Accreditation in higher education is a collegial method that considers self and peers assessment. Accreditation improves academic quality, leads to better educational content and delivery of degree programs and allows them to acquire high-quality students and faculty members. So, obtaining academic accreditation for degree programs is a top priority for universities worldwide. One well-known organization that has the directive to accredit construction management programs is the Applied and Natural Science Accreditation Commission (ANSAC) of the Accreditation Board for Engineering and Technology (ABET). This paper offers a detailed approach to student learning outcomes (SLOs) assessment and evaluation strategies for ABET accreditation of construction management programs. The assessment is primarily accomplished through different direct and indirect assessment methods, including direct examination or observation of student knowledge against quantifiable SLOs and indirect assessment methods, such as surveys, exit interviews, focus groups, and external reviewers. The collected data from these different sources are classified and analyzed to measure the accomplishment of SLOs. Data also forms the base of the continuous improvement method activities that are the keystone of any accreditation-related activity. The paper provides particulars on the challenges that were handled during the accreditation process and the most important conclusions of these strategies that were adopted to undertake these problems. A unique aspect of the assessment approach is using Canvas Learning Mystery outcomes in the assessment and continuous improvement. Another contribution of this paper is that it performs as a model for institutions to accredit their construction management programs.

Authors:
Mohamed Askar, Southern Utah University, United States
Jared Baker, Southern Utah University, United States

About the Presenter(s)
Dr Mohamed Askar is a University Associate Professor/Senior Lecturer at Southern Utah University, United States

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