Running Head External Sources of dataExternal Sourc.docx

Running Head: External Sources of data
External Sources of data
Name of Student
Institutional Affiliation
Introduction
In an attempt to establish the viability of a perceived
opportunity, an academic program, or a rising student market in
a particular field ought to be considered (Freeman et al.., 2016
p.27). Apart from the internal institutional data, external
sources such as employer expectations and occupational
statistics also normally act as relevant sources of data. The
evaluation using external data sources is typically done to
establish if the opportunity under evaluation exists and to
determine whether they should introduce the institution to the
chance. Academic program developers have always used this
type of data sources to improve on specific programs to increase
their effectiveness in the market place.

Employer expectations
When students apply for a particular course, their main concern
is usually the job market. These observations are highly
indicative of how many academic programs typically operate
within the market place. When doing evaluations, educational
program developers work highly depends on data collected from
the employers through the advisory boards. The main aim of
this is to ensure that the curriculum is significant and the
students are most likely to get jobs after their graduation
(Freeman et al.., 2016, p.15).
Data relevant to the academic program
One of the crucial data that can be obtained from the employers
is the relevance and effectiveness of the programs in the career
opportunities they offer. This types of data can accurately be
obtained from the alumni who might provide vital information
about how well the program prepared them for the career they
are undertaking.
Based on the study program overview, the students are
expected to acquire problem-solving skills, computational
abilities, think critically and creatively and also have excellent
communication skills (Case Study Program Overview,
Jamestown College, 2017). This skill is in rhyme with what
most employees usually look for during employment.
Occupational statistics
Occupational statistics refers to the duties and
responsibilities that come along with a job. They are mainly
described in the job description, whereby the employers clearly
outline the required technical skills for the job opportunity.
This information proves essential for self-evaluation of
applicants who automatically figure out if they are qualified or
not. Academic program developers also use this information and
compare it to a program being provided based on the
performance of the students. The effectiveness of such programs
is easily determined this way by deciding on which programs to
do away with or expand them into specialized subfields
(Freeman et al.., 2016, p.15).

Data relevant to the academic program
Some of the data that can be collected from these sources
include the main opportunities that have so far been presented
in the job market about the program and also the prospect.
These statistics might be attained through research on the job
market, which might provide an insight into the job market.
However, the information might not correctly predict the future
trends of the job market since the opportunities might decline
depending on business needs and what the programs offer.
Another type of data that might be collected is the skills
required for particular opportunities. An example whereby
Business Administration opportunities might require some skills
that may or may not be offered by the institution. These
requirements might necessitate the introduction of some
programs as subfields to the main program that offers related
programs. This intervention might provide the students with a
competitive advantage over their peers in other institutions.
Use of the Data
Since the students usually look for the relevance of a course in
the job market, trends on the enrollment in the program might
shed some light on the importance of performance or
significance of the program to students. The data collected on
Jamestown Case study shows a decreasing trend meaning that
fewer students are finding the program irrelevant or not
fulfilling (Final Project Case Study, 2017). The improvement of
the program based on the external data sources from students’
feedback report could show the areas that need to be improved,
for example, guidelines in assignments and the delivery of the
program units.
The information from the alumni, on the other hand, could help
demonstrate the importance of the nontechnical and technical
skills acquired from the institution in the market place. An
example of this is the problem-solving skills and creativity that
are one of the major deliverables of the program (Case study
Program Overview, Jamestown College, 2017). Their comments
help reflect on the effectiveness of the program in preparing

students for the job market on graduation.
References
Freeman, Chambers, C. R., & King, B. R. (2016). The Important
Role of Institutional Data in the Development of Academic
Programming in Higher Education: New Directions for
Institutional Research, Number 168. Retrieved from
https://books.google.co.ke/books?id=AdhsDAAAQBAJ&pg=PA
15&lpg=PA15&dq=employer+data+source+the+important+role+
of+institutional+data+in+the+development+of+academic+progr
ammes&source=bl&ots=RYh4THWSbA&sig=ACfU3U1HGhO4J
v3xv4ZsAQ6J1SQfe7mcrg&hl=en&sa=X&ved=2ahUKEwiVmsH
n3KfkAhVTShUIHbDxACcQ6AEwAHoECAkQAQ#v=onepage
&q=employer%20data%20source%20the%20important%20role
%20of%20institutional%20data%20in%20the%20development%
20of%20academic%20programmes&f=false
Copyright ©2011, 2006 by Pearson Education, Inc.
publishing as Pearson [imprint]
Construction Methods and Management, 8th ed.
S. W. Nunnally
Chapter 3
EXCAVATING AND LIFTING

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INTRODUCTIONExcavating and Lifting EquipmentAn
excavator is defined as a power-driven digging machine.The
major types of excavators used in earthmoving operations
include hydraulic excavators and the members of the cable-
operated crane-shovel family (shovels, draglines, hoes, and
clamshells). Dozers, loaders, and scrapers can also serve as
excavators.
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INTRODUCTIONExcavators and Crane ShovelsExcavator
Production
FIGURE 3-1. Hydraulic excavator. (Courtesy of Volvo
Construction Equipment North America, Inc.)
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INTRODUCTION
FIGURE 3-2. Crane-shovel mounting and revolving
superstructure. (U.S. Department of the Army)

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INTRODUCTION
Table 3-1. Bucket capacity rating methods
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INTRODUCTION
Table 3-2. Bucket fill factors for excavators
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HYDRAULIC EXCAVATORSOperation and EmploymentThe
original and most common form of hydraulically powered
excavator is the hydraulic excavator equipped with a hoe front
end. This machine is also called a hydraulic hoe or hydraulic
excavator-backhoe. A backhoe (or simply hoe) is an excavator
designed primarily for excavation below grade.
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HYDRAULIC EXCAVATORS
FIGURE 3-3. Components of a hydraulic excavator backhoe.

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FIGURE 3-4. Telescoping-boom hydraulic excavator. (Courtesy
of JLG Industries, Inc.)
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FIGURE 3-5. Mini-excavator. (Courtesy of JCB Inc.)
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HYDRAULIC EXCAVATORSProduction EstimatingJob
Management
Table 3-3. Standard cycles per hour for hydraulic excavators
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Table 3-4. Swing-depth factor for backhoes
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Table 3-5. Adjustment factor for trench production
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SHOVELSOperation and EmploymentProduction EstimatingJob
Management
FIGURE 3-6. Hydraulic shovel. (Courtesy of Kobelco
Construction Machinery America LLC)
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SHOVELS
FIGURE 3-7. Components of a hydraulic shovel.

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SHOVELS
FIGURE 3-8. Digging action of a hydraulic shovel.
FIGURE 3-9. Shovel approach methods.
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SHOVELS
Table 3-6. Standard cycles per hour for hydraulic shovels
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DRAGLINESOperation and EmploymentProduction
EstimatingJob Management
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DRAGLINES
FIGURE 3-10. Components of a dragline.
FIGURE 3-11. Dragline bucket.

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DRAGLINES
Table 3-7. Ideal dragline output—short boom [BCY/h
(BCM/h)]*. (This is a modification of data published in
Technical Bulletin No. 4, Power Crane and Shovel Association,
Bureau of CIMA, 1968.)
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DRAGLINES
Table 3-8. Optimum depth of cut for short boom. (This is a
modification of data published in Technical Bulletin No. 4,
Power Crane and Shovel Association, Bureau of CIMA, 1968.)
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DRAGLINES
Table 3-9. Swing-depth factor for draglines. (This is a
modification of data published in Technical Bulletin No. 4,
Power Crane and Shovel Association, Bureau of CIMA, 1968.)

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CLAMSHELLSProduction EstimatingJob Management
FIGURE 3-12. Most efficient digging area for a dragline.
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CLAMSHELLS
FIGURE 3-13. Components of a clamshell.
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TRENCHING AND TRENCHLESS TECHNOLOGYTrenching
Machines and PlowsTrenchless TechnologyVacuum Excavation
SystemsRepair and Rehabilitation of Pipelines
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TRENCHING AND TRENCHLESS TECHNOLOGY
FIGURE 3-14. Clamshell bucket.
FIGURE 3-15. Orange peel bucket. (Courtesy of ESCO
Corporation)

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FIGURE 3-16. Chain trencher. (Copyright © Vermeer
Manufacturing Company, All Rights Reserved)
FIGURE 3-17. Hydrostatic vibratory plow. (Copyright ©
Vermeer Manufacturing Company, All Rights Reserved)
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FIGURE 3-18. Installing a utility line by pipe jacking.
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FIGURE 3-19. Thrust boring machine with percussive action.
(Courtesy of TT Technologies, Inc.)
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FIGURE 3-20. Installing a utility line by horizontal earth
boring.
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FIGURE 3-21. Vacuum excavator. (Photograph © Federal
Signal Corporation. Used by permission. All rights reserved.)
FIGURE 3-22. Schematic of pneumatic pipe bursting method.
(Courtesy of Earth Tool Company LLC)
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CRANESHeavy Lift CranesTower CranesJob Management
FIGURE 3-23. Components of a crane.
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CRANES
FIGURE 3-24. Large mobile hydraulic crane with telescoping
boom. (Courtesy of Manitowoc)

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CRANES
FIGURE 3-25. Crane load capacity chart. (Courtesy of
Manitowoc)
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CRANES
FIGURE 3-26. Large crawlermounted lattice-boom mobile
crane. (Courtesy of Manitowoc)
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CRANES
FIGURE 3-27. Crane with ring attachment. (Courtesy of
Manitowoc)

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CRANES
FIGURE 3-28. Tower crane on a building site. (Courtesy of
Manitowoc)
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CRANES
FIGURE 3-29. Major types of tower cranes.
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CRANES
FIGURE 3-30. Terminology of a horizontal jib tower crane.
(Courtesy of Manitowoc)
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CRANES
Table 3-10. Maximum capacity vs. lift radius for a tower crane

[pounds (kilograms)]
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CRANES
FIGURE 3-32. Crane boom attachments. (Reproduced with
permission from the Association of Equipment Manufacturers.)
https://www.youtube.com/watch?v=V6pWFfSaX3A
https://www.youtube.com/watch?v=kWTKWDfmUkI
https://www.youtube.com/watch?v=AHZbhWG7RNE
Assignment 1
Construction Methods and Management, 8th Edition
Stephens W. Nunnally, University of Florida
Chapter 2 : Problems 1-7
Chapter 3: Problems 1 - 6
Chapter 4: Problems 1 - 4
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Chapter 4

LOADING AND HAULING
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ESTIMATING EQUIPMENT TRAVEL TIMEIn calculating the
time required for a haul unit to make one complete cycle, it is
customary to break the cycle down into fixed and variable
components.Cycle time = Fixed time + Variable timeFixed time
represents those components of cycle time other than travel
time.Variable time represents the travel time required for a unit
to haul material to the unloading site and return.
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ESTIMATING EQUIPMENT TRAVEL TIMERolling
ResistanceTo determine the maximum speed of a vehicle in a
specific situation, it is necessary to determine the total
resistance to movement of the vehicle. The resistance that a
vehicle encounters in traveling over a surface is made up of two
components, rolling resistance and grade resistance.Total
resistance = Grade resistance + Rolling resistance

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ESTIMATING EQUIPMENT TRAVEL TIME
Table 4-1. Typical values of rolling resistance factor
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ESTIMATING EQUIPMENT TRAVEL TIMEGrade
ResistanceGrade resistance represents that component of vehicle
weight which acts parallel to an inclined surface.When the
vehicle is traveling up a grade, grade resistance is
positive.When traveling downhill, grade resistance is negative.
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ESTIMATING EQUIPMENT TRAVEL TIMEEffective
GradeThe total resistance to movement of a vehicle (the sum of
its rolling resistance and grade resistance) may be expressed in
pounds or kilograms. However, a somewhat simpler method for
expressing total resistance is to state it as a grade (%), which
would have a grade resistance equivalent to the total resistance
actually encountered. This method of expressing total resistance
is referred to as effective grade, equivalent grade, or percent
total resistance and is often used in manufacturers’ performance
charts.

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ESTIMATING EQUIPMENT TRAVEL TIMEEffect of
AltitudeAll internal combustion engines lose power as their
elevation above sea level increases because of the decreased
density of air at higher elevations.Effect of TractionThe power
available to move a vehicle and its load is expressed as rimpull
for wheel vehicles and drawbar pull for crawler tractors.
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Table 4-2. Typical values of coefficient of traction
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ESTIMATING EQUIPMENT TRAVEL TIMEUse of
Performance and Retarder Curves
FIGURE 4-1. Typical crawler tractor performance curve.
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FIGURE 4-2. Wheel scraper performance curve. (Reprinted
Courtesy of Caterpillar Inc.)
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FIGURE 4-3. Wheel scraper retarder curve. (Reprinted Courtesy
of Caterpillar Inc.)
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ESTIMATING EQUIPMENT TRAVEL TIMEEstimating Travel
Time
Table 4-3. Average speed factors
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FIGURE 4-4. Scraper travel time—loaded. (Reprinted Courtesy

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FIGURE 4-5. Scraper travel time—empty. (Reprinted Courtesy
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DOZERSTractors and DozersA tractor equipped with a front-
mounted earthmoving blade is known as a dozer or bulldozer. A
dozer moves earth by lowering the blade and cutting until a full
blade load of material is obtained. It then pushes the material
across the ground surface to the required location.
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DOZERS
FIGURE 4-6. Crawler tractor dozer. (Courtesy of New Holland
Construction)

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DOZERS
FIGURE 4-7. High-speed crawler dozer. (Courtesy of John
Deere Construction & Forestry Company)
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DOZERSDozer Blades
FIGURE 4-8. Common types of dozer blades.
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DOZERS
FIGURE 4-9. Dozer blade adjustment.
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DOZERSEstimating Dozer Production
Table 4-4. Typical dozer fixed cycle times

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DOZERS
Table 4-5. Typical dozer operating speeds
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LOADERSA tractor equipped with a front-end bucket is called a
loader, front-end loader, or bucket loader.
FIGURE 4-10. Articulated wheel loader with articulated hauler.
(Courtesy of Volvo Construction Equipment North America,
Inc.)
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LOADERS
FIGURE 4-11. Track loader. (Courtesy of John Deere
Construction & Forestry Company)
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LOADERS

FIGURE 4-12. Backhoe loader. (Courtesy of JCB Inc.)
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LOADERSTool CarriersSkid-Steer LoadersMaterial
HandlersEstimating Loader ProductionJob Management
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LOADERS
FIGURE 4-13. Skid-steer loader with backhoe attachment.
(Courtesy of the Bobcat Company)
FIGURE 4-14. Compact track loader. (Courtesy of the Bobcat
Company)
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LOADERS
FIGURE 4-15. Material handler. (Courtesy of JLG Industries,
Inc.)

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LOADERS
Table 4-6. Basic loader cycle time
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LOADERS
FIGURE 4-16. Travel time, wheel loader (haul + return).
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LOADERS
FIGURE 4-17. Multisegment loader bucket.
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SCRAPERSOperation and EmploymentScrapers are capable of
excavating, hauling, and dumping material over medium- to
long-haul distances. The scraper excavates (or cuts) by lowering
the front edge of its bowl into the soil. The bowl front edge is
equipped with replaceable cutting blades, which may be

straight, curved, or extended at the center (stinger arrangement).
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SCRAPERS
FIGURE 4-18. Twin-engine all-wheel drive scraper. (Reprinted
Courtesy of Caterpillar Inc.)
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SCRAPERS
FIGURE 4-19. Elevating scraper. (Reprinted Courtesy of
Caterpillar Inc.)
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SCRAPERS
FIGURE 4-20. Twin-hitch scraper loading. (Courtesy of CMI
Terex Corporation)

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SCRAPERS
FIGURE 4-21. Pull scraper. (Courtesy of John Deere &
Company)
FIGURE 4-22. Tandem pull-scrapers. (Courtesy of John Deere
& Company)
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SCRAPERSEstimating Scraper Production
Table 4-7. Scraper fixed time (min)
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SCRAPERSPush-Loading
FIGURE 4-23. Methods of push-loading scrapers.
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SCRAPERSOptimum Load Time
FIGURE 4-24. A load growth curve.

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SCRAPERS
FIGURE 4-25. Finding the optimum load time.
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SCRAPERSCalculating the Number of Pushers Required
Table 4-8. Typical pusher cycle time (min)
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SCRAPERSPush-Pull LoadingJob Management
FIGURE 4-26. Scraper application zones.
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TRUCKS AND WAGONSOperation and EmploymentTrucks and
wagons are still the most common forms of construction hauling
equipment. The heavy-duty rear-dump truck is most widely used

because of its flexibility of use and the ability of highway
models to move rapidly between job sites.
FIGURE 4-27. Forty-one-ton rear-dump truck. (Courtesy of
Volvo Construction Equipment North America, Inc.)
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TRUCKS AND WAGONS
FIGURE 4-28. All-wheel-drive articulated dump truck.
(Courtesy of CMI Terex Corporation)
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TRUCKS AND WAGONS
FIGURE 4-29. Bottom-dump wagon. (Courtesy of CMI Terex
Corporation)
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TRUCKS AND WAGONSDetermining the Number of Haul
Units NeededJob Management
Table 4-9. Spot, maneuver, and dump time for trucks and
wagons (min)

Copyright ©2011, 2006 by Pearson Education, Inc. publishing
as Pearson [imprint]
S. W. Nunnally
Chapter 2
EARTHMOVING MATERIALS AND OPERATIONS
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INTRODUCTION TO EARTHMOVINGThe Earthmoving
ProcessEarthmoving is the process of moving soil or rock from
one location to another and processing it so that it meets
construction requirements of location, elevation, density,
moisture content, and so on.
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INTRODUCTION TO EARTHMOVINGEquipment SelectionThe
choice of equipment to be used on a construction project has a
major influence on the efficiency and profitability of the
construction operation.

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INTRODUCTION TO EARTHMOVINGProduction of
Earthmoving EquipmentThe basic relationship for estimating
the production of all earthmoving equipment is as
follows:Production = Volume per cycle * Cycles per hour
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INTRODUCTION TO EARTHMOVING
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EARTHMOVING MATERIALSSoil and RockGeneral Soil
Characteristics
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SOIL IDENTIFICATION AND CLASSIFICATIONSoil is
considered to consist of five fundamental material types: gravel,

sand, silt, clay, and organic material.
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SOIL IDENTIFICATION AND CLASSIFICATIONSoil
Classification SystemsTwo principal soil classification systems
are used for design and construction in the United States. These
are the Unified System and the AASHTO [American
Association of State Highway and Transportation Officials,
formerly known as the American Association of State Highway
Officials (AASHO)] System. In both systems, soil particles 3 in.
or larger in diameter are removed before performing
classification tests.
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SOIL IDENTIFICATION AND CLASSIFICATION
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SOIL IDENTIFICATION AND CLASSIFICATIONField
Identification of Soil (Unified System)Dry Strength
TestShaking TestConstruction Characteristics of Soils
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SOIL VOLUME-CHANGE CHARACTERISTICSSoil
ConditionsBank: Material in its natural state before disturbance.
Often referred to as “in-place” or “in situ.”A unit volume is
identified as a bank cubic yard (BCY) or a bank cubic meter
(BCM).Loose: Material that has been excavated or loaded. A
unit volume is identified as a loose cubic yard (LCY) or loose

cubic meter (LCM).Compacted: Material after compaction. A
unit volume is identified as a compacted cubic yard (CCY) or
compacted cubic meter (CCM).
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SOIL VOLUME-CHANGE
CHARACTERISTICSSwellShrinkageLoad and Shrinkage
Factors
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SOIL VOLUME-CHANGE CHARACTERISTICS
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SPOIL BANKSWhen planning and estimating earthwork, it is
frequently necessary to determine the size of the pile of
material that will be created by the material removed from the
excavation.If the pile of material is long in relation to its width,
it is referred to as a spoil bank.

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SPOIL BANKS
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SPOIL BANKSTriangular Spoil BankConical Spoil Pile
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ESTIMATING EARTHWORK VOLUMEWhen planning or
estimating an earthmoving project, it is often necessary to
estimate the volume of material to be excavated or placed as
fill. The procedures to be followed can be divided into three
principal categories: (1) pit excavations (small, relatively deep
excavations such as those required for basements and
foundations)(2) trench excavation for utility lines(3) excavating
or grading relatively large areasProcedures suggested for each
of these three cases are described in the following sections.
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ESTIMATING EARTHWORK VOLUMEPit ExcavationsTrench
ExcavationsLarge Areas
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ESTIMATING EARTHWORK VOLUME
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CONSTRUCTION USE OF THE MASS DIAGRAM
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CONSTRUCTION USE OF THE MASS
DIAGRAMCharacteristics of a Mass DiagramUsing the Mass
Diagram
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CONSTRUCTION USE OF THE MASS DIAGRAM

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Chapter 1
INTRODUCTION
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THE CONSTRUCTION INDUSTRYThe construction industry is
one of the largest industries in the United States, historically
accounting for about 10% of the nation’s gross national product
and employing some 10 million workers.It is widely recognized
that construction as a discipline is a combination of art and
science.
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THE CONSTRUCTION INDUSTRYConstruction
ContractorsCompanies and individuals engaged in the business

of construction are commonly referred to as construction
contractors because they operate under a contract arrangement
with the owner.
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THE CONSTRUCTION INDUSTRY
FIGURE 1-1. Construction of St. Louis Gateway Arch.
(Copyright © American Institute of Steel Construction, Inc.
Reprinted with permission. All rights reserved.)
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THE CONSTRUCTION INDUSTRYConstruction Industry
DivisionsThe major divisions of the construction industry
consist of building construction (also called “vertical
construction”) and heavy construction (also called “horizontal
construction”).
FIGURE 1-2. Distribution of U.S. new construction volume.
(Source: Bureau of the Census)
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FIGURE 1-3. Modern building construction project.
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FIGURE 1-4. Heavy construction project—Kennedy Space
Center launch complex. (U.S. Air Force photograph)
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THE CONSTRUCTION PROCESSProject Development and
Contract ProceduresThe major steps in the construction
contracting process include bid solicitation, bid preparation, bid
submission, contract award, and contract administration.
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THE CONSTRUCTION PROCESSFor major projects, steps in
the project development process include the
following:Recognizing the need for the project.Determining the
technical and financial feasibility of the project.Preparing
detailed plans, specifications, and cost estimates for the
project.Obtaining approval from regulatory agencies.

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THE CONSTRUCTION PROCESSHow Construction Is
AccomplishedConstruction employing an owner construction
force.Owner management of construction.Construction by a
general contractor.Construction using a design/build (turnkey)
contract.Construction utilizing a construction management
contract.
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THE CONSTRUCTION PROCESS
FIGURE 1-5. Construction employing owner construction
forces.
FIGURE 1-6. Owner-managed construction. [Either (a) or (b) or
both may be employed.]
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FIGURE 1-7. Construction by a general contractor.

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FIGURE 1-8. Construction employing a design/build firm.
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FIGURE 1-9. Construction utilizing a construction management
contract.
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CODES AND REGULATIONSProjects constructed in most
areas of the United States must comply with a number of
governmental regulations. These include building codes, zoning
regulations, environmental regulations, and contractor licensing
laws, among others.
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CODES AND REGULATIONSBuilding CodesZoning,
Environmental, and Other Regulations
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STATE OF THE INDUSTRYConstruction ProductivityReducing
Construction CostsGood work planning.Carefully selecting and
training workers and managers.Efficiently scheduling labor,
materials, and equipment.Properly organizing work.Using
laborsaving techniques, such as prefabrication and
preassembly.Minimizing rework through timely quality
control.Preventing accidents through good safety procedures.
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CONSTRUCTION MANAGEMENTElements of Construction
ManagementQuality ManagementSafety and HealthOrganization
for ConstructionReasons for Construction Company FailureUse
of Computers
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CONSTRUCTION MANAGEMENT

FIGURE 1-10. Representative construction company
organization chart.
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CONSTRUCTION TRENDS AND PROSPECTSConstruction
TrendsProblems and Prospects
Katlyn
Table 1
Employer Expectations & Occupational Stats in Mathematics
Category of Data Source
Research
Employer expectations
- Students should develop the following skills: active learning,
communication, problem-solving, decision making, and systems
analysis (Zansler, n.d.)
- Certain positions are expected to be certified
· Actuaries need the Casualty Actuarial Society certification
· Financial analysts licensed by the Financial Industry
Regulatory Authority
- Graduates highly skilled using mathematical tools such as
graphing calc., map creation software, analytical software such
as Minitab and UNISTAT Statistical Pkg., and data scanners
- Typical entry-level education is a masters degree

- Basic understanding of computer programming
- Excellent understanding of statistics, calculus, and linear
algebra
Occupational Statistics
- Math occupation careers are expected to grow by 33% from
2016 to 2026 (Bureau of Labor Statistics, 2019)
- Will open over 50,000 more jobs
- The median annual wage of $88,190 in 2018
The expectations of employers in the mathematics field are
quite high. The majority of entry-level positions require a
Masters degree with basic computer programming skills and
excellent advanced math skills (Bureau of Labor Statistics,
2019). A BA in Math from Jamestown would not be enough for
many positions, but many of the employers desired soft and
technical skills are addressed in the program description such as
problem-solving, critical skills, and communication skills.
Jamestown college states that students will be prepared for
various careers post-graduation including mathematicians, math
teachers, actuaries, and financial analysts (Case Study Program
Overview, Jamestown College, 2017). The occupational
statistics of a career in mathematics show a positive future with
an expected growth of 33% within a ten-year period to amount
to over 50,000 more jobs (Bureau of Labor Statistics, 2019).
However, multiple career paths, such as actuaries and financial
analysts, are required to be licensed in entry-level positions.
Jamestown College attempts to address important aspects of
employer expectations to best prepare students for a bright
future in the occupation.
Both employer expectations and occupational statistics are
relevant in academic program evaluation. Alignment of an
institution’s programs with the correlating job industry is
pivotal to students’ future success. Employers do not want to
hire students in the mathematics field who do know understand

calculus or computer programming and have not developed the
necessary soft skills. The BA in Mathematics program was
created to produce graduates armed with the new knowledge and
skills of the field to be successful in the industry. Closing the
expectation gap between students and potential employers is
done by aligning a program with what is needed in the industry.
According to Jamestown College, its program to go to graduate
school (Case Study Program Overview, Jamestown College,
2017). The employer expectations for an entry-level job
typically requires a Masters degree, so the college is aligning
itself with what the industry requires. Occupational statistics
can aid in program evaluation as well because it provides the
necessary data of the field such as salaries, competitiveness,
occupation growth, and job outlook. Any jobs that are
disappearing or not part of the overall industry growth should
not be part of a developing program.
Reviewing the program outcomes and student outcomes, the
necessary entry-level skills in the mathematics field should be
included. If the average employer expectations are not
addressed by the college, then the evaluation shows a poorly
developed program. The importance of program alignment with
its career market is just as important as with the institutional
mission. For example, the student outcomes of a graduate from
the BA Math program should have “sophisticated math skills,
the capacity to apply mathematical abilities within real-world
contexts”, and the knowledge to use appropriate software (Case
Study Program Overview, Jamestown College, 2017, p. 2).
These outcomes are all elements of the employee expectations,
so the program is successful regarding student preparation. The
data from the occupational statistics should be reflected in the
career outcomes of the program. Careers that Jamestown
College lists are potential career paths post-graduation are all
part of the ten-year expected growth (Bureau of Labor
Statistics, 2019). Therefore, students are not attending college
in pursuit of a career that is disappearing and not needed in

modern society. To close the gap between graduates and
employers, students need to learn how to be successful at work
through the right type of assignments (Anderson, 2015). The
level of success for a graduate is defined by the school’s
programs and comparing the occupational statistics and
employer expectations only provide proof of the program’s
success or failure.
References
Anderson, R. (2015, September 9). Why college grads aren’t
meeting employer expectation. Retrieved
from https://www.linkedin.com/pulse/why-college-grads-arent-
meeting-employer-expectations-rania-anderson/
Bureau of Labor Statistics. (2019, April 12). Mathematicians
and statisticians. Retrieved from
https://www.bls.gov/ooh/math/mathematicians-and-
statisticians.htm
Case Study Program Overview, Jamestown College. (2017).
Retrieved from Southern New Hampshire University, HEA 540
Case Study, Program Evaluation Course, www.snhu.edu
Zansler, S. (n.d.). Career in mathematics. Retrieved
fromhttps://www.learnhowtobecome.org/careers-in-
mathematics/

Julia:
Hi everyone,
Employer expectations and occupational statistics can be used
to evaluate the Bachelor of Arts in Mathematics program at
Jamestown College. When considering alignment, how is the
Bachelor of Arts in Mathematics aligned with Jamestown
College’s goals on globalization? Additionally, how
competitive is the undergraduate Mathematics program? For the
College’s goal of globalization, they state that, “The school or
Arts and Sciences will continue to develop strategies that
sustain international relationships”(Mathematics Administration
and Faculty, Jamestown College, 2017, p. ?). A large majority
of students in the Mathematics program are earning C marks.
Local and global employers are looking for employees coming
out of a mathematics undergraduate program to not only have
mathematics skills but also computer skills (O*Net Online,
n.d.).
O*Net Online indicates that degree holders in the Mathematics
discipline are in high demand and job growth is expected to
increase (O*Net Online, n.d.). What could hold back the
Jamestown graduate from securing a position is that the College
does not have them taking any computers or electronics
courses. That expertise will be required of the entry level
employee. Employers are looking for their hires to have,
“knowledge of circuit boards, processors, chips, electronic
equipment, and computer hardware and software, including
applications and programming” (O*Net Online, n.d.). An area
in the existing Jamestown College curriculum where students
can get this hands-on experience is during their Capstone
project. The College has a goal around globalization and if that
goal has anything to do with the employability of their
graduates, they will need to find a way to get students the

hands-on experience they’ll need in industry.
In terms of competitiveness, on O*Net Online they indicate that
the largest proportion of degree holders working as
mathematicians hold Master’s Degrees at 38%, 33% hold
Doctoral Degrees and just 21% are working on just their
Bachelor’s Degree alone (O*Net Online, n.d.). O*Net continues
to assess that, “Employees may need some on-the-job training,
but most of these occupations assume that the person will
already have the required skills, knowledge, work-related
experience, and/or training” (O*Net Online, n.d.).
Employer expectations and occupational statistics
support that now is a good time for Jamestown College to be
engaged in a self-study in the Bachelor of Arts in Mathematics
program. Employees that have earned undergraduate degrees in
Mathematics are in demand and that demand is slated to
increase. The occupational statistics indicate that advanced
study may be needed to grow in the field, however at the entry-
level, some previous experience with computers will be
expected by local and global employers.
References
Mathematics Administration and Faculty, Jamestown College.
(2017). Retrieved from Southern New Hampshire University,
HEA 540 Case Study, Program Evaluation
Course, www.snhu.edu
“Summary Report for: 15-2021.00 - Mathematicians.” O*NET
OnLine, https://www.onetonline.org/link/summary/15-2021.00.
First Letter of Last Name
Categories of Data Sources to Explore in Initial Post
A-H
· Employer expectations
· Occupational statistics

I-N
· Professional competencies or credentialing
· Professional organizations
· Accrediting organizations
O-Z
· Legislators - local, state, and/or federal legislators and
legislation (e.g., regulations, funding)
*We use column A-H
*use other column to respond to peers
Discussion Rubric: Graduate
Your active participation in the discussion forums is essential to
your overall success this term. Discussion questions are
designed to help you make meaningful
connections between the course content and the larger concepts
and goals of the course. These discussions offer you the
opportunity to express your own
thoughts, ask questions for clarification, and gain insight from
your classmates’ responses and instructor’s guidance.
Requirements for Discussion Board Assignments
Students are required to post one initial post and to follow up
with at least two response posts for each discussion board
assignment.
For your initial post (1), you must do the following:

11:59 p.m.
Eastern Time.
ules Two through Ten, complete the initial post by
Thursday at
11:59 p.m. of your local time zone.
other
discussion boards from the current module and previous
modules, when
appropriate.
-reviewed sources to support your
discussion
points, as appropriate (using proper citation methods for your
discipline).
For your response posts (2), you must do the following:
es outside of your own
initial post
thread.
at 11:59
p.m. Eastern Time.
Sunday at
11:59 p.m. of your local time zone.
rate more depth and thought than simply stating “I
agree” or

“You are wrong.” Guidance is provided for you in each
discussion prompt.
Critical Elements Exemplary Proficient Needs Improvement
Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant
detail (100%)
Develops an initial post with a
point of view or idea using
appropriate detail (90%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (70%)
Does not develop an initial post
with an organized point of view
or idea (0%)
20
Timeliness Submits initial post on time
(100%)
Submits initial post one day late
(70%)
Submits initial post two or more
days late (0%)

10
Engagement Provides relevant and
meaningful response posts with
clarifying explanation and detail
(100%)
Provides relevant response posts
with some explanation and
detail (90%)
Provides somewhat relevant
response posts with some
explanation and detail (70%)
Provides response posts that are
generic with little explanation or
detail (0%)
20
Critical Thinking Draws insightful conclusions that
are thoroughly defended with
evidence and examples (100%)
Draws informed conclusions that
are justified with evidence (90%)
Draws logical conclusions (70%) Does not draw logical
conclusions (0%)
30

Writing
(Mechanics)
Initial post and responses are
easily understood, clear, and
concise using proper citation
methods where applicable with
no errors in citations (100%)
easily understood using proper
citation methods where
applicable with few errors in
citations (90%)
understandable using proper
citation methods where
applicable with a number of
errors in citations (70%)
Initial post and responses are not
understandable and do not use
proper citation methods where
applicable (0%)
20
Total 100%

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