June 14, 2015
June 14, 2015
June 17, 2015
26.807.1 - 26.807.12
Fundamentals for Assessment Success: A Sustainable Data Organization Strategy within a Construction Management Technology ProgramFew events within a successful academic program are as administratively demanding as an on-site accreditation assessment visit. It is a particularly stressful period where a program mustfully account for itself by presenting evidence to external evaluators that its students, faculty,alumni, administrators, curriculum, policies, resources, and facilities satisfy a rigorous criteriaestablished by an accrediting body. To accomplish this, the program must retrieve all of therelevant data, compile it into a prodigious report and organize it in a manner that is bothprofoundly clear and obvious while simultaneously complying with the report formatrequirements prescribed by the accrediting institution. Anyone who has experienced an on-siteaccreditation visit is very familiar with these daunting challenges.A number of factors seem to conspire against the successful execution of this documentationprocess. One of the most fundamental is the complexity associated with the ongoing,sustainable, semester-to-semester compilation of data from a myriad of different sources. Ofthese various sources, faculty is one of the most critical. It is the faculty after all, that is theorigin of the assessment data that forms the bedrock of any program’s assessment regimen. Thischallenge is compounded if the program is heavily dependent on adjunct faculty. Manyeducational institutions that offer a technology-based curriculum are particularly reliant onadjunct faculty. Clearly adjunct faculty is highly valued in technology programs for its course –specific expertise and industry correlation. However this faculty is typically teaching as asupplement to a separate full time career and therefore does not have the resources available todevote to a protracted or confusing assessment routine.The challenge is this: in order to compile a successful assessment report, a sustainable programmust be established that distills the complex assessment requirements into components that canbe easily and efficiently executed by its faculty. The reporting system must be sufficiently clearand unambiguous such that it becomes a part of the semester close-out routine. Additionally, areporting system must be developed that efficiently captures crucial assessment data, making itavailable for systematic review at the conclusion of every semester and ultimately for inclusionin the accreditation report.This paper will focus on methods and tools that were developed by a construction managementtechnology program to successfully address this challenge. The tools described will include: Simplified, unambiguous forms that capture assessment data A reporting system to facilitate data dissemination A formalized process that ensures collaboration through the utilization of the captured data on a regular, end-of-semester routine Implementation of an assessment routine that clearly links course data to outcomes to program.The paper will document the process of a construction management technology program as itdeveloped its own ultimately successful assessment structure.
White, J. W., & Ray, V. M., & Cooney, E. M. (2015, June), Fundamentals for Assessment Success: A Sustainable Data Organization Strategy Within a Construction Management Technology Program Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24144
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