Commentary on the ACCE Student Learning Outcomes

102 Pages·2015·1.8 MB·English

by  David L. Batie

Commentary

on the ACCE Student Learning Outcomes

Prepared by the SLO Task Force

June 2013

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Table of Contents:

Topic Page No.

1. Introduction 3

2. Chronology of SLO Development 4

3. Commentary on SLOs for 4-Year Programs 10

4. Appendix A: Development of Learning Outcomes based Standards
for the Estimating Subject Matter Category 33

5. Appendix B: AGC/ACCE Curriculum Development Workshop 40

6. Appendix C: Participants List 46

7. Appendix D: Workshop Results 48

8. Appendix E: ACCE Student Learning Outcome Survey 49

9: Appendix F: ACCE Student Learning Outcomes Survey Results 55

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Introduction

The current ACCE standards were developed in the 1990’s and have been periodically revised and updated. A
three-level structure (curriculum categories, core subject matter & fundamental topical content) for setting the
standards for the curriculum content came into force in 2002 following almost 10 years of committee work. The
current curriculum standards are prescriptive in nature in that they require a minimum number of credit hours to
be taught in specific core subject matter and require all fundamental topical content to be covered. Within each
curriculum category there is specific core subject matter that has to be included in the curriculum. In most cases
a minimum number of credit or quarter hours are prescribed. Within each core subject matter area the standards
list the topical content that must be included within the curriculum. No quantitative measure is applied to
topical content. There are currently about 70 items of topical content in the current ACCE standards. Examples
of topical content from the Estimating category are “Quantity Takeoff”, “Types of Estimates and Uses” and
“Job Direct and Indirect Costs”.

A Task Force was formed in February 2010 to address this question; should we continue with the existing three-
level structure curriculum standard or should we move toward a more outcome-based structure similar to ABET,
CIOB, NAAB, and PAB?

The outcome-based accreditation requires a set of outcomes that represent behaviors, skills, and knowledge
practitioners need to possess in order to function in their profession. It focuses on learning, not teaching;
students, not faculty; and outcomes, not inputs or capacity.

The Task Force members included: Richard Burt- Chair (Auburn Univ.), David Batie (East Carolina Univ.),
Tom Burns (Cincinnati State College), Desmond Fletcher (Univ. of Southern Mississippi), George Harris (GE
Johnson Const.), and John Schmidt (Ferris State Univ.).

The Task Force began the process by developing student-learning outcomes that form the foundation for an
outcome-based standard. Student learning outcomes are statements that describe the knowledge, skills and
abilities expected of students upon graduation. Each program is then required to demonstrate that graduates
from the program have achieved the stated outcomes.

This commentary provides a chronology of the Task Force activities to arrive at the required student learning
outcomes (SLOs) for accreditation of 2 and 4-year construction programs and give example of course learning
outcomes a program may use for each SLO.

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Chronology of the ACCE Student Learning Outcomes Development

1. In response to the question of “should we continue with the existing three-level structure curriculum standard
or should we move toward a more outcome-based structure,” the Task Force made the following
recommendation at the July 2010 meeting:

ACCE should move to a more outcomes based structure because:
It aligns ACCE with other accrediting bodies
o
Allows construction units greater flexibility to emphasize specialties (e.g., Residential,
o
Industrial, Heavy Civil, MEP, Demolition, etc.).
Allows construction units greater flexibility to respond to emerging subject matter areas
o
(e.g., BIM, Green Building, LEAN, IPD, etc.).
Would help units better align their curriculum with the core curriculum requirements of their
o
university.
Regional Accreditation Organizations (such as SACS) require SLOs
o

2. The Task Force was then asked to develop SLO for one subject (estimating) and demonstrate how the
outcome-based standard process works.

The Task Force provided the following report at the February 2011 meeting (see Appendix A for a detailed
report):

 Based on the analysis of SLOs for estimating by ABET, and CIOB the Task Force developed the
estimating SLOs for ACCE and recommended a 6 step procedure for mapping of estimating SLOs to
courses, assessment, and continuous improvement:
 1. Define Learning Outcomes
 2. Map Learning Outcomes to Individual Courses
 3. Map Learning Outcomes to Individual Courses and Direct (Indirect) Assessment
 4. Set Targets for Students to Achieve for Direct (Indirect) Assessment
 5. Record Students’ Performance
 6. Make Recommendations for Continuous Improvement

3. At the next step the Task Force used the ACCE Document 103 topical contents as the construction body of
knowledge and developed a preliminary set of student learning outcome for 2 and 4- year programs. This was
presented at the July 2011 meeting

Program Student Learning Outcomes applicable to both 2 and 4-year programs

Upon graduation, students will be able to:

1. effectively communicate orally and in writing in diverse settings
2. demonstrate ethical behavior when dealing with people in diverse settings
3. effectively participate in teams, including those of diverse composition
4. apply the principles of mathematics and science to solve technical problems
5. describe practices of effective management of personnel, materials, equipment, costs and time
6. demonstrate an understanding of business and management fundamentals as they relate to construction
activities
7. demonstrate an understanding of the contribution of the design disciplines' processes
8. demonstrate an ability to use surveying methods for construction layout
9. evaluate construction materials, methods & equipment
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10. interpret construction documents
11. estimate construction quantities and apply costs
12. apply scheduling techniques to project planning activities
13. recognize and interpret generally accepted accounting principles as applied to construction
14. identify sources and features of construction financing
15. identify principles of law related to construction management administration
16. recognize the importance of implementing construction project safety strategies and jobsite procedures
17. employ appropriate practices to manage personnel, materials, equipment, costs, time and quality of a
construction project

Program Student Learning Outcomes applicable to 4-year programs

In addition to the 17 Student Learning Outcomes above, the following 8 student learning outcomes apply to
four-year construction programs:

Upon graduation, students will be able to:

18. assemble construction estimates using various techniques assessing productivity and costs
19. calculate necessary resource requirements throughout a construction project
20. perform economic project and life-cycle evaluations through the use of accounting data, cost analyses,
and related investment parameters
21. identify and evaluate sources and features of construction financing
22. apply principles of law to construction management administration
23. evaluate construction disputes based upon case facts and contract content
24. develop a comprehensive construction safety management plan
25. organize the management of personnel, materials, equipment, costs, time and quality of a construction
project

4. The ACCE Document 103 topical contents were developed in the late 90’s and it was necessary to determine
the current construction body of knowledge and the expected student learning outcomes. Therefore, during the
2011/12 academic year three workshops (December 2011 – Atlanta, February 2012- Dallas and Phoenix) were
conducted with construction industry participants to gather data in order to develop a set of learning outcomes
that would define the capabilities of students graduating from a 4-year ACCE accredited program (see
Appendix B for the format of workshops and Appendix C for list of the participants).

The results of the industry workshops were presented to the Standards Committee at the annual meeting in July
2012 (see Appendix D). At the same meeting it was agreed that sufficient information had been collected
from the workshops held in Atlanta, Dallas and Phoenix to develop a set of draft student learning outcomes.

5. Following the July 2012 meeting, the Task Force developed a list of learning outcomes from the data
collected from the workshops. The Task Force separated SLOs for 2- and 4-year programs and initially focused
on developing SLOs for 4-year programs. In defining the learning outcomes the Task Force used the verbs
consistent with Bloom’s taxonomy. Bloom’s Taxonomy is a way of classifying different kinds of cognitive
behavior. Originally developed by cognitive psychologists in the 1950s, this hierarchy has been refined as
researchers learn more about how people learn and how they think. Being clear about what is expected from
students to be able to do with the knowledge provided in a course will help instructor identify appropriate
learning activities and evaluation standards.

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Bloom’s Taxonomy Verbs

Remembering: The lowest level of the taxonomy, remembering, requires students to do very little with the
information they are learning. They may be asked to recall, list, or name an idea or concept.

Understanding: At the next level, students demonstrate that they understand the content by explaining,
summarizing, classifying, or translating the given information.

Applying: At the application level, students begin to put the information they are learning into context. Here
they are able to integrate ideas across multiple situations, or utilize the content in a new way.

Analyzing: When students are presented with analysis tasks, they begin to develop higher order thinking. They
may be asked to compare and contrast or take a concept and break it into parts to explore the relationships
present.

Evaluating: At this stage, students are asked to judge an idea. This may involve predicting, experimenting,
critiquing, or making an argument from evidence.

Creating: At the highest level, students are producing new ideas or products that integrate the knowledge they
have gained. When students are involved in creating new artifacts, they are actively engaged in the subject
matter.

Following is 31 SLOs for 4-year construction programs that the Task Force developed in September 2012 based
on the outcome of industry workshops:

Upon graduation from an accredited ACCE 4-year program a graduate shall be able to:

1 Create oral and visual presentations for diverse group audiences
2 Create written communications appropriate to the construction discipline
3 Apply communication skills to function effectively in a diverse team
4 Apply ethical principles appropriate to the profession to make informed and principled choices
5 Understand construction methods, materials, and equipment used to construct a structure
6 Understand the contribution of all stakeholders in the construction process
7 Analyze construction documents in order to plan and manage the construction process
Evaluate the elements of a structural system and determine how the individual parts work together to
8 form a complete structure
Evaluate the components of an MEP system and determine how the individual elements work together
9 to form a complete system
Evaluate the enclosure of a structure and determine how the individual elements work together to provide
10 a complete envelope
11 Analyze the scope of sub-contracted work
12 Apply basic surveying techniques for construction activities
13 Create conceptual and bid estimates for a construction project using appropriate technologies
14 Create costs associated with materials, labor, and equipment for a variety of construction activities
Analyze a construction project by breaking it into elements and determining how the elements relate
15 to one another sequentially
16 Create a schedule of construction activities required for the coherent assembly of a building
17 Analyze construction accounting documents to manage the financial performance of a project at various
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stages
18 Understand how construction companies generate revenue and pay expenses
19 Understand how construction projects are financed
20 Evaluate contractual risks on various construction projects
21 Apply solution to mitigate contractual risks on various construction projects
22 Evaluate the legal implications of contract, common, and regulatory law to manage a construction project
23 Evaluate a construction project to assure a safe working environment
24 Create common project control documents
25 Evaluate quality assurance of construction activities
26 Understand the principles of process improvement and waste reduction
27 Understand construction project delivery options
28 Create a job-specific site utilization plan for all equipment, offices, site access, etc.
29 Understand sustainable principles for a variety of construction activities
30 Create-plan, organize, and implement-an independent research project
31 Apply appropriate technology to a variety of construction related issues

6. At the July 2012 meeting it was decided that both the faculty and members of industry advisory board of
ACCE accredited construction programs would review the draft learning outcomes during the fall 2012
semester. On Tuesday September 25, 2012 the following email was sent out to 71 construction unit leaders by
the chair of the Task Force (see Appendix E for the survey):

It is the intent of the ACCE Standards Committee to have the draft learning outcomes evaluated by two distinct
groups: members of your industry advisory council and your academic faculty. In evaluating the learning
outcomes please pay particular attention to verbs used in each learning outcome as this defines the level of learning
expected. If you feel the level of learning should be at a higher or lower level, please be specific about the level
you believe the learning outcome should be. I request that you circulate the attached survey and corresponding
URL to Zoomerang for the survey to both members of your advisory council and your faculty.

7. The survey was completed by 312 IAB members and faculty (see Appendix F for the survey results). The
Task Force reviewed the respondent’s comments and reduced the number of SLOs from 31 to 20 (mainly by
combining them, only SLO 30 was eliminated). In addition, the level of learning for some of the student
learning outcomes was changed to accommodate respondents’ views (see commentaries on individual SLOs,
which start on page 10). The new set of SLOs was discussed at the Standards committee meeting in February
2013 and the Committee approved the recommended list and suggested addition of one more SLO on
application of math, science and business fundamentals (SLO 9). The votes were 12 for and one against. The
approved SLOs arranged based on taxonomy level are listed below.

Upon graduation from an accredited ACCE 4-year program a graduate shall be able to:

1. Create written communications appropriate to the construction discipline.
2. Create oral presentations appropriate to the construction discipline.
3. Create a construction project safety plan.
4. Create construction project cost estimates.
5. Create construction project schedules.
6. Analyze professional decisions based on ethical principles.
7. Analyze construction documents for planning and management of construction processes.
8. Analyze methods, materials, and equipment used to construct projects.
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9. Apply appropriate knowledge of mathematics, science, and business fundamentals.
10. Apply construction management skills as an effective member of a multi-disciplinary team.
11. Apply appropriate electronic-based technology to manage the construction process.
12. Apply basic surveying techniques for construction layout and control.
13. Understand different methods of project delivery and the roles and responsibilities of all constituencies
involved in the design and construction process.
14. Understand construction risk management.
15. Understand construction accounting and cost control.
16. Understand construction quality assurance and control.
17. Understand construction project control processes.
18. Understand the legal implications of contract, common, and regulatory law to manage a construction
project.
19. Understand the basic principles of sustainable construction.
20. Understand the basic principles of structural behavior.
21. Understand the basic principles of mechanical, electrical and plumbing systems.

8. The 2-year outcomes were developed by a sub-group chaired by Tom Burns and made of four other 2-year
program faculty (Fred Hart - Santa Fe College, Greg Pakesier - Joliet Junior College, Murray Jones – Jefferson
State Community College, and Bill Faulk – Santa Fe College). They worked over the course of several months
(February – April 2013) drafting the original set of 2-year SLOs. These were then sent out to all two-year ACCE
accredited and candidate programs asking for feedback via conference calls in the month of April. After
receiving this feedback, the task force revised the two-year SLOs. Following is the list of SLOs they
recommend:

In defining the learning outcomes the task force used the following verbs consistent with Bloom’s taxonomy:

• Remembering: (i.e. Recognize) The lowest level of the taxonomy, remembering requires students to do very
little with the information they are learning. They may be asked to recall, list, or name an idea or concept.

• Understanding: (i.e. Demonstrate, Discuss, Identify) At the next level, students demonstrate that they
understand the content by explaining, summarizing, classifying, or applying the given information.

• Applying: (i.e. Interpret, Use, Prepare) At the application level, students begin to put the information they are
learning into context. Here they are able to interpret ideas across multiple situations, or utilize the content in a
new way.

Upon graduation from an accredited ACCE 2-year program a graduate shall be able to:

1. Apply mathematics, science, and business fundamentals utilized in the construction industry.
2. Apply basic principles of construction accounting.
3. Demonstrate effective communication, both orally and in writing.
4. Demonstrate the ability to estimate quantities and costs for the bidding process in a construction
project.
5. Demonstrate the ability to use current technology related to the construction process.
6. Interpret construction documents (contracts, specifications, and drawings) used in managing a
construction project.
7. Prepare a basic construction project schedule.
8. Use basic surveying techniques used in building layout.
9. Discuss basic principles of ethics in the construction industry.
10. Identify the fundamentals of contracts, codes, and regulations that govern a construction project.
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11. Recognize basic construction methods, materials and equipment.
12. Recognize basic safety hazards on a construction site and standard prevention measures.
13. Recognize the basic principles of structural design.
14. Recognize the basic principles of mechanical, electrical and plumbing system.

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Commentary on SLOs for 4-Year Programs

SLO 1 - Create written communications appropriate to the construction discipline.

How we arrived at this SLO:

The original 31 SLO had one SLO in the area of written communications. The outcome was:

SLO Avg. Avg. Avg.
Description
# Rating Rating Rating
Faculty Industry Overall
Create written communications appropriate to the construction
2 4.59 4.55 4.57
discipline.
Rank 2/31 2/31 1/31

The comments received from faculty and IAB felt this to be of primary importance and crucial for CM
graduates.

How the current ACCE standards (Document 103) address this topic:

The current standards call for General Education courses to cover:

• 2 semester (3 quarter) hours (minimum) with an aggregate of 8 hours for oral and written
communications
• In addition to stand alone courses, oral presentation, technical writing, and/or business writing must
be integrated into at least 33% of the total number of Construction and Construction Science
courses.

Example course learning outcomes a program may use for this topic:

Graduate shall be able to:
• Organize professional writing by researching or investigating contemporary business topics,
analyzing quantifiable data discovered through this process, and constructing finished professional
workplace documents.
• Compose a number of construction documents such as white papers, recommendation and analytical
reports, proposals, memorandums, web pages, business letters, and promotional documents
adequately to demonstrate basic ability to create such documents as needed.
• Assess the ethical, international, social, and professional constraints of audience, style, and content
for writing situations 1) among managers or co-workers and colleagues of an organization, and 2)
between organizations, or between an organization and the public.
• Edit effectively all assignments, including informal media (such as email messages).
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