Construction and Facilities Management BS Construction Management

Program Purpose


The mission of the BYU Construction Management is to provide students with a broad background in design, preconstruction services, project and company management within the construction industry. The program prepares graduates to occupy management positions, with a focus on building quality projects, safely, on time, within budget, and to customer satisfaction. Students are taught and encouraged to maintain integrity and high moral standards in all aspects of their lives. Further information can be found at the program website.cm.byu.edu

Program Educational Objectives

The objectives of the Construction Management undergraduate program at Brigham Young University are for graduates of the program to:

  1. Commit to lives of faith in Jesus Christ demonstrated by service to the construction management profession, family, community and church.
  2. Exhibit leadership characteristics in managing people, processes and resources while serving in the construction industry and in their communities.
  3. Demonstrate an ability to communicate and work effectively in the construction industry in an ethical manner.
  4. Demonstrate the desire and ability to learn continuously through study and faith to meet the changing demands of their professional and personal lives.

Curricular Structure

Catalog Information

Major Academic Plan

Learning Outcomes


Achievement of the Program Outcomes is ensured by achieving a set of Course Outcomes. Each course has between five and ten Course Outcomes. Instructors have the flexibility to pursue additional learning but the Course Outcomes are required content for the course, regardless of the instructor.

Each semester, the degree to which the course outcomes have been achieved is evaluated by both the students and the instructor. Recommendations for changes in the course outcomes and learning activities are provided by the Industry Advisory Committee, students, instructor, employers. The recommendations are then evaluated by the faculty to determine the merits of the recommendations. The complete list of Course Outcomes and Evaluation Sheets is available.

Communication

Effectively communicate orally, graphically and in writing.

Courses that Contribute: CFM 155 CFM 385 ENGL 316 M COM 320
Linked to BYU Aims: Communicate effectively
Ethical and Moral Leadership

Promote moral and ethical leadership in the global marketplace.

Courses that Contribute: CFM 445
Linked to BYU Aims: Character
Design and Pre-Contruction

Influence project design and to manage pre-construction activities.

Courses that Contribute: CFM 411 CFM 155
Linked to BYU Aims: Think soundly
Project Management

Control project schedule, cost, quality, and risk.

Courses that Contribute: CFM 311 CFM 412 CFM 415
Linked to BYU Aims: Think soundly
Financial & Property Mangement

Analyze the risk and feasibility of real estate projects throughout their life-cycles.

Courses that Contribute: CFM 426
Linked to BYU Aims: Think soundly, Quantitative reasoning
Technical and Professional Competency

Manage technical areas such as mechanical, electrical, and structural systems.

Courses that Contribute: CFM 210 CFM 335 CFM 210 CFM 217 CFM 320 CFM 335
Linked to BYU Aims: Quantitative reasoning, Competence
Safety, Security, Sustainability, Regulatory Compliance

Create programs and processes for safety, security, sustainability and regulatory compliance.

Courses that Contribute: CFM 460 CFM 345
Linked to BYU Aims: Competence
Technology and Innovation

Utilize cutting-edge technologies to find innovative solutions.

Courses that Contribute: CFM 411 CFM 155 CFM 412
Linked to BYU Aims: Quantitative reasoning
Analytical Thinking and Problem Solving

Think analytically and to solve problems.

Courses that Contribute: CFM 302 CFM 417R CFM 302 CFM 400 CFM 412
Linked to BYU Aims: Think soundly
Experiential Learning

Gain learning through applied industry experience, service and life-long learning.

Courses that Contribute: CFM 491 CFM 491
Linked to BYU Aims: Competence, Lifelong learning

Evidence of Learning


Direct Measures

Data is collected from the following areas:

  1. The senior exit survey
  2. Program alumni survey

An additional area of measurement will come from student and instructor self assessment of course outcomes. Each course has Learning Outcomes defined however the measurement of these outcomes for each course is still being developed. The Construction Management students are placing in the top three in most competitions both on a regional and national level. The level of participation by the students for the competition is approximately 30% of the students indicating the general level of performance by the students rather than a select group of students.

Indirect Measures

Indirect measures of learning outcomes include employment rate of the students, salaries, job quality and student performance at regional and national competitions.

During times of market down turns, student placement in the construction industry continues to be essentially 100% in management positions.

Exit Surveys: Graduating students are heavily recruited and being placed with a broad range of companies. Large multi billion dollar firms in the commercial, industrial, and residential areas are heavily recruiting students as well as smaller firms. A select number of students are also forming their own companies upon graduation. In all the above areas, students are excelling in their careers.

Learning and Teaching Assessment and Improvement


To measure and improve the academic quality we rely on the following processes. Teacher evaluations are given in each class toward the end of each semester. Most faculty welcome personal student input into their teaching methods and assignments at any time. The program head has an open door policy relating to students who have concerns about a topic of class discussion, the course, or the program in general. The program head frequently asks the student chapter leaders for input relating to new professors in order to give input early in their teaching careers. There is a formal exit interview with the program head and each graduating student where the student completes an exit interview questionnaire prior to the meeting. A follow-up questionnaire is mailed to each graduate from two to three years after they have graduated and an additional questionnaire is given to that employee's immediate supervisor for evaluation and feedback.

  1. Each year when data is collected through the methods described above, faculty meet to review the curriculum to make adjustments as necessary. Proposed curriculum changes are reviewed with our industrial advisory board before being submitted to the university.
  2. Another measure of outcomes is the success of the BYU cm students at national competitions where our students complete with other cm student from throughout the nation. The students have done very well at these competitions.
  3. As recruiters visit the campus and interview students, we seek opportunities to ask them, informally, of their opinion of the strengths and weaknesses of the program based on the students they have interviewed. The industry advisory committee is constantly reviewing and evaluating the program, policies, operations, curriculum, and specific courses. All input is reviewed and evaluated which results in changes to curriculum, course contents, policies, procedures, and operations.
  4. Assessment input is obtained from all program constituencies, such as faculty and administration, students, graduates, industry, benefactors, and employers.

Recent Changes Resulting From Assessment

As feedback is received from the various sources, it is discussed in faculty meeting to determine if a correction or change of direction is needed.

  1. It was determined that sitework quantity takeoff would be better addressed in the CM 335 course rather than CM 411, so that topic is being transitioned to the CM 335 course.
  2. The construction industry is transitioning to sustainable building techniques and also to project modeling. While both topics have been addressed through other course, the program is developing a course to formally address these topics.
  3. Through the open door policy, exit interviews, and alumni surveys, students have suggested that a business applied calculus rather than a theoretical calculus would be beneficial. The program is currently working with the university and other departments on campus to make this change.