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Involving Industry Partners in Construction Engineering and Management Capstone Courses

Abstract

The objective of this paper is to share the experiences of faculty using a case study project in a construction engineering capstone course as part of a construction engineering and management curriculum. This case study may be used by others as a model for incorporating industry partners in capstone courses. Completing the case study project allowed students to demonstrate proficiency in the Accreditation Board of Engineering and Technology (ABET) Criterion 3c, 3e, and 3g, which were major objectives of the course. For the case study presented here, the students were required to design the construction process for an electrical substation project that had recently been completed by the industry partner. At the completion of the case study project, the students presented their results to a panel of professionals including the course instructor, two members representing the industry partner, and two members representing the local electrical utility company. The industry partner also conducted job interviews for all students that were interested in a career with their company. Thus, the industry partnering relationship had several positive results, including: 1) the students successfully completed the proposed learning outcomes of the course, 2) the students had an enriched learning experience by working closely with industry professionals, 3) the students were able to explore an exciting and emerging field in the area of construction engineering and management, and 4) the students were presented with an opportunity to begin their professional careers by interviewing for employment with the industry partner.

Introduction

All students in the Construction Engineering and Management (CEM)1 curriculum in the Department of Civil, Construction, and Environmental Engineering (CCEE) at North Carolina State University (NC State) are required to take CE 469 Construction Engineering Project (CE 469). There are two primary learning outcomes for this course, which may be summarized: 1. Demonstrate an understanding of construction engineering and management principles and the ability to solve a broad set of engineering problems in construction; and 2. As a member of a team, apply the principles of professional communication to present the results of that design to a committee formed of the instructor and knowledgeable industry representatives.

The pedagogical methods for this course include an active learning and hands-on approach that requires the students to work with industry representatives in a way that reflects actual construction management practices. The students also use technology typical of the current state of construction practice.

As one of the largest undergraduate programs in the nation, the CCEE department at NC State has a broad and well-developed network of alumni. Many of these individuals are eager to invest their time and expertise in the development of the future generation of engineers and construction professionals, while also remaining loyal to their alma mater. Thus, it has not been

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Lewis, P., & Leming, M. (2010, June), Involving Industry Partners In Construction Engineering And Management Capstone Courses Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16197