... 1 pt 1 pt Calculate the total project cost for the normal project duration............................................. 1 pt 1 pt Compress the network from normal duration to maximum crash duration

In a table, list the activities that are crashed & the costs for each crash step ............... 5 pts 1pt Plot the duration vs. cost curve for this project .......................................................... 2 pts 2 pts

Total Points: 6 pts

Comments: You did not follow the correct procedure for “crashing a schedule.” You need to use the least cost slope for determining which activities to crash.

Assignment 5-7: Earned Value (Manual Calculations)

Assignment 5-7: Earned Value (Manual Calculations) Grading Criteria (10 pts)

Calculate the project progress measures (not individual tasks). 8 pts 7 pts (BCWP, BCWS, ACWP, % complete, CV, SV, CPI, SPI, and EAC) Graph the CPI vs. the SPI 2 pts 2 pts

Total Points: 9 pts Comments: Manually calculated SPI is incorrect.

Assignment 5-8: Earned Value in MS Project

Assignment 5-8: Earned Value in MS Project Grading Criteria

Tracking Gantt (refer to the figure on page 2). 3 pts 3 pts Earned Value Report (refer to the figure on page 2). 4 pts 4 pts Written comparison of the cost and schedule measures. 3 pts 2 pts

(CV, SV, CPI, SPI, & EAC) Are your values the same as those above? Total Points: 9 pts Comments: Need an explanation of why the EAC is different in MS Project as compared to your manual calculation.

Exam 3

Course Assessment Report Course: CEMT 34100 - Construction Scheduling and Project Control Academic Term: 2017 Fall Semester Instructors: Charles McIntyre Grade Distribution:



The Indirect Measure for SLO 16 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). An 92% ranking was achieved for this SLO. The Direct Assessment consists of eight (8) homework assignments, as listed below and an entire exam (Exam 3).

Assignment 5-1: Crashing the Schedule Assignment 5-7: Earned Value (Manual Calculations) Assignment 5-8: Earned Value in MS Project

The average grades for the eight assignments and the exam are shown below.

Direct Assessment

Assignments and Exam N Average Grade Percent

Assignment 5-1 (10 pts) 23 8.2 82 Assignment 5-7 (10 pts) 23 8.7 87 Assignment 5-8 (10 pts) 23 9.2 92

Average Grade of the 3 Assignments 23 8.7 87 Exam 3 (100 pts) 23 78 78

Assuming an equal weight for the average grade of the assignments (87%) and the exam (78%), a composite percent of 82.5 was achieved for the direct assessment of SLO 16 - Understand Construction Project Control Processes. Assuming an equal weight of both the direct (82.5%) and indirect assessment measures (92.0%) a total score of 87.3% percent was achieved for SLO 16. Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (92%), the composite) Direct Measure (82.5%), and a Total of 87.3% indicate that the target value of 75% was met.


Based on the IUPUI “Individual Instructor Report - Fall 2017 Course Evaluations,” the following data was collected. The entire report is not reproduced in this SLO document, just select results focusing primarily on effective teaching. Four students (17%) completed the evaluation.

3. Overall, I learned a great deal from this class.

PLEASE RATE THE COURSE ON THE FOLLOWING CRITERIA:


Strongly Disagree

1

Disagree 2

Agree 3

Strongly Agree

4





Related to SLO 16 - Understand Construction Project Control Processes, there are a few actions that I plan to incorporate into the class. The plan is to insert a question or two into the Individual Instructor Report specifically related to Project Control. In addition, questions will be included in the course survey for the other SLOs addressed in this course (SLO 5 - Create a construction project schedules (supporting course) and SLO 10 - Apply electronic-based technology to manage the construction process (supporting course). No major changes are expected for the eight assignments that are used to assess project controls. An important point to emphasize to the students next semester is the value of completing the course evaluations. I will make an exerted effort to do just that.


Understand the Legal Implications of Contract, Common, and Regulatory Law to

Manage a Construction Project

Introduction

SLO 17 - Understand the Legal Implications of Contract, Common, and Regulatory Law to Manage a Construction Project is evaluated and assessed in several CEMT courses:

CEMT 35000 - Construction Project Cost and Production Control CEMT 34700 - Construction Contract Administration & Specifications



For CEMT 35000, two methods of assessment are used for SLO 17, Direct and Indirect. Direct - homework assignments (end of chapter questions) and quizzes. Additional information included in the Direct Measures section of this report.

For CEMT 34700, two methods of assessment are used for SLO 17, Direct and Indirect.

Direct – questions from the midterm and final exams (additional information included in the “Direct Assessment” section of this report).








17. Understand the Legal Implications of Contract, Common, and Regulatory Law to Manage a Construction Project. 4.3 86

Direct Measures: SLO 17 - Understand the Legal Implications of Contract, Common, and Regulatory Law to Manage a Construction Project.

A definition for SLO 17 is provided below. The importance of construction project documentation of all types and the legal implications of those documents are fundamental to a construction project. This applies not only to traditional legal documents (such as contracts, change orders, and liens) but also to the legal relevance of day-to‐day project documentation (such as RFIs, daily logs, emails, etc.) that are used on the jobsite. Regulations affecting the construction industry from the local and regional levels (zoning, building codes, etc.), and the state and national levels (OSHA, EPA, lien laws, etc.) are also a component of the legal implications for managing a construction project.

Courses Assessed and Evaluated:

CEMT 35000 - Construction Project Cost and Production Control CEMT 34700 - Construction Contract Administration & Specifications

Explanation of Direct Measures CEMT 35000

In CEMT 35000, an entire lecture is dedicated to each of the six (6) topics related to SLO 17. Each topic is a chapter in the textbook. The Direct Assessment consists of homework assignments (end of chapter questions) and chapter quizzes, as outlined below. Assignments

Chapter 3: Use of Construction Documents on the Jobsite & Chapter 4: Submittals, Samples, and Shop Drawings (10 pts) Review Questions - Chapter 3 (1, 2, 3, 5, 7, 8, and 9) Review Questions - Chapter 4 (1, 3, 5, 6, 7, 8, and 10) Chapter 5: Documentation and Record Keeping at the Jobsite (10 pts)

Review Questions Chapter 5 (1-10 and 12) Chapter 7: Meetings, Negotiations, and Dispute Resolution (10 pts)

Review Questions - Chapter 7 (2, 5, 7, 8, and 10) Chapter 10: Subcontracting and Purchasing (10 pts)

Review Questions - Chapter 10 (1 - 6, 9 and 10) Chapter 16: Changes and Claims (10 pts)

Review Questions - Chapter 16 (1-4, 6-8)

Quizzes Chapter 3: Use of Construction Documents on the Jobsite & Chapter 4: Submittals, Samples, and Shop Drawings (20 pts) Chapter 5: Documentation and Record Keeping at the Jobsite (10 pts) Chapter 7: Meetings, Negotiations, and Dispute Resolution (10 pts) Chapter 10: Subcontracting and Purchasing (10 pts) Chapter 16: Changes and Claims (10 pts)

CEMT 347000

CEMT 34700 incorporates many facets of construction administration that address day-to-day project documentation. The direct assessment consists of graded reading quizzes and exam

questions pertaining to daily project documentation and pay application processes, specifically certificates for payment and lien documentation.

Exams 10 Selected questions from the midterm exam targeting Delivery systems General conditions Liens 10 Selected questions from the final exam targeting RFI’s

Reports Changes

Pay applications The following pages of this SLO report include:

CEMT 35000 Graded student assignments Quizzes with Answer Key and Grading Criteria (points) Graded Quizzes

CEMT 34700

Graded student quiz submissions with Answer Key and Grading Criteria Assessment and Evaluation for SLO 17

Graded Material for CEMT 35000 is on the following four pages.

Review Questions

Chapter 3: Use of Construction Documents on the Jobsite Chapter 4: Submittals, Samples, and Shop Drawings (10 pts) Chapter 5: Documentation and Record Keeping at the Jobsite (10 pts) & Chapter 7: Meetings, Negotiations, and Dispute Resolution (10 pts)

Chapter 10: Subcontracting and Purchasing (10 pts) Chapter 16: Changes and Claims (10 pts)

QUIZZES

Chapter 3: Use of Construction Documents on the Jobsite Chapter 4: Submittals, Samples, and Shop Drawings (10 pts) Chapter 5: Documentation and Record Keeping at the Jobsite (10 pts) & Chapter 7: Meetings, Negotiations, and Dispute Resolution (10 pts)

Chapter 10: Subcontracting and Purchasing (10 pts) & Chapter 16: Changes and Claims (10 pts) Chapter 16: Changes and Claims (10 pts)

Graded Material for CEMT 34700 is on the following seven pages.

CEMT 347 – Midterm exam (selected questions) (SP18) 1.

2.

3.


5.

6.


8.

9.


CEMT 347 – Final Exam (selected questions) (SP18) 1.

CEMT 347 – Final Exam (selected questions) (SP18)

2.

3.

4.


6.

7.

8.


10.

Assessment and Evaluation for SLO 17 Courses: CEMT 35000 - Construction Project Cost and Production Control

CEMT 34700 - Construction Contract Administration & Specifications Academic Term: CEMT 35000 – 2017 Fall Semester CEMT 34700 – 2018 Spring Semester Instructors: Charles McIntyre (CEMT 35000)

Bill White (CEMT 34700) Evaluation of Assessment Data: Indirect Measure


ACCE SLO 17 Raw Score Percent 17. Understand the Legal Implications of Contract, Common, and Regulatory Law to Manage a Construction Project. 4.3 86


CEMT 35000 The Direct Measures consisted of five (5) assignments and five (5) quizzes. The average grades and percentages for the Direct Measures is given in the table below. The Weighted Average Percent for all he Direct Measures was 76.7%.


Review Questions - Chapters 3&4 17 8.8 / 10 88 Review Questions - Chapter 5 17 9.4 / 10 94 Review Questions - Chapter 7 17 9.5 / 10 95

Review Questions - Chapter 10 17 9.4 / 10 94 Review Questions - Chapter 16 17 9.2 / 10 92

Quiz - Chapters 3&4 17 14.5 / 20 72.5 Quiz - Chapter 5 17 7.8 / 10 78 Quiz - Chapter 7 17 6.5 / 10 65 Quiz - Chapter 10 17 8.0 / 10 80 Quiz - Chapter 16 17 7.1 / 10 71

Weighted Average Percent (factoring in Quiz 3&4) 76.7

CEMT 34700 The Direct Measures consisted of: 10 questions from the midterm exam (Delivery Systems, General Conditions, and Liens) and 10 questions from the final exam (RFI’s, Reports, Changes, Pay Applications). On the following page are the calculations associated with each assessment followed by the summary.

SP18 Midterm Question #

# of students answering the question

% correct

Weighted Average

1 16 0.94 2 16 0.81 3 16 1.00 4 16 1.00 5 16 1.00 6 9 0.89 7 16 0.56 8 10 0.90 9 13 0.62

10 10 0.80 Total 138 0.8520 0.8553

SP18 Final Question #

# of students answering the question

% correct

Weighted Average

1 16 0.75 2 14 0.50

3 15 1.00 4 12 1.00 5 14 0.50 6 16 0.94 7 9 0.78 8 15 0.53 9 11 0.91 10 15 0.40

Total 137 0.7310 0.7228

Direct Measures Calculated Summary Weighted Average Grade % 10 Midterm Exam Questions 85.5 10 Final Exam Questions 72.3

Average 78.9 Proposed Actions for Course Improvement: CEMT 35000

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (86%) and the Direct Measure Weighted Average Percent 76.7%) for CEMT 35000 were both greater than 75% indicating that the target value was met. Based on our definition of SLO 17, the information and student work in CEMT 35000 is rather extensive. No major anticipated changes are anticipated concerning SLO 17 in CEMT 35000 except to change some of the review questions (so that they are the same ones every semester) and slightly modify some of the review questions. For the PowerPoint Presentations associated with Chapters 3, 4, 5, 7, 10, and 16, additional video links will be added to reinforce certain concepts related to SLO 17, such as, litigation and indemnification.

CEMT 347000

The topics covered in the midterm exam exceeded the 75% benchmark for this assessment with a weighted average of 85.5%. No corrective action appears warranted. However, the topics covered in the final exam achieved a weighted average of 72.3% which fails to achieve the benchmark. It appears the topics covered in the second half of the semester would benefit from corrective action. Four questions achieved less than 75% success: #2) construction change directive; #5) RFI, #8) submittal process responsibilities; and #10) RFI. Proposed corrective action will include the following:

• Develop an in-class RFI exercise that reinforces the nature of the RFI process. • Refine the course lecture to clarify and emphasize the distinction between the different

change mechanisms: change order, change directive, architect’s supplemental instruction. • Refine the course lecture to clarify role responsibilities as assigned by the A201 General

Conditions.


Understand the Basic Principles of Sustainable Construction

Introduction

SLO 18 - Understand the basic principles of sustainable construction is evaluated and assessed in several CEMT courses:

CEMT 35000 - Construction Project Cost and Production Control CEMT 10500 - Introduction to Construction Technology

Assessment Methods (additional information is included in the Direct Assessment section of this report) Indirect Measure


For CEMT 35000, two methods of direct assessment are used for SLO 18. Direct - homework assignments (end of chapter questions) and quizzes. (additional information included in the “Direct Assessment” section of this report).

For CEMT 10500, one method of direct assessment is used for SLO 18.

Direct - questions from Exam 4 (additional information included in the “Direct Assessment” section of this report).








18. Understand the basic principles of sustainable construction. 4.2 84

Direct Assessment: SLO 18 - Understand the Basic Principles of Sustainable Construction

Courses Assessed and Evaluated: CEMT 35000 - Construction Project Cost and Production Control CEMT 10500 - Introduction to Construction Technology

Explanation of Assessment and Evaluation CEMT 35000

In CEMT 35000, an entire lecture is dedicated to “Waste and Environmental Management and Sustainable Construction Practices” and includes a PowerPoint presentation and videos. The Direct Assessment consists of a homework assignment (end of chapter questions) and a quiz.

The homework assignment was review questions (pg. 359) 1-4 and 7&9 from Chapter 13. The rubric (grading criteria) used for this assignment is given below:

Review Questions 1-4 and 7&9 3 points each (18 points + 2 bonus points) Total Point Value 20 points

A graded student example of the assignment is included in this report.

A quiz on Chapter 13 was given in class the following week. The quiz consisted of 17 questions with 15 questions worth one (1) point, one question worth two (2) points, and one (1) question worth three (3) points, for a total of 20 points. The solution to the quiz is provided and included the rubric (grading criteria) directly on the quiz, as well as, a graded student quiz.

CEMT 10500

CEMT 10500 incorporates one module (one week) devoted to sustainable construction. The topic is introduced by reviewing the evidence of human-caused global warming and then recognizing the substantial CO2 contribution generated by the construction industry. The LEED program is presented as one response by the construction industry to lessen its carbon footprint. The module then concludes with a presentation on the fundamentals of LEED and the role the builder can play in successfully implementing LEED building certification.

Exam 4 6 selected questions from the midterm exam targeting: Global warming. LEED program. The following pages of this SLO report include the:

CEMT 35000 Graded student assignment. Quiz solution Graded quiz

CEMT 10500 Graded student quiz submissions with Answer Key and Grading Criteria

Assessment and Evaluation for SLO 18.

CEMT 35000 - Graded Assignment

CEMT 35000 - Graded Quiz

CEMT 10500 Material

CEMT 10500 – Exam 4 (selected questions) (FA17) 1.

2.

3.

4.

CEMT 10500 – Exam 4 (selected questions) (FA17) 5.

6.

Figure 1. CEMT 10500 Exam 4 sustainability related questions

Assessment and Evaluation for SLO 18 Courses: CEMT 35000 - Construction Project Cost and Production Control

CEMT 10500 - Introduction to Construction Technology Academic Term: CEMT 35000 – 2017 Fall Semester CEMT 10500 – 2017 Fall Semester Instructors: Charles McIntyre (CEMT 35000)

Bill White (CEMT 10500) Evaluation of Assessment Data: Indirect Measure


ACCE SLO 18 Raw Score Percent 18. Understand the basic principles of sustainable construction. 4.2 84

Direct Measures - Assessments and Evaluations CEMT 35000

The Direct Measures consists of a homework assignment (end of chapter questions) and a quiz. The table below shows the average grades and percentages for the direct assessments.


Review Questions - Chapter 13 14 18.5 / 20 92.5 Quiz - Chapter 13 14 15.5 / 20 77.5

Assuming an equal weight for both the review questions (92.5) and the quiz (77.5), a composite percent of 85.0 was achieved for the direct assessment of SLO 18 - Understand the basic principles of sustainable construction for CEMT 35000.

CEMT 10500 The Direct Measures consisted of: 6 questions from Exam 4. Below are the calculations associated with each assessment followed by the summary.

SLO 18

FA17 Exam 4

# of students answering

the question % correct Weighted Average

1 29 0.86 2 29 0.66 3 29 0.70 4 29 0.40 5 29 0.85

6 29 0.46 Total 174 0.655 0.655

Direct Measures Calculated Summary Weighted Average Grade % Exam #4 (6 Questions) 65.5

Proposed Actions for Course Improvement: CEMT 35000

The Direct Measures for CEMT 35000 met the target benchmark of 75%. No major changes are anticipated for the waste management module. However, as is the case every semester, the review questions for Chapter 13 will change slightly. The quiz questions will also be modified. Since this class parallels CEMT 44700 - Capstone where student groups must create a waste management plan, the waste management module in 35000 will be delivered the same week as the waste management plan is assigned in capstone.

CEMT 10500

As shown in the Direct Measures Calculated Summary CEMT 10500, the results failed to achieve the 75% benchmark by approximately 10%. While a mitigating condition may be that the Fall 2017 semester was the first time this material had been incorporated into the course, this performance clearly indicates the need to modify its presentation within the classroom. Several different approaches can be pursued to improve these results. All will be considered as this topic may require retooling for presentation in the Fall 2018 semester. Potential revisions include:

1. Lengthening the presentation time. Currently the presentation is limited to 1 week. Depending on the semester schedule, this could occur as two separate lecture periods over two days or one extended period in one day. As the Spring 2018 semester is presented in one extended period, its outcome results will be carefully reviewed to see if this issue persists.

2. Adding an in-class activity to reinforce the subject matter. Additional research is necessary to determine what approach this may take.

3. Adding a homework assignment. While this may be problematic because this module is presented in the last regular week of the semester -- just prior to finals week -- it’s worthy of consideration.

4. Rescheduling the module so that it occurs earlier in the semester. This would offset the problem noted in #3 above and it may receive more serious consideration when incorporated well within the regular semester.


Understand the Basic Principles of Structural Behavior

Introduction

SLO 19 - Understand the Basic Principles of Structural Behavior is assessed in CEMT 48400 - Wood, Timber, and Formwork Design. This class focuses on the fundamentals of wood and timber design, including wall, beams, columns, slabs, and forms for special shapes.

Assessment Methods

For CEMT 48400, two methods of assessment are used for SLO 19, Direct and Indirect. • Direct - The direct measure featured in this document is an exercise in calculating moment

and shear forces under several loading conditions. This exercise is based on course prerequisites but experience has shown the students benefit from a focused exercise.

• Indirect - ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)


Indirect Measure (ACCE Student Learning Outcome Survey) Direct Measure Rubric

Structural Assignment (Solution) Structural Assignment (Graded Student Work)

Course Assessment Report Indirect Measure (refer to Volume I pages 29-30)



19. Understand the basic principles of structural behavior. 4.5 90

The following two pages of this report show:

• the grading rubric, • the graded assignment, • the rubric for the graded assignment.

Course Assessment Report Course: CEMT 48400 - Wood, Timber, and Formwork Design Academic Term: 2017 Fall Semester Instructor: John Homer Grade Distribution:



The Indirect Measure for SLO 19 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). A 90% ranking was achieved for this SLO. The Direct Measure for SLO 19 was the Moment & Shear Practice Exercise. There were 17 students in this class. The maximum grade (points) for the Moment & Shear Practice Exercise was 100 points. The table below shows the average grade (based on 100 points) and the percentage (based on 100%).

Term N Moment/Shear Percent

Fall 2017 17 91 90.6%

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (88%) and the Direct Measure (90.6%) indicate that the target value was met. Student Comments: • I found 48400 (Wood, Timber, & Formwork Design) to be both an interesting and challenging

course. When I first started this class, I thought it was going to look at building a structure only through prescriptive means. Such as 2x4 walls. To my surprise and delight, I gained a wealth of knowledge through in-class assignments and videos that showed us how far Timber reaches in the construction world. We learned the pros of using one in many areas of construction and the limitations that came with those uses.

• The best part of this class was the extensive amount of resources that were given to us in pdf

format, including the National Design Specification® (NDS®) for Wood Construction. The way Mr. Homer laid the course out allowed us to take small bites of some rather complicated math. He gave us assignments that allowed us to navigate the NDS and use it in real life situations. By the end of this class I was able to confidently create a shear and moment diagram to see the acceptable dimensions needed to select an appropriate beam.

• I was a student in several of Professor Homer’s classes. Without a doubt, his classes were the most interactive and brought in the most “real world experience” into the classroom.


A continuing challenge in this course is overcoming the presumption that wood is a component of homes and apartments. I feel that we have made a strong case to the students about the many uses and applications of wood and the relevance of learning basic structural concepts such as flexural and shear stress. While the course grading criteria have been clearly identified in the syllabus until the current semester the automatic interim grade calculation feature of Canvas was not utilized. This semester I structured the individual assignment grading to fit that calculation. The results seem worth the effort. I will refine this in future classes. As currently structured each student is required to make four presentations to the class and provide a written summary to the instructor. Many of the students have used Powerpoint to focus their presentations. In the future I believe it will be valuable to make these presentation materials available to the students as part of the class file system. I intend to do this starting next semester. One of the presentations made by each student has been made from summarizing specific videos or materials about the wide use of wood in significant structures. This semester I moved this presentation much earlier in the term as part of the effort to show the relevance of wood in many types of construction. I will work to further focus this exercise and hopefully generate some excitement about wood.


Understand the Basic Principles of Mechanical, Electrical, and Piping Systems

Introduction

SLO 20 - Understand the Basic Principles of Mechanical, Electrical, and Piping Systems is assessed in CEMT 21500 - Mechanical and Electrical Systems. This course presents the methods for design, construction, and inspection of mechanical and electrical systems for buildings. Emphasis on plumbing systems, heating and cooling (HVAC) systems, and electrical systems. Piping systems deal with plumbing, potable water, waste removal, and building services including fire protection. HVAC includes expectations for human comfort, building loads, equipment selection, duct and pipe sizing. Electrical systems deal with system basics of electrical loads, distribution, and equipment. Course introduces basics of, codes, installation, inspection, commissioning, safety, and estimating.

Assessment Methods

For CEMT 21500, two methods of assessment are used for SLO 20, Direct and Indirect. • Direct - An example of direct measurement is the assignment to make a specific system

configuration recommendation for the HVAC system in a building. The building is used in several assignments so the students can examine several different issues. In this assignment the students are given 5 possible equipment configurations of the major HVAC systems and asked to examine first costs and energy consumption and present a specific recommendation. A sample of this assignment is attached.

• Indirect – ACCE Student Learning Outcome Survey (i.e., graduation senior exit survey)


Indirect Measure (ACCE Student Learning Outcome Survey) Direct Measure HVAC recommendation assignment Rubric used to grade the student work

Graded Student HVAC recommendation assignment Course Assessment Report



ACCE SLO 20 Raw Score Percent 20. Understand the Basic Principles of Mechanical, Electrical, and Piping Systems 4.3 86

Direct Measure Grading Rubric

Course Assessment Report

Course: CEMT 21500 - Mechanical and Electrical Systems Academic Term: 2017 Fall Semester. Instructor: John Homer Grade Distribution:



The Indirect Measure for SLO 20 was assessed using the ACCE Student Learning Outcomes (SLO) Survey (Graduating Senior Exit Survey). An 86% ranking was achieved for SLO #20. The Direct Measure for SLO 20 was the HVAC Recommendation. There were 30 students in this class. The maximum grade (points) for the HVAC Recommendation was 50 points. The table below shows the average grade (based on 50 points) and the percentage (based on 100%).

Term N HVAC Recommendation Percent

Fall 2017 30 42 84

Since this is the initial ACCE accreditation for the CEMT program, it was decided that an overall average of the total grades should be at least 75%. The Indirect Measure (88%) and the Direct Measure (84%) indicate that the target value was met. From the student evaluations:

• Instructional materials (for example, handouts and online resources) helped me learn the subject. 80% agree or strongly agree.

• Course assignments helped me learn the subject. 80% agree or strongly agree.

Student comments: • Professor Homer was very helpful in explaining the subject matter and very

knowledgeable of the material. I appreciated his real world experiences. • John’s teaching style is a little dry, but if you actually pay attention to his lecture

unlike a lot of students you will understand that he makes sense. • John is definitely one of the most experienced professors I have ever had. He is

very knowledgeable of the industry, • I attended CEMT 21500, Mechanical and Electrical Systems, taught by Professor John

Homer, in the Fall semester of 2017. Professor Homer began the class by telling us his professional background. He has valuable experiences and education that help to bring the real world into the classroom. The class itself was structured well with homework assignments that followed the textbook and lecture slides. Exams were relative to the assignments. I thought the assignment for plumbing fixtures was fun because I could go out to the home improvement store and shop for the fixtures. I also enjoyed using the house plans to design the systems it needed. We had the opportunity to give presentations to enhance our public speaking abilities. Group projects helped us practice working as a team to simulate real world project management activities. A predictable, structured class helped me succeed. I learned a lot about the subject material and enjoyed the class.


Prior to the present semester the course grading criteria has been clearly identified in the syllabus but the entry of individual grades in Canvas did not give a clear indication of student standing. This semester I have assigned points to each assignment in proportion to its relevance in the final grade of the course. This effort will be continued and refined so the Canvas calculated course standing is more meaningful. One particular challenge of a course in mechanical and electrical systems comes from the student’s lack of a context that demonstrates the relevance of the topics to their perception of construction. Most of the students in the class are at sophomore standing and have had at most one intern summer and some miscellaneous field experience. Since mechanical and electrical construction are performed by specialty firms and the physical work is outside the normal experience of the students their perception may be that carpentry, concrete, and excavation are the kings of construction activity. In the future I will increase the emphasis on the role of mechanical and electrical construction in the process of building successful projects. This class would benefit from at least some lab time such as soldering copper and making PEX joints. A lecture course that meets for 150 minutes, once a week, is a challenge to keep fresh and keep the students engaged. A suggestion from students in the current class is that I incorporate more short videos into the class to provide variety. I intend to do this. Student evaluations indicate that instructor interaction with the students is a weakness. I will continue efforts to more fully engage the students. For several years I have been using homework worksheets as a means to demonstrate that the students have read the chapters in the text. Other, problem based homework addresses specific topics with varying degrees of success. I will work on creating new assignments and improving existing assignments to challenge the students.

APPENDIX D STUDENT LEARNING OUTCOME REPORTS (1 ...

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