November 2012 - Wentworth Institute of Technology

Transcription

Self-Evaluation Study
November 2012
Prepared by
The Department of Construction Management
College of Architecture, Design and Construction Management
Wentworth Institute of Technology
For
The American Council for Construction Education
Volume 1
TABLE OF CONTENTS
I. INTRODUCTION
A. Accreditation ...............................................................................................1
B. Institution ....................................................................................................1
C. Construction Unit ......................................................................................13
II. ORGANIZATION AND ADMINISTRATION
A. Organizational Charts ...............................................................................20
B. Construction Unit Administration ..............................................................21
C. Related Programs.....................................................................................27
D. Construction Unit Budget ..........................................................................28
E. Comparable Program Budgets .................................................................30
III. CURRICULUM
A. Program Description .................................................................................31
B. Institutional Requirements ........................................................................31
C. Plan of Study ............................................................................................32
D. Degree Requirements - Four Year Baccalaureate Program .....................35
E. Required Curriculum Categories, Core Subject Matter, and Curriculum
Topical Content ........................................................................................37
F. Degree Requirements – 2 Year Associate Degree Program .. ……………41
G. Required Curriculum Categories, Core Subject Matter, Curriculum Topical
Content – 2 Year Associate Degree Program ………………….................41
H. Course Sequencing ................................................................................. 41
I. Course Descriptions .................................................................................42
J. Course Offerings ......................................................................................50
K. Supporting Disciplines ..............................................................................52
IV. FACULTY
A. Current Faculty .........................................................................................54
B. Faculty Assignment Definitions.................................................................55
C. Current Faculty Assignments....................................................................59
D. Compensation ..........................................................................................61
E. Evaluation and Promotion Policies ...........................................................62
F. Professional Development ........................................................................67
V. STUDENTS
A. Admission Standards and Procedures .....................................................69
B. Quality of New Students ...........................................................................77
C.
D.
E.
F.
G.
H.
I.
J.
Enrollment Data ........................................................................................78
Grading System ........................................................................................79
Academic Success and Failure ................................................................84
Record Keeping ........................................................................................85
Academic Advisement ..............................................................................86
Student Activities ......................................................................................89
Graduates and Placement Data ...............................................................91
Other ........................................................................................................92
VI. FACILITIES AND SERVICES
A. Laboratories..............................................................................................93
B. Classrooms...............................................................................................95
C. Staff Offices ..............................................................................................97
D. Library ......................................................................................................98
E. Audiovisual Services ..............................................................................102
F. Computer Facilities .................................................................................103
G. Placement Services ................................................................................104
VII. RELATIONS WITH INDUSTRY
A. Advisory Committee ...............................................................................110
B. Contributions ..........................................................................................111
C. Seminars and Short Courses..................................................................114
D. Research ................................................................................................116
E. Work Experience Programs ....................................................................116
F. Placement Assistance ............................................................................117
G. Student Industry Interaction ....................................................................118
VIII. PUBLISHED INFORMATION TO THE PUBLIC
A. Selected Material ....................................................................................121
B. Method of Material Selection ..................................................................121
C. Methods of Distributing ...........................................................................122
IX. GENERAL ANALYSIS
A. Program Quality Assessment .................................................................123
B. Future Plans ...........................................................................................147
C. Actions to Address Prior Cited Weaknesses ..........................................150
D. Public Accountability ...............................................................................157
E. Program Quality......................................................................................160
APPENDICES – VOLUME 2
Section I
Introduction
I. INTRODUCTION
A. ACCREDITATION
1. Name of regional organization by which the institution is accredited:

New England Association of Schools and Colleges (NEASC)
2. Is the construction program or a portion thereof, accredited by another
accrediting agency? If yes, describe:

Yes, the International Assembly for Collegiate Business Education (IACBE)
3. List accrediting agencies that currently accredit programs at the institution.








Technology Accreditation Committee of the Accreditation Board for
Engineering and Technology (TAC of ABET)
Engineering Accreditation Committee of the Accreditation Board for
Engineering and Technology (EAC of ABET)
National Architectural Accrediting Board (NAAB)
American Council for Construction Education (ACCE)
Council for Interior Design Accreditation (CIDA, formerly Foundation for
Interior Design Research - FIDER)
International Assembly for Collegiate Business Education (IACBE)
National Association of Schools for Art and Design (NASAD)
International Facilities Management Association (IFMA) - recognition
B. INSTITUTION
Provide background information about the institution. Describe its history,
mission, size, purpose, and organizational structure in general terms. (If this
information is available elsewhere, it may be included by reference.)
History
In 1903, when Arioch Wentworth added the codicil to his will that founded Wentworth
Institute of Technology. He envisioned a school ”for the purpose of furnishing
education in the mechanical arts.” Arthur L. Williston, director of Wentworth from
1911-1923, defined the school as one which would “cultivate intelligence as well as
manual skill and dexterity.” Under Williston, and his successor, Frederick Dobbs,
Wentworth became one of the finest technical institutions in the country. However,
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in 1953, with the arrival of Wentworth’s first President, H. Russell Beatty, the
Institute was transformed. Associate Degrees were first offered in 1957 and
Baccalaureate Degrees in 1970. The campus and student enrollment tripled.
Dr. Beatty was succeeded by Edward Kirkpatrick in 1971. Under Dr. Kirkpatrick’s
leadership, Wentworth admitted its first women students in 1972. Wentworth’s
signature cooperative education program began in 1975, and the separate
associates and baccalaureate programs were merged into four-year integrated
degree programs in 1977. Both the physical campus and the numbers of students
increased during Dr. Kirkpatrick’s tenure. When John Van Domelen became
Wentworth’s third president in 1990, he oversaw the construction of new dormitory
space on campus and fostered the accreditation of Wentworth’s first professional
engineering programs. Perhaps Dr. Van Domelen’s most important contribution to
Wentworth was his leadership in the founding of the Colleges of the Fenway with his
counterparts at Wheelock College, Emmanuel College, Simmons College, and the
Massachusetts College of Pharmacy and Allied Health Sciences in 1996. In 1999
the Massachusetts College of Art joined the Consortium which allows students at
any of the six institutions to cross-register at any other member school. In addition,
the schools have combined to purchase health services, food services and other
business activities.
2005 – Present
When Dr.Zorica Pantić became the fourth President (and first woman in that
position) in 2005, she faced the challenge of finding a Provost who could implement
the Vision and Mission Statements for the academic program. In 2006, Dr. Kuei-wu
Tsai joined Wentworth as Provost. Dr. Tsai, although he shared President Pantić’s
perspective, especially in regard to building international connections, left Wentworth
in 2008. Dr. Michael Kupferman was then appointed interim Provost, and in 2009,
Dr. Russell Pinizzotto was appointed Vice President for Academic Affairs and
Provost, and recently promoted to, Senior Vice President for Academic Affairs
(SVPAA) and Provost. Dr. Pinizzotto has overseen a complete reorganization of the
academic structure, the expansion of the engineering programs, and the introduction
of graduate degree programs on campus. (See below).
In addition, the retirement of long-time Vice President for Business and Finance,
John Heinstadt, spurred a reorganization of the Institute’s leadership (President’s
Administrative Council). Robert Totino was promoted to Vice President for Finance
and David Wahlstrom was promoted to Vice President for Business. Brenda CrossSanchez was hired to fill the new position of Vice President for Institutional
Advancement. In 2009, the newly-created position of Vice President for Executive
Affairs was filled by George Chryssis until he left Wentworth in 2010 to become
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President of Benjamin Franklin Institute of Technology.
One other significant administrative change has occurred since the five-year report.
Both the President and the Provost have made improving governance a priority.
President Pantić regularly meets with the faculty at the start of each semester, and
she keeps the entire Wentworth community informed via e-mail and the President’s
“tab” on LConnect. Provost Pinizzotto has held open forums on topics as wideranging as strategic planning, curricular development, e-learning, and the academic
reorganization. Everyone is invited to these open forums. Both Institute leaders
encourage multiple strategic planning meetings and sessions among all the
Institute’s constituencies. Reports of all meetings are posted on LConnect and
everyone has access to these documents. Most significantly, the Provost meets
regularly with the Faculty Senate and he and the President meet with the President
of the Faculty Federation and the President of the Senate to facilitate communication
and to encourage collaborative approaches to problem solving. There is a strong
sense on campus that governance is improving.
Academic Reorganization
One of the hallmarks of Dr. Pinizzotto’s goals for academics at Wentworth is to
foster interdisciplinary, project-based education. The old department structure was
arbitrary and did not encourage cross-pollination among the disciplines. To facilitate
the collaboration among faculty and students, Dr. Pinizzotto presented a plan to
reorganize the academic structure. He presented the plan in his blog, in open
forums, in meetings with the departments, and to the Board. In 2010, the Board of
Trustees approved the plan. When the Visiting Team arrives on campus, the seven
departments which existed in 2006 will be gone. In their place are four colleges, the
College of Engineering and Technology, the College of Architecture, Design and
Construction Management, the College of Arts and Sciences, and the College of
Professional and Continuing Education, each led by a Dean. Each college is
comprised of a number of departments, and each department is led by a Department
Chair.
Another significant change in the last five years is the addition of graduate degree
programs at Wentworth. Wentworth now offers Masters Degrees in Architecture and
in Construction Management, and is preparing proposals for Masters Degrees in a
number of other disciplines. Details of two graduate programs and their
assessments, including effectiveness of recruitment, of engaging faculty in research
opportunities, placement of graduates, etc. are described in Standard Four:
Academic Program in the recent Institute-wide re-accreditation Self-Study. (This
Self-Study will be available to the visiting team.)
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Further, the freshman class of Fall 2011 included students majoring in the new
Engineering, Biomedical Engineering, Electrical Engineering, Mechanical
Engineering, and Civil Engineering programs, in addition to the existing
Electromechanical Engineering degree program.
These changes also come with challenges. The national financial crisis of the past
three years has forced a reassessment and reprioritization of the implementation of
the Strategic Plan as regarding to the physical facilities (see Campus Master Plan Summer 2009). The space limitations have resulted in a consideration of a cap on
the total number of students Wentworth can effectively educate at any one time.
There is also concern about Wentworth’s evolving identity. The Engineering
Technology programs were the core of Wentworth’s academic program. The
evolving job market that is driving the growth of Engineering programs is driving the
reduction of the Engineering Technology programs. How do we meet the mission
and vision statements of forward-looking education without seeming to abandon
what was once our core constituency?
The strengths of these changes are an increased sense of community and shared
concern for outcomes. There is a sense of transformation: becoming a more
cohesive campus, becoming a top tier quality academic institution, and becoming a
more enriching environment for our students. This sense of becoming is reflected in
the Self-Study report in each of the Standards. The potential is clear in each area as
Wentworth moves forward to fulfill its mission and its vision.
Institutional Mission
Wentworth’s institutional mission is to develop, support, and sustain high quality
educational programs in the fields of architecture, design, engineering, technology,
and the management of technology that are nationally recognized and accredited, in
a learning environment that is supportive to students. To this end, Wentworth will
engage talented and dedicated faculty and staff who will provide state-of the-art
instruction based on their creativity, scholarship and innovation. Wentworth will
further support this environment with modern instructional facilities, academic
resources, co-curricular programs, and athletic team-building opportunities as befits
a private, independent institution whose emphasis is teaching. Wentworth
recognizes and values the diversity of its student population, and is committed to
ensuring that a quality educational experience is provided to all, and that students
will be provided with the opportunity to fulfill their potential as innovative technical
problem-solvers, life-long learners, and potential leaders in their industries and their
communities.
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Wentworth affirms the values of its founder, emphasizing that the goal of the
practicing professional is to conduct one’s affairs with honesty, to provide a full
measure of effort for the client, to deliver products and services, which conserve
resources, and to do so with purpose and order.
Mission Statement
The Board of Trustees most recently revised Wentworth Institute of Technology’s
Mission, Vision, and Values Statements at its meeting on May 14, 2011. The
Institute’s revised Mission Statement states that “Wentworth provides a
comprehensive interdisciplinary, project-based education in engineering, technology,
design and management that integrates classroom, laboratory, studio, cooperative
and experiential learning resulting in a career-ready, skilled professional and
engaged citizen.” The work of the Institute is guided by a revised Vision statement
that states that “Wentworth will be a student-centered institution of Academic
excellence offering high quality undergraduate, graduate, and lifelong-learning
programs; we will develop internal community and serve society through urban
engagement; and we will foster economic growth by educating students to become
highly skilled professionals.” Wentworth has four guiding Values including honesty,
energy, economy, and system and has enumerated ways in which the community
may exhibit and model these values as a community.
Institute Organization and Structure
The Board of Trustees (BOT) of Wentworth Institute of Technology is the governing
body ultimately responsible for the quality and integrity of the Institution. The
Corporation is composed of 57 Corporators, 23 of whom are also Trustees, who
elect members of the Board of Trustees and Corporation at the Corporation’s Annual
Meeting. According to the Bylaws of Wentworth Institute of Technology (updated
May 14, 2011), the Board of Trustees has the legal authority to hold the property and
assets of Wentworth Institute of Technology in trust. Additionally, the Board of
Trustees is authorized to determine and periodically review the Mission and
Purposes of the Wentworth Institute of Technology Corporation, and is charged with
the responsibility of assuring that the Institute's objectives are realized.
Wentworth’s overall organization structure supports the Mission, Vision, and Values
Statements. This structure has been flexible enough to accommodate and
encourage changes in the administrative structure of the Institute, organizational and
operating structure of the Corporators and Board of Trustees, and the revision of the
academic programs in order to further the development of the students in
accordance with the Mission Statement.
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The Wentworth Institute of Technology organization chart (shown in section II)
details the recent restructuring of the Institute to facilitate its mission. The President,
in consultation with the six Vice-Presidents, and assisted by the newly created
position of Chief of Staff, determines the allocation of resources and the distribution
of financial support, personnel, facilities, and equipment. Communication moves
both from the Office of the President and to the Office of the Provost (SVPAA)
through the Vice Presidents to the Associate Vice Presidents, and from the Deans of
the four colleges. Under the new academic structure, Wentworth has appointed four
new Deans to oversee the work of the four new colleges. The College of
Architecture, Design & Construction Management (CADC) has four departments
including Architecture, Construction Management, Industrial Design, and Interior
Design. The College of Arts & Sciences (CAS) is made up four departments
including Applied Mathematics, Humanities and Social Sciences, Management and
Facilities, and Sciences. The College of Engineering and Technology (CET) has five
departments including Biomedical Engineering, Civil Engineering and Technology,
Computer Science and Computer Networking, Electrical Engineering and
Technology, and Mechanical Engineering and Technology. The College of
Professional and Continuing Education (CPCE) has no departments. This enhanced
new academic structure of Colleges and Departments supports Wentworth in
advancing the academic mission of the Institute.
The Corporation’s Bylaws articulate the roles of Wentworth’s Corporators, Trustees,
Officers of the Corporation and the President. The Board of Trustees derives its
authority from the Corporation and the Board is responsible for hiring the President
and periodically evaluating his/her job performance. As a private, not-for-profit
institution, the Institute has no outside sponsoring agency and has the independence
to meet the Commission’s Standards for Accreditation.
The membership of the Board of Trustees of WIT consists of at least twenty-two
members and a maximum of twenty-seven. Wentworth's Trustees are grouped into
five categories defined by the elected term of office. Term limits for Trustees and
Corporators were revised in 2007 allowing them to serve a maximum of 3 five-year
consecutive terms. In 2011 the By-laws were again revised to allow new Trustees
elected after August 2011 to serve a maximum of 3 three year terms. Trustees
elected before September 2011 will be allowed to stand for re-election providing they
have served less than nine consecutive years before their current term expires. A
more formal New Trustee orientation program was introduced in 2010.
Although not explicitly stated in the Institute's By-Laws, the public interest is
represented and protected through the Conflict of Interest provision within the ByLaws (Article XV) which each Board member is obligated to adhere to. Article VI of
the bylaws clearly states that the authority of the Board of Trustees is "affirmed
through its general, academic, and financial policy-making functions and its
responsibility for the Corporation's financial well-being and welfare." The Conflict of
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Interest Policy ensures that Trustees and Corporators are not in a position to
influence decisions that could lead to personal financial gain or other advantage.
Conflict of Interest statements are collected on an annual basis.
Currently, Wentworth has twenty-five (25) Trustee members and three (3) have
disclosed conflicts of interest due to the potential of financial dealings with the
Institute. More than three quarters (88%) of the Board of Trustees, including the
Chair, are free of any personal or immediate familial financial interest in the Institute,
including as an employee, stock- or share-holder, corporate director, or contractor.
Any current or future conflicts of interest with current or future Board members are
examined by the Audit Committee of the Board to ensure any transactions are
completed in an arm’s length manner. Future board candidates will be viewed as
successful leaders in their respective communities, and should demonstrate
sufficient independence so that they may act in the Institute’s best interest. The
President of WIT is the Chief Executive Officer whose authority is vested through the
Board of Trustees. The President of WIT is responsible for implementing all policies
enacted by the Board of Trustees, and is the executive agent and chief advisor to
the Board.
The Board of Trustees is structured to maintain regular and effective channels of
communication among its members. There are presently nine established
committees within the Board of Trustees that enable it to carry out its primary role to
advance the Institute's mission and to monitor the academic and fiscal health of the
institution. The committees within the Board presently include: The Executive
Committee, Finance, Academic Affairs, Investment, Long-Range Planning,
Development, Audit, Physical Facilities, and Trusteeship & Governance. Each of
these committees is charged to meet regularly and report on its activities to the
Board of Trustees, with the Executive Committee responsible for overseeing the
work of all other committees within the Board. This work ensures that the board
identifies, assesses and manages risks and ensures regulatory compliance.
For several years the Board noticed that general participation by Corporators in
affairs of Wentworth was less than desirable. In 2007 the Board introduced a plan to
reinvigorate the role of, and participation by Corporators. As this process
developed, approximately 17% of non-trustee Corporators voluntarily resigned from
the Corporation as they were unable to regularly participate in activities of the
Corporation. Recognizing that Corporators want and need to be more involved, the
board amended the bylaws in 2007 to allow for 12 Corporators to serve as voting
members on six board committees (2 on each committee). The chair will rotate
Corporators every few years to allow all Corporators to participate on board
committees over time.
The Trusteeship and Governance committee of the Board of Trustees is responsible
for developing, recommending and monitoring policies relating to corporate
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governance. The committee is also responsible for establishing and reviewing with
the Board Chair the criteria and method for evaluating the effectiveness of the board.
A board briefing session was held in May 2010 to discuss the latest AGB Statement
on Board Responsibility for Institutional Governance with all trustees.
There are numerous constituencies at Wentworth which generate proposals for new
initiatives related to academic programming, capital equipment, special faculty
projects/collaborations, and various student community affairs. The specific
proposals are formulated through faculty and administrators within the existing
academic departments as well as other directors such as the New Student Programs
Director, Community and Learning Partnerships Director, Director of Libraries, the
Center for Teaching and Learning, the Athletics Director, the Career Center and
numerous student clubs which seek funding for prioritized academic resources and
extra-curricular activities. These new initiatives/proposals are reviewed by a variety
of academic and administrative department heads, the Provost's Office,
Development, Business and Finance and the President's Administrative Council
(PAC) prior to submission for consideration to the appropriate committee within the
Wentworth Board of Trustees. Typically, a Capital Campaign is established and
launched through the Institutional Advancement Office following approval of the
President and the Board.
The Wentworth community is informed of the work and policy-setting decisions of
the Board of Trustees primarily through the President who delivers a “State of the
Institute” address to the faculty, administration, and staff at the start of each new
academic year and as needed. Students and other key members of the Wentworth
community are kept abreast of significant policy-making decisions and institutional
activities through L connect from either the President's Office or other appropriate
offices as well as through various meetings with senior officers of the Institute. For
example, the Vice President of Finance addresses all budget managers at the start
of preparations for new budget and capital request proposals. The Provost
addresses all faculty on new initiatives at least twice a year and the Associate Vice
President for Student Affairs addresses students at a series of gatherings throughout
the year. The Wentworth portal, LConnect, is used extensively to post
announcements, and has permanent sites reporting on the status of the strategic
plan. It contains links to various administrative departments, minutes of PAC
meetings, and provides another direct means for the President to reach the entire
community. Alumni receive information (written and oral) through the Alumni
President who is also a Board member (ex-officio), the President and the Vice
President of Institutional Advancement. External constituents such as Wentworth's
Industrial Advisory Board for each program are addressed annually by either the
President or SVPAA/Provost.
As stated clearly within the bylaws (Article X), the President is responsible for all
educational and managerial affairs, and is also given the authority to implement all
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Board of Trustees policies. In order to ensure that policies as established through
the Board of Trustees are developed in consultation with various constituencies
within the Institute, the President conducts weekly meetings with a President's
Administrative Council (PAC). This council consists of the SVPAA/Provost, CIO,
Vice Presidents for Enrollment Management & Student Affairs, Institutional
Advancement, Business, Human Resources, and Finance. The President’s
Administrative Council discusses prospective new administrative policies and other
new initiatives at the Institute. Minutes of PAC meetings are made available through
the campus wide portal (LConnect) on the President’s Tab for review and comment
to all administrative staff and faculty. The size of PAC was recently reduced as
greater responsibilities have been given to the academic division. This is reflected in
the fact that the Provost has been promoted to Senior Vice President for Academic
Affairs, the only PAC member at this rank.
The President of Wentworth is also charged with identifying, prioritizing, approving
and allocating sufficient resources to ensure that the institutional mission and
purposes are satisfactorily addressed including staff. The President continually
assesses the effectiveness of the Institute through periodic meetings with the Board
of Trustees, through the publication of an Annual President's Report, and a report at
the Annual Meeting of the Wentworth Corporation. The President also receives
significant feedback and information about the state/effectiveness of the institution
from reports by senior staff, meetings with students and alumni, monthly meetings
with the faculty senate chair, and from the Institute's annual colloquia activities
conducted with WIT Trustees, administration, faculty, and staff. The President’s
Annual Report includes specific information about WIT’s financial position and
activities, faculty and student highlights, various statements regarding the Institute's
enrollment, capital campaign, external affiliations, and future direction. The
President’s Annual Report is distributed to all of the Institute’s constituents.
Regarding the responsiveness of Wentworth's President and Administration to the
needs and initiatives of students, faculty and staff, the Institute has a multi-tiered
system of communication. Essentially, the SVPAA/Provost, who is the chief
academic officer, keeps faculty informed of the Institute's initiatives primarily through
several Community meetings. LConnect is also used here as a site for the
SCPAA/Provost’s blog, creating an electronic open door policy, and allowing a direct
means for the community to participate in discussions concerning current policy and
initiatives. There are also open forums held throughout the academic year, open to
all faculty staff and students, where initiatives and ideas are discussed in an informal
atmosphere. The President addresses the total campus at least once annually and
maintains an open line of communication with students and faculty through direct email and in-person meetings upon request. The President meets the president of
the Student Government at least once per semester and informs the Wentworth
community about the latest developments through Open Forums. As a member of
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the President's Administrative Council, the Vice President of Enrollment
Management and Student Affairs bridges two-way communication between the
Student Government and the President and other Executive Vice-Presidents. This
process is intended to insure that significant student-related issues are presented,
understood, and adequately acted upon. Another important mechanism of
responsiveness to the concerns of the faculty is the representation of the Faculty
Senate within the Academic Committee in which the SVPAA (Senior Vice President
for Academic Affairs)/Provost shares information and assesses vital academic
operational needs with key department chairs and various academic directors. The
President attends Faculty Senate meetings at least once a semester and meets
monthly with the Chair of the Faculty Senate and the President of the Faculty
Federation giving her the opportunity to address faculty related issues and concerns.
Communication among the different departments supporting Wentworth's academic
structure of governance is achieved through regular meetings of the Academic
Assembly (WAA) at the start of the Fall and Spring semesters, monthly meetings of
the Academic Committee, regular weekly meetings of the SVPAA/Provost and the
Deans, meetings with all Academic Affairs managers including Deans, Department
Chairs, Registrar, the Director of the Career Center and Director of the Library and
Associate Vice President of Learning & Development. There are also regular
committee meetings and meetings between the SVPAA/Provost and the Executive
Committee of the Senate. Faculty, staff, Trustees, students, alumni, and members of
IPACs and the Mission Hill community were all invited to a day-long Saturday
meeting to launch the next five-year strategic planning process. All the ideas put
forth during this meeting are being consolidated and discussed by a thirty-four
member Strategic Planning Committee including representatives from all the above
groups.
Full-time faculty serve on the Faculty Senate, Accreditation Committees, Curriculum
Committee, Task Forces and Faculty, Dean and Department Chairs search
committees. Regular assessments of programs and academic resources are
conducted by faculty who then make their recommendations for improvements to
either the Department Chair, Dean, Faculty Senate, or SVPAA/Provost depending
upon the item. Full-time faculty assist Department Chairs by leading self-study
assessments or coordinating the activities of adjuncts. Full-time faculty also assist
with activities associated with Institute-wide program assessment and in the
preparation of self-study materials for national program accreditations. This faculty
function is always an advisory rather than a management function in all situations
throughout the Institute.
A unique academic governance structure exists at the Institute for its interdisciplinary
program in Electromechanical Engineering. Faculty from a number of technical
disciplines and the Humanities and Mathematics faculty serve together to make
curricular recommendations, provide ongoing assessment of the program, prepare
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accreditation reports, advise students and meet with an appropriate Industrial
Professional Advisory Committee (external members). This standing committee also
recommends budgets and other resources to operate the program to the Dean of the
College of Engineering and Technology, and department chairs for Electronics and
Mechanical, and the Provost.
The Faculty Senate has changed its structure to reflect the new academic division
structure. In the meantime, it continues to operate with representatives elected by
the former seven academic departments. The SVPAA/Provost attends the monthly
meetings of the faculty senate, and may create ad-hoc senate committees. The
Senate chair sat on the search committee for the position of SVPAA/Provost, and
the entire senate has planned meetings with all final candidates. The campus wide
Colloquia and open forum meetings are used to insure faculty and student issues
are considered, in addition to the input from the department representatives. A
summary of significant activities of the Senate are included online at
http://www.wit.edu/faculty-senate/minutes/index.html. The Senate meeting minutes
are posted on LConnect. A summary of significant activities of the Senate indicates
the ways in which the Senate’s participation in governance advances the Institute
Mission. For example, in 2007, the Senate, in conjunction with the Learning Center,
instituted the President’s Distinguished Faculty Lecture Series. The goal of the
program is to encourage Faculty to share their scholarly research with the entire
Institute. Faculty, students, staff, administrators, alumni, and Trustees are all invited
to these lectures, scheduled once per semester, “providing an opportunity for
intellectual and personal growth outside of the classroom” for the students and the
entire Institute constituency. These lectures are well-attended and communicate
across the diverse populations of the WIT community.
The Wentworth Faculty Federation, Local 2403, represents the faculty of the Institute
in contract negotiations relating to areas of working conditions. The President of the
Faculty Federation meets monthly with the SVPAA/Provost to consult on issues and
Institute initiatives as they affect faculty and working conditions. These meeting are
designed to identify and solve potential problems in advance, and to keep open lines
of communication. The President of the Faculty Federation also meets at least once
per month with the President so that the President can communicate the Institute’s
ongoing planning.
The Institute's undergraduates vote yearly to elect a Student Government (WSG)
which oversees allocation of funds to student clubs and organizations. WSG officers
include a President, Vice President, Officers for Internal Affairs, Public Relations and
Financial Affairs, and various department representatives. Many academic and
Student Affairs committees encourage active student participation, and slots for
students exist on all accreditation and re-accreditation committees, (including the
sub-committees that helped to prepare this report). Although the Institute does not
have a formal mechanism to evaluate the effectiveness of Institute-wide governance,
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it does evaluate the parts of the process individually through the Long Range
Planning process of the Board of Trustees, regular and frequent re-assessment of
academic programs and policies by faculty, the annual Colloquia events (Institutewide), frequent meetings between the SVPAA /Provost and all of the academic
constituencies, President's Administrative Council, and various consultants that have
been tasked to focus on specific functions at the Institute. This process has worked
well and will continue to be utilized in the future.
Accreditation
Program accreditation continues at Wentworth with TAC/ABET & EAC/ABET and
other Accreditation agencies including the Council for Interior Design Accreditation
(CIDA, formerly Foundation for Interior Design Research - FIDER), the International
Assembly for Collegiate Business Education (IACBE), the National Architectural
Accrediting Board (NAAB), the National Association of Schools for Art and Design
(NASAD), the International Facilities Management (IFMA) and the American Council
for Construction Education (ACCE) Association.
Academic Governance
Wentworth’s educators, both faculty and academic managers, have a collective
responsibility to develop and promote a collegial environment that encourages
advocacy, innovation, effective team-building and participatory academic
decision-making, to effectively share the responsibility and accountability of
educating our students. Although the right to make final academic and
non-academic decisions is retained by Wentworth's administration, active
participation by faculty at the department and Institute level, in the development,
evaluation, and implementation of academic policies, program and services is
essential to maintain a quality learning environment. The formal forums for these
activities include the Academic and Administrative Departments, Faculty Senate,
Wentworth Community Meeting and the Academic Council.
Faculty Senate
The Faculty senate is an elected body representing the full-time non-administrative
faculty, reporting to and advising the SVPAA/Provost. It is composed of two
senators from each academic department with additional representation based on
the number of faculty as follows: 15-24 faculty, 1 additional Senator; 25-34 faculty, 2
additional Senators; and 35 or more faculty, 3 additional Senators.
The Senate considers and discusses matters of academic importance or
significance including curricula development, academic facilities, pedagogy and
Page 12
Section I
Introduction
academic support services, but specifically excludes issues of working conditions,
which are taken up by the Faculty Federation. Regular meetings of the Senate are
held once each month during the fall and spring semesters and as needed during
the summer. (Bylaws of the Faculty Senate will be available to the visiting
Accreditation Committee).
Wentworth Academic Assembly (Community Meeting)
The Wentworth Academic Assembly is composed of all members of the Academic
Division including the Senior Vice President for Academic Affairs/Provost,
administrative and administrative officers and faculty. This Academic Assembly
meets three times annually to share information and discuss matters affecting the
academic unit, and to hear Senate and committee updates.
Academic Committee
The Academic Commitee consists of:




Academic Department Chairs
Directors
Faculty Senate Leadership
Directors from the Student Affairs Office
The Council convenes twice each month throughout the year to exchange
information on academic matters and to act as an advisory body to the
SVPAA/Provost.
C. CONSTRUCTION UNIT
1. Provide background information about the construction program, i.e.,
describe its origins, developmental history, mission, goals, and current
size and organizational structure.
Origins and Developmental History
Construction-oriented programs have been offered at Wentworth since 1911.
During the 1930s, the related programs of plumbing, electrical, and mechanical
combined with courses in woodworking and carpentry to become the Department
Page 13
Section I
Introduction
of Building Construction Technology. At that time, the Department focused on
residential construction. Throughout the 1970’s and 1980’s, the department
offered associate degrees in Building Construction Technology. In 1982, to
better serve the construction industry, a bachelor of science in Building
Construction Engineering Technology (later changed to Building Construction
Technology) was added. By this time, education had expanded to include
commercial construction.
In the past, the curricular model required students to complete a two-year
associate degree before starting a baccalaureate program in the 3rd & 4th year
(referred to ‘two plus two’). As part of the baccalaureate program, students were
required to complete two cooperative work semesters. In 1987, the department
expanded its offerings by adding the Bachelor of Science in Construction
Management which followed the “two plus two“ model and built on the associate
degree in Building Construction Technology. In 1990, the name of the
department was changed to the Department of Construction Sciences to reflect
the expanded nature of the course offerings. In 1993, as a result of an
Institutional reorganization and consolidation, the department was dissolved and
the existing programs fell under the purview of the newly created Department of
Civil, Construction, Environment and Management. One year later the
department name was changed to Civil and Construction and the “two plus two”
model was eliminated. In January 2011, Wentworth Institute of Technology
reorganized into four colleges with departments. The Construction Management
department at that time became part of the College of Architecture, Design and
Construction Management. Full time day students were accepted directly into a
four-year program leading to the Bachelor of Science in Construction
Management (CM). The model includes the two mandatory co-operative work
semesters and one CM elective.
Beginning in 2011, the program has undergone several changes in curriculum in
order to respond to the changes in the industry. The number of credit hours for
completion of the CM degree was reduced from 137 to 135 in 2012. These
changes (discussed in Section III. Curriculum) were implemented based upon the
2007 ACCE Assessment Report, suggestions from the Industry Advisory Board,
and surveys with students, and alumni. Other changes include a new designated
Departmental Project room (Annex South 002-004). This Project Room has room
for between 70- 90 working students in team-project style, and has desk and
storage space as well as computer capability sufficient for students doing team
based projects. (Refer to Section VI Facilities and Services)
Page 14
Section I
Introduction
Mission
The mission of the Department of Construction Management is to provide a high
quality undergraduate education that prepares graduates with the appropriate
knowledge, skills, and attitudes to successfully begin a career in the design and
construction profession or attend graduate school; and that prepares them to
continue to grow professionally and personally throughout their careers.
Goals
To accomplish this mission, the Department has established the following goals
to prepare students for professional and personal success in the built
environment in order to:




Identify and solve technical problems as members and leaders of the
design-build team,
Understand and incorporate the social, political, and economic aspects of
technical problems in their solutions,
Recognize and understand their professional and personal obligations in
society,
Pursue lifelong learning and professional development.
These goals are in accordance with those of Wentworth. The Construction
Management Program has developed its courses, curricula, faculty, facilities, and
liaisons with industry in order to achieve these goals.
Current Size and Organizational Structure
The Construction Management Department is located in dedicated space with all
faculty together. The Department Chair along with the Academic Coordinator and
one laboratory technician support the department. There are ten full time
positions in the Department, nine of which are full time instructors and the
Department Chair who teaches two classes per year. There is one full time open
position. The Construction Management department also consists of 2-3 adjunct
faculty members who are hired on an as-needed basis each semester. (See
Section IV, Part A, Figure 19 for Current Faculty List).
The number of students enrolled in the Construction Management Department
has declined in the last 4 years. In 2006 the enrollment in the CM program was
455 students. The following table shows the undergraduate CM enrollment:
Page 15
Section I
Introduction
Undergraduate CM Enrollment
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
504
468
402
349
331
2. List near and long-term objectives in relation to how it is intended that
program goals will be achieved and how progress or achievement will be
measured.
Objectives
The following set of eight Learning and Competency Objectives are an integral
part of all academic programs at the Institute. These Institute objectives remain in
effect.








Locate information and evaluate it critically for its appropriateness and
validity
Communicate effectively in written, spoken and visual formats
Acquire and use analytical tools and skills for evaluating information and
solving problems
Identify the traits of good leadership
Acquire and use the skills needed for effective teamwork
Recognize and apply concepts of ethical behavior to personal and public
issues
Explain the sustainable use of human, physical, and economic resources
Recognize and identify historical and contemporary societal and global
issues
To insure that the student learning goals are being achieved, the Institute has
developed a curricular structure which incorporates a core of general studies. In
accordance with Wentworth’s academic mission, baccalaureate students in day
programs are required to take, at minimum, one course in basic mathematics,
one laboratory science, three communication courses (English I, English II, and
advanced writing), five courses in the areas of humanities and social sciences,
an introduction to major/profession seminar, and a capstone requirement. The
capstone requirement course is for graduating Seniors and is designed to
demonstrate competency in innovative problem-solving situations and proficiency
in analytical writing and presentation skills. Team and/or interdisciplinary
Page 16
Section I
Introduction
projects with clearly defined individual responsibilities are required.
Students in the Construction Management are expected to demonstrate
competency in all eight objectives upon graduation. In addition, as students
advance through the program, their progress is assessed as follows:



Level One: Awareness (familiarity with basic concepts & applications)
Level Two: Understanding (thorough comprehension of concepts and
applications)
Level Three: Competency (successful application of concepts)
The Department Chair, and Construction Management faculty encourage
industry and alumni/ae participation in the educational process by encouraging
them to:










Become active members of the CM Industry Advisory Board
Act as guest lecturers or adjuncts
Serve as guest critics for student presentations
Develop case studies for courses where their expertise would add value
Act as mentors
Serve as technical advisors to students working on projects
Make contributions, monetary or otherwise, to support the CM program
Employ students in co-operative work positions
Employ graduates in full time positions
Evaluate current CM students or graduates in their employ.
The Department of Construction Management maintains an active Industrial
Advisory Committee (IAB) consisting of construction and construction related
professionals, including alumni/ae, which meets at least twice per year (or more
often if necessary) to provide continual oversight and input of the Construction
Management Program.
The Department Chair maintains those instructional facilities, including
laboratories,that are regularly used in the CM Program by employing adequate
technician support and seeking adequate dollars from the Institute’s operating
and capital budgets on an annual basis. The department annually identifies
improvements, additions or new initiatives which are needed along with potential
sources of funding.
The Department Chair meets on an annual basis with faculty to define
developmental and creative needs, estimate the cost of implementation, identify
Page 17
Section I
Introduction
any special requirements with respect to teaching schedules and offer support as
is fiscally possible.
All students entering the Construction Management Program, including transfer
students, are assigned a faculty advisor. All faculty post and maintain regular
conference hours for academic advising and for students requiring extra help
with coursework. In addition, faculty utilize an electronic course management
system that encourages the use of electronic media to support classroom
learning objectives.
The Department Chair and faculty implement a program of continuous outcomes
assessment which effectively uses data collected and reviewed on a regular
basis to verify that the mission, goals and objectives of the Construction
Management Program are being met. The results of the assessment are used to
effect positive change when necessary and are discussed in Section IX (General
Analysis).
The Department Chair and faculty assist in the recruiting and marketing
processes of the Institute to ensure that the type and quality of incoming student
meets the needs of industry, and to foster a broader promotion of construction
education. The various Admissions Office events in which the department
participates are as follows:



Accepted Student Days
Student Shadow Programs
Tours of Campus
The Construction Management curriculum prepares students upon graduation for
licensing in relevant construction fields. Graduates will have the opportunity to
receive CMIT (Certified Construction Manager in Training) and will be granted a
30 hour OSHA Safety Certificate upon successful completion of the appropriate
course.
As mentioned previously the Construction Management curriculum requires
students to complete two mandatory semesters of cooperative work as a
graduation requirement.
The Construction Management curriculum is designed to allow students ample
opportunity for Laboratory time, exposure to technology and classroom
instruction over their four years at Wentworth.
Page 18
Section I
Introduction
Measuring Objectives
Progress toward or achievement of the Construction Management program
objectives is measured by:









Evaluating student performance in coursework at the end of each
semester, including grades received for quizzes, homework, laboratory
exercises, examinations, projects and oral presentations. This includes
grades issued by the instructor of record and guest critics, as well as the
results of student peer reviews.
Review student pre and post survey for outcome assessment. Students
are empowered to assess their own learning experience. Faculty
determines Learning Objectives for each course. The students are given a
pre and post survey where they rate the understanding of these
objectives, comparing the results using a minimum of 70% as the
evaluation matrix. The instructor can arrange lectures or laboratory
exercises to improve results.
Determining the acceptance of Wentworth’s Construction Management
graduates in industry. This includes an annual analysis of data obtained
from cooperative work evaluations, senior exit surveys and permanent
placement statistics, as well as an analysis of the alumni surveys to
determine the types of positions achieved over time.
Analyzing and acting upon the results of outcome assessment programs.
Evaluating the success rate of current students (on an annual basis) and
graduates (on a 6-year basis) who seek licensure or certification in a
construction related field.
Reviewing faculty annual reports to assess the student competency with
regard to the course learning outcome objectives.
Evaluating the types of activities in which current students or graduates
are involved outside of the educational environment showing leadership
qualities, team participation, high ethical and moral standards and
involvement with societal issues. (For current students a review is done
annually and for graduates a review is done every six years).
Evaluating on an annual basis the level of alumni participation in events
specific to the CM program, and of contributions made to the program.
Reviewing the role of the IAB committee and its makeup annually.
A further discussion of the most recent CM Program Quality Assessment,
including a description of the process used to evaluate both inputs and
outcomes, and the summary of the results is described in Section IX.
Page 19
Section II
Organization and Administration
II. ORGANIZATION AND ADMINISTRATION
A. ORGANIZATIONAL CHARTS
1. Provide organizational charts for the institution, which describe the place
of the construction unit within the institution's administrative structure.
2. Indicate the names of incumbents in positions directly related to the
construction unit.





Russell Pinizzotto, Senior Vice President for Academic Affairs and Provost
Glenn Wiggins, Dean, College of Architecture, Design and Construction
Management
Scott Sumner, Department Chair and Associate Professor, Construction
Management
John Gariepy, Academic Coordinator, Construction Management
Michael D’Agostino, Laboratory Technician, Construction Management
Page 20
Section II
B. CONSTRUCTION UNIT ADMINISTRATION
1. Administrator of the construction unit:

Scott Sumner, Associate Professor and Department Chair
Describe the administrative procedures of the construction unit and, if
pertinent, the next higher administrative unit with regard to:
a. Curriculum: Development of curriculum objectives; development,
implementation and revision of the curriculum; selection of courses
to be offered.
Curriculum Objectives
Curriculum objectives are established and regularly reviewed by the
construction management faculty with input from the Department Chair,
the Industry Advisory Board (IAB), and alumni/ae.
Implementation of Curriculum
Responsibility for implementation of the curriculum, including the selection
of courses to be offered, ultimately lies with the Department Chair. This
involves working closely with the College of Arts and Sciences, specifically
the departments of Applied Mathematics, Humanities, and Social Science
and Management & Facilities that run service courses and electives for
the CM Program, as well as the Registrar to ensure that required courses
are offered with the semester in which they appear in the published
curriculum. The number of sections to be offered is determined by the
Department offering the course. Scheduling of sections is worked out in a
collaborative effort involving the various Department Chairs and the
Registrar for each semester of study.
Development and Revision of Curriculum
Curriculum development and revision is a continuous process and is
coordinated by the Construction Management faculty and Department
Chair with input from other constituencies such as the SVPAA/Provost and
Industrial Professional Advisory Committee (IPAC), faculty outside the
program, current students and graduates. Typically, when assessment
data indicates that curriculum revision is warranted, the Department Chair,
or a faculty member submits a proposal to the full faculty. (Note that the
Page 21
Section II
assessment process itself includes the tools employed and the frequency
of their use as described in Section IX. General Analysis). When a
proposed curriculum revision involves the addition or deletion of one or
more courses or the modification of a course requiring a change in its title,
description and/or RLCs (Recitation, Laboratory, and Total Credit Hours),
the Department Chair submits a formal proposal to the Curricular
Committee and the Senior Vice President of Academic Affairs/Provost.
The recommendation of this committee is taken under advisement by the
SVPAA/Provost who must approve all such changes before
implementation. These procedures are more fully described in the
Policies and Procedures Manual of the Academic Division in the sections
entitled, “Changing a Course or Creating a New Course” and “Changing a
Program or Creating a New Program”. (This manual will be available for
the Visiting Team).
b. Faculty: Recruitment and hiring; assignment of teaching loads.
Requests to fill vacant faculty positions or to create new ones are made by
the Department Chair to the SVPAA/Provost. The SVPAA/Provost
presents the request to the President at a meeting of the President’s
Administrative Council (PAC). The committee reviews the request that is
ultimately granted or denied by the President. Advertising for open faculty
positions is done by the Human Resources department in consultation
with the Department Chair. Applications are posted on-line where
applicants can apply for the positions. Open positions may also be posted
or advertised in other journals, publications or websites as recommended
by specific programs. A search committee consisting of the Department
Chair, and program faculty interviews candidates and makes a
recommendation to the Department Chair, then makes a recommendation
to the SVPAA/Provost. The SVPAA/Provost’s recommendation is
forwarded to the President who makes the final decision to hire. The entire
process is monitored by the Diversity Coordinator to ensure compliance
with all legal requirements.
Assignment of teaching loads is done by the Department Chair in
accordance with the guidelines set forth in the Agreement dated
November 2, 2010 between Wentworth Institute of Technology and the
Wentworth Faculty Federation, Local 2403, AFT, AFL-CIO, Article V,
Section B (A copy of this document will be available for the Visiting
Team.). In addition, input from the Faculty Annual Report including the
Faculty Planning Worksheet is used by the Department Chair in order to
determine faculty preferences and establish areas of expertise in
Page 22
Section II
assigning specific courses. The agreement states that faculty are required
to teach no more than 9-15 Lecture/Recitation contact hours. No more
than 15-18 combination lecture/recitation laboratory contact hours, and no
more than a total of 12 credit hours per semester. The institute agrees to
limit the number of student credit hours for each faculty member to 360
(average) beginning September 1, 2002.
Faculty development, faculty searches, overall production of the ACCE
Program Assessment and Report have been assumed by the Department
Chair. Additional responsibilities such as student mentoring program,
recruiting at open houses, curriculum assessment and faculty search
committees are shared by the faculty, and the Department Chair.
Additions to the CM faculty in the program have reduced the overall
advising load for all faculty. The increase in faculty has allowed more
program assessment tasks, as well as interaction with the IPAC and
Construction Management Associations to be shared among the entire
faculty. These modifications to the management of the CM Program have
allowed better management of the department and more effective
interaction with the students.
c. Facilities: Assignment of rooms; class size limits; management of
assigned space.
Room assignments are made by the Registrar, with input from the
Department Chair and Faculty regarding anticipated enrollments and the
need for specific facilities and equipment, including mediated classrooms,
computer and other specialized laboratories or other specialized needs.
Class size limits are established by the Department Chair in consultation
with the faculty. While the content of some courses allows classes to be
taught in larger enrollments, certain courses require class enrollments to
be limited to 25-30 or less students per section. In laboratory sections,
resource limitations and teaching pedagogy require that enrollments be
kept to a minimum, typically 20 students or less per section.
Assigned spaces are managed and maintained by one or more of the
following:


Departmental Laboratory Technicians
Physical plant employees
Page 23
Section II
Spaces managed by the Departmental Laboratory Technician are as
follows:








Aggregate Testing Laboratory (ANXCN-007)
Concrete Laboratory (ANXCN-012)
Geotechnical Laboratory (ANXCN-009)
Survey Locker (ANXNO-005)
Construction Management Projects Laboratory (ANXSO-002 and
004)
Infrastructure Studies Laboratory (ANXNO-001)
Shawmut Conference Room, (ANX SO-006)
Job Site Laboratory
d. Budget: Allocation of funds; determination of salaries; control of
expenditures.
Allocation of Funds
The Department Chair prepares annual budgets for supplies, services,
laboratory materials and maintenance as well as capital initiatives, after
consulting with faculty and support staff to establish spending priorities.
These budgets are reviewed by the SVPAA/Provost’s Office and are
further prioritized with respect to the needs of the entire academic unit
before they are presented to the President.
Determination of Salaries
All full-time faculty salaries are determined by contractual agreement
between Wentworth Institute of Technology and the Wentworth Faculty
Federation, Local 2403. This agreement also defines the required
minimum salary by rank, the frequency and amount of salary increases
and the rate of compensation for summer teaching. The agreement also
establishes the policy for advancement in rank. Merit pay is distributed
annually at the discretion of the President with input from the SVPAA/
Provost and Department Chair. Categories of merit pay are described in
the agreement.
Adjunct faculty compensation is established at the per credit Institute rate
which applies for day and evening teaching and currently stands at $950
per credit hour. The Department Chair may request an increase in adjunct
salary to meet market demands, or to make an adjustment for an
extraordinarily high number of student credit hours. The request is taken
to the SVPAA/Provost, who makes the final decision.
Page 24
Section II
Control of Expenditures
Expenditures are controlled at the department level by the Department
Chair via the purchasing process.
e. Evaluation: Evaluation of program effectiveness.
The department faculty and Department Chair participate in the evaluation
of CM Program effectiveness in the following ways:








Faculty evaluates student performance in coursework by grading
quizzes, homework, exams, written reports and oral presentations
and by issuing midterm and final grades.
Students evaluate the effectiveness of individual courses and the
faculty that teach them via the pre and post course evaluation
which is completed on-line anonymously at the beginning and the
end of each course.
Faculty and the Department Chair review data from Career
Services including statistics on co-op and permanent employment
placement and evaluations by students and employers participating
in co-op.
Additionally, faculty and the Department Chair review the students’
co-op surveys and the co-op employers’ surveys to determine the
extent to which the program’s goals and objectives were met on coop.
The Department Chair meets with each faculty member annually as
part of the Faculty Annual Evaluation, for the purpose of identifying
teaching assignments for the next academic year and to discuss
ways of improving existing courses and pedagogical methods by
using data from Student Input Forms.
The Department Chair conducts department meetings of the full
faculty typically on a biweekly basis during which assessment data
may be analyzed and acted upon. Additional meetings of the CM
faculty are held as necessary to deal with issues unique to the
program.
The Department Chair administers a Senior Exit Survey and
conducts interviews with the Senior class toward the end of their
last semester (summer) as a means of obtaining assessment data.
The data is compiled and shared with faculty and the IAB at future
meetings.
The Department Chair and faculty conducts the Alumni Survey
Page 25
Section II

every six years.
Alumni employers are surveyed every six years to evaluate the
preparedness of the students and to determine the ability of
graduates to develop in the workplace.
2. Describe the administrative procedure of the construction unit with regard
to how the administration and faculty periodically review operations and
curriculum offerings for improvement opportunities through sound
experimentation and innovation.
Administrative procedures for reviewing operations and curriculum offerings
include:




Bi-Weekly Meetings of the full department
Pre and Post Course Evaluations
Annual faculty evaluation meetings
Industrial Advisory Board meetings
Meetings of the full department occur bi-weekly throughout the fall and spring
semesters and as needed during the summer semester. These meetings are
chaired by the Department Chair and are attended by all department faculty, and
support staff and/or invited guests as necessary. The agenda is set in advance
by the Department Chair with input from faculty and staff who are encouraged to
bring issues to the table. The department meeting is a forum for discussing the
state of operations and for exchanging information and ideas on how current
operations and curriculum offerings may be improved.
Faculty frequently share teaching experiences, both positive and negative, and
report on the results of experimentation and offer suggestions for innovation. For
example, based upon faculty discussion, it was decided to introduce an online
course, and CCEV 406 (Construction Scheduling) was nominated for this
experiment. The faculty responsible for the course developed it as an online
Prima Vera (P6) instruction program. The result freed up laboratory time, which
was used to emphasize construction sequencing. This single change had a very
positive impact on the course.
Another example of course modification resulting from these meetings is the
additional requirement for each student to take the Construction Management
Association of America (CMAA) Construction Manager In Training (CMIT) test in
CONM410 (Construction Project Management). Students who pass this open
book examination have complete one of the first steps to becoming a
Professional Construction Manager.
Page 26
Section II
Since the last ACCE Report, the department has made numerous improvements
to our program. Courses have been sequenced to ensure that they build upon
each other. Topics discussed in CONM 136 (Building Construction) tie to CONM
118 (Construction Graphics) and are further refined during CONM 265
(Construction Estimating). CONM 265 takes the knowledge from these courses
and requires students to then quantify project elements and prepare a
comprehensive bid proposal.
Another example is the interaction between CONM 406 and CONM 580
(Construction Project Control). CONM 580 requires students to use the basic
scheduling techniques taught in CONM 406 and apply management principles to
analyze a construction schedule and make adjustments to correct for lost time.
Additional findings were that smaller course sections improved student
comprehension of the materials covered in the course, and sections with larger
numbers of students did not perform as well. This finding resulted in reducing
class sizes and offering more sections,
The Department Chair holds meetings with each faculty member to discuss the
data from Student Pre and Post Course Evaluations among other things. This
affords an opportunity for both individuals to examine the effectiveness of the
pedagogy and adequacy of the facilities, and to examine ways to improve the
way courses are scheduled and taught. It is also an opportunity to discuss
innovative teaching techniques and to identify future needs such as capital
improvements, new equipment, technician support, and ways to improve the
effectiveness of the pedagogy.
C. RELATED PROGRAMS
1. Describe intra-campus and multi-campus relationships with allied
disciplines.
Students are required to enroll in courses developed and taught by faculty in
other disciplines and/or departments as part of the Construction Management
curriculum. These courses currently include: Math, Science, Humanities, Social
Sciences, and Management. After the freshman year, students may crossregister for a course at one of the schools in the Colleges of the Fenway
Consortium (COF) to fulfill their humanities/social science requirement. Courses
selected for the latter must be approved by the Department Chair for Humanities
and Social Sciences, or the Department Chair of Management and Facilities.
Page 27
Section II
With respect to allied disciplines, the first two semesters of the Construction
Management program contain several courses which are utilized by other majors
including ENGL 100 English I, ENGL 115 English II, MATH 205, MATH 250, PreCalculus, and CCEV118 Construction Graphics. This amounts to seven out of
the first twelve courses in each of these programs. As a result, students can
transfer between these programs after the first or second semesters with relative
ease.
2. Describe provisions that have been established for interfacing with related
programs and for the interaction of the faculty with those in other
disciplines.
The CM program offers elective courses during Summer semester. Five of these
courses were offered in the Summer of 2012: Sustainable Construction,
Construction Economics, Timber Framing, Formwork Design, and Advanced
MEPS Building Systems. These courses are open to all majors.
During the Summer semester CONM 430 (Advanced Estimating) collaborates
with the Interior Design department by providing Estimating, Scheduling, and
Construction Management services to an interior design class. This relationship
has been ongoing since 2009 and has received a positive response from
students.
The Facilities Management program students take CONM 118 Construction
Graphics and CONM 136 Building Construction as part of their curriculum.
D. CONSTRUCTION UNIT BUDGET
1. Indicate the approximate amount and percentage of the sources of
recurring operating revenue for the construction unit for the prior fiscal
year.
Figure 1. Construction Department Operating Revenue for the Prior Fiscal Year 2011
Source
Amount ($)
%
Institutional funds
$1,411,627
100
Total Operating Revenue
$1,411,627
100
Page 28
Section II
2. Indicate the approximate amount and percentage of the expenditures for
the construction unit for the prior fiscal year.
Figure 2a. Construction Department Expenditures for the Prior Fiscal Year 2011
Type of Expenditure*
Amount
%
$1,009,165
71.5
Other salaries and wages (includes PT
faculty salaries, summer faculty and
staff salaries
$368,810
26.1
Expenses (specify) Supplies
$33,652
2.4
1,411,627
100.0
Faculty salaries
Total Expenditures
3. Describe the nature of, the approximate amount and the use of nonrecurring funds for the preceding year.
Figure 2b. Construction Unit Nonrecurring Funds for the Prior Fiscal Year 2011
Source
$ Amount
Date
Master of Science in
89,345
Nov. 28, 2010
Construction Management
CM IPAC Committee
23,000
September, 2011
Nonrecurring funds support the Construction Management Program. A sample of
items purchased with these funds are: two smart boards, remodeling of the CM
project room, and monitors for the CM project room.
4. Indicate how the budget is sufficient to enable the program to realize its
mission and goals.
The operational budget, along with nonrecurring funds has enabled the program
to realize its mission and goals. All program faculty travel requests have been
approved. In 2006 Wentworth’s president announced an additional Presidential
Travel Budget to increase support for faculty travel in all departments.
The institute also provides funds for students clubs and other various activities.
In addition, the Student Construction Management club has actively raised funds
to support travel to conferences and competitions.
Page 29
Section II
E. COMPARABLE PROGRAM BUDGETS
Institutional support by the administration of the construction unit should
accord status within the institution comparable to that of other academic units
of similar size and function with regard to finances. Indicate the amount and
percentage of operating revenue and expenditures for units on the campus
that are comparable to the construction unit.
Figure 3. Comparable Unit Operating Revenue for the Prior Fiscal Year
Civil
Engineering
Technology
Interior and
Industrial
Design
Computer
Science &
Networking
$1,488,450
$1,541,880
$1,913,500
$1,488,450
$1,541,880
$1,913,500
Institutional
Funds
Other
Total
Revenue
Figure 4. Comparable Unit Expenditures for the Prior Fiscal Year
Type of
Expenditure
CM
%
Civil
Engineering
Technology
%
Interior
Industrial
Design
%
Computer
Science &
Networking
%
Faculty
Salaries
$1,009,165
71.5
$985,273
66.1
$955,793
62
$1,373,335
71.7
Other
Salaries and
Wages
$368, 810
26.1
$232,500
15.6
$542,220
35.1
$514,220
26.8
$33,652
2.4
$270,677
18.3
$16,867
2.9
$25,945
1.5
$1,411,627
100
$1,488,450
100
$1,514,880
100
$1,913,500
100
Other
Expenses
(Specify)
Total
Expenditures
*Other Salaries includes Part-time faculty salaries, summer faculty and staff salaries
Page 30
Section III
Curriculum
III. CURRICULUM
A. PROGRAM DESCRIPTION
1. Construction Program title.

2. Degree title.

Bachelor of Science in Construction Management
3. Credit hours required for the degree.

Semester Hours – 135
4. List program options.

There are no other program options.
5. List other degree programs administered by the construction unit.

There are no other degree programs administered by the construction unit.
B. INSTITUTIONAL REQUIREMENTS
1. State the curricular requirements established at the state level.
There are no other curricular requirements at the state level.
2. State the curricular requirements established at the Institution level.
The Wentworth Model: Day Programs is outlined in the 2012/2013 (catalogue
(page A5 accessible on the Institute web site). This includes an explanation of
the Institute’s core general studies. Wentworth has a laptop policy where
students upon enrollment into the program receive a laptop computer as part of
their tuition. The computer becomes the property of the student once he or she
graduates. The laptop is loaded with all of the software needed for classes within
the curriculum. The laptop initiative is in response to keeping up with the latest in
Page 31
Section III
Curriculum
computer technology, software usage, and speed of programs utilized in
construction, as well as to reduce the maintenance and replacement cost of
computers within the department. Institute policies relative to course
substitutions, advanced standing credit for courses taken at another institution or
for life experience, and permission to take courses at another institution are
described in the Institute Catalogue.
3. State the curricular requirements established at the department level.
Specific courses within the CM curriculum and the sequence in which they
appear are determined at the department level. Accordingly, course titles,
content, and credits are also established at the department level. Any changes to
the curriculum are made according to the procedures described in Section II.B of
this report.
All course prerequisites and co-requisites are established at the department level
by the respective department offering the course. Requests by students to waive
prerequisites or co-requisites must be approved by the Department Chair of the
department offering the course. Course substitutions are also at the discretion of
the department offering the course.
C. PLAN OF STUDY
1. Date of most recent curriculum revision.
The most recent changes to the CM program were approved in the Spring of
2012 and were implemented in the Fall of 2012.
Wentworth is in the process of changing all Humanities and Social Science
course each to 4 credits. The curriculum presented herein reflects this change.
However; some of these courses are currently still undergoing modifications to
align with this revised plan and will be implemented no later than December
2012.
Page 32
Section III
Curriculum
2. List the course requirements by semester or quarter.
R: Credit hours per lecture.
L: Credit hours per lab.
C: Course credits.
YEAR
COURSE #
COURSE TITLE
R
L
C
Freshmen
Fall
CONM 105
CONM 136
ENGL 100
MATH 205
CHEM 120
Intro to CM
Building Construction
English I
College Math I
Chem of Build Env
1
3
4
3
3
14
2
2
0
2
2
8
2
4
4
4
4
18
Spring
CONM 118
CONM 206
ENGL XXX
MATH 250
PHYS 210
Construction Graphics
Heavy Construction
English II
Pre-Calculus
College Physics I
1
3
4
3
3
14
4
2
0
2
2
10
3
4
4
4
4
19
Fall
CONM 201
CONM 265
CONM 235
MGMT 390
ECON 110
Construction Surveying
Estimating
Mech Building Systems
Financial Accounting
Economics
2
3
2
2
4
13
4
2
2
2
0
10
4
4
3
3
4
18
Spring
CONM 242
CONM 140
MATH130
ENGL 350
ELECTIVE
Stats & Strength of Mat
Elect Building Sys
Stats & Applications
Writing Comp Exam
Humanities/Social
Science
3
2
3
4
12
2
2
2
0
6
4
3
4
0
4
15
Sophomore
Page 33
Section III
Curriculum
Juniors
R
L
C
3
2
3
2
4
14
0
2
2
4
0
8
3
3
4
4
4
18
-
-
0
3
4
3
4
14
2
0
0
0
2
4
4
3
4
15
CONM 404
CONM 406
CONM 410
CONM 360
MGMT 410
Wood & Steel Analysis
&
Des Proj Scheduling
Const
Spring
COOP 400
Cooperative Work
Sem I
Summer
CONM 430
CONM 473
CONM 590
59590Elect
PSYC 425
ive
Adv Estimating & Bid
Analysis
Concrete Analysis &
Design
CM Elective
Fall
COOP 600
Cooperative Work
-
-
0
Spring
CONM 580
CONM 595
CONM 625
ELECTIVE
MGMT 520
Construction Project
Control
Const Business &
Finance
Const
Safety & Risk
Mgmt
Humanities/ Social
Science
Power & Leadership
2
3
3
4
4
16
2
2
0
0
0
4
3
4
3
4
4
18
Summer
CONM 645
CONM 670
ELECTIVE
MGMT 490
CM Senior Project
Const Law and Gov
Reg
Humanities/ Social
Science
Labor Relations
3
3
4
3
1
3
Total
Fall
Const Proj
Management
Materials
Testing &
Qual
Con
Mgmt of Cont Org
I/O Psychology
Seniors
2
0
0
0
2
4
3
4
3
14
Credits: 135
Page 34
Section III
Curriculum
D. DEGREE REQUIREMENTS - FOUR YEAR BACCALAUREATE PROGRAM
List the courses and credit hours required for the degree. Group according to
the specified divisions and subdivisions as defined in ACCE Form 103,
Standards and Criteria for Baccalaureate Programs. Courses are to be
classified according to the content rather than the academic unit offering the
course. If appropriate, credit hours for a course may be divided between two
divisions. Electives whose options span more than one division are to be
listed under "Other Requirements."
Course No.
Figure 5. General Education (22.00 Credit Hours)
Course Title
Credit Hours
ENGL 100
English I
4.00
ENGL XXX
English II
4.00
ENGL 350
Writing Comp Exam
0.00
PSYC 425
Industrial Organizational Psychology
2.00
ELECTIVE
Humanities
4.00
ELECTIVE
Social Sciences/Humanities
4.00
ELECTIVE
Social Sciences/Humanities
4.00
2.00 credits of PSYC 425 are classified in the General Education category, and the other
2.00 credits of the course are classified in the Business and Management category.
Figure 6. Mathematics and Sciences (16.00 Credit Hours)
Course No.
Course Title
Credit Hours
CHEM 120
Chemistry for the Built Environment
4.00
MATH 130
Statistics and Applications
4.00
MATH 250
Pre-Calculus
4.00
PHYS 210
College Physics I
4.00
Page 35
Section III
Curriculum
Figure 7: Business and Management (19.00 Credit Hours)
Course No.
Course Title
Credit Hours
ECON XXX
Economics
4.00
MGMT 390
3.00
MGMT 410
Management of Contemporary Organizations
4.00
MGMT 490
Labor Relations
1.00
MGMT 520
Power and Leadership
4.00
PSYC 425
Industrial Organizational Psychology
2.00
CONM 670
Construction Law and Government Regulations
1.00



credits of PSYC 425 are classified in the Business and Management category, and the
other 2.00 credits of the course are classified in the General Education category.
credit of MGMT 490 is classified in the Business and Management category, and the
other 2.00 credits of the course are classified in the Construction category.
credit of CONM 670 is classified in the Business and Management category, and the
other 2.00 credits of the course are classified in the Construction category.
Figure 8: Construction Science (35.00 Credit Hours)
Course No.
Course Title
Credit Hours
CONM 118
3.00
CONM 136
4.00
CONM 140
Electrical Building Systems
3.00
CONM 201
4.00
CONM 206
Heavy Construction
4.00
CONM 235
Mechanical Building Systems
3.00
CONM 242
Statics and Strength of Material
4.00
CONM 360
Material Testing & Quality Control
3.00
CONM 404
Wood and Steel Analysis & Design
3.00
CONM 473
Concrete Analysis & Design
4.00
3.00 credits of CONM 360 are classified in the Construction Science category, and the other
1.00 credit of the course is classified in the Construction category.
Page 36
Section III
Curriculum
Figure 9: Construction Management (39.00 Credit Hours)
Course No.
Course Title
Credit Hours
CONM 105
Introduction to Construction Management
2.00
CONM 265
Construction Estimating
4.00
CONM 360
Materials Testing & Quality Control
1.00
CONM 406
Construction Project Scheduling
3.00
CONM 410
Construction Project Management
4.00
CONM 430
Advanced Estimating & Bid Analysis
4.00
CONM 580
Construction Project Control
3.00
CONM 595
Construction Business & Finance
4.00
CONM 625
Construction Safety & Risk Management
3.00
CONM 670
Construction Law & Government Regulations
2.00
CONM 645
CM Senior Project
4.00
CONM 590
CM Elective
3.00
MGMT 490
Labor Relations
2.00
1.00 credit of CONM 360 are classified in the Construction category, and the other 3.00
credit of the course is classified in the Construction Science category.
2.00 credits of MGMT 490 are classified in the Construction category, and the other 1.00
credit of the course is classified in the Business and Management category.
2.00 credits of CONM 670 are classified in the Construction category, and the other 1.00
credit of the course is classified in the Business and Management category.
Course No.
Figure 10: Other Requirements (4.00 Hours)
Course Title
MATH 205
College Math I
Credit Hours
4.00
E. REQUIRED CURRICULUM CATEGORIES, CORE SUBJECT MATTER,
ANDCURRICULUM TOPICAL CONTENT
Provide evidence of inclusion of the required curriculum categories; core
subject matter, and curriculum topical content using the following matrix.
Refer to matrix on following pages.
Page 37
Section III
1.3
Social Sciences and Humanities
Selection Options: Human Relations; Psychology; Sociology; Social Science,
Literature,
History; Philosophy; Art; Language; Political Science
1.31
CONM 670 (3)
CONM 645 (4)
CONM 625 (3)
CONM 595 (4)
CONM 580 (3)
CM Elective (3)
CONM 473 (4)
5
CONM 430 (4)
1
CONM 360 (4)
CONM 402 (3)
CONM 140 (3)
CONM 242 (4)
CONM 235 (3)
CONM 265 (4)
CONM 201 (4)
CONM 206 (4)
CONM 118 (3)
CONM 136 (4)
CONM 113 (2)
MGMT 490 (3)
MGMT 520 (4)
PYSG 425 (4)
MGMT 410 (4)
MGMT 390 (3)
MATH 250 (4)
4
MATH 205 (4)
4
MATH 130 (4)
4
PHYS 210 (4)
4
CHEM 120 (4)
4
ECON 110 (4)
4
CONM 410 (4)
Ethics (1sem/1.5 qt) 15 instructional hours
4
CONM 406 (3)
1.2
HSS Elective (4)
Communication (Oral and Written) (8 sem/12 qt) 120 instructional hours
HSS Elective (4)
1.1
HSS Elective (4)
1 General Education (15 sem/22qt) 225 Instructional hours
ENGL 130 (4)
Section III E
Curriculum Analysis by ACCE Categories, Core Subject Matter, and
Curriculum Topical Content
Bachelor of Science in Construction Management
Wentworth Institute of Technology
ENGL 100 (4)
Curriculum
2
2
4
4
4
2
X
X
X
X
2
2
2
1
3
*Must be integrated throughout construction-specific curriculum
2 Mathematics and Science (15 sem/22 qt) 225 instructional hours
2.1 Analytical: Physical or Environmental (8 sem/12qt) 120 Instructional Hours
2.11
Selection Options; Physics; Chemistry; Geology; Environmental Science;
2.2 Statistics and/or Mathematics (3 sem/4 qt) 45 instructional hours
Selection Options; Analytic geometry; Pre-Calculus; Calculus; Linear Algebra;
2.21 Statistics; Other sciences; Computer science
3 Business and Management (18 sem/27 qt) 270 instructional hours
3.1
Economics
3.2
Accounting
3.3
Principles of Management
3.4
Business Law
4 Construction Science (20 sem/4qt)
4
4
4
4
4
X
X
4
4
4
4
X
X
3
4
2
4
1
4
2
4
1
1
4
3
1
4
3
4
Design Theory (3 sem/4qt) 45 instructional hours
Select one or more of the following options: Structural Mechanics; Electricity;
4.11 Thermodynamics; Soil Mechanics.
Analysis and Design of Construction Systems (6 sem/9qt) 90 Instructional
Hours (It is the intent of this requirement to ensure that construction program
graduates have, at least minimum, some exposure to all basic systems that may
4.2 be incorporated into a building proposal)
1
4.21
Civil
X
4.22
Electrical
4.23
Mechanical
4.24
Structural
4
3
4.1
4
3
3
3
4
3
3
4
X
X
4
X
3
X
X
Page 38
Section III
X
4.32
Terminology and units of measure
X
X
X
X
X
4.33
Standard designations, sizes and graduations
X
4.34
Conformance references and testing techniques
4.35
Products, systems, and interface issues
X
4.36
Equipment, applications and utilization
X
4.37
Comparative cost analysis
4.38
Assembly techniques and equipment selection
X
4.39
Building Codes and Standards
X
CONM 473 (4)
3
4
3
4
2
X
X
X
X
X
X
X
4.4 Construction Graphics (1 sem/1.5 qt) 15 instructional hours
X
X
X
3
4.41
Basic sketching and drawing techniques
X
4.42
Graphic vocabulary
X
4.43
Detail hierarchies, scale, content
X
4.44
Notes and specifications, reference conventions
X
4.45
Computer Applications
X
X
4.5 Construction Surveying (1 sem/1.5 qt) 15 instructional hours
Estimating (3 sem/4qt) 45 instructional hours
CONM 670 (3)
X
5.1
CONM 645 (4)
X
5 Construction (20 sem/30qt)
CONM 625 (3)
X
Site organization and development
CONM 595 (4)
X
4.52
CONM 430 (4)
CONM 360 (4)
CONM 410 (4)
CONM 406 (3)
CONM 402 (3)
CONM 140 (3)
CONM 242 (4)
CONM 235 (3)
CONM 265 (4)
Composition and properties
Survey, layout, and alignment control
3
3
4.31
4.51
CONM 580 (3)
3
CONM 201 (4)
CONM 206 (4)
CONM 118 (3)
4
CM Elective (3)
Construction Methods and Materials (6 sem/9qt) 90 instructional hours
4.3 (including: concrete, steel, wood, and soils)
CONM 136 (4)
CONM 113 (2)
MGMT 490 (3)
MGMT 520 (4)
PYSG 425 (4)
MGMT 410 (4)
MGMT 390 (3)
MATH 250 (4)
MATH 205 (4)
MATH 130 (4)
PHYS 210 (4)
CHEM 120 (4)
ECON 110 (4)
HSS Elective (4)
HSS Elective (4)
HSS Elective (4)
ENGL 130 (4)
ENGL 100 (4)
Curriculum
X
4
X
X
2
2
4
3
4
1
4
4
4
1
5.11
Types of estimates and uses
X
X
X
5.12
Quantity takeoff
X
X
X
5.13
Labor and equipment productivity factors
X
X
5.14
Pricing and price databases
X
X
X
5.15
Job direct and indirect costs
X
X
X
5.16
Bid Preparations and bid submission
X
X
5.17
X
X
Page 39
Section III
5.2
Planning and Scheduling (3 sem/4qt) 45 instructional hours
3
1
1
5.21
Parameters affecting project planning
X
X
X
5.22
Schedule information presentation
X
X
X
5.23
Network diagramming and calculations with CPM
X
X
X
5.24
Resource allocation and management
X
X
X
5.25
Impact of Changes
X
X
X
5.26
X
X
X
5.3
Construction Accounting and Finance (1 sem/1.5 qt) 15 instructional hours
CONM 670 (3)
CONM 645 (4)
CONM 625 (3)
CONM 595 (4)
CONM 580 (3)
CM Elective (3)
CONM 473 (4)
CONM 430 (4)
CONM 360 (4)
CONM 410 (4)
CONM 406 (3)
CONM 402 (3)
CONM 140 (3)
CONM 242 (4)
CONM 235 (3)
CONM 265 (4)
CONM 201 (4)
CONM 206 (4)
CONM 118 (3)
CONM 136 (4)
CONM 113 (2)
MGMT 490 (3)
MGMT 520 (4)
PYSG 425 (4)
MGMT 410 (4)
MGMT 390 (3)
MATH 250 (4)
MATH 205 (4)
MATH 130 (4)
PHYS 210 (4)
CHEM 120 (4)
ECON 110 (4)
HSS Elective (4)
HSS Elective (4)
HSS Elective (4)
ENGL 130 (4)
ENGL 100 (4)
Curriculum
4
5.31
Cost Accounting and industry formats
Fixed and variable costs: insurance, bonding, marketing, general and
5.32 administrative expenses
X
5.33
Bidding and procurement practices
X
5.34
Record and report practices
5.35
Capital equipment, depreciation, and expensing
5.36
Forecast costs, cash flow requirements
5.37
Payment processes and time value of money
X
X
X
X
X
X
X
5.4
Construction Law (1 sem/1.5 qt) 15 instructional hours
5.41
Construction contracts, roles & responsibilities of parties
X
5.42
The regulatory environment and licensing
X
5.43
Lien laws and the contractor's right
X
5.44
National and local labor law
5.45
Administrative procedures to avoid disputes
5.5
Safety (1 sem/1.5 qt) 15 instructional hours
1
2
X
X
X
3
5.51
Safe practices
X
5.52
Mandatory procedures, training, records, and maintenance
X
5.53
Compliance, inspection, and penalties
X
5.6
Project Management (3 sem/4qt) 45 instructional hours
1
2
4
X
X
5.61
Concepts, roles, and responsibilities
5.62
Labor Relations
5.63
Administrative Systems and procedures
5.64
Cost Control data and procedures
5.65
Documentation at job site and office
X
5.66
Quality control philosophies and techniques
X
5.67
X
1
2
2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Page 40
Section III
Curriculum
F. DEGREE REQUIREMENTS – TWO YEAR ASSOCIATE DEGREE PROGRAM
List the courses and credit hours required for the degree. Group according to
the specified divisions and subdivisions as defined in ACCE Form 103,
Standards and Criteria for Two-Year Associate Degree Programs. Courses are
to be classified according to content rather than the academic unit offering the
course. If appropriate, credit hours for a course may be divided between two
divisions. Electives whose options span more than one division are to be
listed under "Other Requirements."
Figure11. General Education Credit Hours
Course No.
N/A
Course Title or Elective Requirements
Credit Hours
Figure12. Mathematics and Science Credit Hours
Course No.
N/A
Course Title or Elective Requirements
Credit Hours
G. REQUIRED CURRICULUM CATEGORIES, CORE SUBJECT MATTER,
CURRICULUM TOPICAL CONTENT- TWO YEAR ASSOCIATE DEGREE
PROGRAMS
Not Applicable
H. COURSE SEQUENCING
List the courses with their prerequisites or co-requisites or provide a
precedence diagram showing the prerequisite and co-requisite
interdependency of the courses. Courses without prerequisites need not be
shown.
Refer to precedence diagram on the following page.
Page 41
Section III
Curriculum
Pre-Requisites and Co-Requisites Chart
I. COURSE DESCRIPTIONS
1. Provide in the self-study a catalog description for all required courses,
including those courses taught within the construction unit.
Recitation, laboratory and credit hours are shown in the following list under R, L,
and C respectively.
Page 42
Section III
Curriculum
Mathematics and Science
CHEM 120, Chemistry for the Built Environment
R-L-C
3-2-4
This course serves as the introductory chemistry course for students in the
Department of Civil, Construction, and Environment. The course provides a
fundamental introduction to chemistry topics with a focus on the built
environment. Fundamental principles of chemistry with emphasis on solving
problems encountered in business and commerce. Topics include: the atomic
model; writing, balancing; and predicting reactions; stoichiometry; the periodic
table; properties of acids, bases, and salts; properties of aqueous solutions.
Corequisite: MATH205 College Mathematics I
MATH 130, Statistics and Applications
3-2-4
This course is designed to introduce students to statistical concepts relating to
engineering design, inspection, and quality assurance. Topics covered include
prob-ability, normality, sampling, regression, correlation, and confidence intervals
in reliability. Sampling plans, including MIL-STD-105 and MIL-ST-D-4, will be
examined.
MATH 205, College Math I
3-2-4
Algebra and trigonometry, including algebraic fractions, systems of linear
equations, quadratic equations, literal equations, word problems and their
solutions, right triangles, and vectors. Applications will be stressed. Prerequisite:
High School Algebra II.
MATH 250, Pre-Calculus
3-2-4
Topics include: polynomial and rational functions, exponential and logarithmic
functions, trigonometric functions, parametric equations, analytic trigonometry,
multivariable systems, and applications and modeling. Prerequisite: MATH205
College Math I.
PHYS 210, College Physics I
3-2-4
General introduction to mechanics. Topics include kinematics, vectors, Newton's
Laws, equilibrium, work and energy, momentum, and circular motion.
Prerequisite: MATH205 College Mathematics I.
Page 43
Section III
Curriculum
English/Social Science/Humanities
ECON 110, Economics
R-L-C
4-0-4
This course is designed to enable the student to understand the functioning of
the competitive market. The analysis of the production of goods and services and
the method of allocation and distribution is emphasized. Prerequisite (Day):
Successful completion of English Sequence. Prerequisite (The Arioch Center):
ENGL XXX English Composition.
ENGL 100, English I
4-0-4
An introduction to college-level academic writing and research. Instruction
focuses on the writing process, rhetorical strategies, critical thinking,
informational literacy, and writing from sources. Prerequisite: English Placement
Test.
ENGL 130, English II
4-0-4
While emphasizing the development of effective writing skills through frequent
practice, this course introduces the student to the study of literature and literary
themes in representative fictional, dramatic and poetic forms. A term paper will
be required. Weekly research and/or writing assignments will be expected in this
course. Prerequisite: ENGL100 English I (Composition) or equivalent.
ENGL 350, Writing Competency Assessment
0-0-0
At the end of the sophomore year spring semester, Day students must take and
successfully complete the Writing Competency Assessment to receive a
baccalaureate degree. Refer to Graduation Requirements - Undergraduate in the
Academic Catalog for more information. Prerequisite: ENGL115 or ENGL135; or
ENGL017 and ENGL100.
Page 44
Section III
Curriculum
PSYC 425, I/O Psychology
R-L-C
4-0-4
By establishing the link between theory and application, this course enables the
student to study the psychological principles that emerge in technology and
business environments. Topics covered include leadership, communication,
organizational culture, motivation, attitude, and stress. Prerequisite: Completion
of lower level social sciences requirement. Day upper level social science
elective.
Business and Management
MGMT 390, Financial Accounting
2-2-3
An introduction to the basics of the accounting process. The course covers the
basic techniques of analyzing financial transactions, trial balances, and
preparation of financial statements.
MGMT 410, Management of Contemporary Organizations
4-0-4
This course examines the human aspects of management and is concerned with
the ways in which the interactions of members of the management hierarchy
contribute to the achievement of organizational goals. The course utilizes both
case studies and textual material allowing students to apply management
approaches to a variety of management situations and environments.
Prerequisite: Junior status.
MGMT 490, Labor Relations
3-0-3
Current labor law arbitration processes, labor agreements, and the negotiation
process are interrelated in actual case studies. Grievance proceedings, wage
negotiation, and contract negotiating are treated specifically. Prerequisite: Senior
status.
Page 45
Section III
Curriculum
MGMT 520, Power and Leadership
R-L-C
4-0-4
This course will provide an overview of approaches to leadership. The
relationship between the factors of organization, power, and leadership are
considered through provocative analysis. This course will include a combination
of lecture, discussion, readings in leadership theory, media, role-play, and selfreflection. Prerequisite: Junior status.
CONM 105, Introduction to Construction Management
1-2-2
This course provides an overview of the construction profession, plus an
introduction to problem solving, professional report writing skills, and computer
skills. Prerequisite: Enrollment in BCM.
CONM 118, Construction Graphics
1-4-3
The development and interpretation of civil, architectural, structural, and electrical
drawings; freehand sketching of construction details and sections; computer
aided construction drafting.
CONM 136, Building Construction
3-2-4
Survey of current materials and methods used in building construction, including
building foundations; timber, concrete and steel framing systems; masonry
construction; interior and exterior finishes.
CONM 140, Electrical Building Systems
2-2-3
Topics include the basic design principles and code requirements of electricity,
power supply, lighting and electric power distribution in buildings. Corequisite:
MATH205 College Math I and CONM118 Construction Graphics
Page 46
Section III
Curriculum
CONM 201, Construction Surveying
R-L-C
2-4-4
Instruction is given in the theory and techniques of horizontal and vertical
measurements. Laboratory exercises will focus on the application of these
techniques as they relate to the building industry including construction layout
and grades. Prerequisite: MATH250 Pre-calculus and CONM118 Construction
Graphics.
CONM 206, Heavy Construction
3-2-4
Study of current methods and equipment used in heavy construction projects
including highways, tunnels, bridges, dams, storm drains, and sanitary sewers.
Corequisite: CONM118 Construction Graphics.
CONM 235, Mechanical Building Systems
2-2-3
Topics include the basic design principles and code requirements of plumbing
and drainage systems; heating, ventilating and air-conditioning to control
temperature, humidity and indoor air quality; heat and cooling calculations; and
fire-protection systems. Prerequisite: CONM118 Construction Graphics; and
MATH 205 College Math I.
CONM 242, Statics and Strengths of Materials
3-2-4
This course covers the fundamental concepts of structural static; forces,
moments, equilibrium, support conditions, and free body diagrams; and the
fundamentals of strength of materials: properties, stress, strain, shear, bending,
and torsion. Prerequisite: MATH250 Pre-calculus; and PHYS210 College
Physics.
CONM 265, Estimating
3-2-4
Topics include the basic manual and computer-aided skills for estimating a
variety of projects and developing takeoffs for all trades. Prerequisite: CONM118
Construction Graphics and CONM136 Building Construction.
Page 47
Section III
Curriculum
CONM 360, Materials Testing and Quality Control
2-4-4
Aggregate, concrete, asphalt, wood, and masonry are tested using ASTM
procedures to establish design criteria, inspection and quality control programs .
Prerequisite: CHEM100 Chemistry I.
CONM 404, Wood and Steel Analysis and Design
3-0-3
This course covers the properties of wood and steel products used in
construction. The basic design principles for timber and steel structures are
covered including connections, beams, columns, trusses, and frames.
Prerequisite: CONM242 Statics and Strength of Materials.
CONM 406, Construction Project Scheduling
2-2-3
Topic items include project network planning, scheduling and cost control
models. Computer applications to PERT and CPM will be explored and used by
the student. Prerequisite: CONM265 Estimating.
CONM 410, Construction Project Management
3-2-4
Covers feasibility studies, site selection, planning, programming, risk allocation,
client relationships, project reporting, design coordination, and contracting
procedures. Prerequisite: Junior status in BCM program.
CONM 430, Advanced Estimating
3-2-4
Detailed cost estimates including quantity takeoffs, labor/material pricing,
overhead/profit. Also, included are the preparation of preliminary budgets; factors
affecting construction cost, bid strategies and computer applications are
explored. Prerequisite: CONM265 Estimating.
CONM 473, Concrete Analysis & Design
4-0-4
Topics include the design principles for reinforced concrete structures covering
beams, columns, slabs, footings and retaining walls. Prerequisite: CONM242
Statics and Strength of Materials.
Page 48
Section III
Curriculum
CONM 580, Construction Project Control
2-2-3
Examines the activities involved in the effective management of single and
multiple construction projects including basic control theory, the preparation of
control models, the collection of actual production data, and the corresponding
computation of project performance. Prerequisite: CONM406 Construction
Project Scheduling and CONM430 Advanced Estimating & Bid Analysis. .000 OR
3.000 Credit hours
CONM 595, Construction Business and Finance
3-2-4
Topics include construction financing during all phases of project development
involving permanent loans, construction loans, sources of mortgage funds and
venture capital, and tax and interest considerations. Prerequisite: MGMT390
Financial Accounting; CONM410 Construction Project Management; Senior
standing.
CONM 625, Construction Safety and Risk Management
3-0-3
Topics include the knowledge and skills required to effectively manage safety
compliance and risks associated with construction. This course satisfies the
OSHA 30-hour training requirement for graduation. Prerequisite: CCEV136
Building Construction; and CCEV206 Heavy Construction.
CONM 645, BCM Senior Project
3-2-4
Students have the opportunity to explore a subject in construction management
of their own choice and to present it. A final oral presentation is required.
Prerequisite: Completion of preceding 7 semesters of BCMT program-this course
is taken by Seniors during their last semester.
CONM 670 Construction Law and Government Regulation
3-0-3
A study of construction contracts and the contractual relationships commonly
established between owner, designer, builder and construction manager.
Prerequisite: CCEV410 Construction Project Management
2. Note and document any discrepancies between existing catalogue
descriptions and current course listings.
Page 49
Section III
Curriculum
There are no discrepancies between existing catalog descriptions and current
course listings.
3. Include a syllabus for each course taught by the construction unit. The
syllabus should state the course objectives in relation to the program goals
and objectives, outline instructional methods, and contain a topical outline.
Refer to Volume II, Appendix A.
J. COURSE OFFERINGS
1. List the required courses taught by the construction unit. Indicate course
number, title, and number of sections per semester or quarter, and average
enrollment per section for the most recent academic year.
Page 50
Section III
Curriculum
Figure 16. Required Course Offerings
Required Courses
No.
CONM105
Title
Introduction to
Construction Mgmt.
CONM118
CONM136
CONM140
Electrical Building
Systems
CONM201
CONM206
Heavy Construction
CONM235
Mechanical Building
Systems
CONM242
Stats & Strength of Mat
CONM265
Estimating
CONM360
CONM404
CONM406
CONM410
CONM430
CONM473
CONM580
CONM595
CONM625
Material Testing &
Quality Control
Wood & Steel Analysis &
Design
Scheduling
Management
Advanced Estimating &
Bid Analysis
Concrete Analysis and
Design
Control
Construction Business &
Finance
Construction Safety &
Risk Management
Number of sections
Spring 12
Lec
Lab
Summer 12
Lec
Lab
Fall 12
Lec
Lab
4
5
7
4
3
5
7
3
3
7
6
2
5
6
5
3
Average
Enrollment
Lec
Lab
23
15
27
19
34
18
26
13
40
17
28
20
28
17
22
22
3
5
29
17
2
4
32
16
3
0
21
0
3
3
16
16
3
5
22
13
3
6
27
14
3
3
25
25
3
6
30
15
3
6
31
16
4
0
24
CONM645
CM Senior Project
3
7
32
CONM670
Construction Law &
Government Reg.
3
0
31
14
Page 51
Section III
Curriculum
2. List the elective courses offered by the construction unit during the past
two academic years. Indicate course number, title, and number of sections
per semester or quarter, and average enrollment per section.
Figure 17. Elective Course Offerings
Elective Courses
Enrollment
No.
Title
CONM 590-05
Advanced MEPS
Building Systems
CONM 590-03
CONM 590-01
CONM 590-02
CONM 590-04
Sustainable
Construction
Timber Framing
Formwork Design
Construction
Economics
Lecture
10
20
19
12
16
Number
of
sections
1
1
1
1
1
3. Comments
Elective courses have only one lecture section and no laboratories. The elective
courses were first offered the summer of 2012. These electives will be offered in
during the summer semester only.
K. SUPPORTING DISCIPLINES
1. List the required courses in the construction curriculum taught by other
academic units. Indicate other disciplines that utilize the same course. (If
widely used, indicate "all campus.")
Page 52
Section III
Curriculum
Figure 18. Supporting Disciplines
Course No.
Course Title
Other Discipline Using Course*
CHEM 120
Chemistry for the Built Environment
BCET
ECON 110
Economics
All campus
ENGL100
English I
All campus
ENGL115
English II
All campus
MATH205
College Math I
All campus
MATH250
Pre-Calculus.
All campus
MGMT390**
Required in BFPM, BCNS, BSM
MGMT410**
Mgmt. of Contemporary Organizations
Required in BSM
MGMT490**
Labor Relations
Not required in other programs
PHYS210
College Physics I
All campus
PSYC425
Industrial-Organizational Psychology
All campus
*Acronyms are defined in the 2012-2013 Wentworth Catalog which is available on the WIT
website.
** May be taken to satisfy the General Elective requirement in BEN, BAET, BCOS, BINT, BELM
2. Discuss the adequacy of the courses.
The data from this self-study shown in the matrix in Section III.E indicates that
the current curriculum meets and exceeds minimum ACCE accreditation
requirements with respect to core subject matter and topical content, and
exceeds requirements with respect to total semester hours.
Page 53
Section IV
Faculty
IV. FACULTY
A. CURRENT STAFF
1. List the current faculty of the construction unit, including part-time and
graduate instructors. List the full-time faculty first, grouped alphabetically
within rank. Indicate the rank at the head of each group. Show the full-time
equivalence (FTE) for each part-time faculty member (i.e., 25 for quartertime). Indicate years on staff as of the end of the current academic year.
Indicate tenure status and whether an academic year (9mo.) or fiscal year
(12 mo.) appointment.
Nine full-time faculty members are devoted solely to the Construction
Management program. The tables below summarize information about each
faculty and adjunct member.
Current curriculum vitae for all full-time faculty and adjuncts are provided in
Volume II, Appendix B.
Figure 19. Current Faculty
FTE
Highest
Degree
Years
on
Staff
Tenured
1.0
Ph.D., P.E.
25
RA
Bhatti, M. Ilyas
1.0
M.S.
3
Cosma, Cristina
1.0
Ph.D., P.E.
7
RA
X
Snow, Monica
1.0
Ph.D., P.E.
5
RA
X
Sumner, E. Scott
1.0
M.S., CCM
8
RA
Taddeo, Thomas
1.0
M.S.
34
RA
Name
Tenure
Track
NonTenure
Track
9
Month
12
Month
Full-Time Faculty
Professors
Hasso, Mark
X
Associate Professors:
D
X
X
X
Page 54
Section IV
Faculty
Name
Highest
Degree
FTE
Years on
Staff
Tenured
Tenure
Track
Bakhshi, Payam
1
Ph.D.
1
P
Johnson, Todd
1
M.E., CPC
3
D
Palomera-Arias,
Rogelio
1
Ph.D.
5
NonTenure
Track
9
Month
12
Month
RA
Adjuncts:
Caldarelli, Albert
0.17
J.D., B.A.
8
Lavash, Jonathan
0.17
B.S.
4
McSally,
MaryKaitlin
0.17
J.D., B.S.
7
Sivalogan, Siva
0.17
MBA, P.E.
2
Younger, Gary
0.17
B.S.
10



Wentworth Institute of Technology defines 1.00 Full-Time Equivalence as 12 credit hours
per semester. FTE’s in Figure 19 are based on Fall 2012 assignments. Those with 0
FTE’s did not teach in the fall semester
Note that full-time faculty at Wentworth are not Tenured. Faculty progress through a twoyear probationary period (P), followed by a two-year development period (D), and finally
to regular appointment (RA).
All adjuncts shown were hired on a semester basis.
2. List the current support staff of the construction unit and their
assignments. Include clerical staff, technicians, and non-teaching
graduate assistants. Indicated the percentage of full-time employment.
Figure 20. Current Support Staff
Name
% Full Time
Assignment
Mike D’Agostino
100
Laboratory Technician
John Gariepy
100
Academic Coordinator
B. FACULTY ASSIGNMENT DEFINITIONS
Define what constitutes a full-time staff assignment in the construction unit.
Discuss institutional regulations that influence this definition. Include
formulas and load factors for various courses and other activities.
Page 55
Section IV
Faculty
Full-time faculty assignments for the construction unit follow the guidelines as set
forth in the Agreement (as of January 1, 2011) between Wentworth Institute of
Technology and Wentworth Faculty Federation, Local 2403, AFT, AFL-CIO, Article
V, Section B.
Workload and Scheduling
Wentworth’s day academic programs operate between 8:00 a.m. and 5:00 p.m.
Faculty teaching assignments are developed by the Department Chair after
consultation with faculty members. Faculty will receive their tentative fall
assignments before the end of the preceding spring semester, with an effort made to
give such assignments four weeks prior to the beginning of the semester. A tentative
class schedule will be made available to faculty at least two weeks prior to its
publication in order to allow time for consideration of changes requested by the
faculty.
Faculty Responsibilities
Faculty workload is comprised of several responsibilities which will is weighed in
making teaching assignments. The primary responsibility of each faculty member is
to teach and counsel students in academic affairs, but other traditional faculty
activities will be considered in the comprehensive evaluation process.
In the tradition of academic professionalism, each faculty member is expected to:







Develop adequate course outlines for existing and new courses to be offered.
Teach and carry out the approved course of instruction.
Prepare and maintain course manuals for subjects taught including:
 Course outlines
 Grades and sample tests
 Samples of student work
Develop teaching skills and methods, maintain high standards in the
organization and preparation of course materials, including updates to course
content and methodology.
Administer tests to students and award grades according to accepted
institutional standards.
Meet with assigned classes for a full period(s). In case of emergency or
illness, the faculty member is responsible to give reasonable notice to his/her
Department Chair at the earliest opportunity so that the adequate coverage
may be arranged.
Maintain high standards of integrity and conduct in his/her profession with
Page 56
Section IV
Faculty




faculty, administration, staff, and students.
Maintain professional academic development by enrollment in one relevant
course or seminar or participation in other comparable activity every two
years as approved by his/her Department Chair, reimbursed in accord with
past practice. The faculty member may choose the course, seminar or
comparable activity after consultation with his/her Department Chair subject
to Wentworth’s right to reject it for irrelevance, excessive cost or scheduling
reasons. In case of rejection, another course, seminar or participation in other
comparable activity must be selected and will be reimbursed in accord with
past practice.
Maintain professional academic development by participating in some of the
following activities each academic year:
 Study or research in an academic or intellectual activity relevant to
his/her professional field of competence.
 Consulting in his/her field of expertise.
 Scholarly publications.
 Active participation in professional societies and/or civic and
community organizations, including serving as elected or appointed
public officials, in the faculty member’s area of expertise.
 Grant proposals or implementation of the work funded by a successful
grant application.
Attendance at applicable faculty, committee and institutional meetings and
reasonable share of student activity, institutional and committee assignments.
Posting and maintaining daily office hours or otherwise assuring his/her
Department Chair that any member of the Wentworth community desiring to
contact the faculty member in person can make such contact the same day,
and that any student requesting counseling normally can have such a session
within two (2) days.
Guidelines
The parties agree that the following guidelines shall apply to the determining of
faculty workloads:
 Contact Hours:
 Lecture/ Recitation 9-15 Contact Hours
 Combination Lecture/Recitation and Laboratory 15-18 Contact Hours
 Credit Hours - Faculty shall not be required to teach more than twelve (12)
credit hours per semester.
 Number of Students - The Institute agrees to limit the number of student
credit hours for each faculty member to 360 (averaged) beginning September
1, 2002. The parties agree that the limitation on student credit hours is to be
an average of student credit hours over any consecutive three semester
periods.
Page 57
Section IV
Faculty


Number of Preparations - Instructors shall be responsible for no more than
three different preparations per semester.
Professional Responsibilities - During the regular academic year when
classes are not in session, the faculty is expected to carry out their normal
professional responsibilities except legal holidays and the scheduled vacation
periods.
Extraordinary Circumstances
While it may not be possible within the limitations of the scheduling process to
assure these averages in all cases in any given semester, the parties agree that
averages for contact hours, credit hours, student credit hours and preparations over
any three consecutive designated semester periods must not exceed the maximum
guidelines (12 credit hours/semester).
Any faculty member who feels that he/she has been assigned an excessive
workload in relation to his/her total participation shall have the right to discuss the
matter with the Department Chair before implementation of the schedule.
Teaching Load Adjustment
A faculty member interested in implementing a personal educational plan to
substantially increase his/her creative activity substantially or to bring about
educational improvement at Wentworth, may follow the below described procedures
that involve a reduction in his/her contact hours as a component.
The faculty member will give a written description of the plan to his Department
Chair. Such written description shall include:




A specified detailed description of the work to be performed, expected time to
be spent on that work, and how accomplishing that work will benefit the
faculty member and Wentworth.
The reduction in contact hours requested.
The specific means by which the Department Chair will verify that the work
has been completed as set forth in the plan.
The written description must be presented to the Department Chair two
months before the end of the prior spring semester for implementation in the
Spring semester. The Department Chair, along with the Dean and
SVPAA/Provost will evaluate the plan for its educational merit and economic
feasibility. If the plan is rejected, the administration will give the faculty
member its reasons in writing for the rejection.
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Section IV
Faculty
C. CURRENT FACULTY ASSIGNMENTS
1. Provide data on faculty assignments for the most recent fall semester or
quarter. List all faculty, full-time and part-time, by name. For each faculty
member indicate the courses taught, enrollment, and student credit hours
(SCH). For each faculty member indicate the percent of time assigned to
other activities and specify (i.e., administration, counseling.)
See Figure 21 on following page.
Page 59
Section IV
Faculty
Figure 21: Faculty Assignments, Fall 2012 Semester
Fall 2012
Other Assignments
Name
Course
Enrollment SCH % Time
Activity
Payam Bakhshi
CONM 201 Lecture
80
160
Payam Bakhshi
CONM 201 Lab
32
128
Payam Bakhshi
CONM 265 Lab
36
72
Ilyas Bhatti
CONM 105 Lecture
89
89
Ilyas Bhatti
CONM 105 Lab
89
178
Ilyas Bhatti
CONM 410 Lab
26
52
Cristine Cosma
CONM 406 Lecture
49
98
Cristine Cosma
CONM 406 Lab
49
98
Mark Hasso
CONM 410 Lecture
65
195
Mark Hasso
CONM 410 Lab
43
86
Todd Johnson
CONM 360 Lecture
63
126
Todd Johnson
CONM 360 Lab
63
252
Jonathan Lavash*
CONM 410 Lab
14
28
N/A
Rogelio Palomera-Arias CONM 235 Lecture
84
168
30%
Rogelio Palomera-Arias CONM 235 Lab
84
168
Erik Simon*
CONM 136 Lecture
19
57
Erik Simon *
CONM 136 Lab
86
172
Monica Snow
CONM Lecture
62
186
30%
**
Edward Sumner
CONM 265 Lecture
87
261
30%
**
Edward Sumner
CONM 265 Lab
21
42
Thomas Taddeo
CONM 136 Lecture
122
366
30%
**
Thomas Taddeo
CONM 136 Lab
54
108
Todd Varney*
CONM 201 Lab
47
188
N/A
Gary Younger*
CONM 265 Lab
30
60
N/A
30%
**
30%
**
30%
**
30%
**
30%
**
**
N/A
*Adjunct Professor
** Service Activities, Professional Development and Scholarly or Creative Academic Productivity
Page 60
Section IV
Faculty
D. COMPENSATION
1. Provide data indicating the construction faculty salaries for the current
year. Data that would reveal individual salaries may be omitted and
provided directly to the visitation team. Indicate the average 9-month
salaries by rank. Convert all 12-month salaries to 9-month salaries.
Indicate the conversion factor for 12-month to 9-month salaries.
Figure 22: Current Salary Data
Rank
Professor
Associate
Professor
Assistant
Professor
Instructor
No.
Average
9 Month
Salary
No. of
No of 12
Resignations
Months
in past 5
Appointments
years
1
$80,000
0
0
5
$65,000
0
0
3
$50,000
0
0
0
N/A
0
0
2. Briefly describe the benefits program for the faculty.
Wentworth agrees to continue its present percentage contribution for faculty
pension-premium 100% (10% of salary); disability plan-100% of premium; and
liability insurance-100% of premium, group health-60% of Wentworth sponsored
health insurance. Wentworth will contribute 100% to group life insurance paying
one times base annual salary, and 50% to a dental insurance.
Wentworth continues the procedure by which faculty who so choose can have
their medical and dental insurance contributions treated as a pre-tax income
pursuant to section 125 of the Internal Revenue code.
Faculty may continue to authorize payroll deductions for additional annuities with
the same carrier as the faculty pension plan.
Wentworth will not charge tuition to those faculty and their dependent children
(IRS definition) who are qualified to enroll in Wentworth courses, and only charge
50% tuition for spouses of faculty. Wentworth will also pay one-half the tuition for
courses taken by faculty at other institutions of higher learning, and approved in
Page 61
Section IV
Faculty
advance by the SVPAA/Provost. A faculty member may obtain advance payment
of this tuition by signing a Wentworth payroll deduction form if he does not
satisfactorily complete the course. A faculty member may receive up to 100%
reimbursement for courses of study approved in advance by the SVPAA/Provost.
Wentworth will continue the provisions of its pension plan which permit early
Retirement at age 40.
Parking
The Institute and the Federation, in joint recognition of the obligations of the
Institute to work with the City of Boston to reduce vehicular traffic to the Institute,
and in joint recognition of the cost to operate and maintain suitable parking
facilities for faculty, hereby agree to:



Notify and discuss with the Federation any future changes to parking fees
or fee structures charged to faculty before implementation.
Notify and discuss with the Federation any future efforts to achieve
vehicular traffic reductions prior to implementation.
The Institute will subsidize, up to $60.00 per month, the cost of public
transportation passes for those full-time faculty who do not purchase
Institute parking emblems.
3. Comments:
None
E. EVALUATION AND PROMOTION POLICIES
1. Faculty Evaluation
Describe the procedures for evaluating the faculty of the construction unit.
Performance evaluation criteria for non-probationary faculty are set forth in
Article V, C. Evaluation Procedures of the Agreement (as of January 1, 2011)
between Wentworth Institute of Technology and Wentworth Faculty Federation,
Local 2403, AFT, AFL-CIO, January 1, 2011 – December 31, 2013 (A copy of the
agreement will be available to the Visiting Team.)
Wentworth may make reasonable changes in the evaluation procedures or
instruments applying the performance criteria, as specified in section 1.a. above,
Page 62
Section IV
Faculty
after consultation with the Federation. Any changes in the performance criteria
will be made prior to July 1 of the evaluation year. No changes will be made after
July 1 unless exigent circumstances require said changes. All changes will be
promptly distributed to faculty.
2. Tenure and Promotion
a. Indicate the number of current faculty members that have been
promoted and/or achieved tenure during the past five years.
Figure 23: Promotion and Tenure
No.
Current Rank
No. Tenured
Promoted
Professor
0
0
Associate Professor
2
3
Assistant Professor
0
1
NA
NA
Instructor
b. Briefly describe the tenure and promotion policies of the institution and
the construction unit.
Upon hire, a faculty member is placed on probationary status for the first four
full semesters of employment. Faculty is usually hired at the rank of Assistant
Professor. On some occasions, faculty can enter the probationary period as
an Associate Professor or Professor given special circumstances (e.g., the
person was an Associate Professor or Professor at his or her previous place
of employment, or the person come to the Institute with exemplary
credentials, teaching experience and scholarship).
Faculty will progress through a development period following the completion
of the probationary period. The purpose of the development period is to
demonstrate that the faculty member has the willingness and ability to meet
the standards expected of experienced faculty over a substantial time period.
A faculty member must have demonstrated the promise of being able to meet
those standards during his/her probationary period in order to be promoted
into the development period.
Throughout his development period, the faculty member’s performance and
Page 63
Section IV
Faculty
productivity shall be reviewed by a committee consisting of the faculty
member’s Department Chair, a Department Chair selected by the faculty
member, and a Department Chair appointed by the SVPAA/Provost.
Vacancies in said committee shall be filled by the successor to the vacating
member or by a person appointed by the appointer of the vacating member.
At the commencement of the development period, the committee shall advise
the faculty member in writing as to the areas in which development is desired.
At the mid-point of the development period, the committee shall advise the
faculty member in writing of its opinions as to the progress being made. The
Committee shall regularly consult with the professors in the faculty member’s
department and/or college as part of said review prior to the vote.
Prior to the end of the said last development semester, the committee shall
vote on whether the faculty member should be offered a regular appointment
and shall forward its vote along with a statement of supporting reasons to the
SVPAA/Provost. If the vote is not unanimous, there shall be a separate
statement of reasons from each side.
The SVPAA/Provost shall review the material submitted and make a
recommendation to the President. The President’s decision shall be final
subject to arbitration pursuant to Article IX of Agreement (as of January 1,
2011) between Wentworth Institute of Technology and Wentworth Faculty
Federation, Local 2403, AFT, AFL-CIO, January 1, 2011 – December 31,
2013.
If a majority of the committee has not recommended regular appointment and
the President has concurred, then the President’s decision shall stand unless
the Federation proves it is arbitrary or capricious. If a majority of the
committee has recommended regular appointment and the President has not
concurred, then the Institute must prove by a preponderance of the evidence
that the President’s decision was correct.
A faculty member who is not offered a regular appointment shall be entitled to
professional work for which he/she is qualified (if such is available) either in or
out of the bargaining unit for the next semester paying in total no less than the
faculty member’s base salary for the preceding semester before being
terminated.
Promotion-In-Rank
Promotion in academic rank is awarded to faculty who have demonstrated a
superior level of professional achievement with under the expectation that
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Section IV
Faculty
similar performance will be sustained and exceeded in the future.
Consideration in evaluating the record of achievement shall always be the
degree to which this achievement improves the academic quality and learning
environment at Wentworth. This record of achievement will be considered for
the period since the last promotion or since hiring, if there has been no
promotion.
The criteria for evaluating relevant achievement for the purposes of promotion
are the same criteria as for the annual evaluation of faculty – teaching,
scholarly and/or creative activities and service activities. These criteria are not
to be rigidly applied but should be viewed from the interest of the Institute to
retain and promote persons of superior teaching, scholarly and/or creative
activities and service activities.
All faculty applications for promotion (Assistant Professor to Associate
Professor and Associate Professor to Professor) shall be reviewed by the
Promotion Committee prior to being reviewed by the SVPAA/Provost. The
Promotion Committee shall consist of: two faculty representatives from each
of the Colleges (excluding the CPCE) with the rank of Professor appointed by
the SVPAA/Provost, a representative of the Deans, a representative of the
Department Chairs and a Chair (Associate Provost or Provost’s designate).
The Chair will only vote in case of a tie. In the absence of a College faculty
member with rank of Professor, the College Dean will represent the College
regardless of his/her academic rank. It is expected that these appointments
will be for a period of three years with no more than 1/3 of membership being
replaced at any one time.
The detailed process for faculty evaluation for promotion-in-rank is described
in Article V, F, 4. Process of the Agreement (as of January 1, 2011) between
Wentworth Institute of Technology and Wentworth Faculty Federation, Local
2403, AFT, AFL-CIO, January 1, 2011 – December 31, 2013 (A copy of the
agreement will be available to the Visiting Team.)
Promotion in Academic Rank to Associate Professor
At the Associate Professor level, faculty develop a body of evidence to
demonstrate their continued advancement to fulfill the potential shown at hire.
Both the quality and quantity of work are considered, and the record must be
both sustained and continuing. Faculty at the Associate Professor level are
expected to make significant contributions in the areas of teaching, scholarly
and/or creative activities and service activities. Typically, as the faculty
member’s roles and contributions grow towards significance, leadership and
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Section IV
Faculty
initiative, the faculty member establishes a strong record of accomplishments
with broader impact and recognition within and beyond the Institute. The
specialty areas, expertise, and professional identities of associate professors
should become more advanced, more clearly defined and more widely
recognized as their academic careers progress.
Faculty who have successfully completed their development periods and
been appointed to regular faculty, fulfilled all requirements of their initial
appointment letters, have no disciplinary action taken against them in the past
year and have completed four years of service at the Institute are eligible to
apply for review by the Promotion Committee to the rank of Associate
Professor.
Promotion in Academic Rank to Full Professor
The rank of Professor represents the highest academic achievement that can
be attained. It is awarded to faculty who are outstanding among their peers,
as demonstrated by evidence in the areas of teaching, scholarly and/or
creative activities and service activities. Thus, a candidate for Professor must
have a documented record of achievement and distinction and consistently
and continually performed well above the level required for Associate
Professor.
Professors are experienced and senior members of the faculty who have
become highly accomplished in their scholarly activities. Their careers have
advanced to mature and high levels of effectiveness and productivity.
Professors have strong records of contribution to and leadership in their
respective areas of emphasis, both nationally and/or internationally. A
Professor is typically characterized as a leader, mentor, scholar, and expert in
teaching, scholarly and/or creative activity and service. They make significant
contributions to knowledge as a result of their scholarly work, demonstrated
through scholarly and/or creative activity, teaching, supervision and
mentoring, and professional service activities. Professors continue to grow
and develop in their respective areas of emphasis, and their accomplishments
will merit regional, national, and/or international attention and recognition.
Candidates for Promotion to the rank of Professor must have been in the rank
of Associate Professor for at least five years and have at least seven years
consecutive years of employment at Wentworth. The President may waive
these requirements if the candidate has a significant number of years of
experience at other educational institutions or earned an Associate Professor
rank more than three years prior to joining Wentworth.
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Section IV
Faculty
F. PROFESSIONAL DEVELOPMENT
Discuss institutional and departmental policies related to:
1.
2.
3.
4.
5.
Consulting
Professional Associations
Publications
Research
Continuing Education
The issue of professional development (which includes consulting, professional
associations, publications, research and continuing education) is broadly defined
in the Agreement (as of January 1, 2011) between Wentworth Institute of
Technology and Wentworth Faculty Federation, Local 2403, AFT, AFL-CIO,
January 1, 2011 – December 31, 2013. Refer to Section IV.B for additional
details.
Faculty are encouraged to participate in professional activities as a means of
improving not only their own competence and prestige, also the prestige of the
Institute. Outside services should not be undertaken that might interfere with the
discharge of normal Institute responsibilities whether with or without pay . While
engaging in these activities, employees of the Institute have the obligation to
avoid ethical, legal, financial and other conflicts of interest to ensure that their
consulting or professional activities do not conflict with the interests and
purposes of the Institute.
It is Wentworth’s policy to reimburse faculty and administrators (100% of their
travel expenses) if they represent the Institute at local, state and national
conferences associated with accreditation. In addition, the Institute has a
long-standing tradition of supporting (partially or wholly) faculty travel as it relates
to scholarship and professional development. For many years funding has come
from the individual departments.
The allotment of monies is determined at the department level. Proposals for
travel are submitted to standing committees composed of faculty and Department
Chairs. Justification for travel is based on, but not limited to, the following
criteria: (a) presenting a technical paper, (b) chairing a conference, convention,
course or event session, (c) chairing a conference, convention, course or event
committee, (d) membership on a national conference, convention, course or
event committee, (e) attending a specialty conference, convention, course or
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Section IV
Faculty
event in an area of interest to the faculty member which could enhance the
member’s professional development, even if the topic is outside the member’s
current area of expertise, (f) attending a specialty conference, convention, course
or event on a subject of interest to the faculty member and (g) attending a course
useful to the faculty member for maintenance of specialty registrations or
certifications.
Faculty members are reimbursed (partially or wholly) for reasonable costs e.g.,
(a) transportation, (b) conference, convention, course or event entrance fees, (c)
special conference, convention, course or event attendance fees, when agreed
to by the Department Chair in advance, (d) lodging, (e) meals and (f) other
reasonable expenses approved in advance by the Department Chair.
A faculty member seeking funding is required to gain permission from his or her
Department Chair and assure the Department Chair that scheduled classes or
other assignments will be covered or re-scheduled before seeking funds from the
committee.
Professional development is enhanced through Institute supported dollars
secured via the Office of Institutional Advancement, an Institute Grants Officer
and joint ventures with the Colleges of the Fenway.
At the department level, and as a means of encouraging and supporting faculty
development, the Department Chair allots dollars from the operating budget to
reimburse each faculty member 100% of the cost of annual membership in the
professional association of his or her choice. The Department Chair makes
every attempt to accommodate special scheduling requests, provided they do not
interfere with sound pedagogical practice.
Faculty travel as it relates to scholarship and professional development is
supported at the department level by supplementing dollars from the Senior Vice
President for Academic Affairs and Provost’s budget with additional dollars from
the department’s operating budget.
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Section V
Students
V. STUDENTS
A. ADMISSION STANDARDS AND PROCEDURES
1. Describe standards and procedures for the admission of students to the
construction program. Differentiate if necessary between freshmen,
external transfers, and internal transfers.
The standards and procedures for admission which govern the construction
program mirror those of the Institute. Accordingly, the Office of Admission
considers a host of qualifications when determining an applicant’s acceptance.
All applicants are accepted on a rolling admissions basis, which means
completed applications are reviewed as soon as all the required documents are
received. When application information has been received, the Admissions Office
will notify the applicant concerning status of eligibility in the program they have
chosen.
Freshmen Admissions
All applicants for admission must present an official transcript of record from a
recognized high school or a preparatory school of equal grade. The high school
equivalency diploma of a state education department or of a high school may be
substituted for high school graduation. Official G.E.D. scores should be sent to
the Admissions Office.
High school seniors may apply any time after the beginning of their senior year.
While there is not an application deadline, applying early is recommended for day
majors because some majors and on-campus housing fill quickly. Applicants for
admission must submit a completed application form to the Admissions Office.
Students are encouraged to submit their application electronically via
Wentworth’s Internet Home Page: www.wit.edu, via the Common Application at
www.commonapp.org,
via
the
Universal
College
Application
at
https://www.universalcollegeapp.com or by downloading an application form from
www.wit.edu and submitting it via postal services. A fifty dollar ($50) application
processing fee is required and payment is due at the time the application is
received.
In addition to the official high school transcript or G.E.D. scores, applicants must
submit official SAT or ACT scores, a letter of recommendation, and a personal
statement (essay). All applicants must have completed four years of English,
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Section V
Students
algebra I, algebra II, plane geometry, and one laboratory science (e.g.,
chemistry, physics, and biology).
International Students
The term “international student” refers to any student who is not a United States
(U.S.) citizen or a U.S. permanent resident. Most international students obtain F1 student non-immigrant status.
International students are enrolled at Wentworth at the beginning of the fall
semester in late August of each year; mid-year (January) enrollments are usually
limited to students transferring from a similar program of study. Wentworth
evaluates all admission applications on a rolling admission basis. The
Admissions Committee continues to review applications until the incoming
freshman class is full. Applicants are encouraged to apply as early as possible.
International student applicants must submit the following items along with their
application:



A completed international application via www.wit.edu, via the
Common Application at www.commonapp.org or by downloading an
application form from www.wit.edu and submitting it by postal service.
Academic records attesting to the applicant’s secondary and postsecondary (if applicable) education. These materials should be mailed
directly by the attended institution(s) to Wentworth’s Office of
Admissions. The documents must bear an official signature of the
appropriate official of those institution(s), in ink, such as the registrar or
recorder of records, and bear the institution’s seal. If the institution(s)
will not mail original official academic documents to the U.S., exact
copies, which have been certified as such by the appropriate official of
each institution attended, should be sent. Official descriptions of postsecondary courses taken are required if the applicant is seeking
transfer credit for courses that may be applicable to the Wentworth
program. To be considered, all documents should be accompanied by
official English translations if they appear in another language.
Evidence of proficiency in English, if the applicant’s first language is
not English. The following are acceptable as evidence of proficiency:
Test of English as a Foreign Language (TOEFL) exam score of 71 or
higher (internet-based exam), 197 or higher (computer-based exam),
or 525 or higher (paper-based exam); an overall score of 6.0, with no
subscore below 5.5, on the International English Testing System
(IELTS) offered by the University of Cambridge Local Examinations
Syndicate and the British Council; A “C” (2.0) or higher grade in
English I and English II on an official transcript from a U.S. college or
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Section V
Students





university; Successful completion of the highest level of a Wentworthrecognized intensive English program and a recommendation from the
Department Chair. A current list of recognized programs is available at
the Admissions Office.
Original signed letter of support from a recognized sponsoring
embassy, agency, or organization.
Form I-34, Affidavit of Support with appropriate affirmation or
notarization and supporting evidence.
Submission of at least one letter of recommendation from an academic
advisor or teacher.
Submission of a personal statement (essay) that is no longer than 500
words.
A copy of the identity page of the students passport.
When these items are received, an evaluation is made of the applicant’s eligibility
for admission. If all requirements are met and the applicant is determined
admissible, a letter of acceptance will be mailed to the student.
Internal Transfers
Students seeking to change their major should inform their current academic
advisor and consult with the academic department chair of the new major they
are considering. The academic department chair, or other department
representative, will interview the student and review his/her academic record. A
Change of Major or Readmission form is filled out and signed by the student.
Courses to be accepted into the new major are included with the form.
The grade point average in the new major will consist of only those courses used
in the new major and must be at least an aggregate 2.0 GPA to enter the major.
The academic department chair signs the form indicating whether the petition is
approved or denied. Academic Department Chairs are not required to approve
petitions if, in their opinion, the student will not succeed academically.
Changing academic majors can impact the length of time to graduation and
financial standing. Students are advised to also meet with their financial aid and
student financial services counselors to discuss any potential impact to their
financial aid and tuition payments as a result of the change of major.
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Section V
Students
External Transfers
At Wentworth, there are two primary criteria for evaluating transfer students:
academic achievement and personal qualities.
Academic Achievement
Wentworth considers both high school and college transcripts when evaluating
transfer students. Typically, successful applicants have grade point averages of
C+ to B+ or better. However, there are many students who choose to transfer
because of problems they have experienced at another school – problems that
may have affected their grades. Others may have met Wentworth’s requirements
based on high school achievements, but then chose colleges that weren’t right
for them. Still others may not have been ready for Wentworth after high school,
but have since focused their interests at another college. Whatever the reasons
for transferring, the most complete information possible is used to make
admissions decisions and take individual situations into account.
Personal Qualities
Personal qualities are reflected in the information in the completed application –
including the personal statement or essay and at least one recommendation
letter. Wentworth is looking for students with a career oriented focus, who are
motivated to succeed in their chosen field of architecture, computer science,
design, engineering, engineering technology, or management, and who have an
understanding of how a Wentworth program will help them reach their individual
goals.
The Admissions Process
As mentioned previously Wentworth practices rolling admissions, which means
application are reviewed as soon as all of its components are received. Transfer
applicants wishing to be considered for Fall must apply no later than May 1st.
Since some majors and on-campus housing fill up quickly, early application is
encouraged.
A complete transfer application includes the following requirements:

The application form and $50 application fee. Online applications are
strongly encouraged. Advantages to applying online include a more
timely review of the application.
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Section V
Students






Personal statement or essay.
Recommendation (from a professor or other professional familiar with
the student’s academic abilities).
Final official high school transcript.
Official college transcripts (photocopies and faxes are not considered
official) from all other institutions of higher learning attended.
College Official's Report (via Common Application) and
TOEFL score (or other documentation of English proficiency, refer to
information for majors have required sequences of courses that must
be taken within the Wentworth departmental program.
Once all the official transcripts with the application (and course descriptions, if
requested) are submitted, an evaluation of transfer credits and a list of courses
needed to take at Wentworth will be sent – usually within three weeks following
the acceptance letter.
2. Describe the philosophy of the Construction program related to transfer
credits, substitutions for required courses, and advanced standing for
transfer and special students.
Transfer Credits
Wentworth Institute of Technology allows the transfer of credit for courses
completed at other accredited colleges and universities in the United States and
Canada, provided the student achieved a “C” or better and the courses
correspond in time and content to courses offered at WIT. Coursework from an
accredited institution may fulfill WIT degree requirements but there is no
guarantee. In some cases, the course will transfer as elective credit and those
credits will count towards the overall hours required for graduation.
Students wishing to transfer credits in to WIT must submit official transcripts to
the Office of the Registrar before the Institute evaluates and awards credit.
Course descriptions (and in most cases,) syllabi, for each course should also be
submitted. Grades do not transfer in and are not calculated into the WIT Grade
Point Average (GPA). Coursework completed at colleges and universities outside
of the United States and Canada are evaluated on a case-by-case basis.
For incoming students, transfer credit is evaluated by the Transfer Credit
Coordinator in the Student Service Center. Transfer credit is applied to the
applicant’s record upon admission to the Institute for a specific program of study.
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Section V
Students
The Transfer Coordinator determines if the course content and credit hours are
equivalent to the Wentworth course and, at his/her discretion, may review and
amend the transfer credit subject to a student’s performance and available
credits.
As with regular students (freshmen), once all the official transcripts with the
application (and course descriptions, if requested) are submitted, an evaluation
of transfer credits and a list of courses needed to take at Wentworth will be sent
– usually within three weeks following the acceptance letter.
Course Substitution
In certain cases, students may get permission to substitute one course for
another within their degree program’s curriculum. Course substitutions must be
approved by the Department Chair of the course subject area. Approved course
substitutions will be reflected on the degree audit.
Advanced Standing for Work Experience
To qualify for advanced standing credit or a course waiver based on professional
or industrial work experience, a student must be admitted into the Institute for a
specific program of study and submit the following in the form of a portfolio:




A written narrative detailing how the work experience has met course
objectives including documentation detailing the years, type, location, and
skills and competencies gained from that experience,
A letter of verification from the applicant’s immediate supervisor or another
qualified person that verifies the applicant’s acquired skills and
competencies for which they have petitioned to receive a course waiver or
advanced standing credit,
Other supporting documents as necessary.
Copies of professional licenses may also be submitted. The student may
also be required to take an examination testing their stated skills. Students
should present all documentation to their academic Department Chair.
Advanced Placement (AP) Testing Or Advanced Standing by College Level
Examination Program (CLEP)
Advanced Placement (AP) test scores of 3, 4, and 5 are acceptable for credit. AP
Biology credit will be allowed as a general or science elective. In addition to the
list of courses below, the program will also accept AP credit for Engineering
Page 74
Section V
Students
Physics I and II (PHYS310 and 320) and Computer Science I using (COMP120).
Following is the list of Wentworth courses for which AP credit will be accepted:
AP Exam
WIT Course(s)
Art History
HUMN150, Art and Theory
Biology
Science Elective
Calculus AB or Calculus BC: AB Subscore*
MATH280, Calculus I or
MATH285, Engineering Calculus I
Calculus BC*
MATH280, Calculus I and MATH290, Calculus II or
MATH285, Engineering Calculus I and
MATH295, Engineering Calculus II
Chemistry I with Lab
CHEM360, Chemistry I
Computer Science A
COMP128, Computer Science I or
COMP165, Introduction to Computing and Problem
Solving
Computer Science AB
COMP120, Computer Science I Using C or
COMP128, Computer Science I and
COMP165, Introduction to Computing and Problem
Solving
Economics: Macroeconomics
ECON115, Macroeconomics
Economics: Microeconomics
ECON215, Microeconomics
English Language and Composition
ENGL100, English I
English Literature and Composition
ENGL100, English I and ENGL115, English II
Environmental Science
Science Elective
European History
HIST125, World Civilization I and
HIST126, World Civilization II
Foreign Language or Literature Exams (Chinese,
French, German, Italian, Japanese, Latin, Spanish)
General Elective
Government and Politics: Comparative
POLS120, Political Science
Government and Politics: US
POLS150, Introduction to US Government
Human Geography
General Elective
Music Theory
General Elective
Physics B
PHYS210, College Physics I
Physics C: Electricity and Magnetism
PHYS320, Engineering Physics II
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Section V
Students
Physics C: Mechanics
PHYS310, Engineering Physics I
Precalculus
MATH205, College Math I and
MATH250, Precalculus
Psychology
PSYC110, Psychology
Statistics
MATH130, Statistics and Applications
Studio Art: 2D Design
General Elective
Studio Art: 3D Design
General Elective
Studio Art: Drawing
General Elective
US History
HIST130, US History to 1877 and
HIST140, US History from 1877 to Present
World History
HIST125, World Civilization I and
HIST126, World Civilization II
*Students may also receive proficiency credit for MATH205, College Math I and/or
MATH250, Precalculus, depending on the requirements of their degree program.
The following is a list of acceptable CLEP examinations. The student must achieve a
“C” grade or better as a “Mean Scaled Score.”
CLEP Subject Exam
Wentworth Course
Introductory Macroeconomics or
Introductory Microeconomics
ECON110, Economics
English Literature or Analysis and Interpretation of
Literature or American Literature
ENGL115, English II
Western Civilization I
HIST125, Ancient World Civilization
Western Civilization II
HIST126, Modern World Civilization
American History I
HIST130, U.S. History to 1877
American History II
HIST140, Modern U.S. History
American Government
POLS150, Intro to American Government
Introductory Psychology
PSYC110, Psychology
Introductory Sociology
SOCL105, Sociology
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Section V
Students
Military Service
To qualify for advanced standing credit, students must provide their DD214, and
any other official documentation of military service.
3. Describe the control the construction unit has over the quantity and quality
of new students.
All decisions on admittance of new students are determined by Admissions
Office.
The Department Chair reviews transcripts and evaluates transfer credit for
individuals coming into the CM program from other programs at Wentworth or
from other schools. Transfer credit is granted where course content is equivalent
and, in the case of external transfers, where a minimum grade of C has been
achieved.
B. QUALITY OF NEW STUDENTS
1. Indicate the quality of new students for the most recent full year. Show the
average values.
Figure 24. Quality of New Students Fall 2012
SAT Scores for CM Students
Year 2012
Freshmen
Internal
Transfers
External
Transfers
Total
CR(Verbal)
Math
Writing
CR + Math
Total
487
533
473
1020
1493
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
487
533
473
1020
1493
2. Comments
Values shown in the above table represent the scores of students entering the
CM program only. The Institute also does not track test scores for internal and
external transfer students. External transfers are only required to provide high
school and college transcripts.
Page 77
Section V
Students
C. ENROLLMENT DATA
1. Indicate the total number of students enrolled in the Construction program
during the fall semester or quarter for the past five year
Figure 25. Enrollment
Year
2008 2009 2010 2011 2012
Undergraduates
Freshmen
136
130
106
101
87
Sophomores
110
107
92
74
91
Juniors
127
107
88
70
67
Seniors
131
124
116
104
86
504
468
402
349
331
Total Undergraduates
Graduate Students
Masters
N/A
N/A
29
52
53
Doctoral
N/A
N/A
N/A
N/A
N/A
504
468
431
401
384
Total All Students
2. Provide the tabular data that indicate the approximate number of full-time
and part-time undergraduate students for the fall semester or quarter for
the past five years. Define the institution’s method of accounting for parttime students.
Part-time students are identified as those persons who register for less than 12
credits per semester. While there may be some students who are registered for
less than 12 credits in a given semester, there is no part-time track in the CM
curriculum.
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Section V
Students
D. GRADING SYSTEM
1. Briefly describe the institution’s grading system.
Grade Point Average (GPA)
The semester credit hours earned in each course are multiplied by the weight of
the grade received. The sum of these products divided by the total semester
hours taken by the student during a semester is the grade point average (GPA).
Courses in which advanced standing credit is given for work taken in other
institutions of higher education, or in which grades of IC, W, WA, S, U, or V are
received, are omitted in determining the grade point average (GPA).
Exclusion of courses from the GPA may occur with one, or any combination, of
the following actions:



The student is readmitted to the Institute
The student repeats a course with a grade of C-, D+, D, or F and
The student changes his or her program and the course is not applied to
the new curriculum’s GPA, as determined by the appropriate academic
Department Chair.
Grading Scale
The symbols used in the grading system are defined as follows:
Grade Definition
A
AB+
B
BC+
C
C-
Weight
Numerical
Definition
Student learning and accomplishment far exceeds published objectives for 4.00
the course/test/assignment and student work is distinguished consistently
3.67
by is high level of competency and/or innovation.
96-100
Student learning and accomplishment goes beyond what is expected in
the published objectives for the course/test/assignment and student work
is frequently characterized by its special depth of understanding,
development, and/or innovative experimentation.
3.33
88-91
3.00
84-87
2.67
80-83
2.33
76-79
2.00
72-75
1.67
68-71
Students learning and accomplishment meets all published objectives for
the course/test/assignment and the student work demonstrates the
expected level of understanding, and application of concepts introduced.
Student learning and accomplishment based on the published objectives
92-95
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Section V
Students
D+
D
for the course/test/assignment were met with minimum passing
achievement.
1.33
64-67
1.00
60-63
Less than
60
F
Student learning and accomplishment based on the published objectives
for the course/test/assignment were not sufficiently addressed nor met.
0.00
S
Satisfactory
0.00
U
Unsatisfactory
0.00
V
Waived
0.00
W
Withdrew (Student drops course)
0.00
WA
Withdrawn/Administrative (instructor withdraws student for nonattendance)
0.00
IC
Incomplete (Temporary)
0.00
NR
Grade Not Reported by Instructor
0.00
Wentworth does not accept “P” (pass) grades.
Course Audit
There is no audit option for Wentworth courses. Audits taken at other academic
institutions will not appear on a student’s record.
Incomplete Grades
A temporary grade of IC may be issued only if a student has completed the
majority of the work in a course and has a medical or personal emergency that
would prevent him or her from completing the work by the time grades are due. It
is not used to allow students who mismanage their time to turn in work late.
Students seeking an IC grade must make arrangements with the course
instructor prior to the final examination period.
Although a student may have missed a final examination or be deficient in other
required work, an appropriate final letter grade will be assigned in the absence of
an approved petition.
Unresolved IC grades received in the fall semester will automatically be changed
to F at the midterm grade deadline during the following spring. Unresolved IC
grades received in the spring and/or summer semester will automatically be
changed to F at the midterm grade deadline the following fall.
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Section V
Students
If a course in which a student receives an IC grade is a prerequisite for a
subsequent, pre-registered course, the IC must be made up and a passing grade
received before the end of the drop/add period during the semester the student
takes the subsequent course.
Midterm and Final Grades
Midterm grades are posted at the mid-point of each semester on Leopardweb.
They are temporary and indicate a student’s progress in a course, and do not
appear on the official transcript.
Final grades are posted on Leopardweb at the close of each semester. They are
permanent and appear on the official transcript. Specific dates for the posting of
mid-term and final grades are published in the Academic Calendar for each
semester.
2. Describe any special grade requirements established by the Construction
Unit.
Grading requirements and procedures for the Construction Unit are consistent
with those of the Institute.
In addition to the required courses in the major, the following are also required for
graduation:


Demonstrated completion of a U.S. Department of Labor Occupational
Safety and Health Administration (OSHA) 30-hour training course in
Construction Safety & Health.
Submission to the Registrar of a photocopy of either the signed and dated
card or verification and dating of entrance ticket or receipt indicating that
the student actually attended the training will serve as adequate proof.
3. Describe the institution’s procedure for recognizing academic excellence.
Full-time day undergraduate degree program students (attempting at least 12
credits) who achieve a semester grade point average of 3.50 or better, with all
grades at least “C” (2.0) or better for the semester, are recognized for their
scholastic achievement by placement on the Dean’s List.
Latin honors accompanying baccalaureate degrees are awarded in three grades
based on the final cumulative grade point average. Summa cum laude, with
Highest Honors, is awarded to students with a 3.90 cumulative GPA or higher.
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Students
Magna cum laude, with High Honors, is awarded to students with a 3.75 to 3.89
cumulative GPA. Cum laude, with Honors, is awarded to students with a 3.50 to
3.74 cumulative GPA.
4. Describe the institution’s procedure related to poor student performance,
probation, suspension, and readmission.
Students are expected to work continuously toward their academic degrees. To
maintain Good Academic Standing students must fulfill two requirements:

Maintain a minimum cumulative GPA based on the following table:
Class
Minimum GPA
Earned Credit Hours
Freshmen
1.70
0-31
Sophomore
1.85
32-63
Junior
2.00
64-95
Senior
2.00
96-139
Fifth Year
2.00
140+

Achieve a minimum completion of 66% of the credits attempted in any
given semester.
Academic Warning
Students whose semester GPA does not meet the minimum GPA for their class
in the chart above will be put on Academic Warning for the next academic
semester. Academic Warnings are intended to make students aware that they
are in jeopardy of falling into probationary status if improvements are not made.
Students on Academic Warning are encouraged to meet with their advisors to
discuss methods to improve their GPA.
Academic Probation
Students not meeting the criteria for Good Academic Standing will be put on
Academic Probation for the next academic semester. A student who does not
meet the criteria for Good Academic Standing for a second successive semester
will be academically dismissed from the Institute.
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Section V
Students
In addition, any day student that is put on probation for a second nonconsecutive semester in their academic career at Wentworth may be subject to
academic dismissal.
Students on probation are encouraged to take advantage of the resources of the
Institute including their academic advisor, The Learning Center, and the
Counseling Center, to develop strategies for success in their academic pursuits.
Students on probation must meet all of the requirements outlined on the
probation checklist.
Students who take classes at Wentworth (including Colleges of the Fenway
courses) in a third (non-scheduled) semester for the purpose of improving their
GPA may petition to have their probationary status reviewed following the posting
of their final grades in the classes. Petitions should be addressed to the Office of
the Provost in care of the Director of Academic Relations. (Please note that
transfer credit grades are not factored into the student’s GPA.)
Academic Dismissal
A student on academic probation who does not meet either of the two criteria for
Good Academic Standing for a second consecutive semester will be dismissed
from the Institute. In addition, any student who is put on probation for a second
non-consecutive semester in their academic career at Wentworth may be subject
to academic dismissal.
Students will be notified in writing that they have been academically dismissed at
the conclusion of a semester. Students who have been academically dismissed
may appeal this decision in writing to the Academic Appeals Committee in care
of the Director of Academic Relations within the deadline stated in the notification
letter signed by the SVPAA/Provost. Students may not continue their courses
until their appeals have been resolved.
Readmission
Any student who wishes to be readmitted to Wentworth is required to submit a
Change of Major or Readmission form to their respective Department Chair. The
petition is reviewed by the department and, if accepted, signed by the
Department Chair. Department Chairs are not required to approve petitions if, in
their opinion, a student will not succeed academically. A student who has been
academically dismissed is eligible to petition for readmission to their academic
department head after one semester has elapsed from the time of dismissal.
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Students
Courses taken previously by the student that are not accepted are listed on the
back of the change of major form and are removed from the student’s GPA.
Students must have a minimum GPA of 2.0 once readmitted.
Readmission is not guaranteed. Students cannot be readmitted to programs that
have been discontinued. Students requesting readmission to a major that has
undergone substantial change since they matriculated may not get credit for all of
the courses they have taken. Credit for courses taken more than ten years prior
to the student’s readmission is not allowed. This policy applies to courses taken
at Wentworth as well as those taken at other schools.
E. ACADEMIC SUCCESS AND FAILURE
1. Indicate the number and percentage of the students that were on the honor
roll during the past year.
Fig. 26: Honor Roll
Fall 2011
Spring 2012
Year
2011-2012
Total CM Students
Freshmen
Sophomores
Juniors
Seniors
Total
349
14
7
4
0
25
%
4
2
1
0
7
349
8
9
0
12
29
%
2
3
0
3
8
Summer 2012
349
0
0
7
21
28
%
0
0
2
6
8
2. Indicate the number and percentage of the students that were on academic
probation during the past year.
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Section V
Students
Fig. 27: Probation Students
Fall 2011
Spring 2012
Year
2011-2012
Total CM Students
Freshmen
Sophomores
Juniors
Seniors
Total
349
16
9
5
2
32
%
5
3
1
1
9
349
5
2
0
0
7
%
1
1
0
0
2
Summer 2012
349
0
2
5
0
7
%
0
1
1
0
2
3. Indicate the number and percentage of the students that were lost due to
dismissal, withdrawal from the institution, or transfer to another program
during the past year. Do not include graduates.
Year
2011-2012
Total CM Students
Freshmen
Sophomores
Juniors
Seniors
Total
Figure 28. Attrition
Fall 2011
Spring 2012
Summer 2012
349
6
2
6
4
18
349
1
1
1
0
3
%
2
1
2
1
5
349
8
7
1
4
20
%
2
1
2
1
6
%
0
0
0
0
1
F. RECORD KEEPING
1. Describe the academic record keeping procedures of the construction unit,
including the final graduation audit. Include, in appendix, a copy of
principal forms used.
Record keeping procedures for the construction unit, including final graduation
audits, are consistent with those Institute wide. Copies of drop/add forms, course
substitutions, petitions to take a course at another institution, petitions to change
a major or readmission, request for change of grade or incomplete grade, petition
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Students
for voluntary withdrawal and any written correspondence/ancillary information are
kept on file within the department. Access to this information is given to only
agents of the Institute including the Department Chair, administrative support
staff and faculty (academic advisors). Copies of these forms cited above are
attached as part of Volume II, Appendix C.
Degree Audit
A degree audit is a computer-generated analysis that enables a student and his
or her faculty advisor to assess the student’s academic progress and unfulfilled
degree requirements. The degree audit is available on Leopardweb to currently
enrolled students and their faculty advisors. The degree audit is a valuable tool
for academic planning because it matches the courses a student has taken with
the requirements of his or her degree program. Students are responsible for
completing all the requirements listed on the degree audit prior to graduation.
The degree audit is the basis on which the student is cleared for graduation by
the Student Service Center.
2. Describe the interface with the institutional record keeping system.
Original copies of student records including the formal application, high
school/college transcripts, test scores and information supplied by the
department are housed in the Office of the Registrar. As is the case at the
department level, only agents of the Institute have access to student records.
G. ACADEMIC ADVISEMENT
1. Describe the academic advisement procedure used by the construction
program
Once matriculated, students are assigned an academic advisor who monitors
academic progress. Freshmen meet with their respective advisors during
Opening Week to review the curriculum and to introduce CM students to
departmental activities and make them feel more comfortable in their college
years at Wentworth. Advisors also point CM students in the right direction for
scholarships, co-op opportunities, career opportunities, and other areas of
concern.
Freshmen and sophomores are also required to meet with their respective
advisors prior to registration each semester. The advisors review past
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Section V
Students
performance and guide the students in registering for courses. This requirement
is enforced by providing Registration Access Codes (RAC) to students only after
they have met with their advisors. This RAC is required for freshmen and
sophomores to register for classes. The advising of freshmen and sophomores
is generally conducted during a department-wide advising day each semester.
Advisors are available to meet with upperclassmen as needed to provide
guidance on selecting courses and completing requirements.
The assignment of faculty advisors to students is generally maintained
throughout the students’ tenure at Wentworth. However, sometimes
assignments must be reallocated to balance the advising load for all faculty.
The Department Chair is the first point of contact for all transfer students. Once
the Department Chair has met with these students, reviewed their records and
mapped out their path to graduation, these students are assigned to other faculty
who will act as their advisor. This single initial point of contact is maintained to
create a consistent treatment of all transfer students.
After being assigned an advisor, students can find his/her name on Lconnect,
Wentworth intranet system (lconnect.wit.edu), by reviewing their Degree Audit /
Audit Information in the Student Service section as well as on the Advising web
page. Students may also find faculty members’ phone extensions by accessing
the Campus Phone Directory on the Wentworth home page.
In addition to departmental/registrar records, the academic advisor can gain
access to student information electronically via the Institute’s Banner Information
System and on the Wentworth intranet system (lconnect.wit.edu).
Probation Workshops are also offered in September and January to students on
Probation. Each student is informed of the workshop within his/her Probation
letter and by a subsequent email. Representatives from the SVPAA/Provost, The
Learning Center, Counseling Center, Student Services Center, Library, and
Career Center (Co-ops) attend the workshop to inform students of resources
available to them for achieving Good Academic Standing.
Mentoring at Wentworth
The Construction Management Mentoring Program was started in October 2003.
The program as currently structured is open to all sophomores in the CM
program. Joining the mentoring program is voluntary. Students who volunteer for
the mentoring program sign a partnering agreement with their mentor which is
also used to match students to the appropriate mentor. Students meet with their
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Section V
Students
mentors over the course of a semester at construction sites, offices and
professional meetings. In Spring 2011, there were 39 students enrolled in the
CM Mentoring Program.
2. List the faculty members who are serving as academic advisors, and
indicate the number of students assigned to each.
Students are assigned alphabetically to each advisor. Each advisor is assigned
approximately 1/10 of the student body (approximately 34 students per advisor).
The table below shows student advisees distribution for each academic advisor.
Advisor
Number of
Students
Payam Bakhshi
35
Ilyas Bhatti
38
Cristina Cosma
36
Mark Hasso
35
Todd Johnson
31
Rogelio Palomera-Arias
30
Monica Snow
34
Scott Sumner
34
Thomas Taddeo
34
If a student changes his/her major into the CM program, he/she will be assigned
a new advisor, which will help the student stay abreast of current information
regarding classes, classmates, and future career.
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Section V
Students
H. STUDENT ACTIVITIES
1. List the student organizations that are sponsored by the construction unit
and/or are primarily for construction students. Include the organization
name, the approximate number of members or participants, and a brief
statement of purposes and/or activities.
The CM Department sponsors the Construction Management Club and Sigma
Lambda Chi. This student organization has a president and officers and a faculty
advisor from the CM Program. The description, goals and objectives of each
organization are outlined below:
CM Club
The CM Student Club’s goal is to support and promote creative methods of
construction projects in combination with promoting the construction industry as a
whole and the construction process for union and non-union shops.
The CM Club has over 55 active members who are dynamically participating in
various activities including:






Regional and national competitions,
Community service projects,
Attendance at conferences and industry events like the CMAA breakfast
meetings, Boston Society of Civil Engineers (BSCE) events and AGC
Young Contractors Council,
Attending construction industry guest speaker events
Construction Jobsite visits and
Recruitment events such as Open Houses
One of the most significant activities the members of the club are involved in is
the Associated Schools of Construction (ASC) competition. During this
competition a team of six students must submit a bid proposal in limited time
frame (half a day), based on a bid package given by the organizing committee,
and present it to the judges. This is a great opportunity for the students to
simulate industry activities and for industry professionals to see how students
respond to the challenges that they may encounter in their careers.
Sigma Lambda Chi
The CM Department on behalf of Wentworth maintains an active chapter of
Sigma Lambda Chi (Omicron IV) to provide recognition, both locally and
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Section V
Students
internationally, for the accomplishments of students enrolled in the program.
Students that demonstrate excellence in academics and active involvement in
extra-curricular activities become eligible once they have completed the
equivalent of two full academic years (70 credits) with a cumulative grade point
average in the top 20% of students in the program. Eligible candidates are
invited to join by the current membership and must fulfill certain obligations
before becoming members. This includes participation in certain community
service events as set forth by the chapter and the induction ceremony. At the
end of the Spring semester 2012, there were six members from the CM
department in the Omicron IV chapter.
2. Describe the extent to which construction students participate in course
and faculty evaluations, in curriculum development and revision, and in
other student-faculty activities.
Students are given the opportunity to assess course activities and faculty
performance by completing an on-line course evaluation prior to the end of each
semester. This survey is conducted by the Institute. In addition, the construction
unit employs pre and post course surveys to determine if students have improved
their knowledge based on the content of the course.
In addition, the department conducts exit interviews and surveys with all of the
graduating seniors to gain insight into student perceptions of the curriculum,
courses and faculty.
3. Describe the extent to which construction students participate in campuswide activities.
The CM students play a major role in the extracurricular activities at the Institute.
Many students participate in varsity and club related athletics (i.e. basketball,
soccer, hockey, rugby, lacrosse, baseball, golf, softball and volleyball), student
government, organized clubs and professional associations. They also
participate as President’s Hosts, in admission and recruitment initiatives (Open
Houses, Discovery Days and Freshman/Transfer Orientations), as ROTC cadets,
as part of Drug and Alcohol Awareness, and as members of the Dean’s Advisory
Council. They also tutor students.
The aforementioned lists are not all inclusive as there are many more activities
and opportunities available to students on campus and through the Colleges of
the Fenway Consortium. Most of these activities are coordinated through the
Offices of Student Affairs and Student Leadership and Multicultural Programs.
Details can be found in the Wentworth 2012-2013 Academic Planner and
Student Handbook.
Page 90
Section V
Students
I. GRADUATES AND PLACEMENT DATA
1. Indicate the number of degrees awarded during the past five years.
Figure 29. Number of Graduates
Year
2008
2009
2010
2011
2012
Associate
N/A
N/A
N/A
N/A
N/A
Baccalaureate
90
108
119
99
94
Masters
N/A
N/A
N/A
N/A
29
Doctorate
N/A
N/A
N/A
N/A
N/A
2. Indicate the first career step of the graduates of the past year. Show the
number of graduates in each category.
Figure 30. Placement Data from Wentworth Employment and
Graduate School Report - 2011
Type of Employer
No. of Graduates
Construction Manager
35
Construction Trades
11
Cost Estimators
3
Other
15
Total
64
64 CM graduates who responded to the 2011 Graduate Survey conducted by the
Career Placement Office indicated that they were employed.
3. The average annual salary of the above undergraduates was $48,149 (2011
data).
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Section V
Students
4. Describe the design of alumni tracking objectives, documents, and
procedures.
Tracking of alumni/ae begins with the Graduate Survey conducted by the Career
Center. Results are reported to the Department annually via an internal
document entitled “Employment & Graduate School Report - YYYY”. This survey
focuses on obtaining information from students as they graduate relative to their
employment status e.g. name of employer, job title, starting salary, etc. (A copy
of the Graduate Survey and Questionnaire is included in Volume II, Appendix E
of this report. An excerpt from the Employment & Graduate School Report 2011, which is the most recent summation of data available from the Career
Services Office at this time can be found at http://www.wit.edu/careerservices/DOCS/2011 Employment Report.pdf)
The Department Head conducts the Alumni Survey annually. Alumni/ae are
contacted by email to provide information regarding their employment status and
to comment on their level of satisfaction with the CM program. Included in the
survey are questions concerning the curriculum, faculty, facilities and support
services designed to measure the effectiveness of the Program in meeting its
stated goals and objectives, as well as those of the Institute. (A copy of the
questionnaire and summary of the most recent results (Fall 2011) can be found
in Volume II, Appendix E.)
5. Provide examples of survey or other documents used, and a summary of
the results of the most recent follow-up study.
Survey documents and summary statistics can be found in Volume II, Appendix
E. Analysis of the statistics can be found in Section IX.A
J. OTHER
If scholarships or other financial aid is available to students in the program,
please indicate.
State and federal financial aid is available. Institutional and other scholarships are
also available. For a complete list, please see the Financial Aid page on
www.wit.edu.
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Section VI
Facilities and Services
VI. FACILITIES AND SERVICES
A. LABORATORIES
1. List the laboratories used for courses taught by the construction unit.
Briefly describe the space, including furnishings and equipment. List the
construction courses that use the space on a scheduled basis.
All day students and faculty members by (Fall 2008) had received laptops. This
change has eliminated the need for dedicated computer labs. Now, almost any
classroom can become a computer lab. The students have access to the
software such as AutoCAD, Timberline estimating, Primavera Project
Management (P6), MS Office, MS Project and Revit through their laptop.
However, there is still a computer lab for student’s use called the Beatty Hall
Open Lab, and offering both Macintosh and PC computers. Moreover, there is a
computer lab for faculty development and instructional presentations called the
Davis Center for Advanced Graphics and Interactive Learning.
The Department of Construction Management maintains five separate laboratory
facilities that are utilized for instruction in the program. The table below describes
each laboratory, its size, major pieces of equipment, and those courses that
utilize the particular laboratory. All laboratories are clean, properly lit and
ventilated, secure, and well maintained. The Physical Plant Department
responds promptly to all maintenance requests and in particular to those during
or directly impacting instruction periods (such as a tripped circuit breaker or a
drain clog in the middle of a laboratory session). Between terms (three times
each year), a comprehensive cleaning, inventory, and maintenance program of
all laboratory facilities is accomplished.
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Section VI
Figure 31: Laboratories
Building
ANXNO*
ANXCN*
Room
No.
005
007
ANXCN*
012
ANXCN
Next
to 012
ANXSO
002
004
Approx.
Area
( )
Laboratory
Name
310
Survey Locker
1,249
Construction
Materials
Laboratory
(Aggregate
Testing
(Laboratory)
Description of
Major Equipment
Topcon GTS-702 electronic total stations
Topcon GTS-600C electronic total station
Topcon GTS-6003C electronic total
station
Topcon ATGA automatic levels
Topcon DT102 Digital Theodolite
Topcon DL102 electronic digital levels
AGL pipe laser
AGL construction laser electronic level
Magellan Promark X CP (submeter)
Global Position System
Assorted survey accessories for 30
students
compression machine
stainless steel workstations
sieve shakes with assorted sieves
sample splitter
testing screen
drying ovens
scales
compaction equipment
Courses
CONM 201
Construction
Surveying
CONM 360
Materials
Testing and
Quality
Control
CONM 360
Materials,
Testing and
Quality
Control,
CONM 136
Building
Construction,
CONM 206
Heavy
Construction
3,604
Concrete
Laboratory
sieve shakers,
sample splitters,
curing tank,
drying ovens, and
compression machine
Two concrete mixers
3,951
Jobsite
Laboratory
concrete forms
masonry mixer
jobsite trailer
static displays
CONM 136
Building
Construction
laser printer
computer workstations with
22” monitors
CONM 265
Construction
Estimating,
CONM 430
Advance
Estimating,
CONM 645
Senior
Project,
CONM 118
Const.
Graphics
3,861
CM Project
Laboratory
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Section VI
Independent Physics and Chemistry Laboratories are located in Wentworth’s
Center for Sciences and Biomedical Engineering and are fully equipped to
service the Physics I and II required laboratory courses as well as the required
lab based Chemistry I course.
2. Discuss whether the space is shared with other academic units and who
controls the assignment of space.
Areas with * are laboratories which are shared with the Civil Engineering
department. The laboratories are controlled by the CM Department.
B. CLASSROOMS
1. List the classrooms used for the courses taught by the Construction Unit.
Indicate the seating capacity, furnishings (i.e. fixed seats, tablet-arm
chairs), and environmental problems (i.e., lighting, cooling, notice, sun
control.)
WIT provides over 150,000 square feet of classroom and laboratory space for
higher education activities. Almost 97% percent of classes are multimedia
classrooms, and 100% of them have wireless network access. Sufficient
classroom and laboratory facilities are available for students enrolled in the
Construction Management Department that provide an effective environment to
support the learning process with respect to both size and quality of academic
resources. During the required summer semesters most classes are conducted
in air conditioned classrooms.
The Institute classrooms are clean and quiet. All classrooms have whiteboards,
and are always well stocked with markers. All are well-lighted with a combination
of both natural light and powered light. Most have air conditioning, and all have
sufficient heat. All incandescent light has been replaced with diffuse fluorescent
lights, removing all shadows. With shades and multiple switches, rooms have
sufficient control over level of lights for various presentation methods. Rooms
and halls are cleaned every evening.
Page 95
Section VI
Figure 32: Classrooms
Building
Room
Number
ANXCN
ANXCN
ANXCN
ANXCN
ANXCN
ANXCN
ANXCN
ANXCN
ANXCN
ANXCN
ANXCN
ANXCN
ANXSO
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
WENTW
014
101
102
103
105
106
201
202
203
209
210
306
013
307
308
003
005
205
206
207
208
209
210
212
214
305
306
307
308
309
310
312
314
Approx.
Area
(sf)
936
652
803
815
855
3,552
896
832
816
936
768
1,352
740
635
1163
599
587
459
527
619
402
349
538
589
596
459
527
619
402
253
538
589
596
Capacity
40
40
46
49
45
242
40
40
40
40
40
44
24
48
30
37
35
25
40
42
19
17
38
42
44
21
40
38
19
9
42
36
39
Furnishings
WB, SCR, SP, T/A, A/C
Environmental
Problems
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
No
WB—White Board, SCR—Pull down Screen, SP—Slide Projector, T/A—Table
and Armchair, A/C—Air conditioning.
The Learning Center (TLC) is an important facility supporting the Construction
Management Department. TLC provides free peer-tutoring, computer based
tutorials and subject study groups, all designed to support student retention at
Wentworth. The goal of TLC is to assure every student a supportive environment
in which to shore up weaknesses in technical and writing in all disciplines and
general electives.
TLC is staffed by a Director, a Graduate Assistant, Writing Tutors and Peer
Tutors with a GPA of 3.0 or higher. The Center is an important component in
Page 96
Section VI
Wentworth’s retention effort. Strong math, sciences and oral and written
communication skills are essential both in the classroom and in the workplace.
Peer tutors provide one-on-one tutorials to students for coursework and for the
Sophomore Writing Competency Exam. Evening hours are offered as well.
2. Discuss whether the space is shared with other academic units and who
controls the assignment of space.
The Registrar’s Office controls the assignment of the space. Therefore, all
classrooms on the campus can be potentially assigned to the courses taught by
CM Department. Some of the classrooms used by the CM Department are listed
in the Figure 32.
C. STAFF OFFICES
1. List the staff offices for the construction unit. List sequentially by building
and room number.
Figure 33. Staff Offices
Room
Number
Approx.
Sq. Ft.
ANXCN
001
265
M. D’Agostino
ANXCN
003
165
Adjunct Office
ANXSO
001-A
107
Vacant
ANXSO
001-B
116
M. Hasso
ANXSO
001-C
116
M. Snow
ANXSO
001-D
116
R. Palomera-Arias
ANXSO
001-E
155
I. Bhatti
ANXSO
008
440
Reception Area
ANXSO
008-A
136
J. Gariepy
ANXSO
008-B
216
E. Sumner
ANXSO
008-C
120
T. Taddeo
ANXSO
008-D
120
T. Johnson
ANXSO
008-E
120
C. Cosma
ANXSO
008-F
130
P. Bakhshi
Building
Occupant
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Section VI
2. Discuss the location of staff offices on campus, including proximity to
secretarial services, classrooms, laboratories, library, and computer.
The department office is located in Annex South, Suite 008. The reception area,
photocopier, and fax machine and mailboxes are also located here. The offices
of the Department Chair, Academic Coordinator, and some faculty members are
located in this suite. Other faculty members are located in Annex South, Suite
001. All of the departmental laboratories are located in the lower level of the
Annex Building. The office of the departmental technician is located in Annex
Central, Room 001.
Many of the classrooms utilized for CM courses are located in the Annex
building. Overall, Wentworth is a relatively compact campus and all classrooms
and the library are within easy walking distance for all faculty and students.
Each faculty member as well as the technician and staff has a laptop networked
to two laser printer/copy/scanner machines.
D. LIBRARY
The Alumni Library supports the learning, teaching, and cultural needs of the
students, faculty and staff of the Institute by selecting, organizing, and providing
access to information in a variety of media on many subjects. The Library is
particularly interested in developing programs and instilling in the Institute
community life-long information acquiring and evaluation skills (commonly referred to
as information literacy).
The Library places a major emphasis on library instruction / information literacy in
both individual and group instructional settings. In the past years, freshmen have
participated in a lab on Efficient Searching of the Internet that introduces them to
Boolean search methods and helps them to develop a critical view of websites, with
useful evaluation methods. Juniors in Construction Management return to learn how
to research industry information, and seniors learn how to research information for
writing a business plan. The Department hopes to build information literacy skills into
this program to ensure that all students in the Department will receive the necessary
skils to promote life-long learning. In addition, students are trained with other
resources available to Wentworth’s library patrons, including several library
consortia, in particular Fenway Libraries Online, the Fenway Library Consortium,
and the Boston Library Consortium. Moreover, students can order their own
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interlibrary loan material, however other material must be ordered by a librarian.
Individual librarians are assigned as liaisons to academic departments, and work
with professors in those departments in selecting material, putting material on
reserve, assisting with supplementary material and resources for electronic syllabi,
and help teach basic and advanced research methods. The Alumni Library is open
seven days per week for a total of 96 hours. Hours are extended to midnight on
Sunday through Thursday, and to 8 p.m. on Friday and Saturday for the week prior
to, and the week of, final examinations. Reference Librarians are available to assist
students and faculty for 92 of the 96 normal hours.
1. Indicate how books and periodicals may be obtained by the construction
unit, (i.e. central library, departmental library, interlibrary loan program,
internet, etc.)
Figure 34. Library Holdings
Holdings as of 02/07/2012
Category
Printed Books
e-Books
Paper
Periodicals
Construction
5,017
243
29
Architecture and
Engineering
21,130
1,957
128
Business and
Management
6,221
5,299
17
Total Institutional
Library
74,564
71,585
385
The Alumni Library is the only library on WIT’s campus. It houses print resources,
videos, microfilm, CD-ROM’s, DVD’s / VHS tapes, and dozens of digital
databases, accounting for tens of millions of articles. For a complete look at the
Library’s digital collections, refer to http://www.wit.edu/library/.
The Library has a print collection of approximately 74,564 volumes and almost
385 paper periodical titles. The Library’s electronic collection continues to
increase in number and quality. Nearly all of the Library’s electronic resources
(78 databases, 71,585 e-books, 37,585 full-text electronic journals, and ereference tools) are available for remote access. The Library shares its online
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Section VI
catalogue of more than 1,000,000 items with nine other libraries in a consortia
arrangement, Fenway Libraries Online (FLO). Daily document delivery is
available through both the more than 100 libraries of the Boston Region Library
System (BRLS) as well as the Commonwealth’s Virtual Catalogue (VC), which
includes approximately 400 libraries of various types. Materials not available
through these systems can be requested through the Alumni Library’s
participation in OCLC/WorldCat, an international bibliographic database and
interlibrary loan source of more than 71,000 libraries and information centers in
112 countries.
The Alumni Library maintains several paper periodical titles that are relevant to
the CM Department: 83 Architecture, 29 Construction/ Management, 17
Business/ Careers, and 45 Technology/ Engineering.
The CM Department, like all departments, has unrestricted access to the
Library’s web-based catalogue from any computer. E-mail for reference is also
available (or to request materials.) Students may borrow material for a period of
four weeks and faculty for the entire semester or its equivalent. Materials may be
renewed if there is not a call on them.
2. Describe where the books and periodicals related to construction are
located (i.e. central library, departmental library).
The Library is centrally located on the second floor of Beatty Hall. It offers quiet
study as well as group study rooms so that all modes of study are
accommodated. The periodicals and books for the CM Department are easily
available and conveniently, located on the mezzanine and main floors of the
Library. New titles are featured in the Library’s catalogue.
3. Describe how the budget for the purchase of library materials for the
construction unit is established and how new acquisitions are selected.
Each year the Library’s materials budget is divided among several of the
professional librarians who develop the collection. One librarian is responsible for
all print materials, especially books in the construction area. This librarian with a
committee of others chooses print magazines and journals in the area as well
and is also responsible for reviews and recommends for purchase the
appropriate electronic databases. He/She also oversees all standing orders in
the field (e.g. codes, standards, estimating reference works, etc.) as well as
DVDs. Other librarians have the discretion to purchase related materials after
consulting with the chief acquisitions person for the department. All librarians use
a variety of sources for ascertaining what materials, print, media, and digital, are
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Section VI
available. Among these are the standard library periodicals (e.g. Library Journal;
Choice; Search: the magazine for Database Professionals) and many of the
construction organizations that review or advertise appropriate resources. Also,
all librarians share information and actively seek information on new databases
and reference sources that fit in with the strength of the Alumni Library. Vendor
catalogues are also perused. The Library also has a “profile” with its chief book
jobber, Blackwell North America. This vendor sends descriptions of books which
are relevant to our collections as defined in the profile and many are used as
sources for acquisitions. In addition, Wentworth has standing orders with ACI,
ASHRAE, ASTM, and Means.
In addition to the standard operating budget, a special account, the D’Agostino
Fund, is allocated just to construction materials.
4. Identify the courses taught by the Construction Unit that makes extensive
use of library reference materials, and discuss the utilization.
The students and faculty in Department of Construction Management use the
Library in a variety of ways. Professors make extensive use of the “Reserve”
function, placing textbook, library books, journal articles, and even their own
books, on reserve for students to use in the Library. Professors give assignments
which require students to use a number of reference and reserve items such as
articles, building and zoning codes, standards, and manuals. Because of the
heavy use of items such as the Manual of Concrete Practice, Architectural
Graphic Standards, and the Architect’s Handbook of Professional Practice, the
Library also owns these in CD-Rom format, which assures the availability and
integrity of each title.
Students are also required to use the Library when they are doing senior
projects. For these they will consult the Library online catalogue to access for
books and periodical databases for current articles in construction, management,
business, government statistics, and a host of related issues. Students also
make significant use of the Library when they are researching construction
companies and affiliated businesses as possible co-op or permanent employers.
In doing so they may use standard reference works or full text newspapers and
journals, or periodical databases such as Lexis-Nexis Academic Universe,
Hoovers.com, General Business File, and Encyclopedia of American Industries,
to name a few.
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E.
AUDIOVISUAL SERVICES
Approximately 97% percent of classes are held in multimedia classrooms. Since
the last report in 2006, the Institute has substantially upgraded the media in the
classrooms and network infrastructure and the Wentworth campus is completely
wireless in all academic areas, residence halls, and the peripheral surroundings.
Full support is also given to the telecommunication needs on campus. Media in
classrooms has been upgraded and additional classrooms have been retrofitted
to accommodate all media needs. The Division of Technology Services (DTS)
provides training and checkout of several types of media equipment. The media
list includes, but is not limited to, LCD computer projectors, laptops, slide
projectors, and portable speaker amplification equipment. Media services has
also designed rooms with touch screens designed to control lighting, computer
equipment, and slide projectors from a single location (generally from the front of
the room).
1. Describe the audiovisual resources and the visual aids of the construction
unit.
The Department has the following dedicated audio-visual equipment:



One portable Auto-focus digital camera
1 LCD projector
Two Smart Boards
2. Describe the audiovisual resources and the visual aids of the construction
unit.
The Department also has a collection of videos and slides for faculty use on a
variety of topics, including:
 “The Modern Marvels (Earth Movers: The Power to Move Mountain) by
History Channel,
 Crane,
 Skyscraper Video Vol. I,
 Video on Making the Structural Steel by AISC,
 Series of Slides on Steel Erection by AISC,
 ACI Field Test Instruction,
 Mega-Excavators by Discovery Channel and
 Extreme Engineering Iceland Tunnels by Discovery Channel
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Section VI
3. Describe the usage of visual aids in the courses taught by the Construction
Unit.
The faculty routinely uses powerpoint slides, and videos in lecture and laboratory
instruction. Slide and video usage is used extensively in courses dealing with
construction operations and materials, material testing, and structural design.
Several faculty members have developed slide collections on a variety of topics
for use in their courses. In addition, students are encouraged to develop and
utilize their own visual aids in oral presentations.
F. COMPUTER FACILTIES
1. Describe the computer facilities of the institution and the procedure for
obtaining time on the computer.
The students use their laptops (Mac or PC) in any class that requires computer
use. However, there is still a computer lab for student’s use called the Beatty
Hall Open Lab and offering both Macintosh and PC computers. The Division of
Technology Services (DTS) manages this lab as well as providing software/
hardware services to students. The Beatty Hall Open Lab has 3 PCs and 4
MACs for students to use from 7:30am to 11:00 p.m. throughout the week. (The
operation hours are different on Fridays and weekends.) There is also a wide
range of printers available throughout campus. Students have the option to print
to four high-speed laser printers or two size “D” color plotters from any system.
2. Describe the computer facilities of the construction unit.
The computer facilities of the Construction Unit which are available for student
use, consist the CM Project Lab listed in figure 31.
3. Describe the usage of the computers by the construction unit and the
student.
One of the objectives of the department is to graduate students that are
competent in the use of software applicable to the construction industry. The
following software has been incorporated in many curriculum courses. Examples
include:


Revit used in CONM118 Construction Graphics for drafting,
OnScreen Take-off used in CONM235 Mechanical Building Systems and
CONM 430 Advanced Estimating and Bid Analysis
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Section VI




P6 (Primavera Project Planner) and MS Project used in CONM406
Construction Project Scheduling, CONM580 Construction Project Control
and CONM645 Senior Project in Construction Management for
scheduling,
Timberline with the Means Data Base used in the CONM430 Advanced
Estimating and Bid Analysis and CONM645 for estimating,
Expedition used in CONM645 for documentation and
Prolog introduced in CONM 580 Construction Project Control for
document control.
In addition to the above, Microsoft Office and Excel are taught in CONM105
Introduction to Construction Management. In subsequent courses, students are
required to use this software in the preparation of all written reports and
presentations.
The staff and faculty of the Department of Construction Management have access
to student academic records through LConnect and the Banner system. Students
and faculty advisors may also access records via the intranet, using LConnect.
G. PLACEMENT SERVICES
1. Describe the institutional placement services.
The Wentworth Career Center offers a Co-op program where graduating students
and Alumni have a full range of career services including career advising, resume
preparation, interview and job search seminars, Career Fairs, Mock Interview
Days and job referrals. A reference room containing company literature,
periodicals, computers with Internet Access, and technical directories is also
available. The Center is located in Wentworth Hall and houses the Career
Planning and Cooperative Education Offices. It is open Monday through Friday,
8:15am to 4:45 pm.
The Career Center assists graduating students and alumni in developing realistic
career goals in accordance with the current economy and job market by offering
the following:


Online job listings, both full and part-time. Current job opportunities are
found on the Internet at E.Recruiting.com,
Individual appointments to enable students to explore in-depth career
opportunities and aid in the development of an individual’s job search
strategies,
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Section VI






Senior Information Seminars are offered to graduating students
throughout the academic year, covering such topics as salary
negotiations, benefits, and the current conditions of the job market.
On/Off-Campus Recruiting provides graduating students with the
opportunity to interview with prospective employers. The recruiting
season runs from February through July. (A calendar of “Companies
Recruiting On/Off Campus” is published monthly from January to June.)
Resume mailing service supplies companies with the resumes of qualified
individuals by specific majors. Resumes are sent out collectively to the
firms,
The reference room contains literature on hundreds of companies,
periodicals, trade newspapers, directories, and telephone books from
various states,
Summer employment listings are available beginning in March of each
year and
Computer and laser printers are available for writing and printing resumes
and cover letters.
2. List the companies that utilized the institutional placement service during
the past year that requested interviews with graduates of the construction
program.
Company Name
State
Acella Construction
MA
AJ Martini
MA
AP Dailey
NH
Artisan Development
MA
Aspen Square Management
MA
Automation Solutions
MA
Barletta
MA
Bill Archer Carpentry
CT
Biszko Contracting
MA
Bond
MA
Boston Water & Sewer Commission
MA
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Section VI
Company Name
State
Bowdoin
MA
Cafco Construction Management
MA
Campanelli Companies
MA
Central Ceilings
MA
CH Nickerson
CT
Chapman Design/Construction
MA
Chapman Waterproofing
MA
Cheviot
MA
Chris R. Grant
MA
CM&B
MA
Commercial Masonry Corp.
MA
Commodore Builders
MA
Consigli
MA
Continental Contractors
MD
Cross Management Corp.
NY
CSL Consulting
MA
Daniel O'Connell & Sons
MA/CT
Deady Electric
MA
DEW Construction
VT
Elaine Construction
MA
F&R Construction
MA
Forest City Ratner Co.
NY
Fox RPM
MA
Fresh Start
MA
Gem Auto Parts
MA
George Cairns & Sons
NH
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Section VI
Company Name
State
Gilbane Building Company
MA
Granite Construction
NY
Harry Grodsky
MA/CT
Hensel Phelps
DC
Interior Management
NY
Ipswich Associates
MA
J. Calnan & Associates
MA
Janey Construction
MA
JC Cannistraro
MA
JD Powers Builders
MA
JF White
MA
JK Scanlan
MA
John Moriarty and Associates
MA
JPS Everything LLC
NY
Keville Enterprises
MA
Kraft Group
MA
Kreatz Construction
MA
KTM Properties
NH
Lee Kennedy
MA
Leggat McCall
MA
Legion Construction
MA
M&L Mechanical
MA
Maggiore
MA
Manafort Brothers
CT
Manzella Contracting
MA
MBTA
MA
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Section VI
Company Name
State
MIT
MA
Moca Systems
MA
Modern Floors
MA
Nauset Construction
MA
New England Infrastructure
MA
Novartis
MA
Paolini Corp.
MA
Parsons Brinkerhoff
MA
PDS
CT
Perini Management Services
MA
Phoenix Mechanical
Pin Hole: Construction Mgmt
Piquard Building & Remodeling
Pizzagalli
MA
Hong
Kong
MA
VT/ME
PMA Consultants
MA
PMI Construction
MA
Precision Store Works
NH
RJ Cincotta
MA
RJ Messina
MA
S&F Concrete
MA
Sagamore Plumbing
MA
Shawmut
MA
Skanska USA Building
MA
Snell Construction
MA
SPS New England
MA
State of VT
VT
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Section VI
Company Name
State
Stop & Shop Construction
MA
Suffolk
MA
Thielsch Engineering
RI
Tocci Builders
MA
Tom Snell Construction
MA
Town of Milton
MA
Triumph Modular
MA
Turner
MA
Unlimited Environmental
CA
US Army
MO
USA Demolition
MA
Veterans Development Corp.
MA
Walsh
MA
Wayne J Griffin
MA
WCI Corp.
MA
Whiting-Turner
MD
Wise Construction
MA
WT Kenney
MA
Youngblood
MA
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Section VII
Relations with Industry
VII. RELATIONS WITH INDUSTRY
A. ADVISORY COMMITTEE
1. List the members of the industry advisory committee, their corporate
affiliations, and the type of construction activity they represent.
Affiliation
Type of
construction
Activity
Membership
Berry, a division of Suffolk Construction
CM
Corporate
Last Name
F Name
Jozokos
Sharon S.
Murray
Comeau
Robert
Tom
Bond Bros., Inc.
Commodore Builders
CM
CM
Corporate
Corporate
Smith
Frank
Eastern Insurance; Construction Division
Insurance
Corporate
Perrault
Alan
Jay Cashman, Inc.
CM
Corporate
Hutchins
Becker
Ryan
Leslie
Gibane Building
Keville Enterprises, Inc.
CM
CM
Corporate
Corporate
Gerstenlauer
John M.
Perini Management Services, Inc.
CM
Corporate
Doherty
Lanneville
Scarvalas
Paul
Dan
Chris
Shawmut Design and Construction
Skanska USA
Consigli Construction
Corporate
Corporate
Corporate
Griffin
Vaciliou
Colby
Fontaine
Corcoran
Bisbee
Pizzano
Wayne J.
Chuck
Drew W.
Christopher
Edward J.
Andrew
Walter
DeMelo
Jacobs
Collins, Jr.
Roma
Jack
Ralph
Jim
John R.
Leggat McCall Properties
Civil Engineer
Payette Architects
Raito Inc.
CM
CM
CM
Electric
Contractor
CM/GC
Law
GC
Law
CM/GC
Risk
Property
Managers
Civil Engineer
Architects
Foundation
Hamill
Ruszczyk
Thomas
Leonard
Redgate-RE
Survey and Mapping Consultants
Real Estate
Surveying
Individual
Individual
Callahan
Mak
John J.
Sunny
Turner Construction
WT Rich Construction Co.
CM/GC
CM/GC
Individual
Individual
Buras
TBA
Mary Anne
AGC of Massachusetts
Association
Individual
Association
Carlson
Rizzuto
Dick
Peter
Leonard
Kris
Walsh Brothers
Civil Engineer
Civil Engineer
Project
Executive
Wayne J. Griffin Electric, Inc.
Erland Construction
Colby Law Office, P.C.
Commonwealth Building, Inc.
Corcoran & Associates
Cranshaw Construction
Harvard University Risk Group
Corporate
Corporate
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Special
Special
Corporate
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Section VII
2. Describe advisory committee procedures.
Volume II Appendix D provides the committee By-Laws which outlines the
committee procedures.
3. Describe the ways in which the advisory committee has assisted the
construction unit.
Industry Advisory Board, (IAB), has been very helpful in the following aspects:













Establishing membership fees which provide funding for different needs
that are outside the operational budget. This included faculty
development, participation in ACCE meeting, support of students taking
CMIT exam and CM field training
Funding of field trips to local CAT dealer,
Participate in the mentoring program by providing mentors, site visits and
other opportunities for students to experience the regional construction
industry,
Co-funding of student’s CMIT exam expenses,
Funded scholarship for Freshmen CM students,
Hiring students after graduation,
Supporting mentoring program,
Involvement with curriculum review,
Hiring students for cooperative training,
Participating as guest speakers,
Facilitating site visits for the students,
Participating in the senior project evaluation and
Assisting in making project documents available for students’ projects.
B. Contributions
1. Indicate the total contributions made to the construction unit during the
past year and the five-year total. Show the number of donors in each group
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Section VII
Fig. 35: Total Contributions
Previous Year
Five Year Total
No.
Amount
No.
Amount
Construction
Association
Contractors
13
$14,000
13
$30,000
Alumni
Faculty
Individual
14
$1,400
14
$2,800
Other
Totals
27
$15,400
27
$32,800
This includes contributions by members of the IAB.
2. List non-monetary contributions to the construction unit during the last five
years:
Guest Speakers
John Cormier from Erland Construction
Andrea Goldman, Esq.
Ashley Greenwood – Suffolk Construction
Heather Ford
Jessica Gormley
Michael O’Tool - WSP Flack+Kutz
Michael Carr – MOCA Systems
Matthew DiPaolis – Vela Systems
Steve Hassell – Columbia Construction
Jeff Cohen – Fay Spoffard & Thorndike
Bob Rivers – Eastern Bank
Gary Leach – Eastern Bank
Frank Smith – Eastern Bank
Tom O’Connor – O’Connor Construction
Kevin Bernier – MOCA Systems
Anthony Consigli – Consigli Construction
Daniel McQuade – Tishman
Michael Powers, Symmes Maini & McKee
Joe Smalarz, Middlesex Federal Savings
Josh Kanner, Vela Systems
Jim Ansara, Shawmut Design & Construction
Jennifer Pinck, Pinck & Co.
Jay Cashman, Jay Cashman Inc.
Wayne J. Griffin, Wayne J. Griffin Electric Inc. Holliston, Massachusetts
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Section VII
Tom Clark, Ashling Construction Inc., Boston, Massachusetts
Thomas M. Payette, President – Payette Architects, Boston,
Massachusetts
Roy Greenwald, Donovan Engineering & Construction
Robert band, Perini Corporation, Framingham, Massachusetts
John Kelly, Commerce Bank
Steve McDonald, Erland Construction Inc.
Bill McPherson, Central Ceiling, Inc., Canton, Massachusetts
John Heinstadt, Wentworth Institute of Technology
Luciana Burdi – DCAM Program Manager
Kurt Dettman – Realignment Group
Bob Mabardy – Middlesex Construction
Senior Project Evaluations
Arthur Joubert – Stop & Shop
Steve Marshall – Massport
Tom Ellis- Heery International
Peter Collins – Heery International
Walter MacDonough – Attorneys at Law
Carolyn Sicard – NEI General Contracting
Walter Armstrong – Beth Israel Deaconess Hospital
Paul Hemphill – STV
Scott Naigles – Suffolk Construction
Michael Bertoulin – PB Americas
Joseph Allegro – Joe Allegro Construction
David Shrestinian – Bond Brothers
Pat Hafford – Wentworth
Joe Berry – Lee Kennedy
Michael Kearns – MIT
Steve Courtney - SCI X Science Studio LLC
Dick Carlson
Jennifer Weiss Donovan (Payette)
Chuck Vaciliou – Erland Construction
Charles Sacre – Kleinfelder/ SEA Consultants
Steve McDonough – Erland Construction
Robert Barton – Richard White Sons
Shawmut Conference Center: Shawmut Design & Construction donated material,
equipment and labor to rebuild and furnish the center with the latest technology
in media equipment and office furniture equivalent to approximately $150,000.
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Section VII
LCD monitor display system: Bay State Reprographics NRI donated a display
monitor for use by the department to convert all the display announcements from
hard copy to an electronic media.
Web Based Document Management System: Bay State Reprographics NRI
donated the labor and system design to list projects documents for the senior
project that are accessible by students remotely.
On Center Software: This software provides capabilities of on-screen estimating.
The following companies provided in-kind donations to build the Outdoor
Construction Laboratory valued at over $50,000:
Shawmut Design & Construction
Aggregate Industries
Independent Concrete Pumping Corporation
Reinforced Concrete Construction Committee (RC3)
Boston Plasterers’ and Cement Masons’ Local 534
Barker Steel
The Home Depot
In addition donation of state-of-the-art survey equipment from B.L. Makepiece
valued at over $250,000.
C. Seminars and Short Courses:
1. Indicate the seminars and short courses conducted by the construction
faculty for the construction industry during the past year. Indicate the
names of the construction faculty that participated as chairman, group
leaders, lecturers, etc.
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Section VII
Fig. 36: Seminars and Short Courses
Dates
2011
2011
2011
2011
2011
2011
2012
2012
2011
Description
Design for Safety- A lifecycle approach
Design Safety Webinar – Camp Dresser &
McKee
Construction Management Certification –
CMAA National Conference
Massachusetts Bar Association
Infrastucture Forum
Theory of Construction Management for
the carpenters union
Construction Planning & Scheduling (Haiti
Train-the-Trainer Program)
Project Management (Haiti Train-theTrainer Program)
PE Review Course October 2011
No. of Participants
45
Faculty Participants
Mark Hasso
250
Mark Hasso
150
Mark Hasso
25
150
Scott Sumner
Ilyas Bhatti
25
Ilyas Bhatti
25
Thomas Taddeo
25
Ilyas Bhatti
55
Cristina Cosma
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Section VII
D. Research:
1. Indicate research, both sponsored and unsponsored, conducted by the
construction unit during the past five years. Indicate the sponsors, the
amount of funding, and the major investigator(s).
Dates
2011
2011
20082012
Fig. 37: Research
Description
Amount
A Bayesian Model for Controlling
Cost Overrun in a Portfolio of
$0.00
Construction Projects
Casey Overpass – A bridge
connecting the parkway and
parkland in the Boston area
$0.00
Developing alternatives for
replacing or renovating the bridge
Rediscovery, documentation, and
analysis of traditional timber
construction in rural regions of the
world, as well as the investigation
and dissemination of trends in
Pending
timber as a structural material,
looking at the domestic and global
aspects to its suitability in
construction.
Major Investigator
Payam Bakhshi
Ilyas Bhatti
Monica Snow
E. Work Experience Programs:
1. Describe the co-operative work experience program. Indicate the number of
students and companies involved during the past year.
For over thirty years, Wentworth’s cooperative education program has allowed
students to integrate classroom learning with workplace experience. It has also
allowed employers to develop technical and professional skills in students that
are vital to their workforce.
Beginning in the junior year, Wentworth’s curriculum includes two required
semesters of co-op experience in the workplace. The semesters take place in the
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Section VII
spring of the junior year and the fall of the senior year, with a summer semester
of classes in between. Students may elect to complete a third optional co-op
during the summer after the sophomore year.
Wentworth Career Services supports its co-op employer partners by providing an
online recruiting process, developing co-op job descriptions and promoting them
to students, as well as mediating student and employer concerns.
Co-op enhances the student experience in relation to their depth of learning and
understanding of the field. Co-op enhances the employer experience by
developing potential employees with the skills necessary for a unique industry
and setting. It also provides employers with highly motivated employees able to
handle a variety of projects.
Between 2011 and 2012, 109 different employers hired at least one Wentworth
co-op student.
Term
CM students
Summer 2012
28*
Spring 2012
81
Fall 2011
100
*Includes optional co-ops as well as mandatory co-ops for students off track in
the program.
2. Describe the summer job program. Indicate the number of students and
companies involved during the past year.
There is an optional summer co-op program for sophomores. Based on the
Wentworth schedule, junior and senior students are in class during the summer.
There is no other summer jobs program.
F. Placement Assistance:
1. Describe activities of the construction unit to assist individual employers
with the job placement process. (Exclude the institutional placement
service, which is discussed in Section VI.)
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Section VII
All efforts to assist individual employers with the job placement process are made
through the institutional placement service.
2. Describe coordinated efforts with construction industry associations to
place graduates with employers.
Associated General Contractors of Massachusetts and Construction
Management Association of America, New England Chapter have collaborated
with Wentworth to promote students and graduates during breakfast meetings.
Students are also recruited as event volunteers. They attend the event for free
and are seated among influential professionals in the Boston area.
G. Student –Industry Interaction
1. List the national construction associations that sponsor student
organizations affiliated with the construction unit. Describe the interaction
with the sponsoring association.
For over seventeen years, Wentworth has been supported by the Construction
Management Association of America (CMAA) New England Chapter and also by
the national office in Washington DC. Over these years:




Students attended professional meetings, usually held at Wentworth.
CMAA has participated in promoting the Construction Management
Department Mentoring program.
CMAA has donated over $100,000 in scholarships and established an
endowed scholarship for the department in conjunction with Bond
Brothers.
The CMAA national office and the Construction Management department
collaborated in establishing a pilot program for the Construction Manager
in Training (CMIT) certification that will be a model for other universities
and graduates in practice.
Associated General Contractors (AGC) of Massachusetts has been supporting
the department and the students for more than three decades as follows:



AGC Massachusetts has been involved with the Industry Advisory Board
(IAB)
AGC has supported the program with guest speakers.
AGC has provided the program with scholarships over these years.
Page 118
Section VII



AGC provides seats for students to take the 30 Hour OSHA
The Construction Club participates in the Young Contractors Council of
AGC
AGC has placed students’ resumes on its web site.
2. List the major field trips taken during the past year. Include the job
location, the number of participants, and the associated course, if any.
Project
Number of Participants
Stop & Shop, Chelmsford
25
Tewksbury High School,
Boston
15
St. Sebastian School, Boston
5
BU Auditorium Renovation,
Boston
10
Mass Maritime Academy
Library, Buzzards Bay
15
Foxboro Charter School,
Foxboro
5
Westminster Bridge,
Westminster
5
Billerica School Project,
Billerica
5
NAVAF Wharf Project,
Boston
5
Ira Allen Building, Boston
97
CAT Dealership, Milford
30
MassArt Building, Boston
34
Course
CONM645 CM Senior
Project
CONM645 CM Senior
Project
CONM645 CM Senior
Project
CONM645 CM Senior
Project
CONM645 CM Senior
Project
CONM645 CM Senior
Project
CONM645 CM Senior
Project
CONM645 CM Senior
Project
CONM645 CM Senior
Project
CONM 136 Building
Construction
CONM 206 Heavy
Construction
CONM 136 Building
Construction
3. List the guest lecturers for the past year. Include the lecturer's name, topic,
date, and course of meeting.
Page 119
Section VII
Name
Luciana Burdi
Kurt Dettman
Bob Mabardy
Andrea Goldman,
Esq.
Ashley Greenwood
Heather Ford
Jessica
Gormley
Topic
Lean Construction
Lean Construction
Heavy Construction
Alternative Dispute
Resolution
Date
June 5, 2012
June 5, 2012
June 12, 2012
Nov. 4, 2011
Construction
Management Field
Work
Environmental
Engineering
Oct. 7, 2011
Construction
Management Office
Work
Dec. 2, 2011
Oct. 28, 2011
Course
CONM 645
CONM 645
CONM 645
CONM105 Intro. to
Const.
Management
CONM105 Intro. to
Const.
Management
CONM105 Intro. to
Const.
Management
CONM105 Intro. to
Const.
Management
Page 120
Section VIII
Published Information to the Public
VIII. PUBLISHED INFORMATION TO THE PUBLIC
A. SELECTED MATERIAL
1. List all program materials prepared for dissemination to the public.
Publications pertaining to the Construction Management program that are
disseminated to the public include:





Websites in the Institute’s domain, www.wit.edu, regarding the
Construction Management program (See Section IX, D-Public
Accountability.
The annual view book of Wentworth Institute of Technology
College of Architecture, Design, and Construction Management brochure
Construction Management brochure
Construction Management academic major sheet (tracking sheet)
Copies of publications will be provided during the accreditation visit.
B. METHOD OF MATERIAL SELECTION
1. List any institutional requirements governing publication of materials (if
appropriate).
The Institute has developed its own Style Guide and Visual Identity Guide,
governing major publications. Moreover, the Institute complies with applicable
laws, such as the Family Educational Rights and Privacy Act (FERPA), and the
rules of various accreditors. For example, all accreditors and their contact
information are listed, where required.
2. Describe the process used by the construction program to select materials
for publication.
Construction program personnel, including the Department Chair and faculty,
contribute information and also review it for content, accuracy, and style.
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Section VIII
Published Information to the Public
C. METHODS OF DISTRIBUTION
1. Provide a list of sources used to publish program information.
Sources include:
 College fairs
 Open Houses
 Mailings to prospective students and guidance offices at High Schools
 The world wide web
 On-campus distribution points, e.g., the Wentworth Admissions Office and
program offices
2. Describe your program’s method of informing the public that this material
is available.
Methods include:
 Mailing of Institute and Program information to prospective students and
high schools
 Listing the website on business cards and promotional pens
 Prospective and Accepted Student Days
 Email to prospective students
Page 122
Section IX
General Analysis
IX. GENERAL ANALYSIS
A. PROGRAM QUALITY ASSESSMENT
1.
a) Describe the academic quality plan in terms of both inputs and
outcomes, as it relates to program delivery, teaching, research, and
service.
The academic quality plan for the CM program engages all of its various
constituencies (i.e. current students, alumni, faculty, administrators,
employers, industrial advisors, and accreditors) in a structural assessment
procedure that uses quantitative and qualitative data gathered from a variety
of sources on a regular basis to affect change and improvement in the
program as needed. Implementation is spearheaded by the Department Chair
in concert with the CM faculty. The overall plan is shown graphically in the
document entitled “Quality Control & Assessment Flowchart for the CM
Program” (see Volume II Appendix E). Pursuant to quality control and
assurance guidelines established at the department level, all developments
receive the full support and guidance of the Institute’s Chief Academic Officer,
and the Vice President of Academic Affairs and Provost (SVPAA/Provost). It
should be noted that any action taken as a result of assessment to modify the
curriculum begins at the CM program level with recommendations being
made to the Department Chair by the CM Faculty. Before implementation,
these recommendations must be approved by the Institute’s Curriculum
Committee and ultimately by the SVPAA/Provost.
At the core of the academic quality plan is an assessment process that
utilizes data from numerous sources including the surveys listed in Section
IX.A.2. Among these, feedback from students is of primary importance in
assessing the effectiveness of program delivery and teaching methods.
Students have the opportunity to evaluate the effectiveness of individual
courses and faculty assigned to teach them via two course specific surveys,
the Institute Course Evaluation and the Pre/Post Course Evaluations which
are discussed further in Section IX.A.1.b. Students take these surveys on line,
anonymously, for each course in the curriculum. Results are made available
to the respective faculty and the Department Chair shortly after the end of the
semester. Student feedback is also gathered from seniors each year during
their last semester utilizing Senior Exit Interviews conducted by the
Department Chair. Issues raised by the students in both the course
evaluations and exit interviews may be addressed at a meeting of the
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Section IX
General Analysis
program faculty or entire department as appropriate. Issues may also be
addressed by the Department Chair and individual faculty members during
the annual faculty evaluation process.
A key element of the quality control program is the annual Faculty Evaluation
Process. This process involves an evaluation of faculty strengths,
weaknesses and opportunities in the areas of teaching, service,
scholarly/creative activity and professional development by the Department
Chair. At this time, faculty members have an opportunity to discuss student
evaluations and any problems in course delivery and student performance.
They can also address future needs to improve pedagogical concerns. These
may include improvements to the physical plant and upgrades to the
classroom technology, as well as the need to strengthen their own
background by attending seminars and conferences, taking courses or
serving internships in industry. Issues with teaching loads and teaching
assignments may be discussed as well. In addition, faculty may articulate
future plans and needs with regard to incorporating service learning projects
or collaboration as part of their course delivery. Faculty may announce their
intention to conduct scholarly work or undertake research projects that may
require a reduced teaching load, a sabbatical, physical space and funding.
The annual evaluation process also affords the faculty member and Chair an
opportunity to identify service opportunities that will benefit the CM program
and strengthen pedagogy. Opportunities that have been identified in the past
include service on departmental and institute committees, as well as those of
professional organizations such as ASC, AGC, CMAA and ACCE.
b) Describe how outcome assessment results are correlated with mission,
goals, program content, and outcomes to implement change where
needed.
As stated in Section IX.A.1.a., data is collected from numerous sources for
assessment purposes. This data is evaluated periodically in relation to the
course and program’s goals and learning objectives. Issues raised by these
surveys are discussed by the entire department as soon as they are
indentified. Changes, if required, are proposed, discussed and voted upon by
the CM faculty as quickly as possible. It should be noted that assessment
data from all sources as well as proposed changes to the curriculum are
shared and discussed with the CM program’s Industry Advisory Board (IAB)
at the discretion of the CM Department Chair and program faculty at the biannual IAB meetings. A discussion of each of the assessment tools and how
it is used to implement change follows.
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Section IX
General Analysis
Institute Course Evaluations
Students take course evalution surveys on line, anonymously, for each
course in the curriculum. Results are made available to the respective faculty
and the Department Chair shortly after the end of the semester. Depending
upon the outcome, modifications to the goals and learning objectives as well
as to content of a course are warranted. Minor changes to course content
may be undertaken by an individual faculty member. Proposals for major
changes, particularly those that may have an impact on other areas of the
curriculum, are discussed at a meeting of the full faculty and Department
Chair.
An example of how these evaluations have been used is in CONM 430
(Advanced Estimating). When student feedback indicated that too much time
was spent reviewing basic estimating procedures, the review was reduced to
one week in the next iteration of the course.
Pre- and Post- Course Surveys
One of the department’s primary evaluation tools is our Pre and Post Course
Survey. These surveys are a way to assess student learning from the start of
the course through the end. In addition, questions are derived from the
course goals and learning objectives which allows the survey to be used to
determine how successful a course has been in meeting them. A Pre-course
Survey is conducted at beginning of the semester to capture the extent of
student knowledge and understanding about key course concepts they will
study that semester. It can be used to measure students’ attitudes and
values relevant to course concepts and is predictive of students’ responses
and positions on course materials. A follow-up Post-course Survey is
conducted at the end of the semester. Comparing the Pre- and Post- survey
results is an effective way to demonstrate student achievement over time, as
well as effectiveness in meeting course goals and learning objectives.
The process of evaluating student Pre-and Post-performance surveys for a
course is a three part process:
 Develop concrete goals and learning objectives that reflect the
instructor’s desired knowledge level for that class,
 Determine the minimum acceptable results for student comprehension
and performance based on acceptable criteria, and
 Organize the lecture and laboratory exercises to ensure the goals and
learning objectives are presented and featured in class.
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Section IX
General Analysis
Periodic review and discussion of course goals and learning objectives is
recommended throughout the semester. This is essential to determine
whether or not acceptable progress is being made, and if not, to address the
shortfalls early on.
The department keeps the number of goals to a reasonable number. If too
many goals or overly detailed goals are set, the students may view them as
unrealistic and lose interest in the process of studying and working toward
achievement of the goals. If, on the other hand, too few goals or overly
general goals are set, the students may fail to comprehend the full scope of
the instructor’s expectations for achievement of the goals.
Determining the minimum acceptable level of learning to be demonstrated for
each goal and carefully framing the goal to elicit at least that level is also
critical, as is striving for learning and achievement that surpasses the
minimum standards. A useful guide the framing of goals is from Benjamin S.
Bloom’s Taxonomy of Educational Objectives, Handbook I (Bloom, 1956).
Bloom lists and categorizes numerous verbs that can be effective in defining
and helping elicit knowledge, comprehension, application, analysis, synthesis,
and evaluation.
Determining Goals and Learning Objectives
It is recommended that four to five learning objectives be developed for each
goal. Drawing from Bloom’s verbs, the instructor can develop such learning
objectives and goal statements to focus upon and distinguish prior knowledge
of the subject, as well as new knowledge and skills that are to be acquired
from taking the course. In addition, the use of Bloom’s verbs allow for
learning objectives that are measurable.
Example:
Goal # 1: Demonstrate competency in preparing earth work take-offs.
Demonstrate is a comprehension verb.
Learning objective: Calculate earth work volumes.
Calculate is an application verb that demonstrates comprehension.
The department uses Wentworth’s grading system. Establishing an
acceptable level of knowledge with a score of 70%, by definition, means that
Page 126
Section IX
General Analysis
the student learning and accomplishment acceptably meets the published
objectives for the course.
Surveys
Surveys are taken anonymously, and the responses are aggregated into
scores. Comparing course test/assignment scores and student work should
demonstrate the same level of understanding as was indicated by the survey.
The survey results are anonymous and submitted by students on their
computers. Student responses prior to the course and again after the course,
can be compared and evaluated. For example, the relative percentages of
“strongly agree,” “agree” “disagree” and “strongly disagree” responses
provide the instructor with an indication of the extent to which students
comprehend the subject.
These surveys provide considerable insight to the instructor. The instructor
can evaluate each learning objective and determine if the message is getting
through. If disconnect is discovered, the instructor can change the teaching
approach, revise the objective, or alter the course, all to the betterment of the
learning process.
In order to simplify the process and delivery of the surveys, a web based tool
is used. SurveyMonkey.com is the department’s tool to create and publish
custom surveys, and then view results graphically and in real time. The
faculty completes a simple form with an analysis of the student learning. This
form has been established as a template that all faculty must submit to the
Department Chair for each course they teach.
In addition to conducting a comparison of learning objectives between the
pre-course and post-course surveys, the faculty also prepares a brief
conclusion/observation section. This section allows for some introspective
observations of the student’s perceived learning and also allows the faculty to
discuss things they may wish to change for next offering of the course.
The final step of this process is to collect these over a period of time and
prepare an analysis of the effectiveness of the changes and the scores. This
step has been ongoing has changed course content, methods of instruction
and laboratory requirements. An example of survey results and analysis for
both Pre- and Post-course surveys for all CM classes follows:
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Section IX
General Analysis
Pre and Post Examples of Web Based Surveys
Pre-course Survey
Page 128
Section IX
General Analysis
Post-Course Survey
Sample Evaluation of Pre- and Post-Course Survey Results
Date 12/13/11
Professor: E. Scott Sumner
Subject: Evaluation of Start vs End of Semester Survey for CCEV 265
(Construction Estimating), Fall 2011.
The following is my evaluation of the above course based upon survey
results. Each question is summarized, and the course beginning and course
end results are provided. The comparison combines “agreed” and “strongly
agreed” responses. I have also included an overall evaluation.
Page 129
Section IX
General Analysis
1
SURVEY QUESTION
Recognize construction drawings
BEGINNING% ENDING%
34
91
2
Identify construction components from construction
drawings
38
92
3
Calculate quantities from construction drawings
19
98
4
Calculate costs for components
13
88
Produce an assembly
Demonstrate an understanding construction
specifications
7 Differentiate between CSI Uniform vs Master formats
8 Breakdown the organization of the Master format
9 Differentiating preliminary and detailed estimates
10 Calculate a preliminary estimate
11 Explain in own words the construction process
19
34
68
92
17
19
15
21
57
76
92
91
90
98
12
13
14
15
16
17
18
45
23
17
17
27
22
27
90
96
86
90
84
82
82
5
6
Categorize common CM terms
Describe principal construction phases
Describe the estimating cycle
Determine construction project costs
Contrast between project vs construction costs
Recognize the different construction contracts
Calculate labor/equip/material costs
Conclusion: The overall goal was to achieve at least 70% “agree” responses
for each category at the end of the semester. I have achieved that goal on
every category, except question 5, and exceeded it 17 out of 18 times. The
survey results confirm that the course material is presented in a manner that
allows the students to increase their understanding of estimating. I will spend
more time next semester on assemblies, as that category was below the 70%
goal. The students did have adequate plan reading skills. Lab time was used
to improve this skill. Plan reading is essential to understanding estimating.
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Section IX
General Analysis
Co-Op Surveys:
Students evaluate the co-op experience via two surveys, one done at midsemester and the other at semester’s end during each of the two required coop semesters. The co-op office conducts these surveys and subsequently
collects and summarizes the data. The mid-semester survey is used by the
co-op office to monitor the co-op experience of each student and to take quick
action as problems arise. The results of the end of semester survey are made
available to the department during the next semester at the latest.
The co-op evaluation includes a component called the Employer Evaluation of
Co-op Student’s Performance which is done at semester’s end by each
employer with respect to the individual student employed. Once again, the
Co-op office conducts the survey, summarizes the data and makes it
available to the department usually in the following semester.
The summary results of both the end of semester student and co-op employer
surveys are shared with the CM faculty. They provide valuable, detailed
feedback from students and industry in four major categories, each with
several subcategories:
(1) Technical Knowledge Skills
a. Recognizes Project Management Process
b. Uses & Develops Schedules
c. Demonstrates principles of Pricing & Cost Estimating
d. Recognizes & Applies Safety Standards
e. Describes and Applies Quality Management & Control
f. Follows Contract Requirements & Their Applications
g. Classifies Risk Issues
h. Applies Information Management & Documentation
(2) Managing Self & Tasks
a. Personal Organization & Time Management
b. Learning
c. Problem Solving
d. Personal Strengths
(3) Communicating
a. Planning & Organizing
b. Written Communication
c. Verbal Communication
d. Listening
(4) Creativity & Change
a. Interpersonal
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Section IX
General Analysis
b.
c.
d.
e.
Managing Conflict
Creativity, Innovation & Change
Ability to Conceptualize
Risk Taking
Results can be directly correlated to CM program goals and learning
objectives. The department meets annually, typically in the fall semester, to
assess the data gathered from the senior co-op experience.
Graduate Survey:
The Graduate Survey is conducted annually by the Career Services Office to
provide statistics on each graduating class relative to employment and
graduate school status. Information is collected shortly after students
graduate from Wentworth and is summarized and evaluated in a document
called the “Employment & Graduate School Report”. (The most recent report
is available to the public on line at http://www.wit.edu/career-services) Survey
results are broken down by major and include data on employment and
graduate school rates showing trends over several years. Employment data
also includes the average starting salary by major and a list of employers.
Data for CM graduates can be compared to all other majors at Wentworth.
While the data cannot be directly correlated to specific learning goals and
objectives, it is viewed as an indicator of the overall satisfaction of the
construction industry with Wentworth’s CM graduates.
Senior Exit Interview:
The Department Chair meets at the close of Senior year with all graduating
students. As mentioned previously the senior CM students complete an online exit survey and the results are used to evaluate the CM program on an
annual basis. This meeting and survey allows the seniors to express their
thoughts about the program. The results of this meeting are shared and
discussed with faculty usually early in the fall semester. Changes to courses
are influenced by information gathered through these exit interviews.
Alumni Surveys:
CM Alumni surveys are conducted by the department every six years. Data is
collected, summarized and reviewed by CM faculty and shared with the rest
of the department. The latest survey was conducted during the spring and
summer semester 2012. It should be noted that assessment data from all
sources, including surveys, is shared and discussed with the CM IAB at the
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Section IX
General Analysis
discretion of the CM Department Chair and program faculty at the bi-annual
IAB meetings.
2.
Provide a copy of all forms used in the program assessment process.
Input from students should be reflected in summary statistics of class
and faculty evaluations and documentation of educational achievement,
verifiable and in appropriate combinations of senior projects, reviews of
student portfolios, and composite test results as evidentiary examples.
Graduate data should include job placement rates and employer
evaluations.
Forms used in the CM Program assessment process are listed below.
Copies of the following forms can be found in Volume II Appendix E:










CM Alumni Survey
Wentworth Employment & Graduate School Report
CM Senior Exit Survey
CM Capstone Course Evaluation
Course Evaluations
Institute Course Surveys (LConnect)
Pre/Post Course Evaluations
Co-Op Evaluation
Employer Evaluation of Co-op Student’s Performance
Student Co-op Evaluation
Copies of quizzes, exams, in-class exercises, and assignments used to
assess students in individual courses are available in the course manuals.
Manuals also contain the results of the most recent pre- and post-course
evaluations.
3.
Provide a summary of the most recent assessment cycle, including a
description of the process used to evaluate both inputs and outcomes,
and a summary of the results.
Survey results for most recent surveys listed below are included in Volume II
Appendix E.




CM Alumni Survey, Spring 2012
Wentworth Employment & Graduate School Report - 2011
CM Senior Exit Survey, Summer 2012
CM Capstone Course Evaluations, Summer 2011 and Summer 2012
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Section IX
General Analysis


Course Evaluations (see Course Manuals)
Employer Evaluation of Co-op Student’s Performance, Fall 2011 and
Spring 2012
 Student Co-op Evaluation, Fall 2011 and Spring 2012
The summary and analysis of each of the surveys is included below:
CM Alumni Survey
(combined top two ratings)
Rate effectiveness of Wentworth’s curriculum in developing the skills below:
Communicate effectively
81%
Acquire and use analytical tools and skills
85%
Identify traits of good leadership
86%
Acquire and use skills for effective teamwork
90%
Recognize and apply concepts of ethical behavior
72%
Explain sustainable use of resources
54%
Recognize and identify societal and global issues
45%
Rate effectiveness of Wentworth’s curriculum in the subject areas below:
Math and Basic Science
72%
Humanities/Social Science
86%
Construction Surveying and Layout
91%
Ethics
60%
Estimating
90%
Accounting and Finance
65%
Construction Law
86%
Project Management
86%
Analysis and Design of Structural Systems
90%
Construction Materials
95%
Plan Reading and Graphics
85%
Planning and Scheduling
76%
Business
76%
Safety
90%
Mechanical/Electrical
45%
Rate effectiveness of administrative and support services below:
Advising
54%
Co-op office
68%
Career Services
59%
How valuable was your Co-op experience?
90%
How effective was Wentworth in preparing you for
91%
the workforce immediately upon graduation?
How effective was Wentworth in providing a suitable
100%
foundation for professional advancement?
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Section IX
General Analysis
Analysis
Rate the effectiveness of Wentworth’s curriculum in developing skills.
The CM program has provided the student with the skills that are required for a
successful career in construction management. The survey shows the following
skills have achieved an acceptable level (70% or greater)





Communications
Use of Analytical Skills
Leadership
Teamwork
Ethical Behavior
The analysis clearly shows that the Co-op experience was very valuable. The
most important survey question “How effective was Wentworth in providing a
suitable foundation for professional advancement?” definitively shows that the
Alumni feel that the Wentworth education, and in particular their CM education,
was outstanding.
Areas to be improved upon

Sustainable Construction
Status – the department offered a Sustainable Construction course in the
Summer of 2012

Status – the course has been changed from a design course to a
construction/estimating focus with equipment identification.
Page 135
Section IX
General Analysis
Wentworth Employment & Graduate School Report
(CM Students)
Employment Rate
Average Starting Salary
Enrolled in Graduate Programs
Location of Employment
In employment related to major?
2010
98%
$49,162
5%
Massachusetts
New England
Mid Atlantic
Other
Strongly Agree or
Agree
2011
95%
$49,459
15%
75%
11%
9%
5%
84%
Analysis
The survey supports the salaries that the Department has stated on the website.
The survey also shows a strong relationship between the CM program and its
students’ employment.
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Section IX
General Analysis
Senior Exit Survey 2012
The following is the summary of the Senior Exit Survey. We have combined, where
applicable, response categories outstanding and good.
What is your employment status?
75% are employed in
construction or related field.
What type of Business are you in?
70% are General /Building
contractors.
What is your job title/description or current
57% are either Assistant
responsibilities?
Project Manager, Field
Engineer, or Estimator
What is your salary upon graduation?
47% earn $50,000-$54,999.
How satisfied are you with your current job?
81% Satisfied.
How did you become a Construction Management
64% Started in the CM
major at WIT?
program as Freshmen.
Are you planning any further education beyond your
60% stated NO.
Bachelor's degree?
Please rate the effectiveness of Wentworth's curriculum in developing the skills listed
below
Communicate effectively in written, spoken, and
83%
visual formats.
Acquire and use analytical tool and skills for
87%
evaluating information and solving problems.
Identify the traits of good leadership.
86%
Acquire and use the skills needed for effective
89%
teamwork.
Recognize and apply concepts of ethical behavior to
83%
personal and public issues.
Please rate the effectiveness of Wentworth's curriculum in the subject areas listed
below.
Mathematics & Basic Services
70%
94%
Ethics
70%
Estimating
82%
70%
Construction Law
81%
Project Management
93%
89%
88%
70%
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Section IX
General Analysis
Principles of Business Management
Safety
Understand basic principles of mechanical and
electrical systems
Rate the overall quality of the Dept. laboratories.
Rate the overall effectiveness of the administrative
and support services.
How valuable would you say your co-op work
experience was a part of your overall education?
How effective was your Wentworth Education in
preparing you for the work force immediately upon
graduation?
70%
82%
94%
70%
70% rated Good-Excellent.
83% rated Good-Excellent for
the Co-op Office.
70% Rated Good-Excellent
for the Career Services
Office.
72% Extremely Valuable
90% Valuable
88% Highly effective
Analysis
The results of the survey indicate that our program is meeting our goals and the
department is providing a quality educational experience. We will utilize the
survey results to further improve the program.
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Section IX
General Analysis
CM Capstone Course Evaluation
In the CM Capstone Course, seniors are evaluated on their final group presentations
by a panel composed of representatives from the construction industry.
They are evaluated based on the following criteria:
-Depth of Information
-Organization and Presentation
-Project Specific Information
-Sequence of Information
-Accuracy of Information
Below are the summary results of their evaluation:
Student work distinguished by high level of
competency and/or innovation
Student work characterized by significant
depth of understanding and development
Student work demonstrates expected level
of understanding and application of
concepts
Student work met minimum passing
standards
2011
94%
2012
97%
85%
93%
100%
100%
100%
100%
Analysis
Using industry professionals as senior project evaluators has proven to be very
valuable. As practicing professionals and future employers of our students, they
have consistently provided objective and frank feedback. We feel that these
ratings validate our students’ ability to present project specific information in an
in-depth, accurate and organized manner.
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Section IX
General Analysis
Employer Evaluation Co-op of Student’s Performance
(combined “Excellent” and “Good” responses)
Technical Knowledge and Skills
Understands and applies information
Uses and develops schedules
Understands pricing and cost estimates
Understands risk
Understands contract requirements
Understands and applies quality control
Understands and applies safety
Understands project management process
Managing Self and Tasks
Problem solving
Personal organization and time management
Personal strength
Learning
Planning and organizing
Communication
Verbal communication
Managing conflict
Listening
Interpersonal
Written communication
Creativity and Change
Risk taking
Innovation
Ability to conceptualize
Fall 2011
94%
79%
79%
81%
71%
84%
78%
90%
Spring 2012
95%
80%
77%
66%
78%
87%
78%
94%
93%
93%
96%
97%
92%
88%
91%
94%
98%
92%
93%
73%
93%
96%
88%
84%
71%
87%
93%
88%
72%
91%
88%
63%
81%
82%
Analysis
The Department Chair and faculty have reviewed the above survey data. The
results indicate the CM program meetings its objectives and goals. We continue
to review and analyze future data to ensure continued improvement and
anticipate future requirements or changes to the program.
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Student Co-op Evaluation
Technical Knowledge
Understands pricing and cost estimating
Understands and applies quality management
Understands risk issues
Managing Self and Tasks
Personal organization and time management
Problem solving
Learning
Personal strength
Communication
Listening
Creativity and Change
Interpersonal
Managing conflict
Creativity and innovation
Risk taking
Ability to conceptualize
Fall 2011
90%
81%
85%
72%
84%
83%
89%
91%
Spring 2012
92%
79%
85%
81%
85%
87%
88%
92%
98%
98%
97%
98%
99%
96%
96%
94%
93%
89%
92%
92%
94%
85%
92%
95%
97%
90%
86%
80%
89%
99%
91%
93%
82%
85%
Analysis
The Department Chair and faculty have reviewed the above survey data. The
results indicate the CM program meets its objectives and goals. We continue to
review and analyze future data to ensure continued improvement and anticipate
future requirements or changes to the program.
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Below is an excerpt from a Faculty Annual Evaluation showing how data from the
Student Course Evaluation was discussed and subsequently used to implement
change in a particular course:
FACULTY ANNUAL EVALUATION 2011
TEACHING EFFECTIVENESS
CCEV580: Altogether, there were four lecture and seven laboratory sections with a
total initial enrollment of 101 students. Enrollment in lecture sections was limited to
32 while lab sections were capped at 20. I taught all of the lecture sections. Five of
the labs were taught by a full time faculty member (Bhatti) and two by an adjunct
(Siva Sivalogan) with whom I had worked in the past. In my role as lead instructor, I
focused on maintaining consistency between the two lab instructors including the
pace at which material was delivered and the assessment of student submittals. I
was also concerned with making sure the weekly laboratory exercises complimented
the lecture topics. Once again, Sivalogan’s involvement was an asset because of his
expertise with the scheduling software (Primavera version 6, P6).
Forty six of the students enrolled in the course (representing 46%) completed the
on-line (LConnect) course evaluation. Results of the surveys were somewhat
mixed in that three of the four lecture sections, representing 38 out of the 46
respondents, reacted very favorably to the course outcomes, while respondents from
the fourth section (a total of 8 students) were not as enthusiastic. For example,
when asked if the course was important and relevant to their program, and if it
fulfilled most of the course objectives, 91 to 100% of respondents in the first group
agreed or strongly agreed, while only 75% felt the same in the second group. With
regard to the course challenging their technical ability and improving their written
communication skills, responses (strongly agreed and agreed) from the first group
ranged from 91 to 100%, while responses from the second group on the same two
issues ranged from 50 to 57%.
When asked to comment on how the course could be improved, students offered
very few suggestions. While there were a few isolated comments, no over-riding
themes arose. Among the comments were the following:
(1) Take more time going over crashing a schedule;
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(2) Seemed like a repeat of Scheduling; course is irrelevant at this stage in our
education;
(3) Have the labs work better with the lectures;
(4) Allow for more student interaction; more time for students to ask questions;
(5) For lab, the instructor needs to clearly describe what is required and
understand that the student is not at the same level as he.
For the spring 2012 offering of the course, the following actions should be taken to
address the students’ concerns:
(1) Lecture material to eliminate some of the review topics especially during the
first three weeks. This is expected to have the following benefits:
a. New topics will be introduced earlier so that they mesh better with the
lab exercises, thus addressing the co-ordination issue;
b. More time can be devoted to the topic of crashing a schedule;
c. A slightly slower pace should allow more time for classroom discussion
and for students to digest the material.
d. In the past, review of selected topics from scheduling was done to
correct a perceived lack of understand in these areas. The effects of
reducing this review will have to be monitored.
(2) Continue to schedule guest speakers to present case studies of project
control systems and how they were implemented on specific projects. This
should allow for more exposure to “real world applications”, and perhaps
address the relevance issue;
(3) Include a group project that requires students to research and report on the
controls systems for cost, time and resources that were implemented by the
GC, CM or OPM, etc. on a particular project was included. This should also
address the relevance issue and at the same time promote a greater
understanding of control systems and how they are implemented;
(4) Edit lab procedures to make instructions on the use of P6 and instruction on
the required deliverables clearer.
As in the past, the majority of anecdotal comments from the students were
enthusiastic regarding Sivalogan’s expertise with P6 and his overall lab demeanor.
They also reacted enthusiastically to the presentation made on one occasion by
several guest speakers to discuss the implementation of project controls on a
particular job.
My recommendation is to continue to involve Sivalogan in the laboratory portion of
this course and to continue to refine the exercises/projects assigned in lab. There
were no negative comments from students regarding the quantity of deliverables for
lab even though I feel that we really pushed the students.
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On a final note, a week of discussion on ethical considerations has been added to
the lecture schedule as a result of last year’s assessment. In addition, an ethical
component has been made part of the group projects whereby the students are
required to report on an ethical issue that arose or could have arisen in connection
with the controls systems on the project they are studying.
4.
Describe program strengths, weaknesses, and opportunities identified
in the Quality assessment program described above.
Strengths:
 Involvement by Industry Advisory Board (IAB) and their continuous
review of and input to the curriculum
 Using industry speakers both inside and outside of classes
 Teaching priority of the program
 A core of practical, real-world construction courses.
 Laptop Program
 Sophomore Mentoring Program
 Faculty and staff with a varied and broad industrial and academic
background, dedicated to the teaching mission, engaged in advising,
and working with students both inside and outside the classroom.
 Passion and quality of our students/graduates.
 Funding available for the program
 Masters in Construction Management
 Co-op program
 Hiring of an Assistant Provost for Accreditation, who will help the
department with direct assessment procedures.
Weaknesses:
 Collaboration and interdisciplinary work with other departments and
colleges
 Lack of Electrical/Mechanical exhibit space
 Faculty Research Opportunities
 Closing the assessment loop. The CM program indirect assessment
policies are good; however, our direct assessment methods need
improvement.
Opportunities:
 Integrate curriculum to include Sustainability, LEED, and BIM.
 College-wide industry speaker series
 Expand the BS degree using other delivery methods (e.g., online)
 Study Abroad Program for CM students
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
5.
Improve the quality of data collection (surveys, CM Capstone Course
evaluations and course evaluations) and use of data to identify and
support potential changes/improvements in courses and curriculum.
The New Assistant Provost for Accreditation will assist in this area.
State specific plans, including schedule, for overcoming identified
weaknesses and incorporating identified opportunities into the program.
During the past two academic years the entire Institute was preparing for a
reaccreditation visit from the New England Association of Schools and
Colleges, commission on Institute’s of higher learning. This accreditation
process has allowed each college and department to evaluate its approach to
academic delivery to include quality management through a complete
assessment process based on student learning outcomes.
The CM department has led the way with our Pre and Post course survey, but
the assessment process will continue to grow. The most direct way to
address the weakness and opportunities is to relist them below with
corresponding comments.
Weaknesses

Collaboration with other Departments and Colleges
Status: For the past four years the CM department has collaborated
with the Interior Design department providing schedules, and cost
estimates to their Junior interior design class.
Plan: Work with other Departments to develop further opportunities.

Curriculum (Electrical/Mechanical Exhibit Space)
Status: Schematic Plans have been prepared to provide a static
display of a building’s electric and mechanical systems.
Plan: Discuss with the Civil Engineering department to reallocate
space for this display.

Faculty Research Opportunities
Status: The Institute’s primary responsibility is teaching. However,
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faculty need to have an opportunity to do scholarly activities. Because
of their teaching and advising responsibilities faculty has limited time to
do research.
Plan: The Department has academic responsibility for the Masters of
Science in Construction Management program. We have encouraged
our undergraduate faculty to teach in this program. Access to
graduate students should help the faculty to do more research.
Opportunities

Integration of curriculum to include sustainability, LEED and BIM
Status: The Department will begin using ReVit starting in the Spring of
2013. During the Summer of 2012 the Department offered an elective
course in sustainable construction.
Plan: Beginning in the Summer of 2013 CONM 430, Advanced
Estimating will be using 4D estimating. CONM 645, Senior Project will
be using clash analysis.

Developing an Industry Speaker Series in conjunction with the college
speaker series.
Status: The CM department has a regular speaker series. This series
is offered twice each semester.
Plan: The college has organized a committee to coordinate and
encourage a college speaker series. The CM department has a
representative on this committee who will coordinate the department’s
speaker series with the College series.

Expand the B.S. Degree using other delivery methods.
Status: The Institute has a variety of courses that are taught in a
hybrid on line mode. The CM department now offers one section of
scheduling (CONM 406) on line.
Plan: The Department would like to offer other classes on line.
However, these classes must be appropriate for an on-line delivery.
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
Study Abroad Program for CM Students
Status: The department has begun to investigate the possibility of a
Sophomore Summer time frame.
Plan: Faculty has begun discussion in the Fall of 2012 for future
implementation.
B. FUTURE PLANS
1. Describe the change(s) in goals and outcomes of the construction
education program as a result of program’s quality assessment plan.
The Construction Management department started a SWOT (Strengths,
Weaknesses, Opportunities, and Threats), Analysis of the CM program in 2006.
The analysis was completed during the Spring semester of 2007. The following
are the proposed changes to the Construction Management Program. These
changes were implemented within the 5 year (2012) schedule. These proposed
changes are categorized as:
Immediate
Future
1-2 years for implementation
3-5 years for implementation
Immediate changes

Modify the existing Surveying course (CCEV 200) to be more of a
Construction Surveying course. This new course would be for CM
students only.
Status: This change was implemented in Fall 2008. The course is CONM
201, (Construction Surveying).

Move the course Construction Graphics (CCEV 116) to the Spring
Semester of the Freshman year and move Materials and Methods I
(CCEV135) to the fall semester of the Freshmen year.
Status: This change was implemented in Fall 2008. The course Materials
and Methods I, CCEV135 was changed to CONM 136, Building
Construction. The purpose of the change was to introduce Students to
building construction before they had plan reading. CCEV 116
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Construction Graphics was moved to the Spring and is now called CONM
118. ReVit will be part of this course starting in the Spring 2013.

The CM program now has 5 full time professors. Three new positions
have been approved. The goal was to fill these positions with qualified
instructors. The goal was completed in Spring 08.
Status: The CM program now has 8 full time faculty. The Department
Chair teaches two classes per year. This makes available 9 full time
Faculty. This goal was completed Spring 2011.

Make the present mentoring program for CM students a permanent
element of the CM program. Expand this voluntary program to 25
sophomore students each year. This goal was completed in Spring 2008.
Status: Program was implemented during Spring 2008. The mentoring
program is very much a part of the CM program. Student participation is
at 25-35 students per year.

The existing CM project room is not large enough. The goal is to have a
department project room created from existing space (Annex South 002).
Status: This project was completed Fall 2008. The space was updated in
Summer 2012 with the installation of Smartboards.
Future changes

Review existing courses to determine if CM electives can be introduced.
Status: This goal was implemented during the Summer semester of
2012.
The electives are listed below.






Timber Framing
3 credits
Formwork Design
3 credits
Sustainable Construction
3 credits
Construction Economics
3 credits
Advanced MEPS Building Systems 3 credits
Develop a plan to incorporate Building Information Modeling (BIM) into the
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CM program. Implementation occurred Spring 2009.
Status: The first phase of this change will be implemented during the
Spring 2013. The Construction Graphics course (CONM118) will begin to
introduce ReVit to the CM student. Other BIM applications will be
introduced later.
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c) State specific plans for implementation of program changes emanating
from the modifications to goals and outcomes described above.
See response to Section B.1. for a discussion of specific plans to make program
changes and the timetable for implementation.
It should be noted that Wentworth Institute of Technology as an institution started
to re-evaluate goals and objectives (i.e. long term plans) starting in the Spring
2012. Specific plans for the department will come from this school-wide
planning process. The Department implemented the last of its previous five year
objectives starting in the Spring 2013. The Departments planning cycle for the
next five years coincides with the completion of the Institute’s long range
planning cycle.
C. Actions to Address Prior Cited Weaknesses (For Renewal of Accreditation
Studies only)
For Programs seeking renewal of accreditation, state any actions taken to
address program weaknesses cited in the previous Visiting Team Report.
The following provides a summary of the weakness cited by the 2006 visiting team.
Each weakness is followed by our first, (April 12, 2008) second, (April 30, 2009) and
third (May 10, 2010) year response.
1. Class sizes are too large
Class sizes are too large. From the progress report dated May 2002, it was
reported that class sizes were too large. We have found no evidence that
these class sizes have been reduced; if anything, they appear to be larger
and the problem appears to have impacted additional classes and many more
sections due to increases enrollments.
Both the project management room and the estimating laboratory still appear
to be inadequate in size for the number of students who need to use them.
(ACCE Document 103 Section: IV FACILITIES AND SERVICES, Part 6.1)
Physical facilities should be well maintained and organized to accommodate
academic activities such as lectures, discussions, demonstrations, seminars,
conferences, laboratory work and research. The nature of construction
programs imposes a need for special types of space and equipment to
introduce the student to realistic construction methods and procedures.”
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First Year Interim Report Response, April 12, 2008
Due to recent hiring of three new CM faculty, the Department has been able
to cap our Fall 2008 classes to 35 students for lecture sections and 20
students for Laboratory sections. As the Department hires for the remaining
two approved positions, class sizes and section offerings will be adjusted
further.
Additionally the Department has completed renovation of classroom spaces
into one large project management room, estimating lab, additional
presentation room, and five new faculty offices. The cost of this renovation
was approximately $1.1 million including a $100,000 gift-in-kind from a
contracting firm. This new space contains state-of-the-art presentation media
as well as new furnishings and learning spaces. The new lab will
accommodate approximately 90 students in team environments. If enrollment
continues to increase additional space utilization will be explored for future
expansion.
The Institute has secured the services of Good and Clancy, a Boston
architecture and design firm to work with the Institute to develop a campus
master plan. The report is due shortly and will include a comprehensive
analysis of academic space requirements as well as resources available,
which will allow the Department to develop a plan for all classrooms as well
as faculty offices.
Second Year Interim Report Response, April 30, 2009
Since the accreditation visit the Department has hired three new CM faculty
and have been able to maintain a fairly consistent cap of our classes to 35
students for lecture sections and 20 students for laboratory sections.
However much of this has been accomplished through the use of adjunct
faculty. The Department is still in process of hiring the additional two
approved full time faculty positions. Once this is completed class sizes and
section offerings will be adjusted further to meet the increase in student
numbers.
The new Construction Management Project Room renovations have been
completed. This space provides for a large project management room,
estimating lab, additional presentation/conference room, and five faculty
offices. This new space contains state-of-the-art presentation media as well
as new furnishings and learning spaces. The new CM Project Room
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accommodates approximately 90 students in team environments. There has
been a FY10 capital budget request to provide for a “flexible wall” to allow the
large project space to be divided for additional classroom space. If
enrollment continues to increase, additional space utilization will be explored
for future expansion.
The Institute has received a completed master plan which includes a report
from Goody and Clancy. Currently being reviewed is the comprehensive
analysis of academic space requirements as well as resources available,
which will allow us to develop a plan for all classrooms and faculty offices.
Third Year Interim Report Response, May 10, 2010
The Department continues to monitor the class sizes in the CM program. As
was previously discussed in the Second Year Report, we continue to monitor
our class sizes and restrict them to 35 students in lecture sections and 20
students in lab sections. We have hired two new faculty members over the
past year which should help maintain the class restrictions. The Department
has submitted an additional request for two new faculty lines in the FY11
budget in order to further assure class sizes will be minimized.
The installation of a movable wall system in the Fall of 2009 to our new CM
Project room now makes it possible to gain additional classroom space and
add flexibility to scheduling classes. We have also added a new seven
thousand square foot “Construction Site Lab” which is an outside mock
construction site.
The plan for future classroom space and updated facilities is being
considered in the upcoming revised Master Plan for the Institution. There is a
focus on new academic space and upgrades. Currently the CM Program is
enjoying many new and updated spaces and anticipates more renovations in
the future.
Present Status, November 2012
The Department has 9 full time faculty members. This includes the Chair as
an instructor. Classes have a faculty to student ratio for lectures of 1:29 and
laboratory class sizes are limited to 20 students. These changes have
alleviated the weakness.
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2. Math Sequence is inadequate.
College Math II, Math 245, contains significant portions of college algebra and
trigonometry which prevents it from qualifying for the ACCE math and science
requirement. This course content was verified by Professor Eleanor Canter,
Department Chair of Applied Math and Sciences. This also results in a
shortage of credit hours applied to the Math and Science category (ACCE
Document 103 Section: III Curriculum 3.3.2 2) Credit hours required and
“Exclusions: Only mathematics beyond college algebra and trigonometry may
be used for this requirement.”
This weakness has been eliminated.
Math245, Math II has been removed from the curriculum and has been
replaced with MATH250 Pre-calculus. This change has been reviewed and
accepted by the department and institutional curriculum committees, as well
as the Provost, and will be instituted with entering freshman in Fall 2008.
This course is a four (4) credit course and will qualify under ACCE Math &
Science category and thus will met the credit requirements.
As a follow-up, this new course MATH250 Pre-Calculus has been developed
by the Math Department and offered as part of the new CM curriculum with
students that entered in the Fall 2008.
MATH250 PRECALCULUS 3-2-4
Topics include: polynomial and rational functions, exponential and
logarithmic functions, trigonometric functions, parametric equations, analytic
trigonometry, multivariable systems, and applications and modeling.
Pre-requisite: MATH 205 College Math I Day course.
3. Law Course did not meet requirement as Business Law course.
Construction Law and Government Regulations, CCEV 670, does not meet
the requirements to be considered as a business law topic because it is not
taught within the business department and it contains significant construction
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applications. It appears to be an excellent course; however, because of this,
the core topic area of business law is not covered. A business law course is
taught by the Management Department and is available for construction
management majors. (ACCE Document 103 Section: II CURRICULUM 3.3.2
3) Business and Management Core Subject Matter.
This class (CCEV 670 Construction Law & Government Regulation) has been
revised. The new syllabus and course curriculum includes content in
business and basic tort law while also including significant construction
applications. The course will be taught through the CCEV department but we
will only utilize faculty that have appropriate Law degrees and training. This
change has been reviewed and accepted by the department and Institutional
curriculum committees, as well as the Provost, and will be instituted in the fall
of 2008.
As a follow-up, this revised course CCEV 670 Construction Law and
Government Regulations has been developed and offered as part of the new
CM curriculum starting in the Summer of 2009. The new course syllabus and
vita of faculty teaching it are included in Volume II, Appendices A and B.
4. Business & Finance Course instructor does not have an MBA.
Construction Business and Finance, CCEV 595, is taught within the CM
Program and its content is basic business and management without
construction applications. The instructor does not have a business
management degree which is required to qualify for teaching business topic
content areas. ACCE Document103 Section: IV. FACULTY AND STAFF 4.1
Qualifications “The faculty should Possess appropriate academic
qualifications, professional experience, and pursue scholarly and creative
activities essential to the successful conduct of an academic program of
construction.”
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CCEV 595 Construction Business and Finance course content has been
revisited. The syllabus and class content have been revised to reflect a
greater concentration in business and finance specific to construction
organizations. This change has been reviewed and accepted by the
department and institutional curriculum committees, as well as the Provost,
and will be instituted in the Fall of 2008.
This course should not have been listed under the ACCE core topic of
Business and Management. This course should have been listed under
“Construction or Other” topical content. Since there are still ample credits to
meet the Business and Management requirement, this shift should not affect
the overall topical counts.
Faculty qualifications should not have been an issue according to ACCE
Standards (IV.4.1). The standard states that: “Evaluation of faculty
competence must recognize appropriate Professional experience as being
equally as important as formal Education.”
The faculty member teaching this material, although not possessing an MBA
with a business or financial concentration, does possess degrees with a
concentration in Construction Management and he has significant
industry/consulting experience in the business environment. This course
remains under the CCEV Department.
The Professor in question has extensive academic qualifications and
professional practical experience in general business management and
construction business, where he draws the course concepts, principles, and
knowledge.
Additionally, this revised course CCEV595, Construction Business and
Finance has been developed and offered as part of the new CM curriculum
starting in the Spring 2009. (The new course syllabus and vita of faculty
teaching it are included in Volume II, Appendices A and B.)
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5. Ethics Content needs to be substantiated.
To meet ACCE requirements, the ethics content must be substantiated
through student work, examinations, and/or quizzes. Per the Wentworth
Institute of Technology Self-Evaluation Study, there were a number of classes
shown as having additional ethics content. The team was only able to
substantiate, through the materials supplied, nine instructional hours of
content as follows:



Intro to the Design and Construction Profession: CCEV111-2
instructional hours
Management of Contemporary Organizations: MGMT 410-5
instructional hours
Construction Project Management: CCEV 410-2 instructional hours
ACCE document 103 Section: III. CURRICULUM 3.3.3 1) General Education“A minimum of 1 credit hour of Ethics must be integrated into the Construction
and/or Construction Science courses.”
This weakness is being addressed.
To meet ACCE requirements, the ethics content must be substantiated
though student work, examinations, and/or quizzes. The visiting team did
acknowledge evidence that ethics was being taught across the curriculum in
accordance to the standards. However, evidence of the assessment of those
teachings was weak.
Faculty have been made aware of this requirement, and a plan is being
developed that will indicate how they will evidence teaching ethics in their
classes.
Ethics is presented as a topic in the lecture for the following Construction
Management courses:
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Week 1 & 7:
Week 15:
Week 5 & 11:
Week 10
Week 5:
CCEV 206, Heavy Construction
CCEV 265, Construction Estimating
CCEV 430, Advanced Construction Estimating
CCEV 406, Construction Project Scheduling
CCEV 580, Construction Project Controls
Documentation for the above subject matter is in the form of syllabi for each
of these courses. Also typical questions which appear on examination for
these classes are provided as the first step in assessment.( See Attachment
IV.)
D. Public Accountability
Indicate how the institution publishes the objectives of the program,
admission requirements, program assessment measures employed and the
information obtained through these assessment measures, student
achievement, the rate and types of employment of graduates, and any data
supporting quality claims made by the program.
The Construction Management Goals and Objectives, and the admission
requirements are published on the department’s website, and also in the institute’s
“Academic Catalog” publicly available online through the school’s website
(http://www.wit.edu/catalog/). As well, course goals and objectives which originate
from the CM Program goals and objectives are written on each syllabus and are
distributed to students either on paper or on the course webpage through the
blackboard course management system.
The ACCE Self Evaluation Study is published on the Institute website under the
Assessment tab accessible to all faculty. Program assessment information
measuring student achievement and other information developed as part of the selfassessment are posted on the Assessment tab of LConnect.
ACCE Information Links: CM Department
The web address for the Construction Management web site is:
http://www. wit.edu
At the top of the home page please click on Academics. Then scroll down on the
next page on the left hand side to College of Architecture, Design, and Construction
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Management. Click on Construction Management. This will bring you to the CM
home page.
For Program Mission:
At the top of the page click on About in the menu. Click on Program Mission on the
left side menu.
http://www.wit.edu/construction-management/about/mission.html
Goals & Objectives:
At the top of the page click on About in the menu. Click on Goals and Objectives on
the left side menu.
http://www.wit.edu/construction-management/about/overview.html
Assessment Results:
At the top of the page click on About in the menu. Click “Download our assessment
and Action Plan” on the left side menu.
http://www.wit.edu/construction-management/about/assessment.pdf
Action Plan:
At the top of the page click on About in the menu. Click on “Download our
Assessment and Action Plan” on the left side menu.
http://www.wit.edu/construction-management/about/assessment.pdf
Employment Numbers:
At the top of the page click on Students in the menu. Click on “Employment” on the
left side menu.
http://www.wit.edu/construction-management/students/employment.html
http://wit.edu/career-services/DOCS/2011_Employment_Report.pdf
Average Salaries:
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At the top of the page click on “Students” in the menu. Click on “Employment” on the
left side menu.
Student Awards:
At the top of the page click on “Students” in the menu. Click on Achievement
Opportunities on the left side menu.
http://www.wit.edu/constructionmanagement/students/Student%20Achievement.html
Student Scholarship:
At the top of the page click on Students in the menu. Click on “Achievement
Opportunities” on the left side menu.
http://www.wit.edu/constructionmanagement/students/Student%20Achievement.html
Support Data:
At the top of the page click on About in the menu. Click on “Curriculum” on the left
side menu.
http://www.wit.edu/construction-management/about/curriculum.html
At the top of the page click on Students in the menu. Click on “Coop Education” on
the left side menu.
http://www.wit.edu/construction-management/students/coop-education.html
At the top of the page click on About in the menu. Click on “Admissions” on the left
side menu.
http://www.wit.edu/admissions/financial-aid/index.html
At the top of the page click on Students in the menu. Click on “Campus Life” on the
left side menu.
http://www.wit.edu/campus-life/index.html
Page 159
Section IX
General Analysis
Admission requirements:
At the top of the page click on About in the menu. Click on “Admissions” on the left
side menu.
http://www.wit.edu/admissions/
Data Current:
Go to http://www.wit.edu, At the top of the page click on “Academics”. Click on
Construction Management on the left side menu.
http://www.wit.edu/construction-management/index.html
At the top of the page click on Students in the menu. Click on “Employment” on the
left side menu.
At the top of the page click on Students in the menu. Click on “Financial Aid” on the
left side menu.
http://www.wit.edu/admissions/financial-aid/index.html
Program Information (1-click):
At the top of the page click on About in the menu. Click on “Download our Brochure”
on the left side menu.
http://www.wit.edu/construction-management/about/brochure.pdf
E. Program Quality
Define the academic quality assurance plan, how it relates to the program
mission statement, goals, and measurable objectives. Identify quality
indicators used by the program.
The academic quality assurance plan has been described in Section IX.
Page 160
Section IX
General Analysis
Components of the plan and how they interrelate are shown graphically in the
flowchart entitled Quality Control and Assurance for the CM Program that can be
found in Volume II Appendix E.
A key component of the quality assurance plan for the CM Program is the data
obtained from the various surveys described in part A.2 of this section.
Respondents on these surveys are asked questions that directly relate to the
program’s mission, goals and learning objectives. For example, the Senior Exit
Survey, the Employer Survey and the Alumni Survey ask the respondents to rate the
effectiveness of the program in fulfilling the goals in the department Mission
Statement as well as the Institute-wide learning and competency objectives as
presented in Section I.C.
Quality indicators (outcomes) used by the program include:



All CM seniors will attain a minimum score of 70% from industry professionals
on capstone projects presentations in CCEV645 Senior Project.
All post-course surveys listing goals for the course must have a minimum
score of 70%.
Based on survey data, at least 80% of Co-operative training employers will
display satisfaction in the quality of student work.
Employer Evaluation Co-op of Student’s Performance
Technical Knowledge Skills
Understands pricing and cost estimates
Understands and applies quality control
Managing Self & Tasks and Communication
Problem solving
Learning
Managing conflict
Fall 2011
Spring 2012
94%
79%
79%
71%
84%
78%
90%
95%
80%
77%
78%
87%
78%
94%
93%
97%
92%
93%
73%
88%
88%
98%
92%
84%
71%
88%
Page 161
Section IX
General Analysis

Based on survey data, at least 80% of all CM alumni and employers of
graduates will rate the effectiveness of the curriculum as “average” to
“excellent” in achieving each of the 14 program specific objectives and 12
Institute wide objectives.
CM Alumni Survey
(combined top two ratings)
Rate effectiveness of Wentworth’s curriculum in developing the skills below:
Communicate effectively
81%
Acquire and use analytical tools and skills
85%
Identify traits of good leadership
86%
Acquire and use skills for effective teamwork
90%
Recognize and apply concepts of ethical behavior
72%
Rate effectiveness of Wentworth’s curriculum in the subject areas below:
Math and Basic Science
72%
Humanities/Social Science
86%
91%
Ethics
60%
Estimating
90%
65%
Construction Law
86%
Project Management
86%
90%
95%
85%
76%
Business
76%
Safety
90%
45%


Based on survey data, at least 80% of all CM seniors rate the curriculum as
“average” to “outstanding” in achieving each of the 12 Institute wide
Objectives.
Based on survey data, at least 50% of all CM seniors will rate the
effectiveness of the curriculum as “good” to “outstanding” in achieving each of
the 14 program specific Objectives; and no more than 10% rating any area of
the curriculum as “poor”.
Page 162

November 2012 - Wentworth Institute of Technology

Transcription

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