ACCE Public Disclosure

Program Mission & Goals

Building Construction Technology: Mission

To promote and improve construction education in North Central Florida by providing construction management training for entry-level practitioners in residential and light commercial construction.

Building Construction Technology: Goals

1. Provide the highest quality of technical and applied construction education at the Associates Degree level.
2. Provide maximum opportunity for graduates to continue their education beyond two years.
3. Provide maximum opportunity for graduates to obtain permanent employment in the residential and light commercial construction industries.
4. Increase visibility of the program, in the state and the nation that will enhance the reputation of the construction education at Santa Fe College.
5. Maintain contact with industry and our graduates in order to verify progress toward the above stated goals.

BCT History and Graduation Rates

The Building Construction Technology Program at Santa Fe College was started in 1975 to fill the void in post-secondary construction education between training done by trades schools and trade associations and construction education provided in the state university system. Changing requirements for construction licensing in Florida showed evidence for more middle management practitioners, with a broad knowledge of construction and business. Rapid growth mandated that Residential, Building and General Contractors, have management skills in addition to knowledge of the trades. The Associate of Applied Science Degree in Building Construction Technology offers that training in Gainesville and the surrounding area. The first AAS degree in building construction technology was awarded in 1976 from primarily an academic program that primarily served the residential builder.

Graduates provide builders and allied business with key employees that have management training and technical skills and that can function on the job site as well as in the office. Florida's construction industry was attracting young people that but had no trades experience. In 1980 "hands on" courses were added to meet the demand for a more versatile graduate. Today about 15-20% of current classes are classes that integrate mechanical skills with technical training. Graduates with professional training are placed in industry with a two year degree in Building Construction Management.

The College's goal to provide courses parallel to the first and second years of a baccalaureate degree lead to the development of a building construction specialty for Associate of Arts Degree Students. Associate of Arts Graduates with a specialty in construction may transfer to four year institutions to continue his/her program. Santa Fe maintains an articulation agreement with the University of North Florida and many AA graduates transfer to the University of Florida and other four year institutions in the southeast. Associate of Applied Science Degrees are not directly transferable into the four year BCN Program; however, many courses taught in the AAS are accepted by four year programs. Some four year institutions accept some AAS courses as substitute courses for courses required in their baccalaureate programs.

The Building Construction Technology program at Santa Fe College has a forty year history of success from the first graduating class to the present time. The degree rates for the past 5 years are given below.

Year20132014201520162017
AAS in BCTFall / SpringFall / SpringFall / SpringFall / SpringFall / Spring
Totals3/62/50/94/77/6

Academic Quality Improvement Plan (QIP)

Building Construction Technology Program

Santa Fe College

Purpose

The QIP (Figure 1) will be the basis for continuous improvement of the Building Construction Technology (BCT) two year Associate in Science’s degree program. The QIP has three major components:

  1. BCT program strategic plan
  2. Program assessment plan
  3. Program assessment implementation plan

Each component of the plan has a number of performance nodes that should be identified and monitored for the successful development and implementation of the QIP.

ACCE QIP Structure

Strategic Plan

The BCT strategic plan provides the basis for assessment of the program. This plan will be updated every five years through the collective efforts of the Building Construction Technology Faculty, Program Director, and the BCT Industry Advisory Board.

Assessment Plan

The assessment plan consists of the following five areas:

  1. Mission Statement and Goals
  2. Program Outcomes
  3. Program Learning Outcomes (ACCE Student Learning Outcomes)
  4. Assessment Tools and Frequency
  5. Performance Criteria
  6. Evaluation Methodology

1. PROGRAM MISSION and GOAL STATEMENT

Building Construction Technology: Mission

To promote and improve construction education in North Central Florida by providing construction management training for entry-level practitioners in residential and light commercial construction.

Building Construction Technology: Goals

  1. Provide the highest quality of technical and applied construction education at the Associates Degree level.
  2. Provide maximum opportunity for graduates to continue their education beyond two years.
  3. Provide maximum opportunity for graduates to obtain permanent employment in the residential and light commercial construction industries.
  4. Increase visibility of the program, in the state and the nation that will enhance the reputation of the construction education at Santa Fe College.
  5. Maintain contact with industry and our graduates in order to verify progress toward the above stated goals.

2. PROGRAM OUTCOMES

The Program Outcomes describe the expected accomplishments of graduates during the first several years following graduation from the BCT Program at Santa Fe College. The four BCT program outcomes are;

  1. Communication – Demonstrate professionalism and effective communication, both orally and in writing, for construction related projects.
  2. Practical Application – Apply basic construction methods and techniques, and identify basic materials and equipment for a basic construction project.
  3. Technology – Demonstrate the ability to use current technology related to construction documentation, estimating, scheduling and project delivery.
  4. Reasoning – Apply construction math and knowledge for problem solving; and understand legal, ethical, building code and safety responsibilities related to the construction industry.

3. PROGRAM LEARNING OUTCOMES (Adopted from ACCE SLOs)

The program learning outcomes will be used to assess success of the Building Construction Technology Program in meeting the program mission and objectives. The BCT program has adopted the ACCE thirteen Student Learning Outcomes (SLOs) for Associate Programs as its means to evaluate the program. The learning outcomes are:

  1. Demonstrate effective communication, both orally and in writing.
  2. Demonstrate the ability to estimate quantities and costs for the bidding process in a construction project.
  3. Demonstrate the ability to schedule a basic construction project.
  4. Demonstrate the ability to use current technology related to the construction process.
  5. Interpret construction documents (contracts, specifications, and drawings) used in managing a construction project.
  6. Apply basic principles of construction accounting.
  7. Use basic surveying techniques used in building layout.
  8. Discuss basic principles of ethics in the construction industry.
  9. Identify the fundamentals of contracts, codes, and regulations that govern a construction project.
  10. Recognize basic construction methods, materials and equipment.
  11. Recognize basic safety hazards on a construction site and standard prevention measures.
  12. Recognize the basic principles of structural design.
  13. Recognize the basic principles of mechanical, electrical and piping systems.

4. ASSESSMENT TOOLS AND FREQUENCY

The BCT program will use a number of assessment tools (explained below) to measure the degree program objectives and learning outcomes.

Direct Assessments of Learning:

At a minimum, one (1) direct coursework assessment will be established to evaluate student achievement for each of the Program/Student Learning Outcomes. These assessments will be delivered at the course level in which the learning outcome is identified to be addressed. Data will be collected each time the course is taught and analysis of the data for assessment will be on a three year cycle.

Indirect Assessments:

Institute Course Evaluations:
Students take course evaluation surveys on line, anonymously, for each course in the curriculum. Results are made available to the respective faculty and the Program Director shortly after the end of the semester. Depending upon the outcome, modifications may be warranted. 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 Program Director.

Pre-Post Course Surveys:
One of the program’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 student’s 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.

Alumni Surveys:
BCT Alumni surveys will be conducted every five years. Data will be collected, summarized and reviewed by the BCT faculty and Program Director. It should be noted that assessment data from all sources, including surveys, will be shared and discussed with the BCT IAB (Industry Advisory Board).

Senior Exit Survey:
Senior BCT students complete an on-line exit survey and the results are used to evaluate the BCT program on an annual basis. This survey allows the seniors to express their thoughts about the program. The results are shared and discussed with faculty. Changes or modifications to courses are influenced by information gathered through these surveys.

5. PERFORMANCE CRITERIA

The BCT QIP utilizes data from numerous sources including:

Surveys

  • Alumni Surveys
  • Senior Exit Survey
  • Institute Course Survey
  • Pre/Post BCS Course Survey

Course Work

  • Test
  • Quizzes
  • Oral reports/presentations
  • In class exercises/assignments/projects

Reports

  • Santa Fe College Employment Report

Comprehensive End of Term Student Examination/Project

6. EVALUATION METHODOLOGY

For each direct measure of SLO: 80% of students will achieve a 70% or better on the assessment that has been identified to demonstrate achievement of the particular SLO.

For each indirect measure of SLO: 80% of class will increases 10 points or more from pre-course to post-course survey that has been identified to demonstrate achievement of the particular SLO results which will be correlated and analyzed.

Outcome assessment results will be correlated with mission, goals, program content, and outcomes to implement change where needed.

Graduate Surveys

Building Construction Technology (BCN) Program Admission Requirements

Before being admitted into the BCN AS, students must complete the general admissions process for Santa Fe College. The admissions process includes the following steps and is mandated by state and federal statutes, as well as Santa Fe College policies and procedures.

  • Application
  • Submission of final, official high school transcript showing graduation with the equivalent to a standard diploma
    • Ensures college readiness to determine success
  • Submission of final, college transcript(s), if applicable
    • Ensures all program requirements are met
  • Petition for in-state residency, if applicable
    • Evidence shows that students who are not anxious about the cost of tuition and books are more successful.
  • New Student Orientation
    • Prepares students to understand and participate in the academic advising process, as well as enroll in classes
  • Santa Fe Live (New Student Orientation)
    • Evidence shows that students who get involved on and off campus are more likely to succeed in their academic careers and professional practices, and participate in community efforts

The Office of Admissions supports the goals and mission of Santa Fe College through innovative student services, service excellence, accuracy in processing, and compliance with state and federal statutes, college policies and procedures. The Office of Admissions provides comprehensive services, including direction, information, guidance, and support, to students from initial contact through enrollment, which advocates for the Santa Fe goal of outreach, access and student engagement.