Goals & Objectives

Undergraduate Program Goal

We will maintain a strong general, relevant, current, comprehensive and broad based undergraduate degree program, founded in construction fundamentals applicable to all sectors of the industry and responsive to the ever evolving industry and industry trends.

Undergraduate Program Objectives, Strategies, and Metrics

Objective 1: Introduce, encourage and support innovative uses of technology that enhance delivery methods and the educational experience.

Strategy: The department head through the undergraduate program coordinator and additional faculty, as designated, will facilitate the enhancement of the educational experience through use of technology in teaching, as well as teaching the use of technology with industry.

  1. Allow professional development training and provide technology support – allow faculty and staff to ensure a baseline proficiency in technology, bring in outside resources as needed for technological support.
  2. Ensure technology is an integral part of learning and teaching – encourage faculty to use technology in the management, instruction, assessment and communication of their courses.

Metrics: By Fall 2017, 50% of our undergraduate classes will have a technology component embedded within their course.

Objective 2: Graduate more students in fewer semesters and enhance their focus on curricular progress and time to graduation.

Strategy: The undergraduate program coordinator, in collaboration with the construction science department head and assistant dean for academic affairs will admit students committed to the demands of an accelerated top-tier education. The undergraduate program coordinator, in collaboration with the academic advisors, will facilitate student knowledge and understanding of the requirements for successful progress toward graduation; the emphasis will be to decrease time to graduation and to improve retention rates.

  1. Each semester – Internal transfer and external transfer student applications for admittance to Construction Science will be reviewed for students whose prior academic performance indicates dedication to accelerating their graduation.
  2. Each semester – Lists of students who are potentials for probation or dismissal will be created and acted upon accordingly by comparing student credentials to standards established by the College and the Department for student Admission and Retention.
  3. Each semester – Visits will be made to COSC 175, COSC 381, and all Capstone courses to make announcements regarding the following (where applicable): student advising, upper level applications and requirements, necessity of understanding and complying with pre-requisites, requirements for internship, the need to update and submit a current degree plan in degree planner, and the necessity of filing for degree and preparing for graduation.
  4. Fall semester of every odd calendar year – The department will evaluate prior performance in its efforts to expedite student graduation.

Metrics: By 2019, graduate 270 undergraduate students per academic year.

Objective 3:  Maintain accreditation by the American Council for Construction Education (ACCE) and/or other recognized agencies in the construction higher education field.

Strategy:  The department head or designee will facilitate the required activities necessary to remain active in ACCE and/or other recognized agencies in the construction higher education field. The undergraduate program coordinator will review, complete, and finalize the first draft of the accreditation documents. The department head will edit and submit the final documents to ACCE.

  1. As required – Timely submittal of Final Self-study document to ACCE in accordance with schedule timeline prescribed by ACCE for each Re-accreditation visit. Effort to commence one calendar year prior to the time Self-study is due for submittal to ACCE.
  2. As required – Review and analyze ACCE letter summarizing Board of Trustees reaccreditation action. Respond with Interim Reports as required by ACCE.

Metrics: Any weakness and/or undeveloped potential which is cited by ACCE in its report from the Board of Trustees action regarding the Re-accreditation of the Construction Science undergraduate program, will be responded to timely, in accord with the Interim Reports schedule provided by ACCE.

Objective 4:  Recruit a more diverse group of students and increase retention through better education, advising and mentoring.

Strategy: The undergraduate program coordinator will focus on recruiting a more diverse group of students and prepare a recruitment, performance and retention report to the department head. Within this report the undergraduate coordinator will propose necessary program changes that will potentially increase student retention.

  1. Each semester – A comparative analysis of current graduating senior’s responses on the Exit Survey will be conducted; current responses will be compared to prior exit survey results.
  2. Each semester – A minimum of three visits will be made to community colleges and high schools with diverse populations, primarily African American and Hispanic.
  3. Fall 2016 – Reach out to the Society of Women in Construction (SWIC) and prominent women in the construction industry about presenting at a Women in Construction Day to be hosted by the Department.
  4. Spring and Summer 2017 – Prepare and distribute materials promoting Women in Construction Day to high school counselors and community colleges.
  5. 2017 through 2020 (September of each year) – Host a “Women in Construction Day” on-campus.

Metrics: By Fall 2021, the department will increase the minority population of the undergraduate student body to 3% African American, 23% Hispanic, and 20% female.

Objective 5: Review of and restructure the undergraduate curriculum and classes in a way that addresses the Department’s Centers of Excellence.

Strategy: The undergraduate curriculum committee, in collaboration with the undergraduate program coordinator and the construction science department head will review the curriculum and courses offered in the undergraduate program. The emphasis of the curriculum revision will be to update the curriculum to reflect the needs of the industry and the areas of concentration as reflected in the Department’s Centers of Excellence.

  1. Spring, Summer, and Fall 2018 (after the next ACCE accreditation visit) – Review the undergraduate curriculum and course content. Engage and involve the Undergraduate Curriculum Committee and the COSC faculty at large in this process.
  2. Fall 2018 – Have the Construction Industry Advisory Council Curriculum Committee review proposed changes from the Undergraduate Curriculum Committee.
  3. Spring 2019 – Complete curriculum revisions will be submitted by the Undergraduate Curriculum Committee to the COSC faculty for review, discussion, and approval.
  4. Fall 2019 – Submit curriculum changes for University approval.

Metrics: The revised undergraduate curriculum will be in effect starting in the Fall 2020.

Objective 6:  Review the interest in the Facility Management Minor (in terms of industry support and student growth), and seek approval, implementation, and promotion of the Leadership in the Design and Construction Professions Minor.

Strategy: The undergraduate curriculum committee, in collaboration with the undergraduate program coordinator, industry relations coordinator, and the construction science department head will review and monitor the growth of interest in the Facility Management Minor in terms of student enrollment and industry involvement. They will also take on the task of implementing and promoting the Leadership in the Design and Construction Professions Minor.

  1. 2016 – Seek University approval of the Leadership in the Design and Construction Professions Minor.
  2. Promote the Facility Management Minor among industry to increase industry participation in providing students in the Minor program with internship opportunities and full-time job opportunities.

Metrics: By Fall 2017, enrollment for the Leadership in the Design and Construction Professions Minor will begin. By Fall 2019, enrollment for the Facility Management Minor will increase to 150 students.

Admissions

Enrollment within our undergraduate program has increased steadily over the past couple of years.

Fall 2016Fall 2017Fall 2018
Total Undergraduate Student Body1,0611,0351,010
First Generation Students30.25%30.43%27.43%
Minorities & Women27.89%28.99%26.93%

Assessment

ACADEMIC QUALITY PLAN

The department maintains a comprehensive plan for quality improvement of the program and its students through development and assessment of educational program objectives, as well as learning outcomes through internal and external measures of student achievement.

Academic Quality Plan for the Bachelor of Science in Construction Science (PDF)

ACADEMIC ASSESSMENT PLAN & REPORT

UNDERGRADUATE ANNUAL REPORT

STUDENT LEARNING OUTCOMES (SLOS)

INDIRECT ASSESSMENTS

Employment Data

2017 – 2018

 Job Placement

 ConstructionNonConstructionGraduate / Professional SchoolMilitaryOtherTotal
Plans upon graduation2924743310
Employed upon graduation2651240272

Starting Salaries

 HighAverageMedianLow
Salaries$88,000$60,160$60,000$40,000
Bonuses$8,000$2,813$2,500$1,000

Job Position Titles

  • Assistant Project Manager
  • Assistant Superintendent
  • Builder
  • Construction Coordinator
  • Engineer II
  • Estimator I
  • Field Engineer
  • Junior Estimator
  • Office Engineer
  • Project Engineer
  • Project Manager
  • Rotational Project Engineer
  • Superintendent
  • Traveling Project Engineer

Locations

  • Austin
  • College Station
  • Dallas/Fort Worth
  • Houston
  • Lubbock
  • Edinberg
  • Midland/Odessa
  • Outside of Texas
  • Outside of USA
  • San Antonio

2016 – 2017

Job Placement

 

Construction

Non

Construction

Graduate / Professional School

Military

Other

Total

Plans upon graduation

292

4

7

4

3

310

Employed upon graduation

265

1

2

4

0

272

 

Starting Salaries

 

High

Average

Median

Low

Salaries

$88,000

$60,160

$60,000

$40,000

Bonuses

$8,000

$2,813

$2,500

$1,000

Job Position Titles

  • Assistant Project Manager
  • Assistant Superintendent
  • Builder
  • Construction Coordinator
  • Engineer II
  • Estimator I
  • Field Engineer
  • Junior Estimator
  • Office Engineer
  • Project Engineer
  • Project Manager
  • Rotational Project Engineer
  • Superintendent
  • Traveling Project Engineer

Locations

  • Austin
  • College Station
  • Dallas/Fort Worth
  • Houston
  • Lubbock
  • Edinberg
  • Midland/Odessa
  • Outside of Texas
  • Outside of USA
  • San Antonio

2015 – 2016

Job Placement

 ConstructionNon ConstructionGraduate / Professional SchoolMilitaryOtherTotal
Plans upon graduation1831758204
Employed upon graduation1751255188

Starting Salaries

 HighAverageMedianLow
Salaries$78,000$59,219$60,000$40,000
Bonuses$5,000$2,581$2,500$1,000

Job Position Titles

  • Assistant Project Manager
  • Assistant Superintendent
  • Associate Service Consultant
  • Builder
  • Construction Coordinator
  • Construction Manager
  • Craft Representative
  • Estimator
  • Field Engineer
  • General Foreman
  • Land Surveyor in training
  • Office Engineer
  • Project Controls Scheduling Analyst
  • Project Coordinator
  • Project Engineer
  • Project Expeditor
  • Project Manager
  • Project Manager Associate
  • Purchasing Agent
  • Sr. Project Engineer
  • Superintendent

Locations

  • Austin
  • Beaumont
  • Central Texas
  • Dallas/Fort Worth
  • Houston
  • Midland/Odessa
  • Out of State
  • San Antonio
  • South Texas
  • Waco 

Differential Tuition

2018 – 2019 Academic Year

Differential tuition for the College of Architecture was approved by the Texas A&M University System Board of Regents in May 2011 and went into effect in the fall 2011 semester.  Each student majoring in an undergraduate program in the College of Architecture is charged an additional $204 per semester in addition to the university’s standard tuition.

During the 2018 – 2019 academic year, the Department of Construction Science received approximately $950,000 in differential tuition.   The funds were spent the following ways in the Department of Construction Science:

1) Faculty to student ratio

  • Retained current and attracted new faculty, who encouraged and created an exceptional, relevant, and engaging learning environment.  Improved learning by hiring teaching assistants so that faculty to student ratio is more conducive to student success. 

2) Improved graduation times

  • Assisted with and supported timely degree completion by offering more required course sections throughout the year.

3) Student and industry networking

  • Created unique learning experiences through service learning, community projects, field trips, competition teams, peer mentoring, and expanded lecture series.

4) Increase study abroad participation

  • Enhanced the students social and cultural competence by creating and promoting national and global experience opportunities.

5) Emphasis on quality of education and student experience

  • Assisted students with the purchase of equipment that enhanced their educational experience and provided scholarships based on need.  Provided more educational options through the creation of more elective courses and online course offerings.

6) Classroom and lab furniture, equipment and supplies

  • The purchase of new equipment for classrooms and replacement of furniture in common areas provided more study space, while enhancing the facilities as a whole.

The funds generated from differential tuition are allowing our students to enhance their education through various activities. The department has a student leadership committee that gives administration recommendations on how differential tuition should be spent to enhance the learning experiences and education of students in our department.