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Program Review

Program Review. Construction Management CMGT. Program Profile. Overview of program Items not addressed in self-study document Initial mention of program strengths Initial mention of areas of need Forum to inform the University community about the program. Program Profile.

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Program Review

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  1. ProgramReview Construction Management CMGT

  2. Program Profile • Overview of program • Items not addressed in self-study document • Initial mention of program strengths • Initial mention of areas of need • Forum to inform the University community about the program

  3. Program Profile • History & Degrees Offered • Associate of Applied Science (AAS) in 1980 – CST • Bachelor of Science (BS) in 1984 – CSIT • Changed name of BS in 1998 – CMGT • Accredited by ACCE in 1999 and again in 2004 • Creation of Surveying track in CMGT - Surveying • Creation of track in MST 2004 • Accreditation Information

  4. Program Profile • Description of the program: “Mixture of Applied, Technical, Business/Management Courses rounded off with a strong General Studies foundation.” • Description of Graduates: near 100% placement rate at salaries between $35,000 and $50,000 • Program Strengths: Civic Engagement & Cooperative Education

  5. Program Objectives • Mission Statement • Measurable goals based on that mission • Alignment of mission and goals to the University: • Mission • Vision • Core Values • Strategic Plan

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

  7. Program Objectives • Discussion of Goals • Provide a strong curriculum including Technical, Business/ Management, and General Education coursework to prepare graduates for their careers. • Maintain and Improve Status …in this region. • Provide leadership and service to the tri-state construction industry, community, and NKU. • Maintain Professional Accreditation.

  8. Program Organization • Describe the program organization and how well that organization works for you. • Describe the connections between your program and others (service and general studies courses are described elsewhere). • Describe partnerships and external entities.

  9. Program Organization • Team-Based Organization • Dept. of Technology (DOT) Management Team • Construction Management Team • Relationships with other programs • LDR, ILR, ENTP and other COB programs, Gen Ed. • External Relationships • CMGT Advisory boards, scholarship providers (CSI, KAPS, HBAs), Perkins Grant, Civic Engagement

  10. CMGT 11% All Other Majors in Technology 42% Construction Management (CMGT) 58% All Other Majors in College 89% Credit Hour Production Department of Technology Credit Hour Production by Discipline College of Professional Studies Students • Feel free to use graphics

  11. Students • Compare with other groups – if it helps • Be sure to explain if number are low • Trends, patterns, and projections

  12. Students • Data sources (SIS, Institutional Research, etc) • Reporting numbers – active (165) vs. declared (214) • Relationship to accreditation CMGT Enrollment by Year

  13. Students • Problems with CPE reporting • Once the AAS is achieved, the CMGT is not counted – actual CMGT grads are closer to: 2001 – 30 2002 – 32 2003 – 36

  14. Students • Recruitment Strategies • Articulation Agreements (CSTCC, LCC, KCTCS, Sinclair, Ivy Tech) • Undeclared Students • Statewide ATC Agreements – up to 6 hours • Admission Standards • Advising • Scholarships

  15. Students • Projected Growth • Evidence for support • Example: 8% -10% Based on history and… • USA Today, Dec. 31, 2004 …Residential and Commercial development in the next ¼ century eclipse anything seen in previous generations… • Engineering News Record, Jan. 25, 2005 …Industry Firms Are Set to Swell Employee Ranks in 2005….80% of the top 500 firms firms plan significant staff additions this year…

  16. Personnel (Faculty & Staff) • Faculty Profile Sheets • Narrative for each faculty member • Describe courses particularly if serving general education courses – helps to clarify faculty/student ratios • Narrative for each staff person • Secretaries, advisors, directors, assistants (e.g. lab), graduate assistants, student works, others…

  17. Personnel (Faculty & Staff) • Faculty Profiles as first Appendix • Full-Time Faculty – and construction courses taught • Paul Cooper – CMGT coordinator, teaches 3-4 classes per semester. Tenured • Sean Foley – teaches 3 classes per semester, director of civic engagement for DOT, finishing Ph.D. Tenure Track • Ed Workman – Director of MST, teaches in Industrial Technology Teacher Preparation Program, teaches 1 class per semester. Tenured • Majed Dabdoub – teaches 4-5 classes per semester, fulltime job outside the University. Non-Tenure Track

  18. Personnel (Faculty & Staff) • Secretarial Staff • Cooperative Education • DOT Advising Center

  19. Curriculum • Remember this is not a course review but program review! • Learning Outcomes for the PROGRAM… • Contributions to General Education • List of courses and programs • How are they covered by faculty (not currently asked for) • Strengths and Weaknesses • Integrated Technology (web-enhanced/based) • Cooperative Education and Internships

  20. Curriculum • Learning Outcomes shaping course content • Curriculum Topical Content (CTC) - ACCE • Sequencing of courses • Cycle of courses

  21. Curriculum • Other programs that utilize our courses • Evaluation by ACCE strengths/weaknesses • Web-Enhanced Courses: • IET 301, IET 320, IET 324, IET 431, IET 494 • Web-Based Course: • IET 303

  22. Curriculum • Cooperative Education Program • Model Program • Over 50% of all DOT enrollment • Approx. 33% of all NKU co-op students are serviced by the DOT co-op office

  23. ResourcesInformation and Instructional Equipment • Library Holdings • Capital Equipment • Strengths/weaknesses • Pressing Unmet Needs

  24. Public Engagement • Report on the different types of engagement: • Service Learning, Mayerson Classes, Work with local schools, Work with non-profits, Judging competitions, Serving on professional/community boards, etc… • Remember to include project outcomes. • Show how engagement relates to University visions and strategic plan.

  25. Program Quality Assessment This can be problematic! – • Examples of assessing student Learning: • Capstone Projects • Comprehensive Exams • National Licensure Tests • Portfolios • Student Satisfaction with program • Completing the Assessment Cycle

  26. Construction Management Assessment Guide

  27. Quantitative Sources: • Graduate, Alumni, & Employer Surveys • Course Evaluations • CPC Exam Results • Qualitative Sources: • Remarks on Surveys • Capstone Evaluations • Discussions with Employers, Alumni, Students, Advisory Boards • National Competitions • Sources & Individuals: • ACCE Accreditation Requirements • Northern Kentucky University • Industry Advisory Board • Alumni Advisory Board • Co-op Employers • CM Faculty • Students • Common Areas of Change: • Teaching Methodology • Course Content • Course Objectives • Curriculum Content & Objectives • Advising • Capstone Courses • Assessment Instruments • Assessment Procedures/Plan • Methods & Meetings: • Statistical Analysis of Quantitative Data • Advisory Board Discussions • Regular CM Faculty Meetings • Yearly CM Faculty Retreats • Documentation of Findings Assessment Plan Sources & Outputs Map

  28. Program Benchmarking • Show similarities and differences between your program and benchmark institutes with similar programs/degrees. • Comparisons should also be used as evidence for program structure OR needed change.

  29. External Evaluators • This review should occur immediately following external evaluations to help reduce load on preparers. • Schedule in concert with accreditation visits. • May add additional insight into how to improve program.

  30. Program Planning • Start creating a strategic plan • If you have a plan, update it • Show connections to University’s Strategic Plan

  31. Future of Program Review • Self-Study format is being discussed by the Program Review Steering Committee. • This presentation incorporates some of the possible changes, e.g. vitas, future questions… • Teamwork appears to be paramount!

  32. Architectural Engineering Technology • Approved at the following levels: • Department • College • Council on Postsecondary Education • Stopped at the Provost’s desk (Redding) in 2003 • High community support • Colleges asking to create articulation agreements • Quite possibly outgrow CMGT quickly

  33. Questions Comments Thank You Paul D. Cooper Sean P. Foley

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