Skip to Main Content

Construction Management Program College of Engineering & Computer Science

Support Page Content

Accreditation & Assessment

American Council for Construction Education (ACCE)

American Council for Construction Education Logo

The Construction Management Program is accredited by the American Council for Construction Education


Program Mission & Goals

To prepare students for the demands of their profession, our nationally-accredited Construction Management Program offers a broad curriculum emphasizing engineering fundamentals, construction management , business administration, art, the humanities, social sciences, and analytical and communication skills. Our emphasis is practical: in the classroom, students learn from current case studies and solve real-world problems provided by full and part-time faculty, alumni and advisors from the industry. The summer and part-time employment in construction that we help our students obtain augments theoretical knowledge.

Vision
To consistently attain the highest standards in the development of construction entrepreneurial excellence.

Mission
The principal mission of the Construction Management Program is to continue fostering the development of individuals who are qualified, upon graduation, to perform ethically, responsibly and productively in management positions with construction contractors. Maintaining a construction management program that is vibrant, relevant, and responsive to the students and the industry it serves will fulfill the mission. Broad-based fundamental technical and management skill, an understanding of the political, economic, and social issues influencing the industry, sensitivity to moral and ethical issues involving the profession, and effective communication and teamwork skills and characterize the CSUS Construction Management Program graduate. Faculty will continue to encourage their students to think like business owners, to independently explore and discover, to recognize education as a life-long endeavor, and to be thoughtful, responsible citizens.

Secondarily, the Construction Management Program will be a source of education, training, and research for organizations performing construction services, when resources permit and demand exists.

Strategies in Support of the Mission

  • Maintain the relevancy and effectiveness of the curriculum, adjust as indicated
  • Promote a culture of scholastic achievement and professionalism in the Program
  • Evaluate students' need and maintain a supportive infrastructure
  • Increase the enrollment of qualified, diverse students
  • Monitor enrollment and academic performance trends, make adjustments as indicated
  • Commit to excellence and innovation in teaching
  • Provide for adequate administrative support
  • Maintain involvement with the construction industry
  • Asses effectiveness using internal and external feedback, make adjustments as indicated

Career Opportunities
Students who graduate from programs in Construction Management in the California State Universities have virtually unlimited opportunities in construction-related industries. CSUS graduates are involved in commercial, industrial, and residential construction, civil engineering and specialty contracting projects, as well as forensic construction, construction scheduling, bridge construction, environmental remediation, and real estate development work. For example, graduates may choose to be employed by an international or national construction company, or to be employed in one of numerous regional contracting companies within the state of California. Those students desiring to be self-employed have equally compelling opportunities upon graduation from our construction management program. The Sac State Construction Management Program has a job placement rate of 100% for more than 20 years.

Program Description
The CSUS Construction Management degree prepares students for managerial positions with contractors and other organizations involved in the construction process. For a graduate, this preparation can combine with experience and lead to recognition as a construction professional, a Constructor. The construction professional is responsible for the execution of construction work, for the creation of completed projects from documents prepared by design professionals such as Architects and Engineers. What is to be built is defined by design professionals; how the work is to be accomplished is the concern of the Constructor. A Constructor is the master of the construction process; master of the process that involves determining the methods to be used and directing the economical application of resources in the construction of timely and safe projects at satisfactory prices, and to the required standards of quality.

Features
To meet the objectives of this specialized professional program, the Construction Management curriculum consists of four distinct components.

  1. The engineering component, based in the sciences and mathematics, stresses engineering principles and their application to the construction process. This component provides sound engineering fundamentals that have enabled graduates to take the Engineer-in-Training (EIT) examination with minimal additional course work.
  2. The construction management component utilizes the functional approach as a framework for studying the management of the construction process. In the individual courses, construction activities are analyzed from a managerial viewpoint and the functions of management are stressed.
  3. Courses in business administration, the supporting field, form the third component and reinforce the program's management emphasis. A minor in Business Administration is obtained by combining the required lower and upper division business courses. Furthermore, completing the minor requirements can satisfy many core requirements of the graduate program in Business Administration at CSUS.
  4. General Studies - Understanding the political, economic and social circumstances that influence the industry is critical to graduates' success. General education classed fulfill that requirement.

Overall, the curriculum provides the balanced content that is essential to construction professionals.

Assessment Results

Direct Assessment Data

Indirect Assessment Data

Academic Quality Improvement Plan

Vision Statement, Mission, and Objectives

Program Level Assessment

Curriculum Level Measures

Faculty Measures

Direct Assessment Measures


  • The method for evaluating the 17 ACCE Student Learning Outcomes (SLO's) is through course quizzes, tests, homework assignments, and group projects. This data is collected annually, and the full assessment is done every 3 years. See Academic Quality Improvement Plan matrix for more specific details
  • The method for evaluating the Course Learning Outcomes (CLO) is through mandatory Student Evaluations of Teaching (SET), performed by students at the end of each semester. Additionally by mapping the Course Learning Outcomes (CLO's) to the ACCE Student Learning Outcomes (SLO's) on the course syllabi, the faculty have data from the SLO's that can be directed linked to specific CLO's.
  • Full-time and part-time faculty may voluntarily perform course reflections at the end of each semester, in an effort to take note on what areas can be improved upon within the course delivery.
  • The implementation plan lists Program strategies, tactics, metrics where applicable, responsible parties, required resources, a schedule, and a brief status report. Faculty, the industry advisory committee, interested students, and accreditation teams will periodically review the plan.
  • Assessment Tools of Learning Outcomes under consideration:
    • Proficiency exams at the beginning of the semester in each class to determine the extent of students’ entry level knowledge
    • Surveys of students’ personal commitments (work, family, and social commitments)
    • Traditional assessment tools such as examinations, term papers and assignment reviews in each class – closing the loop on assessment with these tools through reporting results and taking action for improvement in the classroom
    • Critiques of students’ work, e.g. written project proposals and oral presentations, by industry personnel
    • American Institute of Constructor’s Certified Professional Constructor (CPC) exam
    • Survey of employers of graduates
    • Faculty Peer Reviews
    • Faculty Course Reflections

Indirect Assessment Measures

  • The 17 ACCE Student Learning Outcomes (SLO's) are evaluated through responses from graduating seniors in an online Google Docs exit survey.
  • At the program level, outcomes assessment is conducted in discussions with various Program constituents including the Department Chair, faculty, students, and industry personnel
    • These discussions occur by telephone, in student counseling sessions, at faculty meetings, and at professional association functions.
    • The last major curriculum changes were instituted for the 2014-2016 University catalogue derived from numerous faculty discussions, and in response to a State Legislative mandated reduction in units from 138 to 123.
    • The curriculum changes being discussed for the 2022/23 Academic year are a result of faculty discussions at summer retreats, and several industry meetings to determine current trends in the construction industry are being taught in the undergraduate curriculum.
  • Alumni surveys for graduates 3 and 6 years beyond graduation. The standard CM Alumni survey form was developed by faculty, and launched in spring 2019.
    • A 2006 CM graduate has established a CM chapter of the CSUS Alumni Association charged with updating the contact information of the Alumni and an industry committee was formed to provide fundraising events with involvement of the CM Alumni. Since fall 2010, CM Alumni fundraising events have taken place each year with a growing demand of participation and success (CM Alumni Clay Shoot).
    • The data collected from the Alumni surveys, along with regular input from the industry advisory board, will be used by faculty in the constantly evolving development of the CM curriculum to assess the Program Educational Objectives and Program Learning Outcomes
  • Student Successes at Regional and National Student Competitions, 62 awards since 2003.
  • Employment of Students and Graduates
    • Local and national employers continue to recruit our students for internships and to hire them for full-time career positions.
  • New Articles of Graduate Achievements
    • CM Alumni receives distinguished alumni award in September 2018

    • 2009 CM Grads, Tracy Young and Ryan Sutton-Gee developed construction software and were showcased in the following articles,
    • Completion of Construction Projects with CSUS CM Grads in positions of authority
      • The past 16 of 17 projects on campus were completed by Alumni of the CM Program, and three current projects under construction (academic year 2018-19) with Science II, The WELL Renovation, and The University Union Renovation.
      • Alumni Projects of significance
        • The Golden 1 Center, Sacramento Kings Basketball Arena - Sacramento, CA
        • Sheraton Grande - Sacramento, CA
        • PERS Headquarters Office – Sacramento, CA
        • CalSTRS Headquarters Office – West Sacramento, CA
        • Sacramento International Airport Terminal A – Sacramento, CA
        • Transbay Terminal Project (under construction) – San Francisco, CA
        • F. 49ers Stadium (under construction) – San Jose, CA
      • Alumni Mentoring Students
        • Guest Lecturers
        • Part-time Faculty
        • Coaches for Student Competitions