Construction and Facilities Management BS Construction Management
Program Purpose
We develop innovators and leaders for the built environment who are disciples of Jesus Christ, value relationships, and strive for excellence.
We develop these innovators and leaders for the built environment by focusing on broad educational exposure to both traditional and cutting-edge practices within various built environment professions and industries. CFM course materials cover fundamental topics such as materials and methods, design, estimating, safety, law, and scheduling as well as advanced courses in project management, preconstruction services, and company management. The CFM program is accompanied by general education, religion, and Civil and Construction Engineering (CCE) coursework. Students will also deepen their knowledge through elective tracks: construction management, facilities and property management, real estate development, infrastructure development and management, or architecture and design. CFM prepares students to be the next generation's innovators and leaders with a strong foundation in problem solving, stewardship, ethics, technology, communication, teamwork, and strategic business leadership.
Curricular Structure
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 family, community, church, and profession.
2. Exhibit leadership characteristics and innovation in managing projects, people, processes, resources, and while serving in the 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, practice, and faith to meet the changing demands of their professional and personal lives.
Learning Outcomes
Problem Solving
An ability to identify, formulate, and solve broadly defined technical or scientific problems by applying knowledge of mathematics and science and/or technical topics to areas relevant to the discipline.
An ability to formulate or design a system, process, procedure or program to meet desired needs.
An ability to develop and conduct experiments or test hypotheses, analyze and interpret data, and use scientific judgment to draw conclusions.
An ability to communicate effectively with a range of audiences.
An ability to understand ethical and professional responsibilities and the impact of technical and/or scientific solutions in global, economic, enviornmental, and societal contexts.
An ability to function effectively on teams that establish goals, plan tasks, meet deadlines, and anlyze risk and uncertainty.
Evidence of Learning
The program objectives and learning outcomes are reviewed through a formal assessment strategy. The primary tools used for assessment are as follows:
Direct: Graded Coursework Items
Embedded indicators from the courses include graded items such as exam questions, laboratory assignments, projects, and key homework problems.
Indirect: Exit Interviews
Student ratings of the success of the program in accomplishing the learning outcomes are solicted from seniors approaching graduation. The data is collected annually from graduating students.
Indirect: Alumni Surveys
This questionnaire is administered to alumni three years after graduation. Alumni are asked to rate how well the program succeeds in accomplishing the program learning outcomes. The data is collected annually from individuals graduating three years prior.
Indirect: Advisory Board Review
Members of the Industry Advisory Council provide feedback on program objectives, learning outcomes, and assessment strategy during their semi-annual meetings on campus. Members of this council are industry leaders and often department alumni.
Indirect: Student Ratings of Courses
The university administers an end-of-course survey to students. This survey allows for more open-ended responses and provides insight into the effectiveness of teaching. Students have an opportunity to respond to the effectiveness of learning activities, fairness of grading procedures, explanation of concepts, usefulness of feedback, degree of student involvement, time spent on homework and reading assignments, etc. Students also rate how well specific course learning outcomes were achieved during the class. Students may also include free-form comments about the course.
Learning and Teaching Assessment and Improvement
The assessment data are compiled and analyzed by the Undergraduate Curriculum Committee for periodic discussion with the faculty during regular faculty meetings and as a standard component of the annual department retreat.