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The WSU Construction Management
Program is accredited through The American Council for Construction Education
(ACCE). ACCE is recognized by the Council for Higher Education Accreditation
(CHEA) as the accrediting agency for 4-year baccalaureate degree programs
in construction, construction science, construction management, and construction
technology, and as the accrediting agency for two-year associate-degree
programs of a like nature. WSU Construction Management Program is scheduled
for re-accreditation in the spring of 2003. The re-accreditation process
will involve students, faculty and administration. The following is a guide for
WSU construction management students to give them a brief overview of
the ACCE accreditation and curriculum guideline. ASCE provides minimum
standards and allows programs to expand from these standards to develop
their unique educational approach to construction education. To learn more about the accreditation
process see ACCE website at http://acce-hq.org/
To review the WSU Construction
Management Program requirements see the WSU Catalog online at http://www.registrar.wsu.edu/default.asp?page=/catalog/ ACCE MISSION
Accreditation of
construction education programs helps to ensure that students receive
quality professional education and to identify those educational institutions
offering professional baccalaureate and associate degree programs in construction
that meet the needs of society. Recognizing the construction profession's
significant responsibilities to the general public and its effect on society,
accreditation enhances the quality of construction education by: • Establishing minimum
criteria for post-secondary construction education programs which will
aid educational institutions in developing quality programs within their
resources and operating conditions that respond to the needs of the construction
profession.
• Recognizing construction education programs that meet standards
of competence warranting public and professional confidence.
• Encouraging educational institutions to maintain academic curricula,
instruction and learning experiences, and research relevant to the needs
of the construction profession, construction industry, and the general
public through interchange of ideas and continuous self-evaluation of
construction education programs.
• Providing the profession with individuals who have been graduated
from courses of study designed to prepare them to work toward responsible
professional positions in the construction industry.
• Fostering national unity in construction education and construction
practice; relating education to practice for the mutual benefit of both
the construction industry and society.
• Encouraging representatives from construction education, practitioners,
and the general public to share in discussions and resolution of problems
related to the preservation and advancement of standards for construction
education. ACCE CURRICULUM
A. General Requirements
The purpose of the curriculum is to provide an education that will lead
to a leadership role in construction and to prepare the student to become
a responsible member of society. The curriculum should be responsive to
social, economic, and technical developments and should reflect the application
of evolving knowledge in construction and in the behavioral and quantitative
sciences. The ACCE recognizes the autonomy
of educational institutions in the matter of curriculum development, and
the levels and designations of the degrees awarded upon completion of
the various programs. At the same time, it is preferred that the word "Construction" be included in the name of the degree awarded just as other
professional disciplines name the profession in the degree awarded. The ACCE also recognizes the
autonomy of educational institutions in establishing standards and policies
pursuant to acceptance of transfer credits for educational courses from
either accredited or non-accredited institutions.
B. Curriculum - General
Requirements
It is recognized that no construction education degree program can offer
every course or experience which, justifiably, could be suggested for
the education of a Constructor. Further, it may be desirable in some instances
to develop curricula in one or more areas of construction specialization.
Such specialties may be developed as the only program or as part of a
multi-option program. It is assumed that each unit will develop its own
program goals and objectives and particular emphasis, and will prescribe
the number of courses for graduation, sequencing of study, course numbers,
and titles. The curriculum should be designed
to accommodate continually expanding requirements of the profession, advancements
in knowledge, and the contributions of related disciplines. Programs seeking
accreditation should strive to provide offerings that exceed the ACCE
Standards and Criteria for Accreditation. Curriculum planning flexibility
in the following subject areas recognizes and encourages differing emphases
by the various construction education units. A minimum of 120 semester
(180 quarter) credit hours is required for accreditation of United States
construction education baccalaureate programs. Additional credits to meet
graduation may be required by the construction unit or the institution. C. Curriculum - Category
Requirements
The total curriculum should support the goals and objectives of the construction
education unit and meet content requirements within the five major subject
categories listed below. It is recognized that the
construction curriculum is an integration of all five mandatory subject
categories and that each institution will use a unique blend of program
and supporting courses to address its objectives within the institutional
environment. Construction education programs
should include courses from supporting disciplines that are essential
to the general education of the person and which provide basic concepts
or skills that are important to the area of specialization. Courses selected
from supporting disciplines should enhance the inter-disciplinary nature
of the construction program. The curriculum must include
minimum academic coverage of specific core subject matter that is essential
for a graduate to function effectively in the construction environment.
These core subjects and credit hour minimums are listed below. Construction
programs must demonstrate evidence that material has been covered by documentation
on tests, syllabus notations, student papers, projects, or homework assignments.
1) GENERAL EDUCATION — 15 semester (22 quarter) hours
It is important that every Constructor's education include appropriate
courses in communications, social sciences, and the humanities. This content
should reflect the needs of the construction industry as well as the philosophy
of the educational institution. Construction is concerned with people
and their relationships. Thus, the ability to communicate, both orally
and in writing, and the understanding of human behavior are essential
assets to the constructor. In addition, oral presentation, business writing
and ethics must be integrated throughout the construction-specific curriculum. 2) MATHEMATICS AND SCIENCE — 15 semester (22 quarter) hours
It is essential that every Constructor possess a well-developed concept
of mathematics and physical science. Construction is in part a technical
process that can be best controlled by applying the principles of mathematics,
statistics, and computer science. Furthermore, an understanding of the
behavior of the materials, equipment, and methods used in construction
requires knowledge of the laws of physics, chemistry, geology, and environmental
sciences. Basic scientific, quantitative,
and qualitative topics, which provide a foundation for subsequent technical
subjects, are to be considered in this category. Sciences should be analytically
based and not descriptive. Courses in computer sciences, general computer
applications, programming, or computer languages are to be included in
this category. Exclusions: Only mathematics beyond college algebra and
trigonometry may be used for this requirement. Other natural sciences
do not fulfill this category requirement. Courses such as estimating,
cost control, and scheduling that adapt the use of computers to construction
are appropriate for the Construction category, but cannot be included
in this category. 3) BUSINESS AND MANAGEMENT — 18 semester (27 quarter) hours
The Constructor is a manager. To be an effective manager, the Constructor
must know how to manage the principal resources of the industry, i.e.,
people and money. The Constructor should have a broad understanding of
the fundamentals of the free enterprise system, accounting, finance, business
regulations, contract law, labor law, and marketing. This category involves
fundamental courses to provide a foundation for contemporary business
practices appropriate to applications in construction. 4) CONSTRUCTION SCIENCE — 20 semester (30 quarter) hours
The Constructor must have an understanding of the contribution of the
design disciplines' processes. The Constructor must be able to communicate
with the design professionals, and should be capable of participating
during the planning phase of design-build projects. Construction sciences
and architectural or engineering design topics selected to facilitate
communications with the design disciplines and to solve practical construction
problems are to be considered in this category. 5) CONSTRUCTION — 20 semester (30 quarter) hours
The construction curriculum category is of vital importance in a quality
construction curriculum. Courses should include both office and field
activities and include the effective management of personnel, materials,
equipment, costs, and time. All types of construction should be included.
Fundamental topics to provide an appropriate combination of breadth and
depth in current construction industry practice are to be considered in
this category. These topics should develop skills, which will facilitate
advancement of the individual in the construction profession. Construction
courses should be presented in a manner that encourages problem definition
and solution, creativity, communication, evaluation, and continuous learning.
The knowledge, understanding, and skills gained from prerequisite courses
should be integrated and utilized in subsequent courses. 6) OTHER CREDIT(S)
There are no ACCE minimum
hour requirements beyond the 120 semester (180 quarter) hour curriculum
total. STUDENTS
A. Admissions and Enrollment
It is important that attention be given to the capabilities and professional
motivation of students entering the construction program. It is recognized
that no single criterion for the admission of students can predict the
potential for success of the individual. However, it is generally accepted
that established national norms of standardized tests are of value in
predicting academic achievement. Qualifications of students admitted to
a program in construction education should be comparable with those of
students in other areas of the institution and appropriate to the requirements
for construction education. Entering students should have
academic abilities appropriate to the respective institution, motivation,
and career orientation. Recruitment should be directed toward those individuals
with high academic achievement and community involvement, as well as those
with defined career goals in construction. Admissions policies should
be directed toward students with the ability and credentials for successful
completion of the curriculum. If constraints on construction
program enrollment exist, such constraints should be the result of a broad
institution policy rather than from the desire for convenient administration
of the program. Recruitment and publicity for the construction program
should be comparable to other programs of the institution. B. Academic Progress
There must be an organized system of counseling and professional guidance
available to all students in the construction education program so that
their needs, interests, and abilities are considered in preparing and
implementing a plan of study. The academic advising and counseling procedures
should include a close relationship between the individual student and
the construction faculty. A record system should exist that keeps both
the student and advisor informed regarding the student's progress toward
completion of degree requirements. It is important that academic
performance be monitored. High academic achievement should be recognized
and rewarded. Low academic achievement should be detected and appropriate
actions taken. This is especially important if the admissions process
does not provide for initial screening of students. C. Extracurricular Activities
Extracurricular activities provide valuable interpersonal and leadership
experience. Thus, students should be encouraged to participate in activities
in addition to their academic studies. Such activities should include
involvement with industry-based professional and trade organizations.
The extent of participation by students in extracurricular activities
is an indication of the unity of the student body and promotes interest
in citizenship and professional societies after graduation. D. Graduates
A measure of the quality of any academic program is the success of graduates
in practice. Therefore, there must be communication with alumni and periodic
follow-up of graduates. RELATIONS WITH INDUSTRY
A. Support From Industry
Construction is a practice oriented profession. Therefore, it is imperative
that an advisory committee, consisting of representatives from the construction
industry, be actively involved in an advisory role for the construction
program. The committee should meet at least once a year for the purpose
of advising and assisting the development and enhancement of the program.
Although the composition of the committee should change periodically,
there should be provisions to ensure continuity. The composition of the
committee should be representative of the potential employers of the graduates
of the construction program. B. Support for Industry
There should be an active program of continuing education and research
directly applicable to and in support of the construction industry. The
construction program should maintain continuous liaison with the various
constituencies it serves for the purpose of establishing educational and
professional development activities for the construction industry. C. Student Industry Relations
Communication and participation among faculty, students and the construction
industry should be well documented through industry involvement such as
field trips and speakers for student organizations. Students should actively
participate in activities of construction related organizations, including
associations and institutes. They should also work to obtain construction
related experience through participation in internships and cooperative
education programs. |
