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The current structure
of ACCE does not have a mechanism for giving definitive
answers to questions raised by accredited or candidate
programs. This is important because if any one of
the Fundamental Construction Topics or required
academic credit hours is missing the program will
not be accredited. Programs need to have definitive
answers before the visiting team arrives.
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Specific questions will be given definitive answers
by a Task Force made up of the chairs from the Standards,
Guidance, and Accreditation committees. Questions
and responses will be posted on the ACCE Web page
for review by all programs. Answers provided by
this Task Force will serve as definitive until reviewed
and revised by the appropriate standing committee(s). |
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How is ACCE going
to assure that standards are uniformly enforced?
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Uniform enforcement will result from the use of
a standardized reporting method. Uniformity should
be greatly improved from the previous method. |
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| 3 |
Can the Business
and Management courses be taught within the construction
unit? If they can, what criteria will have to be
met? Can the teaching vehicle used to teach these
fundamentals be construction subjects in lieu of
the traditional manufacturing examples often used
in the teaching of business and management courses.
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Business courses can be taught within the construction
curriculum provided they are not available within
a business curriculum. Diverse exposure to other
curriculum areas is an important part of the educational
process. Business and Management courses must be
focused on fundamental concepts and faculty must
have appropriate credentials to convey the material. |
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| 4 |
Does the Ethics requirement
have to be a stand-alone course or can it be taught
in several different courses? If it is taught in
several different courses, what criteria will have
to be met?
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It was always intended that ethics should be taught
across the curriculum and include at least 15 contact hours. The hours must be specifically documented within the course(s). |
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| 5 |
Page 8- General Education
- Asterisk (*) "In addition, oral presentation,
business writing and ethics must be integrated throughout
the construction-specific curriculum." To what extent
must this be integrated? Are there a set number
of courses? If there is no answer to this question,
we will not have a uniform interpretation of the
standard. A school may be cited for a weakness because
one visiting team member thinks there is not adequate
integration.
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Integration across the curriculum denotes existence
in several courses. Some classes by nature foster
the use of oral presentation and business writing.
An agreement should be struck by directors as to
the percentage of classes that reflect across the
curriculum activities. The standard program plan
should be designed to include one significant oral
and written assignment in each semester of the curriculum. |
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| 6 |
Page 9 - Mathematics
and Science - "Courses in computer sciences, general
computer applications, programming, or computer
languages are to be included in this category."
What are general computer applications? Can the
teaching of database and spread sheet programs be
included in this category? Can the program use construction
concepts or subjects as the vehicle to teach the
use of spread sheet programs?
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Computer applications were intended to be the
utilization of software. Applications to construction
are appropriate to teach computer concepts. Software
utilized should apply to appropriate use in construction
practice, such as but not limited to, spread sheets,
database, web page construction, web communication
tools, etc. |
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| 7 |
Page 9 - Business
and Management - In the Core Subject Matter chart
no academic credit hours is listed or required for
the four subjects listed. Are these to be considered
in the same manner as Fundamental Construction Topics
(No quantitative measure is applied to topical content)?
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The curriculum category, Business and Management,
has a requirement of 270 instructional hours and
must include the core subject areas of Economics,
Accounting, Principles of Management, and Business
Law. It was decided to provide flexibility for programs
that offered 2 or 4 semester hours in these courses
rather than mandate a 3 semester hour course requirement. |
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| 8 |
Page 9 - Business
and Management - What is Principles of Management?
This
is a broad descriptor that includes many subject
areas. If this question is not answered, the standards
cannot be uniformly applied.
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Discussion by the committee indicated a need to
recognize what are considered the basic principles
of management. A course with a specific name, Principles
of Management, was never the intent of the task
force committee. Basically Principles of Management
denotes the introductory management course offered
by most universities. |
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| 9 |
Page 11 - Construction
- What is the Core Subject Matter "Project Management."?
This is a broad term that includes all of the other
Core Subject Matter subject plus more. If this question
is not answered, the standards cannot be uniformly
applied.
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The task force realizes“Project Management”
is a broad term and felt that it best described
those skills sets that prepare graduates to manage
construction projects. Basically, it is the portion
of the curriculum where students are presented the
integration of the total construction curriculum
toward effectively completing projects. |
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| 10 |
Page 12 - Required
Fundamental Construction Topics - Several of the
Fundamental Construction Topics are also listed
as Core Subject Matter. For example Communications,
Ethics, Analytical Physical Science, and Mathematics
and /or Statistics. This is redundant and serves
no purpose of listing these in the Fundamental Construction
Topics area of the standards.
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Curriculum categories and course requirements
are listed in “Bold” for reference purposes
only. Only “Topical Content” requires
documentation. |
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| 11 |
Page 12 - Are the
items offset to the left in the chart (for example
Construction Graphics, Construction Surveying, Construction
Methods and Materials) for organization purposes
and are not to be considered as a Required Fundamental
Construction Topic?
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“Construction Science” and “Construction,”
identify the traditional construction curriculum
areas and would be Tier 1, Curriculum Categories.
Since each of these two Curriculum Categories
had a large number of Core Subject Matter listings
followed by Topical Content, it was felt it would
be easier to read if Core Subject Matter heading
were in bold type. Therefore, you should consider
each of the items you listed as examples and all
others as Core Subject Matter and those items
under each as Topical Content.
Example:
Construction Science** (Curriculum Categories)
Construction Graphics (Core Subject Matter)
Basic sketching and drawing techniques (topical
content) |
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| 12 |
Page 13 - What is
Graphic Vocabulary?
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Understanding terminology used in the traditional
sense of graphic, such as, Orthographic projections,
isometrics, leaders, notes, perspective, etc. |
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| 13 |
Page 13 - Detail
Hierarchies, Scale, Content - What is the meaning
of "Content?"
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Organization and division of information between
drawings as well as the organization of information
presented within each drawing. |
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| 14 |
Page 13 - Construction
Methods and Materials (including: concrete, steel,
wood, and soils) - Are each of the Fundamental Construction
Topics listed below this heading to be applied to
each of these materials?
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It was the intent to assure
all students would have exposure to at least concrete,
steel, wood, and soils. All topical content as listed
should be referenced, keeping in mind that no specific
quantity is defined at this level. |
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| 15 |
Page 13 - Under Planning
and Scheduling heading - What is "Schedule Information
Presentation?"
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Methods of presenting schedules to appropriate
parties dealing with a project. |
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| 16 |
Page 14 - To the
right of the Fundamental Construction Topic "Fixed
and Variable Costs" is a list of several items.
Are these considered to be Fundamental Construction
Topic requirements?
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“Fixed and Variable Costs” is a topical
content item and requires only a notation that it
exists. The listed items are to help define this
topical content item and should not be considered
inclusive of what might be included. A program need
only show they have included “Fixed and Variable
Costs” in some area of their curriculum. |
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| 17 |
Required Fundamental
Construction Topics - Many of the topics listed
on the same line are indeed separate and distinct
subjects. Should the following items be considered
as separate Required Fundamental Topics? Or if a
program meets one of the items in the line have
they satisfied the required fundamental topic?
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Each of the items listed are Topical Content
items and must be identified as to their location
in a programs curriculum along with proper documentation.
- Basic sketching and Drawing Techniques
- Notes and Specifications, Reference
Conventions
- Site Organization and Development
- Standard Designations, Sizes, and Graduations
- Products, Systems and Interface Issues
- Assembly techniques & Equipment
Selection
- Labor and Equipment Productivity factors
- Job direct and Indirect Costs
- Network diagramming and Calculations
with CPM
- Cost Accounting and Industry Formats
- Forecasting Costs, Cash Flow Requirements
- Construction Contracts, Roles &
Responsibilities of Parties
- Lien Laws and the Contractor’s
Rights
- Mandatory Procedures, Training, Records,
and Maintenance
- Concepts, Roles, and Responsibilities
- Cost Control Data and Procedures
- Quality Control Philosophies and Techniques
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- Detail Hierarchies, Scale, Content
- Survey, Layout, and Alignment Control
- Terminology and Units of Measure
- Conformance References and Testing Techniques
- Equipment Applications and Utilization
- Types of estimates and uses
- Pricing and Price Databases
- Bid Preparations and Bid Submission
- Resource Allocation and Management
- Bidding and Procurement Practices
- Payment Processes and Time Value of
Money
- The Regulatory Environment and Licensing
- National and Local Labor Law
- Compliance, inspection and penalties
- Administrative Systems and Procedures
- Documentation at Job Site and Office
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| 18 |
I have a question involving the ethics
requirements. We do teach ethics through out the
curriculum and have added a one credit equivalent
module in our capstone course. All graduates must
take the ethics module of the capstone. (Individual
students can demonstrate other skills by independent
study, internships, etc., to complete the capstone,
but they must take the ethics section to graduate)
Does this seem to meet the intent of the capstone?
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Ethics is required to be taught
across the curriculum. If a program addresses ethics
only in a single module within a course, it has not met
the intent of the standards. |
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| 19 |
Standards state on
page 11, item 8 Construction example a "Construction
Fundamentals...orientation, drawings, and specifications....
However in the Topical content Construction Graphics
is listed under Construction Science."
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The answer is that creation of the drawings (Construction
Graphics) falls under Construction Science, but
the use and interpretation thereof falls under Construction. |
