Proposal for New Bachelor‘s Degree (Erica Weintraub Austin) 2016... · MAJOR CHANGE FORM . Rationale for the Request . This is a new degree proposal. Please see full proposal for

Academic and Student Affairs Committee A-6 March 24-25, 2016 Page 1 of 1

FUTURE ACTION ITEM #4 Proposal for New Bachelor‘s Degree

(Erica Weintraub Austin)

TO ALL MEMBERS OF THE BOARD OF REGENTS SUBJECT: Proposal for New Bachelor of Science Degree PROPOSED: That the Board of Regents approve a Bachelor of Science Degree in

Construction Engineering SUBMITTED BY: Erica Weintraub Austin, Interim Co-Provost SUPPORTING INFORMATION: At a meeting on December 8, 2015, the Academic Affairs Committee

approved the attached proposal to create a new degree, the Bachelor of Science in Construction Engineering, to be offered on the WSU Pullman campus within the Voiland College of Engineering and Architecture and the Department of Civil and Environmental Engineering. The proposal has support from the Provost, Budget Committee, Catalog Subcommittee, and the Library Committee. The attached proposal recommends an effective date of fall 2016. This recommendation was passed by the Faculty Senate on February 11, 2016.

M E M O R A N D U M

TO: Sheila Converse, Executive Secretary

Faculty Senate

FROM: Becky Bitter, Registrar’s Office

FOR: Academic Affairs Committee

DATE: 10 December 2015

SUBJECT: Proposal to Create a New Degree – the BS in Construction Engineering

At its meeting on December 8, 2015, AAC approved the attached proposal to create a new degree, the

Bachelor of Science in Construction Engineering, to be offered on the Pullman campus.

The proposal has support from the Provost, Budget Committee, Catalog Subcommittee, and the Library

Committee.

At this time, Faculty Senate review and approval is recommended, to be effective fall 2016.

M E M O R A N D U M

TO: Liv Haselbach, Chair of Academic Affairs Committee

FROM: Suzanne Lambeth, Assistant Registrar

DATE: December 7, 2015

SUBJECT: New Degree in Construction Engineering

At the November 19, 2015 meeting of the Catalog Subcommittee, the proposal from

Voiland College of Engineering and Architecture and the Department of Civil and

Environmental Engineering to create a BS in Construction Engineering was reviewed and

approved.

The following were noted and/or addressed during the review process:

Degree will be offered on the Pullman campus

Degree approval is dependent upon approval of new courses on UPMCB 5

Each student must choose from one of four areas of emphasis

The open “professional electives” can be satisfied by any 300-400 level CE, CST

M, or CON E course.

Washington State University MAJOR CHANGE FORM – REQUIREMENTS

SUBMITTING PROPOSAL – Follow the steps on form, then: Submit one electronic copy of complete packet of signed form/rationale statement/supporting documentation and/or

edits to [email protected]. Send the original stapled packet PLUS 10 stapled copies of packet to the Registrar’s Office, campus mail code 1035.

Department Name

1. Check proposed changes:

New Plan (Major) in CIP#___.______ Change name of Plan (Major) from to Revise certification requirements for the Plan (Major) in Revise Plan (Major) requirements in Drop Plan (Major) in

New Sub-Plan (Option) in CIP#___.______ Change name of Sub-Plan (Option) from to Revise requirements for the Sub-Plan (Option) in Drop Sub-Plan (Option) in

New Minor in CIP#___.______ Change name of Minor from to Revise Minor requirements in Drop Minor in

New Certificate in CIP#___.______ Change name of Certificate from to Revise Certificate requirements in Drop Certificate in

Other

2. Effective Date: Fall (Effective date must be for future fall term.) Submission deadline is Oct 1st. NOTE: Items received after deadlines may be put to the back of the line or forwarded to the following year. Please submit on time.

3. PLEASE ATTACH A RATIONALE STATEMENT giving the reasons for each request marked above, andexplaining how this impacts other units in Pullman and other campuses (if applicable).

4. PROVIDE SUPPORTING DOCUMENTATION AND/OR CURRENT CATALOG COPY with edit marksshowing requested changes.

5. SIGN AND DATE APPROVALS.

11/19/2015 Chair Signature/date Dean Signature/date CSC Date

Chair Signature/date Dean Signature/date AAC or GSC Date Senate Date

NOTE: If proposing a new program (degree) or extending, moving, consolidating, eliminating or renaming an existing program (degree), these proposals must first go through the Provost’s Office review process. Please do not use this form. Please contact the Provost’s Office for directions on processing program (degree) proposals.

Contact: Phone number: Email: Campus mail code:

Department of Civil & Environmental Engineering

✔ Construction Engineering ConE 14 1901

2016

Max Kirk 335-5074

[email protected] 2220

William F. Cofer Digitally signed by William F. Cofer DN: cn=William F. Cofer, o=Washington State University, ou=Department of Civil and Environmental Engineering, [email protected], c=US Date: 2015.09.22 13:44:14 -07'00' John Schneider Digitally signed by John Schneider

DN: cn=John Schneider, o=Assoc. Dean for Undergraduate Programs, ou=Voiland Collete of Engineering and Architecture, [email protected], c=US Date: 2015.09.22 13:37:18 -07'00'

Washington State University MAJOR CHANGE FORM

Rationale for the Request

This is a new degree proposal. Please see full proposal for the Construction Engineering Degree and Work Book 2 Analyzing Demand and Cost submitted on January 23, 2015.

Washington State was founded on the principles of the land-grant heritage and tradition of service to society. Creating infrastructure to support our country's social and economic future was one of the cornerstones of President Lincoln's doctrine. The Construction Engineering program is an extension of that doctrine.

This program advances and extends the knowledge of Civil Engineering and Construction Management through innovation and engagement for the state, the nation and the world.

The strength of this program will be its interdisciplinary education and research based on the foundations of two nationally noted programs. This program will strive to be noted nationally for preparing students for professional careers and leadership in developing Construction Engineering professions, and become a key program that highlights the Voiland College of Engineering and Architecture as a leader in providing solutions to societal challenges and producing quality, ready-to-work graduates.

Other campuses (if applicable).

None

September 22, 2015 Suzanne Lambeth

Assistant Registrar Registrar Office French Administration Building P.O. Box 1035 Pullman, WA 99164 - 1035

Dear Ms. Lambeth, Enclosed are changes (edits) to the Proposal to offer a New Degree Program that was submitted on January 23, 2015. The proposal was approved by the Library Committee and Budget Committee, but was interrupted at the Curriculum Committee for failure to submit the required courses. We are now submitting those required courses. Since that January date, a few changes have been made to the courses that appeared in the original proposal. Instead of submitting five new courses, the Curriculum Committee has decided to submit 3 new courses, and a revised flowchart is attached. In discussion with Faculty Senate leadership, they advised us to submit an addendum (edits) to indicate these changes and the reasons for the changes. Enclosed is that addendum, along with the required courses and corresponding requirements, and the Major Change Form. Thank you for your time and consideration. Please do not hesitate to contact me at 335-5074 or [email protected]) with any questions or comments. Regards, W. Max Kirk, Ph.D. Associate Professor Enclosures

mailto:[email protected]

Proposal to Offer a New Degree Program

I. Overview:

Program Title:

Undergraduate Degree: Bachelor of Science in Construction Engineering

CIP Code: 14.3301

Department(s): Civil Engineering & Construction Management Voiland College of Engineering and Architecture

Departmental Contact: Name: Max Kirk Title: Associate Professor - CM

Phone: 335-5074 e-mail: [email protected] Name: Balasingam Muhunthan Title: Chair and Professor - Civil Eng.

Phone: 335-9578 e-mail:[email protected]

Campus of Origin: Pullman

Starting Date: August 2015

Method of course delivery:

� Classroom Pullman

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Original Proposal Submitted to Catalog Subcommittee 2/24/2015

II. Mission Statement Washington State University Vision Washington State University will be recognized as one of the nation’s leading land-grant research universities. Mission Statement of the University Washington State University is a public research university committed to its land-grant heritage and tradition of service to society. Our mission is threefold:

• To advance knowledge through creative research and scholarship across a wide range of academic disciplines.

• To extend knowledge through innovative educational programs in which emerging scholars are mentored to realize their highest potential and assume roles of leadership, responsibility, and service to society.

• To apply knowledge through local and global engagement that will improve the quality of life and enhance the economy of the state, nation, and world.

Mission Statements of the Departments Civil Engineering: To provide a premier undergraduate education in civil engineering that prepares our graduates to contribute effectively to the profession and society, for advanced study, and for life-long learning; to conduct world-class disciplinary and interdisciplinary research that is integrated with both graduate and undergraduate education in selected areas of excellence; and to serve a diverse constituency through technology transfer, public service, and outreach. Construction Management: The mission of WSU-CM is to educate, prepare and provide opportunities for our students to become valuable resources to our economy, the construction management profession and the built environment. Vision:

• Achieve national and international preeminence in innovation, discovery and creativity.

• Provide students with the highest quality education that incorporates a holistic awareness of social, political and global experiences.

• Lead in relevant local, national, and global outreach and engagement. • Embrace an environment of diversity, integrity and transparency.

Mission Statement of the College As a core college in a Research University with very high research activity, according to the latest Carnegie Classifications, Land Grant University, our mission is threefold:

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• To conduct fundamental and applied disciplinary and cross-cutting research that leads to new knowledge, transformative technology and innovative designs.

• To educate and prepare students through state-of-the-art programs, preparing them for professional careers and leadership in engineering and design professions.

• To engage people, industry and communities to improve quality of life and enhance economic development.

Vision: Founded on the principles of collaboration, innovation, and transformation, the Voiland College of Engineering and Architecture is a world leader in providing solutions to societal grand challenges and quality, ready-to-work graduates. How this proposed program complements or reflects the missions. Washington State was founded on the principles of the land-grant heritage and tradition of service to society. Creating infrastructure to support our country's social and economic future was one of the cornerstones of President Lincoln's doctrine. The Construction Engineering program is an extension of that doctrine. This program advances and extends the knowledge of Civil Engineering and Construction Management through innovation and engagement for the state, the nation and the world. The strength of this program will be its interdisciplinary education and research based on the foundations of two nationally noted programs. This program will strive to be noted nationally for preparing students for professional careers and leadership in developing Construction Engineering professions, and become a key program that highlights the Voiland College of Engineering and Architecture as a leader in providing solutions to societal challenges and producing quality, ready-to-work graduates. III. Program Description There is a great need to graduate engineers with the understanding of cost, contracts, scheduling, methodology and materials combined with their technical knowledge and design expertise. There is an equal need to develop construction management students with a focus on heavy construction principles and the understanding of engineering and design concepts in the heavy/civil construction industry. This proposal is designed to educate students within the Voiland College of Engineering and Architecture to meet the employment needs of heavy/civil industries by a developing a Bachelor of Science Degree in Construction Engineering (ConE). One of the greatest assets of WSU’s Civil Engineering and Construction Management programs is their ability and willingness to integrate learning and share resources with each other. In addition, both of these programs are very successful and well respected Civil Engineering with its comprehensive design curriculum and reputation for job-ready graduates, and Construction Management as a leader in the commercial building industry. The collaboration between these two programs is quite unique in today’s higher education across the country. Just recently the two programs established an emphasis in Heavy /Civil within Civil Engineering. However, due to the demand from the Heavy Construction industry, requests from students to expand this

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emphasis by adding more construction related courses, and placing more emphasis on certain civil courses, we need to now further expand into an actual Bachelor of Science degree. Faculty in Washington State University's Civil Engineering and Construction Management programs started investigating the need to develop a Construction Engineering degree program over ten years ago. This has been mainly due to ongoing input from contractors that focus on heavy civil engineering projects who look for graduates to address their particular type of industry needs. Civil engineering graduates need an understanding of cost, contracts, scheduling, methodology and materials, combined with the knowledge of structures and design. Construction management graduates in the heavy/civil field need an understanding of heavy construction principles and design concepts. The proposed Bachelor of Science in Construction Engineering degree will address the needs expressed by those in the industry by offering a curriculum specific to the management of heavy/civil projects. Heavy construction is considerably different from commercial building construction. Heavy (also referred to as heavy/civil) projects are generally "horizontal" (e.g. roads, bridges, infrastructure, etc.) and often involve a relationship with municipalities from city, to state, to federal, including the specific regulations required by each. Commercial buildings (also referred to as "vertical") are more relationship bound to private ownership or non-governmental ownership in most cases. There can be a great contrast in the designing, estimating and bidding processes of heavy projects and building projects, as well as the equipment used, the sequencing or phasing of construction, to the methods of construction and self-performance of the work. Reports from government and private entities and companies that work in the heavy construction industry clearly state there is a need for trained construction managers within heavy civil construction. Both the Civil Engineering and Construction Management programs have the brand, the reputation and the industry support to carry out this endeavor and meet the needs of the state and the nation. Therefore what will distinguish this program from all others will be its interdisciplinary transformative and applied education and avant-garde research which will truly form the distinction that this focused program will be noted for and very few well be able to match. As the program develops per ABET directions options will be developed based on the needs of the state and the nation. Accreditation Board for Engineering and Technology (ABET) has the only accreditation specifically for Construction Engineering programs. A program might be called Construction Engineering, but could actually be a pure Civil Engineering program or a Construction Management program accredited by American Council for Construction Education (ACCE). WSU's proposed Construction Engineering program will be designed to meet the specific ABET Construction Engineering criteria. Currently there are twelve ABET accredited Construction Engineering programs in the country. Of those twelve, six are located in Carnegie Research I Universities. There is only one ABET accredited Construction Engineering program on the West Coast located at San Diego State University (although Arizona State University expects to be accredited in 2016), and there are no ABET accredited Construction Engineering programs in the Pacific Northwest. A complete list of current ABET accredited programs can be found in appendix C.

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IV. State Need and Student Demand for the Program

The American Society of Civil Engineering (ASCE) Report Card for America’s Infrastructure in 2013 stated $3.6 trillion is needed to construct and repair America’s infrastructure. An assessment of 16 areas of our infrastructure, dams, roads, airports waterways, energy, bridges, etc. are made and grades assigned and recommendations made. The latest grade report gave America’s cumulative GPA a D+. Since 1998, the grades have been near failing, averaging only Ds due to delayed maintenance and underinvestment across most categories.

In another ASCE report titled: Failure to Act: The Impact of Current Infrastructure Investment on America’s Economic Future the results indicated that a deteriorating infrastructure, long known to be a public safety issue, has a cascading impact on the nation’s economy, negatively affecting business productivity, gross domestic product (GDP), employment, personal income, and international competitiveness. The report states on page 5:

Overall, if the investment gap is not addressed throughout the nation’s infrastructure sectors, by 2020, the economy is expected to lose almost $1 trillion in business sales, resulting in a loss of 3.5 million jobs. Moreover, if current trends are not reversed, the cumulative cost to the U.S. economy from 2012–2020 will be more than $3.1trillion in GDP and $1.1 trillion in total trade.

The report goes on to testify that, “in combination with current investment trends, cumulative infrastructure investment needs will be approximately $2.7 trillion by 2020 and will rise to $10 trillion by 2040."

This does not include the need for construction and repair on ocean fronts, rivers and inlets that empty into coastal areas due to climate change. This will be an additional significant impact for the state of Washington. The following table indicates the estimated cumulative impact to the nation's economy if we do not invest in our infrastructure From an economic view, these reports clearly indicate a potential of weakening of the economy due to lack of government investment. Conversely, these disconcerting reports clearly indicate the current and future need for persons educated in building new infrastructure and /or repairing existing systems.

Construction is one of the 20 major headings within the Bureau of Labor Statistics North American Industry Classification System (NAICS). In addition to the NAICS listing, Construction Spending is one of the 14 economic indicators compiled by the U.S. Economic Census Bureau U.S. Economic Census Business Bureau Construction Spending as of October 2014 indicates 971 trillion dollars of which 292 trillion or 30% of the total spending is infrastructure. The U.S. Census Bureau 2002 NAICS statistics specified that revenue from Construction amounted to 1.1 trillion dollars. Only five other NAICS classifications were larger: Wholesale trade 4.4 trillion, Manufacturing 3.8 trillion, Retail trade 3.2 trillion, Finance and Insurance 2.6 trillion, and Health

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care 1.2 trillion. Those numbers cannot be reproduced due in part because in 2007 the U.S. Census Bureau changed the development and cataloging of spending. They added two more classifications from 18 to the current 20 and therefore comparisons cannot be recreated. However, it does not appear that the ranking has dramatically changed since 2002. Overall construction employment in the state of Washington is 6.6% of the total population of people employed over the age of 16 at 207,932, which is ranked 6 out of the 11 employment categories for the state by the U.S. Census Bureau's Population Estimates Program. Within the state of Washington, Construction is ranked number 1 in firms, 7th in employment size and 8th in payroll. The 2001 U.S. Census reported that 10% of all firms in Washington were construction firms, making construction the third largest in the make-up of firms in Washington State -- only behind retail trade and the services industry. As of the 2013 Bureau of Labor Statistics report, construction is now number one in firms, making up 13.78% of the number of firms in the state. On a national comparison, Construction is ranked 5th in number of firms, 5th in employment size and 9th in payroll out of the 20 major industries by the Bureau of Labor Statistics North American Industry Classification System (NAICS). Although we expect the 100 % placement of our graduates in the construction industry to continue as it has over the past ten years, our programs still do not fill the Northwest industry needs, especially in the state of Washington. The demand that we have seen over the past ten years and the future job growth in the industry is evidenced in numerous publications that are available for students seeking degrees in high-paying, high-demand occupations. The MSN Money 2014 article stated that the number one fastest growing occupation to grow by 2022 in the U.S. was Construction Management. Using data from the latest Bureau of Labor Statistics employment projections report, they compiled a list of the ten occupations forecasted to grow the fastest from 2012 to 2022. They filtered for professions that pay a median wage of at least $51,000, the median income for U.S. households. The article stated that in 2012 there were 485,000 jobs in Construction Management, with a percent growth predicted at 16.7% and a median salary of $82,790. Forbes Magazine, in a 2012 report titled, The 15 Most Valuable College Majors, cited an analysis from PayScale that compared its database with 120 databases including 120 college majors and job growth projections through 2020. The report stated that Civil Engineering was predicted to have a pay growth rate of 70% with a projected job growth of 19.4%. Construction Management was listed at a pay growth rate of 70% and a projected job growth of 16.6%. The U.S. Census Bureau of Labor Statistics, Occupational Outlook Handbook 2014-15 Edition stated that in 2008 Construction Managers numbered 551,000, and by 2018 employment will grow to 645,800 positions, a 17% increase. The Bureau of Labor Statistics for the State of Washington Occupational Outlook 2010-11 Edition predicted that the growth rate of Construction Managers by the year 2018 should be slightly greater than 16% and Cost Estimators predicted growth rate at 25%.

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Graduation surveys conducted by WSU's Construction Management program over the past five years indicate the 70% of the graduates had at least one job offer by graduation. With the job growth rate projected at 16% to 17%, all indications are that graduates of the proposed Construction Engineering program at WSU will be successful in job placement. This program will be built from a recruitment base of high schools and community colleges and will not base there enrollment by taking certified students away from either the Civil Engineering or the Construction Management program. The Construction Management program has had a capped enrollment for over 20 years and has many more applicants than the program can hold. Surveys have shown that these students move into other colleges or transfer to other Universities. Our goal is to attract 25 certifiable students each and every year. By the 4th year, the goal is to have 100 students enrolled in the Construction Engineering program certified in at the beginning of the second year. V. Goals and Objectives, Student Learning Outcomes and Assessment A. Goals and Objectives Educational Objectives –The career and professional accomplishments the ConE program is preparing graduates to achieve are as follows: 1. Our graduates will engage in entry-level project management positions or related employment. 2. Our graduates will demonstrate competence and ongoing development in their technical and professional skills. 3. Our graduates will demonstrate continued growth in effective communication. 4. Our graduates will pursue their careers with integrity, service, and professionalism. 5. Our graduates will continue learning and they will grow into positions of responsibility. Program Outcomes – The ConE program will be adopting the Student Outcomes from ABET (Criterion 3, labeled (a) through (k) below, with an additional one labeled (l).

(a) an ability to apply knowledge of mathematics, science, and engineering (b) an ability to design and conduct experiments, as well as to analyze and interpret data (c) an ability to estimate, schedule, and manage and process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety. (d) an ability to function on multidisciplinary teams (e) an ability to identify, formulate, and solve engineering problems (f) an understanding of professional and ethical responsibility (g) an ability to communicate effectively (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context (i) a recognition of the need for, and an ability to engage in life-long learning (j) a knowledge of contemporary issues

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(k) an ability to use the techniques, skills, and modern engineering and management tools necessary for project management. (l) an ability to think logically, critically, and creatively

B. Student Learning Outcomes

The ConE program will be accredited through ABET, and will adopt the procedures and parameters that guide other programs within the Voiland College of Engineering and Architecture. Hence, student outcomes (Criterion 3, ABET outcomes (a) through (k)) consist of the following:

Outcome 1: A firm foundation and knowledge of mathematics, science and engineering principles and the ability to apply the knowledge (adapted from ABET outcome “a”).

Outcome 2: An ability to design and conduct experiments and the ability to analyze the data, interpret results and draw conclusions (adapted from ABET outcome “b”).

Outcome 3: The ability to design a component, system or process to meet desired needs and imposed constraints (adapted from ABET outcome “c”).

Outcome 4: The ability to think logically, critically and creatively (outcome added by constituents).

Outcome 5: The ability to work in multidisciplinary teams (adapted from ABET outcome “d”).

Outcome 6: The ability to identify, formulate and solve civil engineering problems (adapted from ABET outcome “e”).

Outcome 7: The ability to use appropriate modern techniques, skills and tools, including computer applications, necessary for engineering practice (adapted from ABET outcome “k”).

Outcome 8: An understanding of professional ethics and integrity and an engineer’s responsibilities to the profession and society (adapted from ABET outcome “f”).

Outcome 9: The ability to communicate effectively in written, oral and graphical forms (adapted from ABET outcome “g”).

Outcome 10: Broad educational experiences that provide an awareness and understanding of the impact of engineering on global and societal issues (adapted from ABET outcome “h”).

Outcome 11: A knowledge of contemporary issues (ABET outcome “j”).

Outcome 12: Recognition of the importance of life-long learning and the benefits of being active in professional societies, such as ASCE (adapted from ABET outcome “i”).

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Relationship of Student Outcomes to Program Educational Objectives

The Program Educational Objectives will support the ConE undergraduate mission statement, which in turn is compatible and consistent with the College and University mission statements as stated above. In a similar manner, our twelve Student Outcomes prepare students to attain the Program Educational Objectives. Each ConE objective and therefore their relationship will be to a subset of outcomes. For this proposal of the ConE program we have adopted the educational objectives of the Civil Engineering program and modified them for ConE.

Program Educational Objectives:

1. Our graduates will draw upon their civil engineering and construction management technical foundation to perform experimental measurement, quantitative and qualitative analysis, as required in their professional careers.

2. Our graduates will pursue their careers with ethical behavior and professionalism and grow into positions of leadership.

3. Our graduates will grow in their breadth and depth of knowledge and experience, adapting to changes in technology and society.

4. Our graduates will communicate in a professional manner with others in a variety of settings.

5. Our graduates will be able to manage the various nuisances that plague infrastructure projects on a daily basis.

6. Our graduates will stay current with relative and preemptive changes in the industry due to environmental, societal, and economic changes.

Continuous Improvement

Continuous improvement is the process by which the ConE program evaluates achievement of the intended outcomes and objectives by its students and graduates. The Student Outcomes and Program Educational Objectives, along with the assessment processes, will be developed with the participation of the program's constituents of Civil Engineering and Construction Management identified earlier. Assessment results will be used to make improvements that have enhanced the overall quality of the program. This assessment process will be comprehensive, reasonable, easy to execute, and will yield the specific information that will enable improvements as needed within the ConE program.

C. Assessment of Student Learning and Student Achievement The Assessment Process

The general assessment process within the ConE program will be conducted annually and includes evaluations of materials obtained and collected by the College and the departments of Civil and CM. A committee will be created to guide this assessment process. Upon evaluation of the material, the ConE Assessment Committee will evaluate the program strengths and weaknesses with respect to achievement of both Student Outcomes and Program Educational Objectives and identifies ways by which improvements can be achieved through a feedback mechanism into the curriculum, teaching program, and administration. A summary report will be prepared annually by this committee for

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discussions and approval by the program's faculty. The final recommendations are then implemented under the auspices of an Undergraduate Program Committee made up of faculty from both Civil Engineering and Construction Management. The effectiveness of these changes is evaluated as part of the ongoing assessment. This report will form the basis to assess program progress towards the attainment of its educational outcomes and objectives. This process is very similar to other ABET programs within the College.

Assessment Methods and Overview

The ConE desired outcomes and assessment methods will be summarized in a matrix. Across the top of the matrix will be the courses being evaluated and along the y axis will be the 12 outcomes. The assessment methods will be identified by this column and an "X" will indicate which desired outcomes will be addressed by the particular assessment method. The annual outcome-assessment begins by collecting and summarizing the major findings from each assessment method. The outcome-assessment report that will be produced which will include a numerical scoring evaluation of how well each desired outcome was achieved, along with recommendations for improvement. ConE’s numerical scoring will then be standardized on a scale of 1 to 10 (highest) with a score of 5 meaning that the outcome is being achieved in a minimal, but satisfactory manner.

One direct way of measuring how well a program is developing the minds of students as outlined within their assessment plan is through a capstone course. Both Civil Engineering and Construction Management have capstone courses as well as the proposed Construction Engineering program (see curriculum). The ConE program will adopt a more progressive capstone which the CM program has developed and refined over the years. This capstone course will involve a real-world project actively being developed, and be judged by individuals closely related to that project. Because Construction Engineering is very competitive, there will be that key element in which distinct groups of students will be competing with each other as they would in the real world, creating and solving a complex construction problem. This will prepare our students to be work ready, and adds a dimension of mastery of the learning outcomes that can be difficult to attain through coursework alone. When the capstone course is designed properly, the relationship of student outcomes measured against program educational objectives becomes very self-evident.

A draft assessment matrix is located in Appendix D. VI. Curriculum A questionnaire was sent to over 170 firms that perform heavy/ civil construction and asked them to rank course concepts. Please see Appendix B for the questionnaire. From the 170, 66 were returned which became the focus of creating the curriculum. Members from our College Advisory Board also requested some courses as well as faculty from both programs. From all the information gathered, a flow chart was created by a committee made up of the leadership from both the Civil Engineering and the Construction Management programs. Once the curriculum was formed, it was then presented to both faculty of Civil Engineering and Construction Management, and was approved by a unanimous voice vote from both programs. In addition, the flow chart was presented to and approved by our College Advisory Board.

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The new ConE curriculum and course structure had to meet the guidelines of the ABET industry criteria. The program criteria for Construction Engineering as an ABET accredited program include the following: To analyze and design construction processes and systems in a construction engineering specialty field, applying knowledge of methods, materials, equipment, planning, scheduling, safety, and cost analysis.

Therefore, new courses would need to be developed and new sections added to existing courses to not only satisfy the ABET criteria, but also the industry responses and requests from the advisory board and current faculty teaching the emphasis. It should be noted that through teaching the emphasis in construction engineering, many shortcomings in course subjects became apparent, leading to the development of the ConE core courses. Please see the ConE flow chart on the following page.

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New ConE designated courses: ConE 252 Heavy / Civil Construction Administration - 4 credits ConE 370 Heavy / Civil Estimating I -3 credits ConE 371 Heavy / Civil Estimating I -3 credits ConE 300 Tech Writing and Oral Communications [UCORE COMM] – 3 credits ConE 470 [M] S Heavy / Civil Senior Capstone – 3 credits Construction Management courses that would need new sections focusing on heavy civil management techniques: Cst M 356 Sub- Structures – 3 credits Cst M 473 Human Factors/ Management - 3 credits Cst M 451 Delivery Systems - 3 credits Cst M 462 Plan & Scheduling - 3 credits Cst M 357 Safety - 3 credits Civil Engineering courses that will be impacted with the need for additional sections: CE 211 Statics - 3 credits CE 215 Mechanics of Materials – 3 credits CE 330 Structural Engineering – 3 credits CE 317 [M] Geotechnical Engineering – 4 credits CE 433 Reinforced Concrete Design- 3credits CE 315 Fluid Mechanics - 3 credits CE 303 Computer Applications - 2 credits New elective courses: ConE 450 Temporary Structures Note: Other elective courses are in development. ABET requests that a program include specialty fields or professional electives. Those specialty fields and corresponding courses for ConE are:

• Structures Suggested electives: CE 436, CE 431

• Infrastructure/Pavement Suggested electives: CE 473, CE 400

• Foundations/Heavy Civil Suggested electives: CE 435, CE 400

• Environmental Facilities Suggested electives: CE 442, CE 435 Transfer Courses As it pertains to transfer students, especially from community college, the first two years of ConE courses are offered at most community colleges. The one exception that is not currently offered at many community colleges is ConE 252 Construction Administration. Our Construction Management program faculty is currently developing a course for Cst M 252 Construction Administration to be used in community colleges and also a modification of that

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course will be made available to community colleges. The faculty is addressing this particular issue and has contingent plans in place so that community college students are not penalized when transferring. VII. Uses of Technology The technology rendered in the Construction Engineering program is basically the same as both the Civil Engineering and Construction Management programs. Therefore it’s not so much the technology itself, rather how the technology is applied. This is one of the fundamental differences of Construction Engineering from Civil Engineering and Construction Management. For example, project scheduling uses highly sophisticated software that can be applied to all kinds of construction projects from buildings to roads, integrated into design principles used with estimating constructs. However, there is a difference as to how the technology is applied to the complexity of construction engineering projects. Another example is Building Information Modeling (BIM) which is a superior way of viewing a building project, but is not readily adapted to infrastructure projects. There is software designed uniquely for construction engineering projects, such as estimating programs where the program language uses terminology specific to bridges rather than a building. There are also programs and technology that are used similarly in all types of projects, such as AutoCAD. However, it is not so much the training in using these programs, rather the knowledge of application to specific areas. Faculty from both programs are already trained in many of the same programs, but not in their specialized usage. Specialized applications of technology will provide great opportunities for research into developing software and technologies specific to the management of construction engineering projects. This is one of the basic tenets of developing the Construction Engineering program. For example, research in advanced applications of earth penetrating radar for use with tunneling machines. Instead of technology that looks straight down through the earth a few feet, new technology is needed to look horizontally through the cutter heads at the head of the machine. Earth penetrating radar combined with BIM would give boring machines a 3-dimensional view of earth and any obstructions, thus greatly reducing costly stoppages.

VIII. Delivery methods This program will be entirely site-based on the main campus. The program will be based on a regular 5-day week, normal classroom scheduling, using a face to face teaching format. We do not expect that there will be any additional training or support needed other than the regular support faculty already in place.

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IX. Students A. Enrollment Projections

Table 2 Size of Program Students Year 1 Year 2 Year 3 Year 4 (2018) Headcount 25 50 75 100 Ave. FTE 25 50 75 100 Hiring Plan and Enrollment Projections - Table 2.1 Alternate Note: Because we are not hiring in the first year, the following table has been included to explain the hiring sequence and FTE headcount.

Table 2.1 Projected Number of Students & New Faculty per Year Year No. of

Students End of Year Total

No. of Faculty End of Year Total

1st year 25 25 0 0 2nd year 25 50 1.5 Assistant Professor 1.5* 3rd year 25 75 1 Assistant Professor 1 4th year 25 100 1 Assistant Professor 1 1 Associate Professor 1 Totals 100 students 3.5 Assistant Professor Total 4.5* 1 Associate Professor Faculty

*Half of a position shared with Construction Management and Construction Engineering B. Admission Requirements Because both the CE and CM programs receive more applications from qualified students than can be accommodated, our expectation is that the Construction Engineering program will have more qualified applicants applying for the second year as well. The number of students certified into the department depends upon the available resources and facilities. Certification into the Construction Engineering program at the beginning of the second year is the formal acceptance of the student based on the following criteria. To be considered for admission, an applicant must: 1. Qualify for admission into Washington State University. 2. Complete the first year courses with the letter grade of “C” (which includes Chem. 105, Math 171 and 172, or equivalents). 3. Complete and submit an application to the Construction Engineering program. 4. The best qualified students, based on cumulative GPA and grades in the prerequisite courses listed above, will be certified until the carrying capacity is reached.

15

C. Expected time for Program Completion This program and corresponding course structure is predicated on full-time enrollment. On average, a student prepared scholastically out of high school should be able to complete the Construction Engineering program in four years. As you see from the prior flow chart on page 12, the first year of this program consists of general university courses, UCORE, first year mathematics and some physical science courses. The second year is some introduction to Construction Engineering courses along with business courses and further courses in mathematics and the sciences. The core of Construction Engineering begins in courses such as Cst M 254 Construction Graphics and ConE 252 Construction Administration. The third year includes foundation courses and much more deliberate focus on basic engineering and construction management. ConE 360 and 361 Heavy Estimating I&II begin to define the curriculum. Courses such as Cst M 356 Sub-Structures, principles of earth moving and foundations, and CE 330 Structural Engineering develop the student’s awareness of engineering and management skills. The fourth year is the professional year. In this last year, students develop their leadership, management and technical skills through core and elective courses. Their work- ready skills will be demonstrated in the ConE 470 Capstone course. Their technical skills will be exhibited in the Fundamentals of Engineering (FE) Exam course and by taking the FE exam at the conclusion of the semester. D. Advising Academic advising for the first four years will be conducted with existing advisors in Civil Engineering and Construction Management. Mass advising will also be utilized. Construction Management has used this method along with an academic advisor very successfully for the past ten years with very few problems. E. Diversity Considerable time and effort has been devoted to recruiting students of color and women into the two existing programs. We have and will continue to actively recruit at high schools with a higher percentage of students of color throughout the state. Utilizing WSU programs such as the Future Cougars of Color (FCOC) is one way to recruit students not only to WSU, but to the Construction Engineering program. The construction industry has many opportunities for minority-owned and women-owned businesses, especially when constructing projects that are owned by government agencies. These minority opportunities are called Disadvantaged Business Enterprises (DBE). The DBE is made up of two subgroups: Women Business Enterprises (WBE) and Minority Business Enterprises (MBE). These groups are not employment quotas, but set-a-side programs operated by the Small Business Administration. These programs undoubtedly favor those individuals with a college education.

16

IX. Faculty and Administration Table 1 - Program Faculty

Table 1 Program Faculty

Name or Position Identifier Rank/Title Status FTE

% Effort in Program

FTE in Program

New Hire Asst. Professor* Tenure-track 0.5 100.0% 0.50 New Hire Asst. Professor Tenure-track 1 100.0% 1.00 New Hire Asst. Professor Tenure-track 1 100.0% 1.00 New Hire Asst. Professor Tenure-track 1 100.0% 1.00 New Hire Assoc. Professor Tenure-track 1 100.0% 1.00 Total Faculty FTE 4.50 *Half of a position shared by Construction Management and Construction Engineering

Table 3 - Administrative/Support Staff Participation

Table 3 Administrative / Support Staff

Name of Position Identifier

Title Responsibilities FTE % Effort in Program

FTE in Program

Admin Manager 0 0 0

Secretary Senior 0 0 0

U G Advisor 0 0 0

Total Staff FTE 0

X. Facilities

The Construction Engineering program will not need new teaching laboratories, research facilities or specialized equipment initially. Although our classrooms in Dana, Sloan and Carpenter are dated, they are adequate. In order to grow all three programs and develop cutting edge research, new buildings are being planned as we move to our new college location across from French Administration. Currently our first building within our new location is under construction. With Civil Engineering, Construction Management and the integration of Construction Engineering, WSU is poised to become a significant educational leader in this large industry. Given the crumbling infrastructure in the United States, it is certain that the federal and state government will embark on massive renewal and construction projects soon. The graduates of this new Construction Engineering program will be the prime beneficiaries of such an effort.

17

XI. Finances Table 4 - Cost Projections

Summary of Program Costs

Construction Engineering Date*

Internal Real-

location

New State Funds

Other Sources

Year 1 Total

Year 2 Total

Year 3 Total

Year 4 Total

Administrative Salaries, including benefits Faculty Salaries, including benefits $501,150 $0 $53,950 $215,800 $ 501,150 TA/RA Salaries including benefits Clerical Salaries, including benefits Other Salaries including benefits Contract Services Goods and Services $6,000 $0 $1,000 $2,000 $6,000 Travel $12,000 $0 $2,000 $4,000 $12,000 Equipment $36,000 $0 $6,000 $12,000 $36,000 Other costs $0 Library

Direct Cost $555,150 - $0 $62,950 $233,800 $555,150

Indirect Cost $326,040 - $0 $36,971 $137,311 $326,040

Total Cost $881,190 - $0 $99,921 $371,111 $881,190

FTE Students 25 50 75 100

Cost Per FTE - $8,811

Indirect is set at: 37.00 * date to be determined

18

Table 5 - Salary Cost Detail

Salary Cost Detail - Year 1

NameMonthly salary # of months

AnnualSalary

BuyoutPgm %

AnnualPgm salary

Administration:None

Subtotal Administration 0 0 0

Faculty:None

Subtotal Faculty 0 0 0

TA/RA's:None

Subtotal TA/RA 0 0 0

Clerical staff:None

Subtotal Clerical 0 0 0Total 0 0 0

Salary Cost Detail - Year 4 - Full Enrollment

NameMonthly salary

# of months AnnualSalary

BuyoutPgm %

AnnualPgm salary

Administration:None 0 0 0 0 0


Faculty:3.5 Assistant Professors 41,961.11 9 377,650 0 $377,6501 Associate Professors 13,722.22 9 123,500 0 $123,500

Subtotal Faculty 55,683.33 9 501,150 0.00 $501,150

Subtotal TA/RA

Clerical staff:None

Subtotal Clerical 0 0 0Total $55,683 $501,150 $501,150

19

XII. External Reviews

1. Dr. Charles W. Berryman, Department Chair, Louisiana State University, College of Engineering Construction Management Department [email protected] 2. Dr. David Rogge, School of Civil and Construction Engineering, College of Engineering, Oregon State University [email protected] 3. Tim Wentz, Durham School of Architecture Engineering and Construction, College of Engineering, University of Nebraska [email protected]

Appendix A, B, C and D to follow

20

Appendix A

Construction Engineering Survey

Washington State University is developing a Construction Engineering degree which will combine elements of the Construction Management and Civil Engineering degree programs to better prepare graduates in managing construction projects in the area of heavy/civil (roads, bridges, infrastructure, etc.). You can greatly help us with this endeavor by completing this short survey. On a scale of 1 to 10, with 10 being Agree and 1 Disagree, please circle the number corresponding to your response. 1) On average, a graduate specially educated in the area of management and engineering is better qualified than one with just a civil engineering degree. 1 2 3 4 5 6 7 8 9 10 2) On average, a graduate specially educated in the area of management and engineering is better qualified than one with just a construction management degree. 1 2 3 4 5 6 7 8 9 10 3) It is important that graduates you hire can become a licensed engineer. 1 2 3 4 5 6 7 8 9 10 4) Is it your opinion that there will be less, the same, or more need for graduates in your area of work in the next four years? Less Same More 1 2 3 4 5 6 7 8 9 10 5) Would you hire a Construction / Engineering graduate? 1 2 3 4 5 6 7 8 9 10 6) Please estimate the growth in hiring for your company of college educated managers for construction projects in the next four years. 1-3 4-6 7-9 10-13 14-17 more than 17 Any additional Comments:

21

Appendix B

Construction Engineering Management Degree Follow-up Survey

You may have received and responded to our prior survey regarding the need for B.S. in Construction Engineering Management. Due to the high positive response rate for offering this degree option, WSU has given the green light to proceed in developing the curriculum for this degree. We have outlined a preliminary course of study, and request your input so that the subjects taught will meet industry needs. Thank you very much for your assistance.

PART 1: Please rate the following topics/subject areas according to their relevance to the industry, with 1 = Most Relevant to 5 = Least Relevant.

Technical Writing 1 2 3 4 5

Speech 1 2 3 4 5

Business Communications (written/oral) 1 2 3 4 5

Ethics 1 2 3 4 5

Engineering Economics 1 2 3 4 5

Management 1 2 3 4 5

Contracts 1 2 3 4 5

Delivery Systems

Design Build 1 2 3 4 5

Design Bid Build 1 2 3 4 5

Human Factors/Productivity/Leadership 1 2 3 4 5

Estimating (Heavy) 1 2 3 4 5

Scheduling/Planning 1 2 3 4 5

CAD 1 2 3 4 5

BIM 1 2 3 4 5

Concrete Design 1 2 3 4 5

Temporary Structures 1 2 3 4 5

22

Follow-up Survey, page 2

Timber Design 1 2 3 4 5

Equipment 1 2 3 4 5

Steel Structures 1 2 3 4 5

Safety 1 2 3 4 5

Geotech 1 2 3 4 5

Surveying 1 2 3 4 5

Environmental Engineering 1 2 3 4 5

Mechanics of Materials 1 2 3 4 5

Asphalt 1 2 3 4 5

Construction Materials 1 2 3 4 5

Construction Accounting 1 2 3 4 5

Managerial Accounting 1 2 3 4 5

Construction Administration 1 2 3 4 5

Engineering Administration 1 2 3 4 5

Construction Law 1 2 3 4 5

PART 2: What topic(s) not listed above would you like to see included in the curriculum?

______________________________________________________________________

______________________________________________________________________

PART 3: Comments: _____________________________________________________

_______________________________________________________________________

_______________________________________________________________________

23

Appendix C

ABET Accredited Construction Engineering Programs Research one Universities Iowa State University Ames, IA North Carolina State University at Raleigh Raleigh, NC University of Alabama Tuscaloosa, AL University of Nebraska-Lincoln Lincoln, NE University of New Mexico Albuquerque, NM Virginia Polytechnic Institute and State University Blacksburg, VA Other Universities North Dakota State University Fargo, ND Purdue University at West Lafayette West Lafayette, IN University of Central Florida Orlando, FL Western Michigan University Kalamazoo, MI

San Diego State University San Diego, CA Southern Polytechnic State University (Formerly Southern College of Technology) Marietta, GA

24

http://main.abet.org/aps/AccreditedProgramsDetails.aspx?OrganizationID=391












Appendix D

Example of Matrixes of Desired Outcomes and Assessment Methods

For the Following Courses

• Construction Engineering Courses • Construction Management Courses (added Construction Engineering sections) • Civil Engineering Courses (added sections) • Civil Engineering Emphasis Courses

Construction Engineering Courses Outcome

ConE 252

ConE 370

ConE 371

ConE 300

ConE 450

ConE 470 [M]

ConE xxx

1 knowledge of mathematics, science and engineering principles

X X X X

2 design and conduct experiments, analyze data, interpret results and draw conclusions

X X X X X X

3 design a component, system or process

X X X X

4 think logically, critically and creatively

X X X X X X X

5 work in multidisciplinary teams X X X X X

6 identify, formulate and solve problems

X X X X X X

7 use appropriate modern techniques, skills and tools

X X X X X

8 understanding of professional ethics and integrity

X X X X X X

9 communicate effectively X X X X X X X

10 awareness and understanding of the impact of global and societal issues

X X X

11 knowledge of contemporary issues X X X

12 importance of life-long learning X X X X X X

25

Construction Management Courses (Added Construction Engineering Sections) Outcome

Cst M 254

Cst M 356

Cst M 357

Cst M 451

Cst M 462

Cst M 473

Cst M xx


X X


X X X


X X X


X X X X X

5 work in multidisciplinary teams X X X


X X X X X X


X X X X


X X X X

9 communicate effectively X X X X X X


X X X

11 knowledge of contemporary issues X X

12 importance of life-long learning X X X X

26

Civil Engineering Courses (added sections) Outcome

CE 211

CE 215

CE 303

CE 315

CE 317[M]

CE 330

CE 433


X X X X X X X


X


X X X X


X X X X X X X

5 work in multidisciplinary teams X X X


X X X X X X X


X X X X X


X X

9 communicate effectively X X X X X X


11 knowledge of contemporary issues X X

12 importance of life-long learning X

27

Civil Engineering Emphasis Courses Outcome

CE 400

CE 431

CE 435

CE 436

CE 442

CE 473

CE xx


X X X X X


X X


X X X X X


X X X X

5 work in multidisciplinary teams


X X X X X


X X X X X


X X

9 communicate effectively X X X


X X

11 knowledge of contemporary issues

12 importance of life-long learning X

28

WORK BOOK 2 Analyzing Demand and Cost

Title of Program:

Bachelor of Science in Construction Engineering

Voiland College of Engineering and Architecture

January 23, 2014

Table of Content Title Page

Situational Analysis 2

Overview 2 Terminology 2 Contractor Responses 2 Strengths 4 Weaknesses 4 Opportunities 4 Challenges and Risks 5

Competitive Analysis 6 Comparative Costs per Credit Hour 7 Competitors to the Proposed

Program of Construction Eng. 9 Access 12 Faculty to Student Ratio 13 Support Services 13 Advising 13 Centers and Laboratories 13

Weakness 13 Differential Advantage 14

Barriers to Entering the Market 15 Demand Analysis 15

Market Size / Market Economics 15 Marketing Economics of Construction 18

Defining the Terms 19 Heavy and Civil Construction 19 Construction Management 19

Overall Market Size in Population 21 Growth Rate 25 Salary Growth 26 Survey 26

Geographic Market Area 26 Target Market 26 Recruitment Plan 27

Financial Analysis 29 Table 1 Faculty Participation 29 Table 2 Enrollment Projections 29 Table 2.1 Hiring Plan & Enrollment Project. 29 Table 3 Admin./Support Staff Participation 30 Table 4 Cost Projections 31 Table 5 Salary Cost Detail 32

Conclusion 33 Appendix A,B & C 34 -37

1

Situational Analysis Overview Faculty in Washington State University's Civil Engineering and Construction Management programs started investigating the need to develop a Construction Engineering degree program over ten years ago. This has been mainly due to ongoing input from contractors that focus on heavy civil engineering projects who look for graduates to address their particular type of industry needs. Civil engineering graduates need an understanding of cost, contracts, scheduling, methodology and materials, combined with the knowledge of structures and design. Construction management graduates in the heavy/civil field need an understanding of heavy construction principles and design concepts. The proposed Bachelor of Science in Construction Engineering degree will address the needs expressed by those in the industry by offering a curriculum specific to the management of heavy/civil projects. Heavy construction is considerably different from commercial building construction. Heavy (also referred to as heavy/civil) projects are generally "horizontal" (e.g. roads, bridges, infrastructure, etc.) and often involve a relationship with municipalities from city, to state, to federal, including the specific regulations required by each. Commercial buildings (also referred to as "vertical") are more relationship bound to private ownership or non-governmental ownership in most cases. There can be a great contrast in the designing, estimating and bidding processes of heavy projects and building projects, as well as the equipment used, the sequencing or phasing of construction, to the methods of construction and self-performance of the work. Terminology Please note that throughout this document the terms construction engineering, heavy civil construction, civil construction, horizontal construction and infrastructure have the same meaning and are used interchangeably based on the source referenced or the term best fitting the structure of the sentence. Other terms will be defined in other sections of this document. Contractor responses Two questionnaires were composed and sent out to contractors who were selected from our database of having a record of hiring WSU Civil Engineering and/or Construction Management students as well as utilizing other databases from certain associations and organizations to locate contractors that perform heavy/civil contracts. The questionnaires are in Appendix A and B for your review and will be referred to in other sections within this document. Of the 171 questionnaires that were sent out, 66 were returned for a 39% return rate. Below are four of the questions that indicate the viability of offering a Construction Engineering degree. Question 3: On average, a graduate specifically educated in the area of construction management AND engineering is better qualified than one with just a civil engineering degree? On a Likert scale with 1 disagrees and 10 agree, the average score was 8.12. Sixty-six responded to this question. Comments included:

2

• This fits our work better because we have a Design and Construction/Project sides of our business.

• I would say better "prepared" vs. qualified • Skills in management, estimating, and cost schedule and control are critical to the

construction industry. • This is dependent on the task. Much of our work is technical in nature. However, we still

have a large need for CM trained personnel for project management positions. • The construction based knowledge is always helpful in making a well-rounded engineer. • It is imperative that civil engineers know how the work is actually built.

Question 4 was very similar to Question 3: On average, a graduate specifically educated in the area of construction management AND engineering is better qualified than one with just a construction management degree? On the same Likert scale, the average score was 8.72. Sixty-five responded to this question. Only one comment was made: I would say better "prepared" vs. "qualified”. Question 5: Is it important that graduates you hire can become a licensed engineer? Using the same Likert scale, the average score was 5.53, which indicated it was slightly important but not imperative. Comments offered were:

• We find that many public agency owners require this for key individuals. • The positions in the Construction/Project side require a license as well as the design

side, but the Construction Management degree would be a closer fit for the Construction offices.

• Desired but not rigid. Question 6 is possibly the most important question: How likely would you be to hire Construction Engineering graduates? Again using the same Likert scale, the average score was 8.39. Numerous positive comments were made including:

• I completely agree with your thoughts on this new program. As we move forward the need for well-rounded candidates will increase in light of stricter rules and guidelines for staff.

• I believe the best approach to making a step change in construction is through individuals who have a bent for the work and are technology savvy; I think you need both ends of this spectrum.

• We are in great need of a construction engineering program in the west coast. • While we hire CM and Civil engineering grads, we prefer a blend of the two. A strong

technical foundation combined with good construction business courses. • We see a larger need for construction management people in the field. Projects have

become more complex and require different skills than a pure civil engineering graduate has.

3

In addition to the positive responses in the questionnaires, and anecdotal inquiries and conversations with contractors, the idea of offering Construction Engineering has been discussed at the last three recent meetings of the College of Engineering and Architecture Advisory Board with their overwhelming endorsement. Strengths One of the greatest strengths of both Washington State University’s Civil Engineering and Construction Management programs is their collaboration in offering some crossover courses to attempt to meet the needs of the industry. Surprisingly, this is not the case across the nation, especially in the approximately ten existing Construction Engineering programs. WSU's Bachelor of Science Degree in Construction Engineering will effectively unite these two highly respected programs through existing CE and CM courses as well as additional new courses. WSU's proposed program will be only the second Accreditation Board for Engineering and Technology (ABET) accredited Construction Engineering program on the West Coast, and on par with any Construction Engineering program in the United States. In addition, graduates with this degree could enter the contracting industry with the ability to obtain a P.E. (Professional Engineer) license. Weaknesses All indicators are pointing to 25 additional students ready to enter this program over and above current CE and CM student counts. This popularity is largely due to the success that both programs have in placing graduates in employment. However, it is also a double-edged sword, because the increased demand requires additional faculty and facility space. Even the current collaboration of CE and CM courses is straining faculty and space resources. Opportunities America has aging infrastructure systems that are failing and new infrastructure systems that need to be built to keep up with the U.S. economy. Tunneling beneath cities to move traffic as well as sewage and water is a growing practice. This will only be dwarfed by the need for rebuilding ocean levees, docks and frontage of coastal cities due in part to climate change occurrences. Frederick Reese states in his 2014 paper, Fixing America’s Crumbling Infrastructure Goes Beyond Economics, that infrastructure is the lifeblood not just of the American economy, but of American life. Transportation for America’s “The Fix We’re In For: The State of Our Nation’s Bridges" (2013) states that one in every nine bridges in the United States is structurally deficient or requires significant maintenance or replacement. And, according to the American Society of Civil Engineers, there is a water main break every two minutes somewhere in the country. Facing these dire statements is the Construction sector of the U.S. Gross National Product (GNP), which makes up 9 to 11% of the GNP. This large sector is counted upon to build and repair the infrastructure that holds the remaining 90% of the economy together. Construction is one of 20 classifications of the major economic indicators of the U.S. economy by the North American Industry Classification System (NAICS). U.S. Census Bureau in 2001 NAICS statistics indicated that revenue from Construction is the fifth largest of the 20 NAICS

4

classifications 950,920 (in millions of dollars). Only five other classifications are larger in economic gains: Wholesale Trade, Manufacturing, Retail Trade, Finance and Insurance, and Health Care. According to the 2001 census, 10% of all firms in the state of Washington were construction firms, making construction the third largest category of firms in the state, only behind retail trade and the services industry. A study by the University of Washington 2005 concluded that for every dollar spent on construction projects there is a return of three dollars to the state's economy. More on the economics of the market will be discussed in subsequent sections of this document. WSU's CM program has had 100% job placement even during the recent economic downturn. CE also has steady placement numbers for graduates pursuing employment in the heavy civil area. Even so, recent construction education and government publications indicate there is a shortfall of construction managers for the available job openings. WSU could easily double the number of CM and CE graduates and still not fill the openings available across the country. However, neither curriculum is designed to comprehensively address the heavy construction issues impacting the nation's infrastructure. Emerging technology and specialized cost and scheduling needs have created the need for a new work- ready type of graduate trained specifically in the growing field of construction engineering. The window of opportunity for meeting construction industry needs will always be open. WSU has the opportunity now to offer a specific construction engineering degree program where graduates can become licensed engineers and trained in the management and economics of heavy construction to be better equipped to enter this specialized area of the construction industry. Challenges and Risks Two uncontrollable factors that directly challenge any construction engineering program are the state of the national economy, and the availability of qualified faculty. Somewhat ironically, to minimize the risk due to these factors, the construction engineering program must actually be established and effectively promoted. Construction in general is closely tied with banking and interest rates on the public sector side, thus limited government appropriations on heavy/civil projects can present a problem during economic slowdowns or downturns. However, economists and politicians have known since the Great Depression that the fastest way to stimulate the economy is through construction. Because of this sector's size, spending, and number of employees (with corresponding salaries), implementing construction projects (especially heavy/civil) is often the fastest way to stimulate a sluggish economy. Thus, in a robust or sluggish economy, there should always be a stable demand for construction engineering graduates. More will be discussed later in this document as it pertains to marketing Another challenge to the success of a construction engineering program is recruiting qualified faculty with the proper credentials and experiences. These are individuals who have knowledge and experience in managing the construction process of heavy/civil projects and have the ability

5

to effectively teach the principles and practices found in the industry. Because of the strength of the construction industry, it is difficult but not impossible to find qualified people who wish to leave the industry to further their education and enter the faculty ranks. This challenge should diminish as more construction engineering graduates are produced, more construction related graduate programs are offered, and effective recruiting practices are used.

For example, in spring 2014 the CM program hired two highly qualified faculty members who come from the industry. One individual has over 20 years of relevant experience, including 14 years employed with a large national/international heavy/civil firm. Additionally, he has a Ph.D. The other hire also has a Ph.D., with a strong construction background and her specialization is in Building Information Modeling (BIM). These exceptional faculty hires are positive additions to an already strong and well respected faculty, each having a minimum of eight years of practical construction/engineering experience.

Competitive Analysis

WSU's proposed Construction Engineering program is a product of collaboration between two existing programs within the same college, thus there is no competitive environment with other WSU departments or schools. As it pertains to other universities, there are similar programs that need to be reviewed in determining any competitors.

Construction Engineering is a fairly new degree program in the United States and more prominent on the East coast and in the Midwest. The program has emerged due to the complexity of projects that Construction Management programs cannot completely train graduates for as well as the lack of Construction Management courses in established Engineering programs.

Accreditation Board for Engineering and Technology (ABET) has the only accreditation specifically for Construction Engineering programs. A program might be called Construction Engineering, but could actually be a pure Civil Engineering program or a Construction Management program accredited by American Council for Construction Education (ACCE). WSU's proposed Construction Engineering program will be designed to meet the specific ABET Construction Engineering criteria.

Currently there are twelve ABET accredited Construction Engineering programs in the country. Of those twelve, six are located in Carnegie Research I Universities. There is only one ABET accredited Construction Engineering program on the West Coast located at San Diego State University (although Arizona State University expects to be accredited in 2016), and there are no ABET accredited Construction Engineering programs in the Pacific Northwest. A complete list of current ABET accredited programs can be found in appendix C.

There are two programs in the Northwest that have similar degrees. One is at Oregon State University referred to as Construction Engineering Management, but their program is accredited under ABET Civil and ACCE CM. Their students take two years of civil courses and

6

approximately two years of construction courses. A significant difference with WSU’s proposed program is in the course structure of the construction related courses. OSU's program course work is designed around buildings (or vertical construction), and their graduates compete for employment with WSU's CM students. WSU's proposed program will emphasize horizontal (heavy/civil) aspects. Currently OSU graduates do have an advantage over WSU CM graduates in that they can stand for professional licensing, while WSU’s CM graduates cannot. The other Northwest program is at the University of Washington. Their program offers a certificate in Heavy Construction Project Management and is administered jointly by both their Construction Management and Civil Engineering programs. The major difference is that the program is a certificate program and not accredited. Their program also lacks the breadth and depth needed to fully educate graduates encountering construction engineering projects. UW does offer a non-accredited master's degree in Construction Engineering. The program is an online Master of Science in Civil Engineering with concentration in Construction Engineering. The programs are not well known and appear to lack the focus in meeting industry needs. The only other similar program in the West is at the University of Colorado which has a master’s degree in Construction Engineering Management and an undergraduate degree in Architecture Engineering with an emphasis in Construction Engineering. Like the University of Washington, the University of Colorado's master’s degree is not accredited. Because the University of Washington and the University of Colorado are located in large urban areas, they may attract students who are already in the workplace and want the convenience of obtaining a certificated degree, especially online. However, these are not the students who would likely consider putting their employment on hold to attend a school fulltime to obtain an ABET-accredited degree. As stated prior, there are two programs that are accredited by ABET in Construction Engineering: San Diego State University accredited since 2008, and Arizona State University with an ABET site visit expected by fall semester 2016. However, because Oregon State University's program has similarities and is well known to the same companies that employ WSU Civil and CM graduates, their program is also included here for comparison. Comparative Costs per Credit Hour The following basic tuition and fees are for the fall semester 2014 and are estimates only based on the per unit fee structures at the below institutions. They do not include room or board, books, or other living expenses. All of the following universities are on the semester system, except OSU which is on the quarter system. The Universities being reviewed are San Diego State University, Arizona State University and Oregon State University.

7

San Diego State University http://bfa.sdsu.edu/fm/co/sfs/studentfees.html

In-State Tuition Fee Campus Fees Totals Part Time 0-6.0 units $1,587.00 $697.00 $2,284.00 Full Time 6.1 + units $2,736.00 $697.00 $3,433.00

Out of state Full time 6.1 units $5,702.20* $697.00 $6,399.20 *Based on foreign and out-of-state students will be charged tuition for all units attempted at a rate of $372.00 per unit. Arizona State University https://students.asu.edu/tuition

In-State Tuition Fee Campus Fees Totals Part Time 0-6.0 Units $4,462.00 $191.00 $4,653.00

Full Time 7 + units $5,142.00 $336.00 $5,478.00

Out of state 12 hours + $12,315.00 $336.00 $12,651.00 Oregon State University http://financialaid.oregonstate.edu/review_costofattendance (Corvallis Professional Engineering)

In-State Tuition Fee Campus Fees Totals Based on 15 credit hrs. $3,315.00 $490.57 $3,805.57

Out of state Based on 15 hrs. + $9,554.74 $490.57 $10,045.31 Washington State University http://finaid.wsu.edu/cost-of-attendance

In-State Tuition Fee Campus Fees Totals Based on FTE +7 units $5,698.00 $501.00 $6,199.00

Out of state Based on 15 hours + $12,239 $501.00 $12,740.00

By reviewing the above tuition and fee schedule, WSU is the most expensive relative to credit hours for full time equivalent (FTE). As it pertains to out of state, WSU is fairly competitive. When analyzing the fee schedule above, it appears that WSU could have a disadvantage in tuition costs. Except at San Diego State, financially it is less expensive to stay in state. Still WSU attracts a different type of student -- one who wants to come to a rural setting free of urban entrapments. Students seek the experience that comes with a state school and living within a small town and experiencing the culture that is Pullman. From that standpoint, Oregon State

8

http://bfa.sdsu.edu/fm/co/sfs/studentfees.html

https://students.asu.edu/tuition

http://financialaid.oregonstate.edu/review_costofattendance

http://finaid.wsu.edu/cost-of-attendance

becomes the closest competitor by its geographical location, closest to WSU's tuition and fee scale, enrollment, employment opportunities and other intangibles. San Diego State University and Arizona State University are too far away geographically to be direct competitors. While Oregon State’s Civil/CM program is similar in nature, but not aligned in all course content, it does become WSU's major competitor. Competitors to the proposed program of Construction Engineering From the information above, the following programs are listed in reverse order of their significant competition to WSU's proposed program. As stated prior, there are no programs, curriculums, or departments within the WSU system (main or branch campuses) that are remotely duplicated or in competition with this proposed program. Competitor 3: San Diego State University Department of Civil, Construction, and Environmental Engineering, College of Engineering (Taken from http://www.engineering.sdsu.edu/engineering/ and Analytic Studies & Institutional Research (ASIR))

San Diego State University Construction Engineering Graduates http://university-stats.sdsu.edu/degrees_granted.html#dcmg

Construction Engineering Civil Engineering Year No. of Undergraduates Graduates No. of Undergraduates Graduates

2006 - 2007 no graduates 71 0 2007 - 2008 3 0 94 12 2008 - 2009 5 0 97 15 2009 - 2010 16 0 78 21 2010 - 2011 25 0 82 26 2011 - 2012 19 0 97 25 2012 - 2013 23 0 113 17 2013 - 2014 24 0 93 25

Total Enrollment Past

4 years* 92 0 385 93

*Based roughly on graduation rates for the last 4 years working backwards from 2013 -2014. Construction Engineering is offered through the Department of Civil, Construction, and Environmental Engineering within the College of Engineering. The program was funded through an endowment through the Associated General Contractors of America (AGC) San Diego Chapter. The curriculum is ABET accredited, but is a mixture of Construction Engineering and Building Construction as is Oregon State University's program. San Diego State University does not have an accredited Construction Management program. They have a professional certificate in

9

http://www.engineering.sdsu.edu/engineering/

Contract Management /Advanced Contract Management under Business and Leadership within their College of Extended Studies. After further review of this certificate, it falls short of any additional merit that could be extended to their Construction Engineering program. Faculty to Student Ratio: There are 12 fulltime faculty listed, of which 3 are Construction Engineering faculty. In addition to the fulltime faculty, there are 16 lecturers for a total of 28 faculty with the Department of Civil, Construction, and Environmental Engineering. Their website does not reveal any breakout as to number of classes each faculty member teaches or the teaching loads. Therefore a rough estimate was obtained as to faculty to student ratio. Adding up the students in the last four years for both graduates and undergraduates reveals 570 students divided by 28 faculty offers 20.35 students per faculty member. Competitor 2: Arizona State University School of Sustainable Engineering and the Built Environment (SSEBE) (Taken from http://ssebe.engineering.asu.edu/prospective-students/constengineering.html) BS Construction Engineering Management Accreditation - ABET (4 +1 years total) Student Enrollment* Academic Year

1st 2nd 3rd 4th** 5th*** Total

2011-16 FT 20 40 70 100 120

* Program was established in 2010. Enrollment was predicted to be 120 in five years. Current enrollment after 3years is 75. ** Projected enrollment

*** Because of transfers and students not able to graduate in 4 years, they have accounted for 5 years for enrollment purposes. Reviewing the Ira A. Fulton School of Engineering- Highlight and Data at http://engineering.asu.edu/factbook/data/, it states that the Civil Engineering program has 760 undergraduate students, and grouping Construction Management and Construction Engineering together showing 294 students combined. The above table was created for just the Construction Engineering program through an email conversation with someone within the University administrative structure. The reliability of the table is very strong. Arizona State University’s School of Sustainable Engineering and the Built Environment includes Construction Management, Civil, Environmental and Sustainable Engineering, and Construction Engineering. Arizona State University's Construction Engineering program is probably the closest program to date to WSU's proposed Construction Engineering program in that it closely aligns their Civil Engineering and Construction Management programs.

10

http://ssebe.engineering.asu.edu/prospective-students/constengineering.html

http://engineering.asu.edu/factbook/data/

Faculty to Student Ratio: Total enrollment for the School of Sustainable Engineering and the Built Environment (SSEBE) for Fall 2014 was16,799 including non-degree seeking students. For undergraduates it was only 12,398 students. Because the Construction Engineering program is so new, there is some question as to determining an accurate faculty to student ratio. There are 55 faculty listed in the SSEBE website, which includes the lines of Professor, Associate Professors, Assistant Professors and Lecturers. There are also 23 Faculty Associates that teach anywhere from 2 classes per semester to one class per year. Using data from the website (http://engineering.asu.edu/factbook/data/), total enrollment for Fall 2014 is 1,054 undergraduates, of which 294 are enrolled in Construction Engineering and Construction Management. There are 211 graduate students, which include 92 in Construction Engineering and Construction Management. There are 126 Ph.D. students, of which 17 are in Construction Management, and the remaining 109 are in Civil, Environmental and Sustainable Engineering. The total of undergraduates (1,054) and graduates (211, 126) is 1,391 students. Dividing that number by the total faculty number of 78, the ratio comes to 17.83 students per faculty overall. For undergraduates only, the ratio becomes 13.51. Competitor 1 Oregon State University School of Civil and Construction Engineering (Taken from http://cce.oregonstate.edu/undergraduate-academics) BS Civil Engineering Accreditation - ABET 2 years Pre- Engineering 88 credits + 2 years Pro-School 93 credit 181 credit total Student Enrollment Academic Year 1st 2nd 3rd 4th Total

2013-14 FT 118 100 109 147 474 PT 7 11 8 13 39

2012-13 FT 79 99 114 183 475 PT 7 8 11 13 39

2011-12 FT 128 113 94 141 476 PT 8 11 13 8 40

2010-11 FT 154 88 118 128 488 PT 5 7 4 12 28

2009-10 FT 144 107 104 126 481 PT 9 8 3 8 28

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BS Construction Engineering Management Accreditation - ACCE 2 years Pre- Engineering + 2 years Pro-School (4 years total) Student Enrollment Academic Year 1st 2nd 3rd 4th Total

2013-14 FT 32 47 68 133 280 PT 3 12 9 12 37

2012-13 FT 23 60 67 122 273 PT 0 10 16 7 34

2011-12 FT 32 73 61 122 291 PT 4 14 8 13 39

2010-11 FT 45 72 85 159 369 PT 4 8 10 7 31

2009-10 FT 56 84 81 150 380 PT 6 9 16 11 43 In the above student enrollment tables, note a large increase from 3rd year to 4th. This increase was explained by the former Chair of Construction Engineering Management. Many students do not actually graduate in four years. Most take five to six years to graduate. The accounting of those students is taken up in the 3rd and 4th year counts causing the jump in student numbers. The website http://cce.oregonstate.edu/about states that the School of Civil and Construction Engineering has approximately 1,150 total enrolled students, 150 graduate, and 1,000 undergraduate students. This doesn’t quite support the figures found in the breakdown. In the year 2009 – 2010 total enrollment was 932 students. OSU has an admittance procedure into the engineering programs which they refer to as Pro School. The following website http://cce.oregonstate.edu/pro-school has a complete breakdown of the systems with FAQ. When admitted to OSU, students enter their program in the Pre-Engineering Level (freshman and sophomore years). Students must apply to the Professional Level (junior and senior years) upon completion of their core coursework, generally the end of the sophomore year. Applications to the Professional Program are available twice each year. About April 15, applications will be available on the COE website for the following fall term. To be considered, students must complete the application by July 1. Applications will also be available about October 1 for the following winter term. The cut off GPA last year for entry into either Civil or CM was 2.734. Both programs take the same first year core requirements. Access: The College of Engineering has a very user-friendly website. The following are the website addresses related to this proposal: College of Engineering http://engineering.oregonstate.edu/ Civil Engineering and Construction Engineering* http://cce.oregonstate.edu/

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http://cce.oregonstate.edu/about

http://cce.oregonstate.edu/pro-school

http://engineering.oregonstate.edu/

http://cce.oregonstate.edu/

Civil Engineering http://cce.oregonstate.edu/content/civil-engineering Construction Engineering Management http://cce.oregonstate.edu/content/construction-engineering-management

*The website refers to the School of Civil and Construction Engineering

Faculty to Student Ratio: This is somewhat difficult to ascertain. However, taking the number of students in the School of Civil and Construction Engineering divided by the number of faculty, it should be fairly accurate using the above numbers. In 2013-2014 there were a total of 41 faculty in the School. Using the above student enrollment for undergraduate, both full and part-time, there were 830 students. Taking 830 undergraduate students only and dividing by 41 faculty, the ratio comes to 20.24 students per faculty overall. In the Construction Engineering Management program, there are 5 faculty and 317 undergraduate students only, both full-time and part-time. The ratio here comes out to be 63.4 students per faculty. Support Services: OSU has a very comprehensive online student services resource for enrollment and advising which can be found at http://oregonstate.edu/main/online-services Advising: The School of Civil and Construction Engineering has three academic advisors. Students are expected to check their e-mail daily and read the CCE Newsletter sent out on Mondays for updates on advising and other important information. All advising information is clearly stated on the website http://cce.oregonstate.edu/academic-advising from Planning Documents, Pro-school application information, transfer credit information to types of calculators and computer to purchase called a technology. These four areas are called guides and each has numerous advising guides that the student can click on to find further information. Centers and Laboratories: Each of the research focus areas has their own facility and offer opportunities for not only student and faculty research, but industry sponsored research and interdisciplinary work. This information comes from the website http://cce.oregonstate.edu/content/outreach. The Kiewit Center is the umbrella for all research in the School of Civil and Construction Engineering. Laboratories include: O.H. Hinsdale Wave Lab, Driving and Bicycling Lab, Geotechnical Field Research Site, Geomatics Laboratories, Groundwater Research Lab, Infrastructure Materials Labs, and the Structures Lab. Weakness A major weakness of OSU's Construction Engineering Management program is the faculty to student ratio. Studies conducted in construction management programs have found that a maximum number of 25 students is desirable in certain courses such estimating and scheduling courses and courses heavy in applied technical information. OSU's faculty to student ratio would indicate a weakness in teaching some courses that need much contact time. This faculty to

13

http://cce.oregonstate.edu/content/civil-engineering

http://cce.oregonstate.edu/content/construction-engineering-management

http://oregonstate.edu/main/online-services

http://cce.oregonstate.edu/academic-advising

http://cce.oregonstate.edu/content/outreach

student ratio has been noted over the years by the faculty and graduates from OSU's Construction Engineering Management program. Another weakness is that OSU’s Construction Engineering Management program is a mix of Building Construction (vertical construction) courses and Heavy Civil (horizontal construction) courses. Building construction and heavy construction projects are fundamentally different as discussed earlier. Therefore many of Oregon State's graduates acquire positions in the commercial construction field. OSU’s CM program 2013 Construction Engineering Managements (CEM) Placement Statistics indicate that slightly less than 20% of their 2013 graduating class was hired by heavy/civil contractors, while 65% was hired by commercial contractors. In addition, students in OSU’s program don’t start CM courses until their 3rd year. For students to establish a formative knowledge that they can apply to upper level courses, that knowledge should start in their 2nd year of study. Involving students a year earlier also establishes a stronger bond to the program and their fellow classmates as well as through internships. Differential Advantage One of the strengths within the Voiland School of Engineering and Architecture, and particularly the programs of Civil Engineering and Construction Management, is shared communality. Definition of Shared Communality: the communal state or character which is a feeling of group solidarity shared by members of a group or community and shared with another group or community. CE and CM have had a long history of working together to better our respective programs. While this may also be referred to as collaboration, shared communality is more of the culture that encourages collaborative efforts. This proposal was created by both programs with great care and over many years of study. The Construction Engineering proposal was actually fashioned to address some of the weaknesses in our existing programs. Surveys were conducted asking contractors up and down the West Coast as to what course topics would be relevant to the industry (see Appendix A & B). Our program advisory boards have also been actively involved in creating this program. Establishing a separate program in Construction Engineering, different from Civil Engineering and Construction Management, will enable the program to focus on the unique aspects of heavy/civil projects and concepts and not be diminished by the other disciplines. In reviewing Oregon State University's Construction Engineering Management program, their curriculum does not indicate the emphasis of heavy construction principles. San Diego State University does not even have a Construction Management program, so there is no opportunity for collaboration between CM and CE perspectives. WSU's shared communality approach to offering Construction Engineering will be a distinct advantage over any competitors. Another advantage that the Construction Engineering program will bring is in the research arena. A good example of this is Building Informational Modeling or BIM, which is revolutionizing the

14

building industry. BIM originated in the mechanical construction sector of building construction, but has been slow to being accepted in the heavy/civil sector, mainly because it is still relatively unknown and untested in this area. However, the need for expanding research into heavy/civil applications of this technology (e.g. the Big Bertha tunnel boring machine stoppage in Seattle) as well as other emerging technologies will provide numerous research opportunities. Barriers to Entering the Market One of the questions to be addressed in this document is: “Are there any barriers that might inhibit WSU from entering this market? These might include required economies of scale, brand identity, accreditation standards, known plans of competitors, access to distribution, switching costs and government policy”. As stated prior, the idea of offering Construction Engineering at WSU has been studied for over ten years, and the response is overwhelmingly positive in and outside of our state. WSU has a Civil Engineering program and a Construction Management program that are both well respected in the Northwest and nationwide. Both programs have the brand, the reputation and the industry support to carry out this endeavor. However, a significant barrier exists in regards to university funding support. Construction Management, in spite of many accomplishments, has been cited twice in the last two accreditation visits for overworked and insufficient number of faculty, and that is now listed as a weakness. Civil Engineering faculty are also in the same situation and by all standards of class sizes and faculty ratios has a faculty to student ratio considerably higher than comparable programs. While CM caps enrollment to relieve some of the pressure, CE has not been able to cap enrollment. In addition, our classroom facilities, labs and research facilities are very much outdated, crowded and in some areas do not meet today’s standards. You could say our education infrastructure is crumbling.

Demand Analysis Market Size / Market Economics The American Society of Civil Engineering (ASCE) Report Card for America’s Infrastructure in 2013 stated $3.6 trillion is needed to construct and repair America’s infrastructure. An assessment of 16 areas of our infrastructure, dams, roads, airports waterways, energy, bridges, etc. are made and grades assigned and recommendations made. The latest grade report gave America’s cumulative GPA a D+. Since 1998, the grades have been near failing, averaging only Ds due to delayed maintenance and underinvestment across most categories. In another ASCE report titled: Failure to Act: The Impact of Current Infrastructure Investment on America’s Economic Future the results indicated that a deteriorating infrastructure, long known to be a public safety issue, has a cascading impact on the nation’s economy, negatively affecting business productivity, gross domestic product (GDP), employment, personal income, and international competitiveness.

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The report states on page 5: Overall, if the investment gap is not addressed throughout the nation’s infrastructure sectors, by 2020, the economy is expected to lose almost $1 trillion in business sales, resulting in a loss of 3.5 million jobs. Moreover, if current trends are not reversed, the cumulative cost to the U.S. economy from 2012–2020 will be more than $3.1trillion in GDP and $1.1 trillion in total trade. The report goes on to testify that, “in combination with current investment trends, cumulative infrastructure investment needs will be approximately $2.7 trillion by 2020 and will rise to $10 trillion by 2040." Please keep in mind these reports do not include the need for construction and repair on ocean fronts, rivers and inlets that empty into coastal areas due to climate change. This will be an additional significant impact for the state of Washington. The following table indicates the estimated cumulative impact to the nation's economy if we do not invest in our infrastructure. Table 1 Estimated Cumulative Investment for our Infrastructure System Estimated Cumulative Investment for Infrastructure Systems (Based on current trends extended to the year 2020) (2010 dollars in billions) Total Estimated Funding Needs Funding Gap Surface Transportation $1,723 $877 $846 Water/Wastewater Infrastructure 126 42 84 Electricity 736 629 107 Airports 134 95 39 Inland Waterways & Marine Ports 30 14 16 Dams 21 6 15 Hazardous & Solid Waste 56 10 46 Levees 80 8 72 Public Parks & Recreation 238 134 104 Rail 100 89 11 Totals $3,244 $1,904 $1,340

From an economic view, these reports clearly indicate a potential of weakening of the economy due to lack of government investment. Conversely, these disconcerting reports clearly indicate the current and future need for persons educated in building new infrastructure and /or repairing existing systems.

16

Construction is one of the 20 major headings within the Bureau of Labor Statistics North American Industry Classification System (NAICS). In addition to the NAICS listing, Construction Spending is one of the 14 economic indicators compiled by the U.S. Economic Census Bureau. Construction spending includes: construction work done each month on new structures or improvements to existing structures for private and public sectors. Data estimates include the cost of labor and materials, cost of architectural and engineering work, overhead costs, interest and taxes paid during construction and contractor’s profits. Data collection and estimation activities begin on the first day after the reference month and continue for about three weeks. Reported data and estimates are for activity taking place during the previous calendar month. Construction spending involves all aspects of construction, less residential construction, except for the infrastructure for residential. The following table 2, compiled from the U.S. Economic Census Business Bureau Construction Spending as of October 2014, shows 971 trillion dollars of which 292 trillion or 30% of the total spending is infrastructure. The U.S. Census Bureau 2002 NAICS statistics indicated that revenue from Construction amounted to 1.1 trillion dollars. Only five other NAICS classifications were larger: Wholesale trade 4.4 trillion, Manufacturing 3.8 trillion, Retail trade 3.2 trillion, Finance and Insurance 2.6 trillion, and Health care 1.2 trillion. Those numbers cannot be reproduced due in part because in 2007 the U.S. Census Bureau changed the development and cataloging of spending. They added two more classifications from 18 to the current 20 and therefore comparisons cannot be recreated. However, it does not appear that the ranking has dramatically changed since 2002. Please note that the ASCE items in the previous table 1 are categorized differently, thus do not directly correlate to the U.S. Census Bureau classifications in table 2. What is important to note, is that infrastructure of heavy civil construction as of October 2014 amounted to 30.4% of the total construction in the United States.

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Table 2 Value of Construction in Place

Value of Construction in Place – Seasonally Adjusted Annual Rate

In Millions of dollars. Details may not add to totals due to rounding Type of Construction as of October 2014 Total Construction in Place $970,989 Infrastructure Public Safety 9,850 Transportation 41,730 Communication 15,452 Power 97,730 Highway and Street 82,390 Sewage and Waste Disposal 22,556 Water Supply 13,455 Conservation and Development 8,542 Total Infrastructure Construction $291,705

http://www.census.gov/construction/c30/c30index.html

Marketing Economics of Construction When we speak of Construction and the size of this industry, comparisons become even more prodigious. For example, when you review the NAICS listing of Wholesale Trade, it has many subdivisions as does the listing of Manufacturing, two of the largest NAICS headings. Construction on the other hand is basically one large entity subdivided between the major areas in Commercial Building, Residential and Heavy Civil construction and the various subparts of each. When Construction is compared to Manufacturing, the enormity of Construction stands out. For example, under NAICS, Manufacturing is subdivided into many sub groups (e.g. food manufacturing, textiles, apparel, wood products, millwork, lumber, manufactured homes, paper production, printing, petroleum and coal manufacturing, pharmaceutical and medicine). Manufacturing of paints and coating, plastic pipe and the all the industries that actually build the machinery for all the products in that category are listed in the category of Manufacturing. Construction is just construction its does not include the manufacturing of products. Construction is just a culmination of its subparts as in construction of buildings, residential construction, highway, street, and bridge construction, power and communication line and related structures construction, utility system construction, and specialty trade contractors. From an educational or degree point of view, Manufacturing encompasses many degree areas within a university such as chemical, mechanical, and electrical engineering degrees. Other colleges such as agriculture are included as well as degrees in business. However, the NAICS category of Construction encompasses degrees from civil engineering and architecture, with the bulk of degrees in the professional ranks in construction management.

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Therefore, the NAICS category of Manufacturing has many areas encompassing many professional degrees from many areas at a university such as Washington State University. Construction basically only encompasses degrees from the Voiland College of Engineering and Architecture College at WSU, with Construction Management accounting for the majority of the professional degrees.

Defining the Terms

Heavy and Civil Engineering Construction According to the United States Department of Labor Bureau of Labor Statistics, Heavy and Civil Engineering Construction is defined as those companies that comprise establishments whose primary activity is the construction of entire engineering projects (e.g., highways and dams), and specialty trade contractors, whose primary activity is the production of a specific component for such projects. Specialty trade contractors in Heavy and Civil Engineering Construction generally are performing activities that are specific to heavy and civil engineering construction projects and are not normally performed on buildings. The work performed may include new work, additions, alterations, or maintenance and repairs.

Construction Management The U.S. Census Bureau’s Occupational Outlook Handbook defines Construction Managers as those that plan, coordinate, budget, and supervise construction projects from development to completion or as person overseeing the daily operations of a construction project. Aside from the Bureau’s definition, the term varies within the professional ranks and from firm to firm. The Bureau’s term does not separate out degrees that occupy the term Construction Management, such as the degrees of Civil Engineering or Construction Management. The U.S. Census Bureau uses the term Field Engineer that many companies refer to as someone working their way up to the position of Construction Manager, which usually takes five years after graduation regardless of degree or industry. Another related position is the Construction Superintendent. While there is no category with this specific title, the category that best describes this position is the occupation of First-Line Supervisors of Construction Trades and Extraction Workers. The reason this occupation is mentioned is that the trend in many larger construction firms is to employ graduates of Civil Engineering and Construction Management programs into these positions.

Therefore to understand the categories and make correct inferences, it can be difficult to categorize some occupations held by graduates of Construction Management and Civil Engineering in the NAICS definition of Construction.

The U.S. Census Bureau divides the occupations held within Construction into many occupation lines depending on the state. Management Occupations take in the various management roles that are occupied by Construction Management, Civil Engineering and other graduates from related educational fields. Included in Management Occupations are Chief Executive positions General and Operations Managers and Construction Managers. Cost Estimators fall under the

19

category of Business and Financial Operations Occupations, although these positions are also occupied by graduates from Civil Engineering and Construction Management programs. However, each state reports employment numbers differently. The state of Washington reports 137 employment lines within the NAICS 23-Constrcution including Chief Executives, Financial Managers, Construction Managers, Cost Estimators, Architecture and Engineering Occupations, Civil Engineers, Brickmasons and Blockmasons, Construction Laborers, and Crane and Tower Operators. [Please see table 3 State of Washington Professions in the Construction - Employment and Salaries.] For the purpose of census reporting then, term "Construction Management" does not necessarily refer to those with a college degree in that area, rather it is referring to the profession of managing construction projects -- either in commercial building or infrastructure projects. The degrees that this position encompasses vary. The majority of the degrees occupying this position are Construction Management and Civil Engineering, with some Architecture and Business degrees. Chief Executives are owners or CEOs of firms and they usually start out from the Construction Managers or Construction Estimators positions. Operation Managers also rise from the ranks of Construction Managers. The positions of Civil Engineers are Civil Engineers acting in that capacity as an engineer. The term "Construction Engineering" is not actually used by the U.S. Census Bureau, but it is commonly used by firms that construct, repair, or reengineer infrastructure projects. North American Industry Classification System (NAICS) classifies the heavy and civil engineering construction sector as NAICS 237 with the following subsectors consisting of these industry groups: • Utility System Construction: NAICS 2371 • Land Subdivision: NAICS 2372 • Highway, Street, and Bridge Construction: NAICS 2373 • Other Heavy and Civil Engineering Construction: NAICS 2379 Under each of these NAICS classifications are the occupational classifications as stated above. Therefore under the Highway, Street, and Bridge Construction, NAICS 2373 would be listed the occupations such as Management Occupations are numbered 11-0000, Business and Financial Operations Occupations 13-0000 and so forth. The following table 3 was compiled from the 2013 Bureau of Labor Statistics that indicates the size of the Construction industry in the state of Washington divided into the various subsets that make up Construction Engineering types of projects. Table 3 also indicates the number of people employed and the median salaries.

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Table 3 State of Washington Professions in the Construction - Employment and Salaries State of Washington Professions in the Construction Industry – Employment & Salaries NAICS Title Occ.

Code Title Total Employ Median Salaries

Total Construction 00-0000 All Occupations 136,900 50,980 Total Construction 11-0000 Management Occupations 6,370 100,030 Total Construction 11-1011 Chief Executives 80 185,390 Total Construction 11-1021 Gen. Operations Managers 1,390 117,610 Total Construction 11-9021 Construction Managers 3,000 95,360 Total Construction 13-1051 Cost Estimators 3,210 67,760 Total Construction 17-2051 Civil Engineers 980 74,910 Heavy & Civil Eng. Const. 00-0000 All Occupations 18,240 60,690 Heavy & Civil Eng. Const. 11-0000 Management Occupations 1,380 93,790 Heavy & Civil Eng. Const. 11-1011 Chief Executives 30 180,400 Heavy & Civil Eng. Const. 11-1021 Gen. Operations Managers 280 113,410 Heavy & Civil Eng. Const. 11-9021 Construction Management 580 93,880 Heavy & Civil Eng. Const. 13-1051 Cost Estimators 270 71,860 Heavy & Civil Eng. Const. 17-2051 Civil Engineers 340 75,740 Highway, Street & Bridge Const. 00-0000 All Occupations 6,550 57,530 Highway, Street & Bridge Const. 11-0000 Management Occupations 300 94,240 Highway, Street & Bridge Const. 11-1021 Gen. Operations Managers 80 117,200 Highway, Street & Bridge Const. 11-9021 Construction Management 130 94,630 Highway, Street & Bridge Const. 13-1051 Cost Estimators 100 79,000 Highway, Street & Bridge Const. 17-2051 Gen. Operations Managers 70 75,050 Other Heavy & Civil Eng. Const. 00-0000 All Occupations 2,550 65,710 Other Heavy & Civil Eng. Const. 11-0000 Management Occupations 180 106,320 Other Heavy & Civil Eng. Const. 11-9021 Construction Managers 90 107,900 Other Heavy & Civil Eng. Const. 17-2051 Civil Engineers 160 73,240

Overall Market Size in Population Overall construction employment in the state of Washington is 6.6% of the total population of people employed over the age of 16 at 207,932, which is ranked 6 out of the 11 employment categories for the state by the U.S. Census Bureau's Population Estimates Program. In table 4 below, within the state of Washington, Construction is ranked number 1 in firms, 7th in employment size and 8th in payroll. The 2001 U.S. Census reported that 10% of all firms in Washington were construction firms, making construction the third largest in the make-up of firms in Washington State -- only behind retail trade and the services industry. As of the 2013 Bureau of Labor Statistics report, construction is now number one in firms, making up 13.78% of the number of firms in the state. On a national comparison, Construction is ranked 5th in number of firms, 5th in employment size and 9th in payroll. (See table 5 page 23.)

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Table 4 Number of Firms, Employment and Payroll and ranking of each per NAICS category State of Washington

STATE of WASHINGTON NUMBER of FIRMS, EMPLOYMENT, and ANNUAL PAYROLL

By ENTERPRISE EMPLOYMENT SIZE for all STATE INDUSTRIES 2013 Bureau of Labor Statistics released 12/2/13

NA

ICS

CO

DE

NAICS DESCRIPTION

NU

MB

ER

of

IRM

S EMPL

OY

MEN

T

AN

NU

AL

PAY

RO

LL

(1,0

00)

RA

NK

in N

o. F

IRM

S.

RA

NK

in E

MPL

OY

.

RA

NK

in S

IZE

of

PAY

RO

LL

Total of all Firms 142,185 2,355,123 118,647,827 11 Agriculture, Forestry, Fishing & Hunting 1,342 11,649 526,508 16 17 17 21 Mining, Quarry & Oil / Gas Extraction 142 2,839 226,951 20 18 18 22 Utilities 193 0 0 19 20 20 23 Construction 19,584 126,386 6,973,742 1 7 8

31-33 Manufacturing 6,552 226,386 13,226,205 10 3 3 42 Wholesale Trade 7,441 120,694 7,533,338 8 8 7

44-45 Retail Trade 14,330 305,352 8,803,958 5 2 6 48-49 Transportation & Warehousing 4,142 83,641 4,049,723 12 13 12

51 Information 1,949 115,126 13,464,224 15 9 2 52 Finance & Insurance 4,899 94,607 6,543,579 11 11 10 53 Real Estate & Rental & Leasing 7,230 44,540 1,865,180 9 16 14 54 Professional, Scientific & Tech. Services 18,656 166,080 12,028,341 2 4 4 55 Management of Companies & Enterprises 742 89,996 8,645,786 17 12 5 56 Administrative & Support & Waste Man. 7,859 145,105 6,553,470 7 6 9 61 Educational Services 2,286 50,548 1,350,492 14 15 16 62 Health Care & Social Assistance 15,959 370,319 17,227,013 3 1 1 71 Arts, Entertainment & Recreation 2,544 59,240 1,653,357 13 14 15 72 Accommodations & Food Services 12,862 225,621 4,116,302 6 4 11 81 Other Services (Except Public Admin.) 14,965 107,306 3,107,614 4 10 13 99 Industries not Classified 387 0 7,017 18 19 19

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Table 5 Number of Firms, Employment and Payroll and ranking of each per NAICS category for the United States

UNITED STATES NUMBER of FIRMS, EMPLOYMENT and ANNUAL PAYROLL

By ENTERPRISE EMPLOYMENT SIZE for all INDUSTRIES 2013 Bureau of Labor Statistics released 12/2/13

NA

ICS

CO

DE

NAICS DESCRIPTION

NU

MB

ER

of

IRM

S EMPL

OY

MEN

T

AN

NU

AL

PAY

RO

LL

(1,0

00)

RA

NK

in N

o. F

IRM

S.

RA

NK

in E

MPL

OY

.

RA

NK

in S

IZE

of

PAY

RO

LL

Total of all Firms 5,684,424 113,425,965 5,164,897,905 11 Agriculture, Forestry, Fishing & Hunting 20,642 156,520 5,483,338 18 18 19 21 Mining, Quarry & Oil / Gas Extraction 21,408 651,204 55,253,170 17 17 18 22 Utilities 5,824 639,795 57,908,862 20 20 17 23 Construction 645,240 5,190,921 265,212,405 5 5 9

31-33 Manufacturing 254,941 10,984,361 574,817,032 10 10 2 42 Wholesale Trade 309,146 5,626,328 357,174,936 8 8 7

44-45 Retail Trade 654,293 14,698,563 370,744,661 4 4 5 48-49 Transportation & Warehousing 164,921 4,106,359 175,972,729 12 12 12

51 Information 69,439 3,121,317 234,013,645 15 15 10 52 Finance & Insurance 233,563 5,886,602 493,582,887 11 11 15 53 Real Estate & Rental & Leasing 262,986 1,917,640 84,019,301 9 9 14 54 Professional, Scientific & Tech. Services 765,751 7,929,910 568,030,407 1 1 3 55 Management of Companies & Enterprises 27,017 2,921,669 298,818,562 16 16 8 56 Administrative & Support & Waste Man. 321,090 9,389,950 326,263,747 7 7 6 61 Educational Services 80,725 3,386,047 115,171,252 14 14 14 62 Health Care & Social Assistance 633,578 18,059,112 780,131,324 3 3 1 71 Arts, Entertainment & Recreation 113,885 2,003,129 63,571,818 13 13 16 72 Accommodations & Food Services 486,356 11,556,285 194,214,029 6 6 11 81 Other Services (Except Public Admin.) 660,879 5,181,801 144,225,641 2 2 13 99 Industries not Classified 17,243 0 288,159 19 19 20

As tables 4 and 5 indicate, the category of Construction is a major contributor to the state's and the nation’s economy, with the value of Construction in place at 970,989 (in millions of dollars) as of October 2014, and one of the largest employers in the United States and in the state of Washington (U.S. Census Bureau 2014). A report in 2005 from the University of Washington stated that for each dollar invested in new construction, Washington’s economy generated an additional $1.97 in economic activity across the state. For each one million dollars invested in new construction, an additional 16 jobs were created throughout the economy. In addition, the

23

construction businesses in the State of Washington paid over $2.3 billion to the state in sales and B&O taxes, which was 21.6% of all payments excluding local taxes. Not only is the construction industry large, the salaries are on average higher than other management positions. The state of Washington is ranked 13th nationally for the number of Construction Management positions. For salaries, it ranks 9th nationally and second to California within the western half of the United States. (See tables 6 and 7.) Table 6 National Rankings, Number of Construction Management Positions, and Average Salaries.

NATIONAL RANKINGS, NUMBER OF CONSTRUCTION MANAGEMENT POSITIONS and AVERAGE SALARIES

U.S. Census Bureau 2014 RAN

K STATE No. of CM

POSITIONS AVE.

SALARIES NAT. RANK in

SALARIES Out of 50

% of all MANAGEMENT POSITIONS

2013 Total 213,720 --------- -------- Out of 213,720 1 Texas 29,380 82,810 31 13.7% 2 California 23,370 109,930 4 10.93 3 Florida 14,450 87,430 23 6.95 4 New York 12,180 107,850 7 5.70 5 Ohio 8,430 87,510 22 3.94 6 North Carolina 6,280 93,030 17 2.94 7 Illinois 6,260 94,260 15 2.93 8 Virginia 5,250 101,360 12 2.46 9 Pennsylvania 5,160 109,810 5 2.41

10 Tennessee 4,760 80,480 32 2.23 11 Arizona 4,710 96,130 14 2.20 12 Indiana 4,510 82,410 30 2.11 13 Washington 4,440 104,680 9 2.08 14 Colorado 4,040 91,960 19 1.89

24

Table 7 The State of Washington Occupational Categories, Total Positions, Increase in Jobs, and Annual Mean Wages.

STATE of WASHINGTON OCCUPATIONAL CATEGORY, TOTAL POSITIONS, INCREASE IN JOBS and ANNUAL

MEAN WAGES U.S. Census Bureau 2014

Occ. Code

NAICS Occupation Category

Total Position in Occupation

Positions % of Total in

Category

Increase in Jobs

2012 - 2013

Annual Mean Wage

11-0000 Management Operations 11-9021 Construction Management 131,710 4,440 3.37% 6.50% 104,680

13-0000 Bus. & Financial Operation 13-1510 Cost Estimating 165,820 5,130 3.09% 7.10% 67,430

17-0000 Arch. & Eng. Occupations 17-2051 Civil Engineering 76,170 11,830 15.53% 7.80% 84,840

Growth rate Although we expect the 100 % placement of our graduates in the construction industry to continue as it has over the past ten years, our programs still do not fill the Northwest industry needs, especially in the state of Washington. The demand that we have seen over the past ten years and the future job growth in the industry is evidenced in numerous publications that are available for students seeking degrees in high-paying, high-demand occupations. The MSN Money 2014 article stated that the number one fastest growing occupation to grow by 2022 in the U.S. was Construction Management. Using data from the latest Bureau of Labor Statistics employment projections report, they compiled a list of the ten occupations forecasted to grow the fastest from 2012 to 2022. They filtered for professions that pay a median wage of at least $51,000, the median income for U.S. households. The article stated that in 2012 there were 485,000 jobs in Construction Management, with a percent growth predicted at 16.7% and a median salary of $82,790. Forbes Magazine, in a 2012 report titled, The 15 Most Valuable College Majors, cited an analysis from PayScale that compared its database with 120 databases including 120 college majors and job growth projections through 2020. The report stated that Civil Engineering was predicted to have a pay growth rate of 70% with a projected job growth of 19.4%. Construction Management was listed at a pay growth rate of 70% and a projected job growth of 16.6%. The U.S. Census Bureau of Labor Statistics, Occupational Outlook Handbook 2014-15 Edition stated that in 2008 Construction Managers numbered 551,000, and by 2018 employment will grow to 645,800 positions, a 17% increase. The Bureau of Labor Statistics for the State of Washington Occupational Outlook 2010-11 Edition predicted that the growth rate of Construction Managers by the year 2018 should be slightly greater than 16% and Cost Estimators predicted growth rate at 25%.

25

Graduation surveys conducted by WSU's Construction Management program over the past five years indicate the 70% of the graduates had at least one job offer by graduation. With the job growth rate projected at 16% to 17%, all indications are that graduates of the proposed Construction Engineering program at WSU will be successful in job placement. Salary growth Dan Berman, Contributing Editor from ThinkAdvisor, stated in a report titled, 30 Best Paying College Majors: 2014 that Civil Engineering ranks 16th in starting salary and 20th in mid-career salary. Construction Management was at 24th starting salary and mid-career at 22nd. However, the numbers in this report were lower than the numbers from the state of Washington. Survey Two surveys were created specifically for this document administered to over 100 Contractors that perform Heavy Civil construction projects. The first survey was created to extract information as it pertains to future employment and need. Six questions were asked. (Please see Appendix A.) Questions 1 and 6 were designed to gather information concerning growth and future positions. We received 66 responses from contractors in the Northwest and California.

Question1: Is it your opinion that there will likely be less, the same, or more need for graduates in your area of work in the next four years? Using a Likert scale of 1-10 with 1 being less and 10 more, the response rate was an average of 8.05 which is a positive response that more graduates will be needed. Question 6: How likely would you be to hire Construction Engineering graduates? Using a Likert scale of 1-10 with 1 being less and 10 more, the response again was positive at 8.39. Geographic Market Area The state of Washington is ranked 13th in population and 13th in the number of construction firms nationally. Currently the state cannot fill the need for graduates entering this industry, and construction firms do seek graduates from out of state. Therefore, a majority of the students will likely be coming from within the state, with the majority coming from the west side of the state. Using the demographics afforded to us, roughly 10% will be international students. Because the subject matter is very application-based, it makes it very difficult to utilize distance-learning, especially in courses such as estimating and scheduling. This means that the students in this program will need to relocate to the Pullman campus. Target Market When the emphasis in Heavy/Civil within Civil Engineering was established in Fall 2013, over 20 students enrolled in the first semester. Fall 2014 numbers indicate similar numbers. Thus, without marketing we have secured roughly 20-25 students per year. However, in marketing

26

Construction Engineering, it is paramount that we not only recruit new students, but also maintain our current enrollments in both CM and CE.

Outside of WSU, our target market will be twofold: various state high schools and state community colleges / transfer students from other programs. Within the state and federal construction projects, there are the criteria for minority set-aside or minority business enterprises (MBE) and women business enterprises (WBE) which are also referred to as disadvantage business enterprises (DBE). Because of these set-aside programs, we will market to minorities and women in high schools and community colleges.

Estimate the number of individuals you expect to enroll from your target market for the 1st, 2nd 3rd and 4th years.

1st year 2nd year 3rd year 4th year Target 25 50 75 100

Note: Our target is 25 students per year.

Target Market: State High Schools &

Community Colleges Characteristics

Strong Math Skills Excellent Communication Skills

Leadership Skills Active in Extracurricular Events

Visual Learners Ability to Multi-task

Recruitment Plan

1. How and where are students going to find out about this program?

We expect that many potential students will find out about this program by accessing a professionally developed website connected to the College website. In addition, a market video by the WSU marketing department is being investigated. They can produce the video and the website for a third of the cost of companies outside the University. Prices range from $4,000 to $6,000 which will be secured through donations from the industry.

2. Who will represent this department in its promotion activities?

The promotion isn’t about the faculty, rather the industry for which the program is being created. Thus the promotion video will be focused on WSU graduates (with an emphasis on women and minorities) who have been successful in the industry as our spokespersons. The person directly in charge of the promotion will either be a program or academic coordinator.

27

Because this is a joint program we do not see any additional administrative or support staff needed for next five years at our current projected student projections.

3. What specific venues can you use to promote an awareness of this new program?

Within WSU: • The Employer Relations program within the Center for Advising and Career

Development (CACD) • Attending career fairs, or hosting information sessions, the Academic Success and

Career Center (ASCC) • The Office of Multicultural Student Services • The Alive program

Outside WSU: • Community College Career Services • Social Media • Civil Engineering and Construction Management Organizations • Written media, e.g. newspaper articles

4. What means will be used to access and educate businesses, industry, agencies, and/or

institutions about this offering? Articles in industry focused newspapers, such as the Seattle Daily Journal of Commerce. In addition, a promotion of the program through agencies and organizations that support continuation education and construction education, such as the Associated General Contractors of America (AGC) and the Beavers, Inc. Both are organizations that directly support heavy construction. Also brochures and posters will be distributed promoting the degree to high schools and community colleges. Financial starting on next page Please note that within the financial section, the table numbers do not carry on from the body of Workbook II. The table numbers follow the template that was provided by the administration for this section.

28

Financial Analysis: Faculty Participation – Table 1

Table 1 Program Faculty

Name or Position Identifier Rank/Title Status FTE

% Effort in Program

FTE in Program

New Hire Asst. Professor* Tenure-track 0.5 100.0% 0.50 New Hire Asst. Professor Tenure-track 1 100.0% 1.00 New Hire Asst. Professor Tenure-track 1 100.0% 1.00 New Hire Asst. Professor Tenure-track 1 100.0% 1.00 New Hire Assoc. Professor Tenure-track 1 100.0% 1.00 Total Faculty FTE 4.50 *Half of a position shared by Construction Management and Construction Engineering

Enrollment Projections – Table 2

Table 2 Size of Program Students Year 1 Year 2 Year 3 Year 4 (2018) Headcount 25 50 75 100 Ave. FTE 25 50 75 100

Hiring Plan and Enrollment Projections - Table 2.1 Alternate Note: Because we are not hiring in the first year, the following table has been included to explain the hiring sequence and FTE headcount.

Table 2.1 Projected Number of Students & New Faculty per Year Year No. of

Students End of Year Total

No. of Faculty End of Year Total

1st year 25 25 0 0 2nd year 25 50 1.5 Assistant Professor 1.5* 3rd year 25 75 1 Assistant Professor 1 4th year 25 100 1 Assistant Professor 1 1 Associate Professor 1 Totals 100 students 3.5 Assistant Professor Total 4.5* 1 Associate Professor Faculty

*Half of a position shared with Construction Management and Construction Engineering

29

Cost Projections AAFTE an Alternate Perspective per course structure. Because this is a new program created from two existing programs, many of our variable costs will initially be absorbed within the two existing programs. Our projections are that after five years this may need to be reevaluated as it pertains to growth. The rationale behind this is that we are adding courses and sections of courses within a framework that at the current projected student counts can withstand our projected growth pattern. For undergraduates: AAFTE = (Fall Credit Hours + Spring Credit Hours) / 30 Each year of study in the Con E program, a student would take on average the following number of credit hours within VCEA, or a balance of 30 credits per year: Please see flow chart in proposal for credits per semester. • Freshman: 2 in VCEA (28 outside of VCEA) • Sophomore: 16 in VCEA (11 in the ConE) (14 outside of VCEA) • Junior: 32 in VCEA (0 outside of VCEA) • Senior: 32 in VCEA (0 outside of VCEA) Breakdown into AAFTE in ConE: • Freshman: (2 credits) /(30 credits/AAFTE) * (25 students) * ($4,800 / AAFTE) = $ 8,000 • Sophomore: (11 credits /(30 credits/AAFTE) * (25 students) * ($4,800 / AAFTE) = $44,000 • Junior: (32 credits /(30 credits/AAFTE) * (25 students) * ($4,800 / AAFTE) = $128,000 • Senior: (32 credits /(30 credits/AAFTE) *(25 students) * ($4,800 / AAFTE) = $128,000

Total Dollars Accumulated in One Academic Year $308,000 - Minus 10% VCEA Overhead $308,000 / 1.10 = $280,000

Therefore when a student graduates, he or she will have taken 77 credits within ConE program which is equivalent to 2.57 AAFTE, thus bringing a total (over the course of four years) revenue of: (2.57 FTE) * ($4,800/FTE) = $12,320 (revenue to VCEA per graduate) At a steady state of enrollment at 25 graduates * $12,320 revenue per graduate = $308,000 revenue over the course of four years. Essentially, at steady-state, using the assumptions, the revenue to the College would be $308,000 /year. Administrative/Support Staff Participation – Table 3

Table 3 Administrative / Support Staff Name of Position

Identifier Title Responsibilities FTE % Effort in

Program FTE in Program

Admin Manager 0 0 0 Secretary Senior 0 0 0 U G Advisor 0 0 0

Total Staff FTE 0 Because this is a joint program, we do not see any additional administrative or support staff for the next five years at our current student projections.

30

Table 4 - Cost Projections

Summary of Program Costs

Construction Engineering Date*

Internal Real-

location

New State Funds

Other Sources

Year 1 Total

Year 2 Total

Year 3 Total

Year 4 Total

Administrative Salaries, including benefits Faculty Salaries, including benefits $501,150 $0 $53,950 $215,800 $ 501,150 TA/RA Salaries including benefits Clerical Salaries, including benefits Other Salaries including benefits Contract Services Goods and Services $6,000 $0 $1,000 $2,000 $6,000 Travel $12,000 $0 $2,000 $4,000 $12,000 Equipment $36,000 $0 $6,000 $12,000 $36,000 Other costs $0 Library

Direct Cost $555,150 - $0 $62,950 $233,800 $555,150

Indirect Cost $326,040 - $0 $36,971 $137,311 $326,040

Total Cost $881,190 - $0 $99,921 $371,111 $881,190 FTE Students 25 50 75 100

Cost Per FTE - $8,811

Indirect is set at: 37.00 * date to be determined

Opportunity Costs There is an opportunity cost associated with the ConE program. This program should not take away resources from either Civil or CM. Because of its similarity in terms of advising, shared faculty and programs, we have estimated that in the first four years as the ConE program develops, we can utilize existing resources. Also, because the program does not have a master’s degree component, the existing staff support should be able to comply with the additional students and faculty.

31

Salary Cost Detail – Table 5

Salary Cost Detail - Year 1

NameMonthly salary # of months

AnnualSalary

BuyoutPgm %

AnnualPgm salary

Administration:None


Faculty:None

Subtotal Faculty 0 0 0

TA/RA's:None

Subtotal TA/RA 0 0 0

Clerical staff:None

Subtotal Clerical 0 0 0Total 0 0 0

Salary Cost Detail - Year 4 - Full Enrollment

NameMonthly salary

# of months AnnualSalary

BuyoutPgm %

AnnualPgm salary

Administration:None 0 0 0 0 0


Faculty:3.5 Assistant Professors 41,961.11 9 377,650 0 $377,6501 Associate Professors 13,722.22 9 123,500 0 $123,500

Subtotal Faculty 55,683.33 9 501,150 0.00 $501,150

Subtotal TA/RA

Clerical staff:None

Subtotal Clerical 0 0 0Total $55,683 $501,150 $501,150

32

Conclusion

According to U.S. Census Bureau statistics as well as independent research, there is a great demand for engineering graduates with an understanding of cost, contracts, scheduling, methodology and materials combined with technical knowledge and design expertise. There is an equal need for construction management graduates with a focus on heavy construction principles and the understanding of engineering and design concepts in the heavy/civil construction industry. Heavy civil construction projects, for which the proposed Construction Engineering program is being developed, comprise 30% of all construction performed in the United States, but is estimated to hold 90% of the national economy. The average time span from first year student to construction engineer/project manager is nine years. With our nation’s infrastructure in critical need of repair or replacement, there is too much at stake not to start educating individuals to manage these projects. The strength of this program will be its interdisciplinary education and research based on the foundations of two nationally noted programs. The proposed Bachelor of Science in Construction Engineering at Washington State University will advance and extend the knowledge of Civil Engineering and Construction Management through innovation and engagement for the state, the nation and the world.

Appendix A, B & C to follow

33

Appendix A

Construction Engineering Survey

Washington State University is developing a Construction Engineering degree which will combine elements of the Construction Management and Civil Engineering degree programs to better prepare graduates in managing construction projects in the area of heavy/civil (roads, bridges, infrastructure, etc.). You can greatly help us with this endeavor by completing this short survey. On a scale of 1 to 10, with 10 being Agree and 1 Disagree, please circle the number corresponding to your response. 1) On average, a graduate specially educated in the area of management and engineering is better qualified than one with just a civil engineering degree. 1 2 3 4 5 6 7 8 9 10 2) On average, a graduate specially educated in the area of management and engineering is better qualified than one with just a construction management degree. 1 2 3 4 5 6 7 8 9 10 3) It is important that graduates you hire can become a licensed engineer. 1 2 3 4 5 6 7 8 9 10 4) Is it your opinion that there will be less, the same, or more need for graduates in your area of work in the next four years? Less Same More 1 2 3 4 5 6 7 8 9 10 5) Would you hire a Construction / Engineering graduate? 1 2 3 4 5 6 7 8 9 10 6) Please estimate the growth in hiring for your company of college educated managers for construction projects in the next four years. 1-3 4-6 7-9 10-13 14-17 more than 17 Any additional Comments:

34

Appendix B

Construction Engineering Management Degree Follow-up Survey

You may have received and responded to our prior survey regarding the need for B.S. in Construction Engineering Management. Due to the high positive response rate for offering this degree option, WSU has given the green light to proceed in developing the curriculum for this degree. We have outlined a preliminary course of study, and request your input so that the subjects taught will meet industry needs. Thank you very much for your assistance.

PART 1: Please rate the following topics/subject areas according to their relevance to the industry, with 1 = Most Relevant to 5 = Least Relevant.

Technical Writing 1 2 3 4 5

Speech 1 2 3 4 5

Business Communications (written/oral) 1 2 3 4 5

Ethics 1 2 3 4 5

Engineering Economics 1 2 3 4 5

Management 1 2 3 4 5

Contracts 1 2 3 4 5

Delivery Systems

Design Build 1 2 3 4 5

Design Bid Build 1 2 3 4 5

Human Factors/Productivity/Leadership 1 2 3 4 5

Estimating (Heavy) 1 2 3 4 5

Scheduling/Planning 1 2 3 4 5

CAD 1 2 3 4 5

BIM 1 2 3 4 5

Concrete Design 1 2 3 4 5

Temporary Structures 1 2 3 4 5 35

Follow-up Survey, page 2

Timber Design 1 2 3 4 5

Equipment 1 2 3 4 5

Steel Structures 1 2 3 4 5

Safety 1 2 3 4 5

Geotech 1 2 3 4 5

Surveying 1 2 3 4 5

Environmental Engineering 1 2 3 4 5

Mechanics of Materials 1 2 3 4 5

Asphalt 1 2 3 4 5

Construction Materials 1 2 3 4 5

Construction Accounting 1 2 3 4 5

Managerial Accounting 1 2 3 4 5

Construction Administration 1 2 3 4 5

Engineering Administration 1 2 3 4 5

Construction Law 1 2 3 4 5

PART 2: What topic(s) not listed above would you like to see included in the curriculum?

______________________________________________________________________

______________________________________________________________________

PART 3: Comments: _____________________________________________________

_______________________________________________________________________

_______________________________________________________________________

36

Appendix C

ABET Accredited Construction Engineering Programs

Research one Universities

Iowa State University Ames, IA

North Carolina State University at Raleigh Raleigh, NC

University of Alabama Tuscaloosa, AL

University of Nebraska-Lincoln Lincoln, NE

University of New Mexico Albuquerque, NM

Virginia Polytechnic Institute and State University Blacksburg, VA

Other Universities

North Dakota State University Fargo, ND

Purdue University at West Lafayette West Lafayette, IN

University of Central Florida Orlando, FL

Western Michigan University Kalamazoo, MI

San Diego State University San Diego, CA

Southern Polytechnic State University (Formerly Southern College of Technology) Marietta, GA

37













Addendum Edits of Proposal

September 20, 2015

The following are changes to the Proposal to Offer a New Degree Program dated January 23, 2015.

Program Title: Undergraduate Degree: Bachelor of Science in Construction Engineering

Page 11

Remove: Please see the ConE flow chart on the following page

Add: Please see the Construction Engineering Undergraduate Curriculum UCORE Fall 2016 on the following page.

Page 12

Remove: flow chart

Add: Construction Engineering Undergraduate Curriculum UCORE Fall 2016

(See attachment)

Page 13

Remove:

ConE 300 Tech Writing and Oral Communications [UCORE COMM] – 3 credits

ConE 470 [M] S Heavy / Civil Senior Capstone – 3 credits

[Note: Please see new ConE designated courses:

ConE 252 Heavy / Civil Construction Administration - 4 credits

ConE 370 Heavy / Civil Estimating I -3 credits

ConE 371 Heavy / Civil Estimating II -3 credits]

Add: Civil Engineering courses that will be impacted with the need for additional sections:

CE 465 Integrated CE Des [M] [CAPS]

Rationale for the removal of ConE 300 and ConE 470: the ConE Curriculum Committee decided that it was best to utilize existing courses due to the duplication of courses and cost for additional courses. The Committee has been in conversation with the English department to teach a technical writing course designed specifically for engineering students. In the meantime, our students will enroll in ENG 400.

ConE 470 is a senior capstone course. Both the CM and the CE programs have existing capstone courses. The CE capstone course is CE 465 Integrated CE Des [M]. The Committee decided to team teach CE 465 with CM and CE faculty in lieu of creating a new course. This will better utilize our faculty and, for the time being, benefit the ConE program.

Construction Engineering Undergraduate Curriculum (UCORE) Fall 2016

FRESHMAN YEAR

First Semester

( 4 ) Chem 105 Principles of Chem I [PSCI] ((Pre Req.) 1 yr hs Chem or Chem 101; Math 106)

( 3 ) ECONS 101 Micro Econ [SSCI] ( 3 ) History 105 [ROOTS] ( 3 ) Humanities [HUM] ( 4 ) Math 171 Calculus I [QUAN] (Math108)1

(17) Total Hours

Second Semester

( 4 ) Biol 102 OR MBioS 101 [BSCI] ( 3 ) Creative & Prof Arts [ARTS] ( 2 ) CstM 102 Intro to CM ( 3 ) English 101 Intro Writing [WRTG] ( 4 ) Math 172 Calculus II (Math 171)1

(16) Total Hours

SOPHOMORE YEAR

First Semester

( 3 ) Blaw 210 Law & Legal Envir ( 3 ) CE 211 Statics(Math 172 c//; Phys 201 c//)1

( 2 ) CstM 254 Construction Graphics (certified Major) ( 3 ) Diversity [DIVR] ( 4 ) Phys 201 Classical Phys [PSCI] (Math 171)1

. (15) Total Hours

CERTIFY1

Second Semester

( 3 ) Acctg 230 Intro Accounting ( 3 ) CE 215 Mech of Materials (CE 211)( 4 ) ConE 252 Const. Admin. ( 3 ) Math/Stat 360 or 370 Statistics (Math 172)( 3 ) ME 212 Dynamics (CE 211, Math 172)( 1 ) ME 220 Materials Lab (CE 215 c//)

(17) Total Hours

JUNIOR YEAR Writing Portfolio must complete after 60 semester credits

First Semester

( 2 ) CE 302 Intro to Surveying (Math 171)( 3 ) CE 315 Fluid Mechanics (ME 212)( 3 ) CE 330 Structural Engineering (CE 215)( 3 ) Engl 402 Technical and Professional Writing (WRTG) ( 3 ) ConE 360 H/C Estimating 1 ( 3 ) CstM 356 Sub-Structures

(17) Total Hours

Second Semester

( 2 ) CE 303 CE Computer Applications ( 4 ) CE 317 Geotech Engr (CE 215; CE315 c//) [M] ( 3 ) CE 433 Reinforced Concrete Des. (CE 330)( 3 ) ConE 361 H/C Estimating 2 ( 3 ) CstM 368 Safety & Health

(15) Total Hours

SENIOR YEAR All students required to take Fundamentals of Engineering Exam and fulfill the Experiential Requirement prior to graduation.

First Semester

( 3 ) CE 400 CE Materials (Engl 402; Math/Stat 360 /370 or c//)( 3 ) CE 463 Engineering Administration ( 1 ) CE 466 FE Exam Review ( 3 ) CstM 460 Cost Control ( 3 ) CstM 462 Plan & Scheduling ( 3 ) Professional Elective

(16) Total Hours

Second Semester

( 3 ) CE 465 Integrated C E Des [M] [CAPS]2

( 1 ) CE 480 Ethics & Professionalism [M] ( 3 ) CstM 451 Delivery Systems ( 3 ) CstM 473 Human Factors/Mngt. ( 6 ) Professional Electives

(16) Total Hours

The alternate senior year schedules shown on the next page are suggested for those students interested in studying with a Structures/Buildings, Infrastructure/Pavement, Foundations/Heavy Civil, or Environmental Facilities emphasis. They would substitute for the senior year above. 1Classes that must be completed prior to certification.

116 revisedRec'd 11.20.15

Structures/Buildings Emphasis

First Semester ( 3 ) CE 463 Engineering Administration ( 1 ) CE 466 FE Exam Review ( 3 ) CstM 460 Cost Control ( 3 ) CstM 462 Plan & Scheduling ( 3 ) CE 400 CE Materials (Engl 402; Math/Stat 360 /370 or c//) ( 3 ) CE 436 Design of Timber Structures (CE 330)

(16) Total Hours

Second Semester ( 3 ) CE 431 Structural Steel Design (CE 330) ( 1 ) CE 480 Ethics & Professionalism [M] ( 3 ) CE 465 Integrated C E Des [M] [CAPS]2

( 3 ) CstM 473 Human Factors/Mngt. ( 3 ) CstM 451 Delivery Systems ( 3 ) Professional Elective (16) Total Hours

Infrastructure/Pavement Emphasis

First Semester ( 3 ) CE 463 Engineering Administration ( 1 ) CE 466 FE Exam Review ( 3 ) CstM 460 Cost Control ( 3 ) CstM 462 Plan & Scheduling ( 3 ) CE 400 CE Materials (Engl 402; Math/Stat 360 /370 or c//) ( 3 ) CE 322 Transp Engr (Math/Stat 360/370 c//; CE 302 c//)

(16) Total Hours

Second Semester ( 3 ) CE 473 Pavement Design (CE 317; CE 322 c//) ( 1 ) CE 480 Ethics & Professionalism [M] ( 3 ) CE 465 Integrated C E Des [M] [CAPS]2


Foundations/Heavy Civil Emphasis

First Semester ( 3 ) CE 463 Engineering Administration ( 1 ) CE 466 FE Exam Review ( 3 ) CstM 460 Cost Control ( 3 ) CstM 462 Plan & Scheduling ( 3 ) CE 400 CE Materials (Engl 402; Math/Stat 360 /370 or c//) ( 3 ) Professional Elective (16) Total Hours

Second Semester ( 3 ) CE 435 Foundations (CE 317) ( 1 ) CE 480 Ethics & Professionalism [M] ( 3 ) CE 465 Integrated C E Des [M] [CAPS]2


Environmental Facilities Emphasis

First Semester ( 3 ) CE 463 Engineering Administration ( 1 ) CE 466 FE Exam Review ( 3 ) CstM 460 Cost Control ( 3 ) CstM 462 Plan & Scheduling ( 3 ) CE 400 CE Materials (Engl 402; Math/Stat 360 /370 or c//) ( 3 ) CE 341 Environmental Engr (Chem 105; MBioS 101 rec)

(16) Total Hours

Second Semester ( 3 ) CE 442 Water/Waste (CE 341) ( 1 ) CE 480 Ethics & Professionalism [M] ( 3 ) CE 465 Integrated C E Des [M] [CAPS]2


2CE 465 must be taken in the final semester.

New Degree: Construction Engineering - Catalog Copy 11/20/2015

Construction Engineering (CON E) (129 Hours)

Certification Requirements: Certification into the Bachelor of Science in Construction Engineering requires the completion of 24 total credits, Chem 105, Math 171 and Math 172 with a grade of C or better, and an application to the Construction Engineering Program. The best qualified students based on cumulative GPA and grades in the prerequisite courses will be certified until the departmental limit is reached.

First Year

First Term Hours CHEM 105 [PSCI] 4 ECONS 101 [SSCI] 3 HISTORY 105 [ROOT] 3 HUMANITIES [HUM] 3 MATH 171 [QUAN]1 4

Second Term Hours BIOLOGY 102 [BSCI] OR MBIOS 101[BSCI] 4 Creative & Professional Arts [ARTS] 3 CST M 102 2 ENGLISH 101 [WRTG] 3 MATH 1721 4

Second Year

First Term Hours B LAW 210 3 CE 2111 3 CST M 254 2 Diversity [DIVR] 3 PHYSICS 2011 4

Second Term Hours ACCTG 230 3 CE 215 3 CON E 252 4 MATH /STAT 360 or MATH/STAT 370 3 ME 212 3 ME 220 1 Complete Writing Portfolio

Third Year

New Degree: Construction Engineering - Catalog Copy 11/20/2015

First Term Hours CE 302 2 CE 315 3 CE 330 3 CON E 360 3 CST M 356 3 ENGLISH 402 [WRTG] 3

Second Term Hours CE 303 2 CE 317 [M] 4 CE 433 3 CON E 361 3 CST M 368 3

Fourth Year

First Term Hours CE 400 3 CE 463 3 CE 466 1 CST M 460 3 CST M 462 3 Professional Electives2 3

Second Term Hours CE 465 [M] [CAPS] 3 CE 480 1 CST M 451 3 CST M 473 3 Professional Electives2 6 Con E Exit Survey Footnotes 1 Classes that must be completed prior to certification 2 Professional Electives: 9 total credits required. Students must choose an area of emphasis and

complete the required courses and additional professional electives: Structures/Buildings – CE 431, 436; Infrastructure/Pavement – CE 322, 473; Foundations/Heavy Civil – CE 435; Environmental Facilities CE 341, 442. Additional professional electives included any 300-400-level CE, CST M or CON E course not used to fulfill major requirements.

3 CE 465 must be taken in the final semester