Delivering Multidisciplinary Experiences in Education: A Study of Construction Program Practices to Meet Accreditation Requirements

Abstract

Construction education is seeing an increased emphasis in demonstrating student achievement of learning outcomes. The recent move to outcomes-based accreditation by the American Council for Construction Education (ACCE) requires programs to utilize assessments to demonstrate student achievement of specific student learning outcomes. The standard dictates that at least one of these must be a direct assessment. This has caused many construction programs to consider different types of assessments to meet accreditation requirements. Arguably, the most difficult outcome to assess from the ACCE requirements falls under SLO #9: Apply construction management skills as a member of multi-disciplinary team. The outcome's vague nature and individual student assessment requirement has led many schools to approach the execution of this SLO in a multitude of different directions. This paper presents research that investigates the method in which ACCE schools are attempting to address teamwork and construction related accreditation requirements. Additionally, the research looked at schools that have both an ACCE program and an architecture program accredited by the National Architectural Accreditation Board (NAAB) to investigate the nature in which CM programs are using this connection in addressing SLO #9.

Evaluating Improved Program-Level Assessment and the Subsequent Influence on Associate Constructor Exam

“…SLOs 6-8 require the Analyze cognitive level, 9-11 require the Apply cognitive level, and SLOs 12-20 require the Understand cognitive level. Neither study reviewed for this paper addresses how the test is supposed to assess SLOs at the higher cognitive levels accurately, or how to test SLO 9, which Leathem et al ( 2019) discuss [17], although Leathem et al (2018) mention that it would be difficult or impossible to test at the Create level with a test of a format similar to the AC exam. This paper seeks ways to improve program-level assessment, whereas Austin (2018) focuses more on pedagogical changes program-wide.…”

Cross Review of Collaboration in a Design-Build Studio

“…For a student to be able to apply construction management skills as a member of a multidisciplinary team, some conceptual knowledge must be provided. Elements of this knowledge include, but are not limited to: Since many of these performance criteria are fundamental skills taught in construction programs, and these skills are required for architecture and construction professionals, a natural collaboration starting point can be defined (Leathem & Wetzel, 2019). Working with construction-related programs allows educators to clarify the process intended for this SLO, participate in different roles, and work in multidisciplinary teams.…”