Jeffrey's Work Showcasing Year Three Work and Beyond
Self-Reflection – 3rd Year 2017-2018
Growth. Not only did I come on board here at RTC in the Fall of 2015 with a very low student enrollment in the Program, but I had to completely revamp the curriculum. The primary challenges I saw were two-fold: increase student numbers enrolled in the program and change the curriculum of the Program to reflect a more construction-specific “project” management perspective, (which is more heavily utilizing my background and expertise in management.) Note that these progressive measures implemented align with both Industry Advisory board recommendations and the present-day industry needs.
Today, I am very pleased to see the construction management program numbers having increased tremendously this past start of Fall 2017, with over 100% increase in student enrollment since Fall 2016, (see discussion below). The influence of the project management discipline today, especially in the construction field, is about intelligently using and applying technology, modeling leadership through collaboration, and being actively engaged in these trends. We are fortunate at RTC to have the CM Program in a good place as of this moment in time -- where we have begun to build a curriculum including all types of students and professionals preparing them to be ready for the demands of industry. And, the exciting part is we are doing it both online using technology and in the classroom developing our leadership skills! Read more (click here Links to an external site.) about the Program in this 3rd year and my plans looking to the future.
Challenges. Certainly, with the rampant growth of recent cohorts in the Construction Management program, there is the need to maintain and sustain consistent student counts in the coming school calendar years as well as ensure the curriculum remains consistent, fresh, and progressive. This includes ensuring students are retained (limiting dropouts,) and that we are as an institution follow-through and continue to support our commitments to students to help them graduate and acquire a degree. As Instructor, my plan is to continue to provide personal advising and counseling to students, giving them the support they need during the course of the school year. I will also continue to be active and responsive to how the CM Program is perceived, both in recruitment and marketing efforts for the Program, following-up potential new students who are show interest in the Program and who are looking to build upon their resume and career.
The other challenge heading into the future is the need to plan for and accommodate this growing CM program. I will need help with improving resources, like increasing the physical classroom size to meet instruction and lab work demands. This may require the need for increasing the Program's budget for adjunct and/or permanent faculty to augment and support the current, full-time single instructor model. Also, the aggressive curriculum plan looks to include additional lab and field work activity as well as industry guest speaker opportunities, similar to what has been shared in this tenure report. This could require an immediate financial need to supplement extended field trips and take advantage of outside resources and facilities to meet student experiences as well as bring in top-notch industry experts to speak to the class.
Hybrid Modifications and the Construction Management Program
Hybrid & Reading Apprenticeship. Today, the RTC program is preparing students to be industry-ready with ability to manage and immediately lead at an entry-level position in support of the successful delivery of construction projects. In the last few years, the Program today is one that is tailored to be more progressive and relevant to industry. This means we teach students to think as problem-solvers; to be leaders, and to become involved in working in groups toward solutions. We use the Reading Apprenticeship and UDL models both online and in the classroom, where we are teaching students to visualize and see themselves as active participants within the construction industry. These methods take advantage of students inherent social and personal perspectives to which they bring to the classroom and to the industry. We are getting students to learn how to think critically, breakdown complex ideas, and build upon their own construction knowledge and practices that is meaningful to them. They learn to understand themselves and their professional role, both within their community and the industry as a whole.
Courses such as Construction Contracts, Materials & Methods, Building Codes, and Project Management are driven not only in the classroom but also using R.A.practices through online engagement using the Hybrid model. Each quarter, construction courses are set up in the evening to meet face-to-face once each week. This jump-starts the lesson plan that week for the course in question. Using technology we then further the opportunity for students to gain a deeper, more critical discussion of the material by meeting and engaging in assignments together online. This generates a deeper dimension of our work into the subject matter, and allows us to use technology in our learning. In this case, Canvas becomes our learning tool. As students get more acclimated and accustomed to using this Hybrid learning model, ideas and thoughts are built and shared in a very unique and innovative way.
Metacognitive Conversations
In the Classroom. I am using whenever possible the Reading Apprenticeship philosophy and engaging students to share among themselves their learning both in the classroom and online. I'm intrigued by the notion of learning through community - a powerful social dimension of R.A. and a backbone of "hybrid." I like students to think deeply - critically, but in a very public way. They come to find their issues are shared, and discover safety in numbers.
As an Instructor and Facilitator, my role is to make them feel safe; it's okay to think critically and "ask dumb questions," and to think, "outside the box." Construction Management is not easy to learn if you have no experience. R.A. works well with complexity because it allows to create a safe space in complexity.
In my program, students as a collective are sharing challenging study issues (they may not even know that they are,) through various R.A. tools. For me, this is exciting. I am growing and building up routines in my application of R.A. principles. I am continuing to learn and practice its use both online and in the classroom.
For example, I often seek to replicate construction case studies. This means sharing difficult and hard-to-understand construction scenarios, (especially if you have little construction experience). I use a workbook text called, Who Done It - 101 Case Studies in Construction Management Links to an external site. by Len Holm. It offers a multitude of opportunities for R.A. in getting students to process -- and to read and think critically -- about complex CM case studies.
In this particular class session, we were reviewing typical yet important clauses in construction contracts. It was set up to keep these clauses in mind while reading, (“Differing Site Conditions”, “Delay & Suspension of Work,” & “Contract Changes.") Note we had studied these clauses in prior weekly sessions, so students were familiar with their concepts.
Students were given about 10-minutes to read the first portion of case study 93.1 and then asked to respond to the metacognitive prompts included in the handout given to them at the beginning of the class, click (CONST 225 - Session 9 - Handout. Links to an external site.)
The type of in-class exercise shown here is safe for students. The prompts are easy to understand and respond to in a very personal way. The student identifies with the situation, even if they might have little construction knowledge or experience. They know something relevant to our studies is occurring in the case study - what might that be? The prompts lead students to branch into the discussion, feeling safe to take risks and to be mindful, or sharing what is on their mind. My role is to listen and connect ideas each student shares, their statements read aloud in class.
Some students find this a difficult task at first. It takes some adjustment. They don't know what to write, or think they have to come up with, "the right answer." My role is to get them to relax, boost their confidence, and get them to feel safe to just write what they are thinking.
LIstening is key. As the Instructor, I ask leading (guiding) questions getting students to think deeper. The prompts help with this. Using the prompts, the student always wins no matter what they've written down. The exciting part is building student confidence. They don't realize how much they've learned and know. In leading student discussion, I am there to help them discover.
Below is a link to a student reading assignment where you see the use of metacognition online in a weekly textbook reading.
Sample CONST 225 - Contracts Administration Reading Assignment
Online Weekly Discussion Reports. In order to meet hybrid online engagement criteria, I use online group discussions in Canvas. Due to the large cohort of Fall 2017, I had to break students out into smaller discussion groups of 3-4 students.
Each week groups were given a topic, theme, an article, or a field trip -- something exciting in construction that was unique for us to seek out, research, and explore. Student would then engage online, sharing the results of their research and experiences.
Each student would post work in Canvas for other students to view. Moreover, there was also a requirement for students to reply -- or engage online -- with further analysis to at least one other student in the group. This is hybrid at work.
Click [here] to view a sample Discussion from this past Fall where I had students do an individual research project taking a field trip to a lumber yard or job site, (their choice). As you scroll down the discussion, be sure to observe the one student who cleverly posted a few videos from his workplace. It was extraordinary to see and hear this student speak out loud to the assignment and share his work. The originality and creativity of students is jaw-dropping at times, and makes teaching such a pleasure.
Other Metacognitive Elements. In the classroom I often use the word "study" in lieu of "reading" often when talking with students about textbook study. In my CM program, there is a large amount of reading to do with very little time.
Most students in the CM Program work full-time during the day and then attend class in the evening. Students' finding time to read and study is challenging, so they "study" when they can, often at their lunch breaks at work.
To counter students challenging study regimen, I help them by "dialing it in" to areas of emphasis. I tell them where to focus and what to reflect on outside of class. To "study" in my classroom, then, is to read with interest and a purpose -- to be strategic with one's time and study energy. I typically devote a few minutes in class, giving students a focused run-down of the reading materials, previewing the upcoming week.
See. Touch. Smell. And Feel. Future leaders in the construction industry will be in positions some day to manage the resources that do the work of construction. We plan, schedule, estimate, and direct the work to be done; hopefully, it is a building to be delivered on time, on budget, with great quality, and no one getting hurt, (safety). But less often, if ever, will the future construction management student be part of the working crew that actually produces, or constructs the work.
From afar, "CMs" study and work with construction resources.The truth is construction management students only get to see the work getting done. As managers, we don't actually get to do the work. Students need to get dirty, so to speak, and get the chance to feel and experience common construction materials typically used on a job site. It is difficult, though, to replicate the job site in the classroom; a challenge, certainly, but something I've committed to trying to recreate in the CM Program.
Having a physical connection to the construction materials used by the work forces we manage adds further dimension and insight to management skill. I've begun my third year creating these type of experiences. I have students working with construction material -- touching, smelling, and feeling the material. My idea is to create a sensory event for the student -- an experience to deepen our study. The student has a relationship with the material, (however brief it might be in the classroom.) The objective is developing an appreciation of materials and enhancing the learning experience.
The result is a level of confidence and credibility in construction management leadership. Seen it, touched it, smelled it, felt it -- an, "I've been there, done that..." type of experience for the student.
After executing a concrete lab this past Fall, (click [here Links to an external site.] to watch 4-minute video), students shared confidence in a post-lab online hybrid engagement discussion "report," (click [here].) In that first job working on the construction site, students will now know the material. They can appreciate the methods and the working crews who work with this material, and be knowledgeable, productive construction managers because of it.
CONST 160 - Methods & Materials - Working with Concrete & Rebar
CM Program Growth
Student Enrollment. Starting Fall Quarter, 2017, it is exciting to see student enrollment into the Construction Management (CM) program increase considerably from the prior school calendar years. I started teaching in October, Fall 2015, and at that time inherited a class of six (6) students. Five of those six students graduated in Spring of 2016. The following school year beginning Fall 2016, student numbers (unofficially) were up about 100%, to approximately (12) students, (note three students added to cohort in Winter 2017 to make 15-total). This was a nice arrival of new students, and it was a marked improvement in enrollment. Today, I’m pleased to say they have become a solid, consistently-attending cohort class targeted to graduate in Spring 2018.
Presently, I’m very happy to share that we began this past Fall quarter of 2017 with a cohort of (35) brand new students. Thirty-Five! This comes with great gratification as an Instructor, (to put it lightly,) to see the RTC CM Program increase its enrollment by such a large margin - 600% in less than 2-years! Below is a table (unofficial) showing this growth.
| Quarter | Enrolled | % Yearly Increase |
| Fall 2015 | 6 | -- |
| Fall 2016 | 15 | 250% |
| Fall 2017 | 37 | 247% |
| Fall 2018 | ? | ? |
If you look at the full program enrollment, including the first and second-year students (cohorts 2016 + 2017,) we now have approximately (50+) fifty-plus students who make up the Construction Management program. Further, I’m continuing to receive one or two inquiries per week since the Fall 2017 courses began, looking at adding another (6-8) six-to-eight students to the Fall 2017 cohort, (these students are not shown in the table).These new students contacting me wanting to know more about the Program and looking with strong interest to enroll for Winter 2018.
This leads to the question of why such a dramatic increase (close to six-fold) in student enrollment in such a short period of time? I’ll share the three major parts which I believe are integral to the recruitment effort supporting the current growth.
- Know the Student. I am very proactive in recruitment, meeting with each student interested in the Program in-person (before enrollment), and getting to know about them, their personal background, and their motivations. This becomes a conversation to get them excited about what they can bring to the CM Program. Notice the key is not full emphasis on what the Program does for them, but a focus on what they can bring to the Program. And I talk to ANY and ALL interested, potential students. This is not a process of selection, but a process of invitation. Many of my students work full-time with some connection to the Construction industry, which allows them to come to the evening classes. I tell them they will bring and add experience and value each evening to the Program. In the literal sense, their work is their laboratory, and something to preach about and share with others inside the construction classroom. ‘Street smarts’ is meshed together with ‘book smarts’ and is a powerful message when put into practice. I invite the student to come and grow their career with us here at RTC.
- Creating an RTC Team. Working closely and developing relationships with RTC Student Services. Knowing and working with staff and Student Advisors ensures new students understand the supportive network and resources we have here at RTC. Students see we build an RTC team around them that is all about their academic success. I let them know I help lead and become a part of student’s collective RTC team. I’m their Instructor, mentor, and academic advisor. This evolves to a connection with campus and student retainage.
- Word-of-Mouth. Belief in the power of word-of-mouth marketing. I know of at least seven students who have come to the campus hearing about the Program from someone at work and/or from current students in the Program. I did complete a marketing brochure highlighting the need for Project Management and leadership in construction, which is a dire need right now in our current construction marketplace. I began distributing the updated marketing materials about the Program in the Summer of 2016, and continue to attend construction-industry related events associated with the college, (for example, working with Shana Peschek and the Construction Center of Excellence, or CCE, as well as attending events and working with the RTC Foundation and Stan Kawamoto.)
Achievements. I am proud of what the CM Program has achieved in the last two-plus years, (Fall 2015-present day.) I am especially proud what we have achieved this past school year. In the time since we started 2017, a number of things have been accomplished to the benefit of the students and program, including:
CONST 269 - Field Trip, 6/1/17; Bullitt Center, Seattle, WA.; (click here Links to an external site. to see the website of the building we visited!)
CONST 260 - Guest Speakers, 6/13/17; Mark Rosenwald (center) & Site Logistics Team; Excel-Pacific Contractors share “Site Management Logistics & Practices.”
BACK-TO-INDUSTRY - Field Trip 9/26/17, Rush Cos., w/ VP Operations, Paul Garlock (right); Tour construction projects in Seattle area.
BACK-TO-INDUSTRY - Instructor Field Trip 9/29/17, GLY Construction w/ Trevor Lunde, RTC Program Advisor; Google New HQ, Seattle WA.
CONST 101 - Guest Speaker, 10/9/17; Britt Sloan, V.P., Principal, Foushee Construction Co. “Construction Marketing”
CONST 160 - Concrete Lab - 10/4/17; Pour & Form Slab (using rebar; mixing concrete materials), [click image Links to an external site.to see video.]
CONST 160 - Wood Lab - 11/16/17; Plan & work with light wood materials; build bird house; learn teamwork, feel use of power tools, [click image Links to an external site.t Links to an external site.o see video.]