Construction Management - Public Information | Johnson County Community College

See the Construction Management academic program page.

See the Construction Management Technology, AAS catalog page.

This Policy addresses credit, continuing education/noncredit and international student admission at Johnson County Community College (JCCC or “College”).

Any person seeking regular admission to Johnson County Community College credit courses must satisfy one of the following requirements: be a high school graduate; be a concurrently enrolled high school student who meets the Kansas Board of Regents eligibility requirements; have passed the GED exam; or have reached the age of 18.

Refer to JCCC Admission Policy 310.01 for further information.

The quality assessment plan considers many factors to determine if the department is successfully meeting its mission and that of the college. The input data includes recommendations, program need, student performance, effectiveness of the curriculum and instruction, level of satisfaction with the program and adequacy of program resources.

Recommendations are accepted anytime and in any form. The program faculty and administration are always willing to accept helpful advice. If the Department Chair thinks it is a helpful recommendation, they will present it first to administration and later to the Industry Advisory Board (IAB).

Program needs are varied and ever changing. The needs of this program can be determined by both conventional (surveys, SLOs etc.) and unconventional (recommendations) approaches. It is the Program Coordinators responsibility to ensure that program needs are being met.

Student performance is measured by evaluation of student learning outcomes (SLOs) at the end of each semester within each class. The department uses an evaluation scale from 1 to 5 where 1 = Does Not Meet Expectations and 5 = Exceeds Expectations of the SLOs. The evaluations start by recording the student understanding of each outcome (on a scale of 1-5) within a course by its instructor. Outcome averages are assembled by the Department Chair from every course to determine overall student/department performance each year. All classes are currently conducted via “Canvas” website and the assessment within it.

Effectiveness of the curriculum and instruction are evaluated using student and graduate surveys that are used to gather information helpful to the department's performance and growth. Please note the survey assessment chart below for type and frequency of evaluation.

Level of satisfaction with the program is gauged using course assessments. Surveys are given and managed by the college to all students at the end of each course. The college makes this information available to administration, Program Coordinator, and instructors.

Adequacy of program resources are evaluated using administrative and faculty input gained though informal conversations, current student surveys, graduate surveys and employer surveys. Please note the survey assessment chart below for type and frequency of evaluation.

^{Assessment Method}	^{Frequency of Assessment}	^{Data Collection Media}	^{Responsible Person}	^{From Whom Collected}	^{Who Evaluates Data}	^{Frequency of Evaluations}
^{Current Student Survey}	^{Each Course}	^Online	^College	^{Enrolled Students}	^{Department Chair}	^{Each Year}
^{Graduate Survey}	^{Once a Year}	^{Paper or Online}	^{Department Chair}	^{Graduating Students}	^{Department Chair}	^{Each Year}
^{Employer Survey}	^{Once Every Three Years}	^{Paper or Online}	^{Department Chair}	^{Employers of Graduates}	^{Department Chair}	^{Every Three Years}
^{Program Review Reports}	^{Once a Year}	^Online	^College	^{Enrolled Students}	^{College / Dean / Dept. Chair}	^{Each Year}
^{Program Outlook Summaries}	^{Once a Year}	^Online	^{Dept. Chair}	^{Dept. Chair}	^College	^{Each Year}
^{JCCC Degrees and Certificates Awarded}	^{Once a Year}	^Online	^College	^College	^{Dept Chair}	^{Each Year}
^{Advisory Board Surveys}	^{Once a Year}	^Online	^College	^{Advisory Board}	^{Dean / Dept. Chair}	^{Each Year}
^{Student Learning Outcomes}	^{Each Course}	^{Paper or Online}	^{Course Instructor}	^{Enrolled Students}	^{Department Chair}	^{Each Year}
^{ACCE SLOs}	^{Each Course}	^{Paper or Online}	^{Course Instructor}	^{Enrolled Students}	^{Department Chair}	^{Each Year}

Program outlook summaries (based on follow-up survey) are posted on department’s program pages. Note, the salary data on outlook provides median vs. average.

JCCC Degrees and Certificates awarded by Division (PDF)

Student Learning Outcomes Assessment Process

1.1 Identify Student Learning Outcomes:
Student Learning outcomes (SLOs) were first developed within the Construction Management department. The Department Chair and the department faculty developed the SLOs for each course. SLOs are revised accordingly to meet changing industry demands. ACCE program outcomes were implemented Fall 2020.

1.2. Get Input:
SLOs for each class are reviewed by the Department Chair and instructor each semester. SLOs are also presented to the Industry Advisory Board (IAB) periodically in an effort to gather information to improve the department.

1.3. Specify Assessment Process:
Student performance is measured by evaluation of student learning outcomes (SLOs) at the end of each semester within each class. The department uses an evaluation scale of 1 to 5 where 1
= Does Not Meet Expectations and 5 = Exceeds Expectations of SLOs. The evaluation process starts by recording the students understanding of each outcome (on a scale of 1-5) within a course by its instructor. Outcome averages are assembled by the Department Chair from every course to determine overall student/department performance each year. Outcome averages less than 3 will trigger changes in the course. Averages of 3 or above will be considered adequate and will require no change in the course.

Student Performance Calculation Example:

ACCE #9, Fundamentals- Contracts, Codes, and Regulations
Identify the fundamentals of contracts, codes and regulations that govern a construction project.

Exceeds Expectations 5 points	Meets Expectations 3 points	Does Not Meet Expectations 0 points

Set mastery for any score at or above: 60%

Calculation Method:
65/35 Decaying Average
Most recent result counts as 65% of mastery weight, average of all other results count as 35% of weight. If there is only one result, the single score will be returned.

Example:

Example item scores:
1, 4, 2, 3, 5, 3, 6

Example final score:
4.95

ACCE program outcomes are evaluated by a minimum percentage of students obtaining a target level of performance on each direct assessment. Adequate performance is considered achieved on the direct assessment when seventy percent of the students obtain a target level of seventy percent. Changes to the program is required when less than seventy percent of the student achieve the target level. Adequate performance is considered achieved on the indirect assessment when seventy percent of the students obtain a target level of three on their average of their student learning outcomes for the course. No change is required if seventy percent of the students achieve the target level.

1.4. Collect and Analyze the Data:
The SLO data is collected at the end of each semester from each class. The instructor for each course is responsible for submitting their outcomes assessment forms to the Department Chair for review. Each year the Department Chair reviews and analyzes the results. Each instructor will report the results of all direct assessments in their courses to the Program Coordinator.

Additionally, instructors will provide a graded example of the direct assessment and any associated grading rubric to the Program Coordinator.

1.5. Share the Results:
The course SLO data and ACCE program outcome data is presented to the IAB. All changes and recommendations will be implemented within the next assessment cycle.

1.6. Make Changes:
The department uses an evaluation scale of 1 to 5 where 1 = Does Not Meet Expectations and 5
= Exceeds Expectations of SLOs. Outcome averages less than 3 will trigger changes in the course. Averages of 3 or above will be considered adequate and will require no change in the course. All changes will be noted.

The department requires performance criteria of a minimum percentage of students obtaining a target level of performance on each direct assessment. Adequate performance is considered achieved on the direct assessment when seventy percent of the students obtain a target level of seventy percent. Lower performance will require adjustments to the program. Adequate performance is considered achieved on the indirect assessment when seventy percent of the students obtain a target level of three on their average of their student learning outcomes for the course. No change is required if seventy percent of the students achieve the target level. All changes will be noted.

Latest date: 08-01-2022

Apply effective communication, both orally and in writing.
Apply the skills to estimate quantities and costs for the bidding process in a construction project.
Apply the aptitude to schedule a basic construction project.
Apply current technology related to the construction process.
Apply the interpretation of construction documents (contracts, specifications, and drawings) used in managing a construction project.
Apply basic principles of construction accounting.
Apply basic surveying techniques used in building layout.
Understand basic principles of ethics in the construction industry.
Understand the fundamentals of contracts, codes, and regulations that govern a construction project.
Understand basic construction methods, materials and equipment.
Understand basic safety hazards on a construction site and standard prevention measures.
Understand the basic principles of structural design.
Understand the basic principles of mechanical, electrical and piping systems.

Construction Management Student Achievement Status by Academic Year

Student Status	2018	2019	2020	2021	2022
Academic Probation/Suspension	10.9%	12.4%	15.9%	9.2%	14.3%
Good Standing	89.1%	87.6%	84.1%	90.8%	85.7%
Degrees/Certificates Awarded	2018	2019	2020	2021	2022
Certificate	1	1	2	2	2
Associate	9	12	6	3	14

Construction Management	17-18 Graduates	18-19 Graduates	19-20 Graduates	20-21 Graduates	21-22 Graduates*
Number Graduates AAS	9	12	6	3	14
Number Graduates CERT	1	1	2	2	2
Number Responding to Survey	5	7	7	5
Percent Employed	100%	71%	86%	100%
Percent Employed in Related Field	100%	71%	71%	60%
Average Wage	$ 24.14	$ 33.90	$ 31.40	$ 26.38
Average Annual Salary	$ 48,715	$ 68,410	$ 63,365	$ 53,235

Employment and Wage data based on responses received from Annual Career Student Follow-Up Survey. *Follow-Up Survey results not available at time of reporting.

Job Titles of Construction Management Graduates
Assistant Project Engineer
Carpenter
Construction Manager
Engineer Inspector
Field Engineer
Field Superintendent
Independent Construction Contractor
Inspection Manager
Layout Manager
Lead Carpenter
Project Engineer
Project Manager
Publicworks Storm Water Maintenance Supervisor
Publicworks Supervisor
Residential Framer
Supervisor

Results of the most recent CET/CMGT* course evaluations from students.
*Note: The CET course prefix changed to CMGT.

CET/CGMT Evaluations 2021-2022

1=strongly disagree 5=strongly agree

Number of responses: 122

Course Structure

Item	Average score
Material is presented in a clear, logical manner.	4.3
The instructor provided a class syllabus.	4.8
The instructor followed the guidelines in the syllabus.	4.6
The instructor clearly communicates how grades are determined.	4.6

Class Environment

Item	Average score
The instructor creates an atmosphere conducive to learning.	4.6
The instructor encourages participation and questions.	4.7
The instructor treats students with respect.	4.8

Instructor Responsiveness

Item	Average score
The instructor grades assignments in a timely manner.	4.4
The instructor clearly communicates how I am doing in the course.	4.2
The instructor answers e-mail within a reasonable time (within 24 hours during the work week, for example).	4.7

Effectiveness

Item	Average score
Feedback from the instructor on my work helps me learn.	4.4
The instructor's method of teaching is effective.	4.2

Overall

Item	Average score
Overall evaluation of the instruction for this course.	4.4

Additional Questions

Item	Average score
The course contained practical information I can use.	4.7
Course textbook contained useful information.	4.6
I would recommend the course to others.	4.4
Instructor demonstrated knowledge of subject matter..	4.7
I would recommend this instructor to others.	4.5

Follow-up Survey of JCCC Program Completers

Academic Year 2019-2020 - All CTE Programs

Executive Summary

During the 2019-2020 academic year, JCCC awarded 3,329 degrees and certificates. Of the awards, 61% were associate’s degrees and 39% were certificates. For this reporting year, surveys were administered to 1,750 Career and Technical Education (CTE) graduates for evaluation of their career program. Liberal Arts & General Studies graduates were not surveyed.

Educational Objectives
Of the completers who responded to the follow-up survey, 92% indicated they had achieved their educational objective.

Licensing/Certification Exams
Ninety-eight percent of respondents who indicated they had taken a state licensing or industry credential exam reported they had passed.

Current Education
Thirty-six percent of graduates are continuing their education at JCCC or elsewhere.

Employment
Overall, 88% of respondents indicated they were employed. Of those graduates, 62% report working in a related field. The overall average hourly wage was $21.87.

Overall Rating of Program
Eighty-nine percent of respondents rated their career program as Excellent or Above Average.

Construction Management Completers: Employer Evaluations

Construction Management Completers: Employer Evaluations

As part of the annual career student follow-up survey, students working in a related field are asked to provide contact information of their current employers. Employers are then surveyed and asked to indicate their assessments of completers’ overall career preparation. Evaluations remain highly positive.

Note, that due to obstacles associated with Covid and a decline in responses from employers overall, the Office of Institutional Planning & Research “paused” the administration of the employer follow-up survey. The employer follow-up survey will resume and be administered for programs requiring this information to meet their accreditation reporting needs/standards during the 2023-24 follow-up cycle.

Employer Evaluation of Recent JCCC Graduates Employed in the Field

Five Year Overall (AY 2014 to 2018)

	Number of Responses	Good	Neutral	Poor	Five Year Mean
Job-related conceptual knowledge	9	100%	0%	0%	4.6
Job-related technical knowledge	9	78%	22%	0%	4.2
Attitude toward work (professionalism)	9	89%	11%	0%	4.8
Quality of work	9	89%	11%	0%	4.7
Communications and interpersonal skills	9	100%	0%	0%	4.4
Overall Job Preparation	9	100%	0%	0%	4.4

Note: Data were collected utilizing a 5-point scale ranging from very good (5) to very poor (1). Thus, the "good" column includes "very good" (5) and "good" (4) responses combined, and the "poor" column includes "poor" (2) and "very poor" (1) responses combined.

In what areas do you feel employees from this program are best prepared?
All.
General knowledge
Taking college coursework prepares people to successfully study subject matter and be successful when taking tests. This is helpful when seeking professional certification. They have a good understanding of the construction industry as a whole. Well informed in various areas.

In which areas do you feel additional preparation would be helpful?
Math.
None.
Public speaking/communication

Advisory Board Member Feedback - 2022