2026 ASEE Annual Conference & Exposition

Preparing construction management graduates for a rapidly evolving industry requires educational practices that extend beyond traditional classroom instruction. This paper presents the design, implementation, and outcomes of industry-integrated experiential learning strategies within a construction management program, developed to align with ABET outcomes and employer expectations. The work contributes to ongoing discussions in the ASEE Construction Engineering Division on experiential pedagogy, student engagement and retention, and academia–industry collaboration.
The value of experiential and project-based learning in engineering and construction education is well established (Kolb, 2015; Kolmos et al., 2009; Mills & Treagust, 2003; Prince, 2004). Building on these foundations, and the Conceive–Design–Implement–Operate (CDIO) framework’s emphasis on authentic, contextual learning experiences (Crawley et al., 2014), this study explores how construction-specific experiential modules—developed in close collaboration with industry—can enhance both technical learning and professional preparedness.
Across three academic semesters, multiple experiential modules were embedded in core courses, including case study applications in project delivery and risk management, scenario-based bid proposal preparation and presentation, and the use of cloud-based project management platforms for project administration and contract management. These modules were co-designed with contractors, subcontractors, and technology providers who supplied authentic project data, mentored student teams, and evaluated deliverables against professional benchmarks. Such collaborations ensured alignment with current industry practices and exposed students to emerging methods of project planning, coordination, and communication (Rodriguez & Heberling, 2021).
The impact of these initiatives was assessed through a mixed-methods approach. Quantitative results from pre-/post-surveys indicated statistically significant gains in student confidence and self-efficacy across technical domains such as project administration, project management tasks, and contract management, as well as professional skills such as communication, negotiation, and teamwork. Qualitative analysis of student reflections revealed that engaging with industry mentors and practicing under authentic scenarios provided a deeper understanding of constructability, trade-offs, and stakeholder dynamics. Importantly, students reported that these experiences increased their sense of belonging in the program and strengthened their motivation to persist in the major, consistent with prior research linking engagement and student success (Tinto, 2012; Kuh et al., 2007).
Interviews with industry partners underscored mutual benefits: companies valued the opportunity to shape student preparation, evaluate innovative approaches in an academic environment, and identify high-potential recruits early. Faculty observed that these industry-driven experiences not only enhanced academic performance but also contributed to student retention by making coursework directly relevant to professional career pathways.
Findings demonstrate that industry-integrated experiential learning fosters technical competence, critical thinking, and professional identity development while simultaneously increasing student engagement and persistence. This paper provides evidence-based results on the effectiveness of industry-partnered experiential learning in construction management education, contributes a framework for sustaining academia–industry collaboration, and offers lessons learned in balancing curricular and professional expectations.
In conclusion, this paper validates the value of experiential and collaborative approaches in construction management education and proposes perspectives for future research, including longitudinal studies on graduate outcomes in early career stages. Such studies will help to clarify how experiential, industry-integrated learning translates into workforce performance, career resilience, and leadership development.