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Four Year Construction Curriculums: Revising The Requirements

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1999 Annual Conference


Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999



Page Count


Page Numbers

4.270.1 - 4.270.13

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Paper Authors

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Joseph Cecere

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1321/1


Joseph J. Cecere ,Ph.D., CPC Pennsylvania State University Harrisburg

I. Introduction

The goal of any educational program is to provide each student with the necessary information and skills which allow him or her to perform successfully in a chosen career. Yet this goal may prove difficult if the curriculum offered by the university is not revised and updated to keep abreast of the changes and advancements being made, especially in the industrial world. Over a period of time, techniques and content which are included in a successful program become old and need revisions.

A method often undertaken by universities is a follow-up study of their alumni. This data is used to measure the success of the program’s graduates as well as the program’s curriculum content. But it is also important to receive other input from potential employers of the program’s graduates and the industrial world itself. Considerable information can be obtained from the employers regarding the value they placed upon the graduate’s educational training, their perception of the ideal construction curriculum, and possible other course selections. A study of these people could provide a program with what areas are more significant in the students’ preparation and what possible changes they might suggest to improve the program.

The Study

In 1997, the Associated General Contractors (AGC), in conjunction with Pennsylvania State University/Harrisburg, conducted a national survey of AGC’s members about their values relating to a four-year university/college construction curriculum. The purpose of the study was to update the Associated General Contractors of America (AGC) 1984 "Educational Goals and Recommended Construction Curricula for the Construction Industry" on four-year university/college construction programs. The study also provided another resource for construction curriculums to use when evaluating their individual programs.

Significance of the Study

The success of any technical curriculum is, to a degree, measured by the success with which the students are properly prepared to enter the job market. A successful educational program is one, which changes its structure and content to adapt to rapidly changing occupational requirements.

Cecere, J. (1999, June), Four Year Construction Curriculums: Revising The Requirements Paper presented at 1999 Annual Conference, Charlotte, North Carolina.

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