2026 ASEE Annual Conference & Exposition

A persistent challenge in engineering education is the perceived gap between academic preparation and industry expectations for career readiness; construction engineering education is particularly affected by this misalignment. Capstone courses, positioned at the culmination of the undergraduate experience, are recognized as a pedagogical mechanism for addressing this gap by integrating technical knowledge with professional competencies through experiential learning. However, previous literature has documented fragmentation between academic and industry expectations, as well as competing pressures between technical skill development and professional skill advancement. To examine how capstone learning in construction engineering translates into early professional practice, this study interviewed alumni who are practicing construction professionals and reflected on their capstone experiences from the perspective of early career practice. Semi-structured qualitative interviews were conducted to extend the experiential learning cycle beyond the capstone classroom and into the workplace. Findings indicated that while alumni consistently valued communication, teamwork, and critical thinking (CTCt) competencies developed through their capstone experience, they emphasized the need for more structured experiential components that support consequential decision-making and engagement with the human and organizational dimensions of construction engineering education, rather than increased emphasis on additional technical content. The findings also reinforced the construction engineering capstone as a key mechanism for aligning educational outcomes with professional demands, advancing adaptability and ensuring a sustained model for career readiness. This study contributes to the engineering education community by providing alumni-informed insights that help close the feedback loop between industry practice and curriculum design.