2026 ASEE Annual Conference & Exposition

Integrating professional skills into technical coursework is critical for preparing engineering students for the demands of the modern workforce. This paper details a longitudinal study evaluating the intentional integration of the National Association of Colleges and Employers (NACE) career readiness competencies within a core construction management course. The research was conducted over two consecutive years, involving two student cohorts (Fall 2024 and Fall 2025). The primary objective was to assess students' self-perceived growth across the eight NACE competencies, which were explicitly aligned with the course's learning outcomes.

Following the initial implementation (Cohort 1), the second iteration of the course (Cohort 2) incorporated pedagogical refinements, specifically the introduction of Artificial Intelligence (AI) tools designed to strengthen the Technology and Critical Thinking competencies. Data were collected via a validated survey instrument measuring perceived development in technical outcomes and professional competencies.

A robust quantitative analysis was performed to interpret the findings. The psychometric properties of the survey were validated using Cronbach’s Alpha (α=0.93) and Exploratory Factor Analysis (EFA), which revealed a two-factor structure distinguishing between strategic process management and foundational technical skills. Normality tests (Shapiro-Wilk) indicated non-normal data distributions, necessitating non-parametric analysis methods. Consequently, a Wilcoxon Signed-Rank test was used to assess within-cohort growth, confirming significant development across all outcomes (p < 0.001). To evaluate the hierarchy of competency development, a Friedman test was conducted, revealing significant differences in student prioritization. Finally, comparative analysis using Mann-Whitney U tests revealed that the AI intervention significantly improved students' ability to manage estimation processes and shifted the Technology competency to a higher priority rank without diminishing the focus on critical thinking. This research presents a replicable model for embedding and evaluating professional competencies within technical and engineering curricula.