Trends Toward Engineering and Math: A Longitudinal Analysis of STEM Rigor in Construction Curricula

Abstract

Abstract

This study investigates the extent to which undergraduate Construction Management (CM) programs in the United States are becoming more engineering and math intensive over time or less. Using catalogs, flowcharts, and accreditation directories, the authors compiled curriculum data from 130 programs across two accrediting bodies: the American Council for Construction Education (ACCE), and the Accreditation Board for Engineering and Technology (ABET). Non-accredited bodies associated with the Associated Schools of Construction (ASC) were also studied. Each program was examined at two points in time (2015 and 2025) for the highest required level of mathematics and highest required level of engineering coursework. Results indicate a national trend toward higher mathematics rigor, with most CM programs now requiring at least Calculus I, while engineering requirements have increased more modestly, with Statics emerging as the most common addition. Compared to ABET-accredited Construction Engineering programs, ACCE and non-accredited Construction Management programs remain less engineering and math intensive, but the gap is narrowing. These findings highlight the evolving identity of CM curricula and their relationship to engineering standards. These findings may help program administrators make decisions relating to math and engineering curriculum by using national trends as a measure.