University of Nebraska–Lincoln

Responses from Iason Konstantzos, Ph.D., Assistant Professor of Architectural Engineering.

What value does a real-world project bring to students?

At the Durham School, we take pride in offering a rigorous education that blends strong fundamentals with applied knowledge. When our students engage in real-world projects, that foundation is tested and enriched in ways that lie beyond the classroom level. Real-world projects are an invaluable part of engineering education because they bring the complexity, unpredictability, and excitement of professional practice directly into the learning environment. Understanding the complexities of working with clients, navigating budget constraints, and addressing unforeseen challenges all mirror the conditions they’ll eventually face as professionals. On top of that, such experiences cultivate critical soft skills, such as communication, adaptability, and teamwork, while further enriching their technical background. That kind of exposure is transformative, and it’s what ultimately prepares our students to thrive in their careers from day one, making them extremely popular to the industry.

How do you decide what projects to work on?

Each year, our Team Design class (AREN 8030-8040) is centered around the project selected for the Architectural Engineering Institute’s International Student Design Competition (AEI-ISDC). This competition is the most prestigious in the field of architectural engineering, and it consistently challenges students to deliver high-caliber, integrated building designs. The AEI-ISDC project serves as a rich foundation for our course, offering a new building type and context each year, with past projects ranging from high-rise towers to cultural or educational centers. Following this approach is beneficial to the students due to the dynamic nature of the projects. Each one brings its own unique set of constraints, user needs, and system integration challenges. Students must work across disciplines (mechanical, electrical, and structural) to develop cohesive, innovative solutions that mirror real-world professional practice. This not only keeps the course fresh and engaging year after year but also provides a highly relevant and rigorous learning experience that prepares students for the complexities of modern building design.

How did this project prepare students for professional practice?

This project offers a relevant and realistic preparation for professional practice considering that the vast majority of our students go on to careers in the AEC industry. The challenges they tackle in this course directly mirror what they’ll encounter in the workplace: coordinating across disciplines, integrating complex building systems, and navigating real-world constraints like budget, performance, and client expectations.

A defining strength of the experience is the direct engagement with industry professionals, who serve as mentors and evaluators throughout the process. These are not just hypothetical connections, as many of these professionals will eventually become colleagues, collaborators, and even supervisors in the students’ future careers. Beyond the technical work, students develop essential soft skills like communication, teamwork, leadership, and adaptability, all of which are critical to success in today’s project-driven, collaborative design environment. In short, it’s a transformative experience that bridges the gap between the classroom and the profession.

What advice do you have for other programs wanting to add similar collaborative projects to their curriculum?

My honest advice would be as simple as do it, and make industry a true partner in the process. Collaborative, real-world design projects benefit students and the industry equally. Students gain exposure to the complexities of professional practice, build confidence in their skills, and learn how to work across disciplines. At the same time, industry professionals get to engage with the next generation of engineers, see fresh ideas take shape, and help shape a workforce that’s better prepared and aligned with current needs. For such projects to be successful, they need to be well-integrated into the curriculum, not treated as side assignments. Support students with mentoring structures, build strong relationships with practitioners, and select projects that reflect current challenges in the built environment. If this is set up the right way, the return on investment will be substantial, for both education and the profession.

Responses from Katie Frey, MAE Class of 2025, Project Manager at BranchPattern.

What did you like best about participating in this project?

What I enjoyed most about working on the project was the opportunity to collaborate with my peers and learn beyond my own discipline. I loved exploring the engineering concepts that make a building function and diving into systems I might never encounter otherwise. It pushed me to think creatively about what a building could be and showed me how capable I am. I also valued learning from industry professionals and deepening my understanding of sustainability, seeing aspects of the field that were only briefly touched on in class. Most of all, I appreciated growing alongside classmates who have become friends throughout the process.

What did you learn?

I gained a deeper understanding of real-world engineering concepts and sustainability far beyond what could be covered in a class. I learned how to collaborate effectively and rely on my teammates, which strengthened my communication and problem-solving skills. I now have a much stronger grasp of building systems, and that knowledge has directly prepared me for my current role. I am thriving in my new position, and a big part of that success comes from the skills and confidence I developed through this project.

How did the participation of professional engineers improve the experience?

Working with professional engineers elevated the entire experience. They provided real-world insights that bridged the gap between theory and practice, helping us understand how concepts apply in actual projects. Their feedback challenged us to think critically and refine our designs, and their willingness to share industry best practices gave us a clearer picture of what it takes to deliver a successful building.

What do you think the engineers learned from working with students on this project?

I think the engineers learned to look at problems from a fresh perspective. We pushed them to think outside the box and explore ideas on the leading edge of the industry. We asked questions about systems they had never even heard of, and they were diving into these concepts right alongside us. Our curiosity and willingness to challenge the norms gave the professionals a chance to explore without the usual constraints of budgets and timelines. It became a true exchange, our imagination for their experience, and that made the collaboration exciting and inspiring.

Responses from Grady Henricks, P.E., DLR Group.

Why did you get involved with the project?

Having taken the team design class as a student, I experienced firsthand how valuable it is in preparing future engineers for real-world challenges. I greatly benefited from the mentorship of experienced engineers during my time in the course, and that impact has stayed with me throughout my career. When our firm has the opportunity to mentor current students, I’m always eager to be involved and give back to a program that shaped my own path.

How did you assist the students in the project?

My role focused on providing guidance while encouraging the students to think critically about their design decisions. Rather than offering solutions outright, I asked questions that helped them explore different possibilities and consider real-world implications of their ideas. We held regular meetings throughout the project to discuss their progress, answer technical questions, and offer input when needed.

What did you learn from working with the students?

Working with students brings new perspectives and often explores emerging technologies or systems that we may not encounter in our day-to-day projects. Because the class encouraged deep research into innovative solutions, I often find myself learning right alongside them.

What did you want students to learn from working with you?

I hope to instill a strong understanding of the integrated design process – how every decision affects other team members and disciplines. Recognizing the timing and sequence of design decisions is critical to successful collaboration in professional practice. I also aim to help students develop independent problem-solving skills by guiding them toward solutions rather than simply providing answers. My goal is that this approach helps build qualities that will serve them well early in their careers and beyond.