ACCE Required Public Information

Our Mission is to prepare students for professional careers in the management of construction projects and companies through education, experiential learning, and research in various and distinctive arenas of the construction industry, in regionally, nationally and globally diverse settings.

Our Vision is to create and maintain an organization of highly skilled faculty members, and staff, housed in a world-class facility, while serving our Students’ needs, and driving innovation within the industry through the utilization of exceptional knowledge and dedication to research and continuous improvement. This will ultimately differentiate ours as the program of choice to those seeking a high quality, well-rounded, focused educational experience.

Construction Management Program Learning Outcomes (PLO’s)
  1. Produce graduates who understand and have demonstrated competence in   construction management practices and procedures.
  2. Produce graduates who develop innovative solutions to problems encountered in the construction management profession.
  3. Produce graduates that will be lifelong learners and contributors to the construction industry by understanding that constantly changing technology requires continual updating of knowledge and skills.
  4. Produce graduates that have the desire and skillsets to support the growth of future construction professionals both in academic and professional settings.
Construction Management Program Strategic Goals (By 2022)
  1. Increase six year graduation rate by 5% or to 70%
  2. Increase retention rate to 80%
  3. Have 10 endowed scholarships ($25,000)
  4. Have an enrollment of 30 graduate students
  5. Have an enrollment of 350 undergraduates
  6. Have $1,000,000 in funded research
  7. Have 7 faculty members
  8. Have 2 international study abroad and global partnerships
  9. Create a plan/have $120,000 annually for marketing
  10. Faculty participate in two (2) prof. dev. events annually
Admissions and Enrollment

Standards for the admission of technology, management, and applied engineering students are identical to the applicable standards for other majors at Kent State University:

Admission - Undergraduate Students

Undergraduate Freshman Application, Instructions, and Admission Requirements

All transfer students whether internal or external will meet with our CAEST advisors and also with CMGT coordinator and/or faculty to determine what and where their transfer courses will fit into our CMGT program curriculum.

Undergraduate Transfer Student Application, Instructions, and Admission Requirements

Undergraduate Transfer, Transitioning, and Former Students Admission Policy and Transfer Credit Information

Student Achievement
Student Name
Achievement/Award
Date Awarded
Caitlin Dickinson
Associated General Contractors (AGC) of Akron Scholarship-$1,000
Spring 17 
Caitlin Dickinson
Friends of Alumni Scholarship - $1,000
Spring 17 
Walter Petzel
AGC of Ohio Scholarship-$1,000
Spring 17 
William Duncan
AGC of Akron: Caremn Scaccio Memorial Scholarship-$1,00
Spring 17 
Adam Horrocks
MCAA-Mechanical Contractors Association of America Endowed Scholarship
Spring 17 
Brian Morris
MCAA-Mechanical Contractors Association of America Endowed Scholarship
Spring 17 
Ben Pikus
MCAA-Mechanical Contractors Association of America Endowed Scholarship
Spring 17 
Ben Pikus
Chapter of Excellence Grant Award
Spring 17 
Jack Bierbower
Builders Exchange Scholarship
Spring 17 
Taylor Zollner
UC NewBuilders Compeition - 4th Place
Spring 17 
Alex Berman
UC NewBuilders Compeition - 4th Place
Spring 17 
Courtney Thorne
UC NewBuilders Compeition - 4th Place
Spring 17 
Liz Hathaway
UC NewBuilders Compeition - 4th Place
Spring 17 
Jared Scoloti
UC NewBuilders Compeition - 4th Place
Spring 17 
Nick Lee
UC NewBuilders Compeition - 4th Place
Spring 17 
Rate and Types of Employment of Grad

View Survey Results

Assessment Measures/Outcomes
Assessment Tools

The Kent State University Construction Management Program strives to continually review, analyze, and improve the program and the classroom deliverables. In order to fully analyze and understand the direction in which to improve, we must continually assess our performance as faculty members and as a program. This is accomplished with the following assessment tools. 

  1. Co-Operative Education Supervisory Evaluation – Each student is required to participate in on co-operative education experience (internship) during their undergraduate studies. As a requirement for this course, the student’s direct supervisor is required to submit an evaluation of performance in this internship. The questions consist of and relate to the ability to and evidence of achievement of the student learning outcomes as displayed in the performance in the employment setting. These questions require responses from 1 - 4, with 1 being poor and 4 being excellent. The responses are then tallied and reviewed in the semester following receipt as indicated in Attachment 1.
  2. Student Exit Survey – Upon graduation, each student is solicited to participate in an academic assessment survey. This survey asks questions relative to our ability to effectively reach our academic and student learning outcome goals, the quality of the support facilities, advising, and roadmap questions, and a summary of extra-curricular activity opportunities offered and taken. These questions require responses from 1 - 5, with 1 being poor and 5 being excellent. The responses are then tallied and reviewed in the semester following receipt as indicated in Attachment 1.
  3. Alumni Survey – After one and five years of employment, students are again solicited to participate in an academic assessment survey. This survey targets responses relative to the overall program goals and desired student learning outcomes. The goal of this survey is to ascertain the student’s preparedness for industry performance, based on the time period in which they are in the industry. Further, industry trends and potential educational opportunities are solicited as well. These questions require responses from 1 - 4, with 1 being poor and 4 being excellent. The responses are then tallied and reviewed in the semester following receipt as indicated in Attachment 1.
  4. Employer Survey – One and five years after graduation, the student’s employer is solicited to participate in an academic assessment survey. This survey targets responses relative to the graduate’s achievement and evidence of the ability to perform overall program goals and show evidence of practicing the desired student learning outcomes. The goal of this survey is to ascertain the student’s ability to apply the topics and procedures learned in school in their industry practice, based on the time period in which they are in the industry. Further, industry trends and potential educational opportunities are solicited as well. These questions require responses from 1 - 4, with 1 being poor and 4 being excellent. The responses are then tallied and reviewed in the semester following receipt as indicated in Attachment 1.
  5. AIC Examination – In the final semester of the student’s senior year, they are required to take the Capstone course. As a requirement of this course, the students take the AIC AC examination. The results from this test are then submitted to the Construction Management faculty for review and analysis. This review and analysis will indicate the student’s ability to understand construction management concepts and theories, and show the ability of the program to properly train them for the industry. If certain areas of knowledge are lacking for the students on the test results, modifications will be made as shown in Attachment 1, to the coursework to ensure better performance on the test and thereby better learning of the material.
  6. Capstone Course Final Project and Presentation – In the final semester of the student’s senior year, they are required to take the Capstone course. This course measures the knowledge gained in the previous Construction Management coursework. The final project for this course is a high quality project summary booklet and a presentation to the professor and a group of industry professionals. The feedback from the industry professionals on these presentations will allow the faculty to analyze the overall performance and learning outcomes of the graduating students. Should certain areas be lacking in the knowledge base of the students, curricular modifications will be made as shown in Attachment 1.
Curriculum Review

In order to maintain an industry relevant curriculum that prepares our students for success in construction and construction related fields, a periodic review of the curriculum being taught must be performed. Certain items are performed to assist in this curricular review as indicated below and as shown in Attachment 1.

  1. Assessment Tools – As the information desired is similar as to what is obtained in the Assessment Tools indicated above, the results of these Assessment Tools will also be utilized in the curricular review, based on the schedule in Attachment 1.
  2. Industry Advisory Board – The Industry Advisory Board is a critical component of our curricular review process. At least three times a year, the faculty meets with the Industry Advisory Board to discuss the direction of the program, the course offerings including new and proposed course and to review current curriculum offerings. The assessment tools, the Board’s individual industry experience and input from other outside sources will be utilized in this evaluation and will culminate in curriculum changes within each course or through the established procedures within our college and university. The schedule for this review will be based on Attachment 1.
  3. Flashline Survey (SSI) – At the completion of each course, the students are required to complete a course evaluation. This evaluation consists of questions related to many aspects of the course, with certain questions related specifically to the instructor and the course content. These surveys are completed on-line and the results are available for review upon completion of the survey time. The coordinator, lead faculty, and faculty member who taught the class closely review the survey responses and propose changes to the courses based on this feedback. The schedule for this review will be based on Attachment 1.
Professional Development

As construction and construction related industries continually evolve and change, it is of paramount importance that the faculty within the Construction Management Program continues to remain at the cutting edge of the information, techniques, and new technologies being developed and implemented. As such, a commitment has been made to implement the following training and professional development plan of the faculty.

  1. Tuition Waiver – As is the case at many universities, all full time faculty members receive tuition waivers for any classes they desire to take on campus, even non-degree classes. Each faculty member is encouraged to participate in courses throughout campus that relate to a specific interest or research topic of the faculty member.
  2. Release Time – As faculty pursue advanced degrees and continuing education in the university setting, the Dean of the college has continually provided contract release time to allow for successful completion of the coursework. 
  3. Professional Development Plans – Each faculty, as part of their continued growth and development, are required to provide a professional development plan. This plan consists of short and long term personal and program specific measurable goals, continuing education opportunities and a continually evolving research and curriculum development plan. These plans are reviewed by the Dean of the college, the coordinator of the program, the lead faculty and the Industry Advisory Board with adjustments made as deemed necessary.
  4. Continuing Education/Conference Attendance – As an opportunity and requirement of the each faculty member’s continuing growth in knowledge base and experience, attendance at three (3) conferences is encouraged and supported by the college. These conferences are student organization competitions, trade organizational meetings, continuing education opportunities or some combination of the three. The college pays for the attendance of and travel to these conferences and allows time throughout the year to facilitate participation. Upon return, the program faculty meet to discuss what knowledge was gained, contacts that were made, ideas to implement, and the value of the conference. Upon completion of this review, the decision is made as to whether or not to continue attendance at the conferences and what value the information gained may have in the growth of the program.
Industry Engagement

Faculty are encouraged to take advantage of industry contacts and faculty internships within the industry where they can hone the skills they have not just as academics, but as professionals within the industries. Many of the faculty are involved in consulting and industry positions. Further, the faculty are also members of local and national industry organizations with leadership and participation roles. 

  1. Industry Organizations – The faculty are involved in multiple industry organizations as both a board member and as a member. The opportunities to interact with industry professionals and to hear the issues facing their organizations allows for an understanding of current trends and issues within the industry. Further, the industry organizations often support research, student organization competition participation and faculty training as a result of this participation in these organizations.
  2. Consulting – Faculty members are encouraged and often do participate in outside construction and construction related consulting opportunities. These opportunities allow the faculty to continue to grow their knowledge base and to remain relevant in the classroom subject matter which they are teaching.
  3. Industry Advisory Board – Interaction with the industry advisory board is critical to the continued growth and development of the faculty members and the program. The input provided by the Industry Advisory Board helps to formulate the direction and curriculum of the program.
Action Plan

In order to continually improve the above quality improvement plan, the following actions must be continually performed and implemented. Although these processes and procedures are currently in place, a review of each, as indicated in the action plan below, will be performed each semester and as needed.

  1. Curriculum review process and calendar continually updated as indicated in the schedule shown Attachment 1
  2. Continue to grow and provide top level internships and co-op opportunities
  3. Provide review of each Capstone project by industry professionals as a final measure of student performance
  4. Improve faculty professional development plan and opportunities
  5. Review, create and improve assessment tools as needed to ensure proper assessment is being performed and received
  6. Continually review and evaluate performance against program goals and learning outcomes
  7. Review, improve and measure quality in student organization competitions