Building Construction management

 

Mission Statement

 

The Department of Building Construction Management (BCM) provides the student a program of study that prepares one for a variety of positions in the construction industry. The program consists of a management oriented technical curriculum regarding building construction, computer concepts, and business and general education.

 

Student Learning Outcomes

 

Graduates completing the major in Building Construction Management will

 

Content/Discipline Knowledge & Skills

         Be computer literate and internet-capable

         Understand and solve construction problems

         Know and uphold ethical standards of the field

         Have the ability to work with all types of people

         Be prepared for successful entry into the construction industry

         Have the ability to lead in the construction industry and in the community

 

Critical Thinking Skills

         Demonstrate the ability to think and reason logically

 

Communication Skills

         Demonstrate the ability to communicate clearly and concisely, both orally and in writing

 

Assessment Approaches

 

Numerous direct and indirect assessment measures will be employed to monitor the achievement of the identified student learning outcomes. Examples of the direct assessment measures are course-embedded assessment activities, performance based capstone projects and internship evaluations by construction employers. Examples of indirect measures include such assessment approaches as graduating senior surveys and alumni surveys.

 

Career Opportunities

 

For information on the many career options available to Building Construction Management majors, go to What Can You Do with a Building Construction Management Major at http://www.unf.edu/dept/cdc/majors/buildingconstruction.html

 

For More Information

 

To learn more about the UNF Building Construction Management Department and majoring in Building Construction management, go to http://www.unf.edu/ccec/bcm/

 

For a printer friendly version (pdf) click here