Why Bechtel’s Craig Albert Thinks Construction Schools Need to Evolve

ENR: What’s the impetus for launching the Albert School of Construction?

When we talk about the future, we think of modern energy systems, resilient infrastructure, and cities capable of supporting a rapidly growing population. None of that is possible without people who know how to deliver complex construction projects at scale. Engineering schools do an excellent job teaching and training future engineers. However, the exposure is very low, if at all, to what it takes to actually deliver a major project — coordinating thousands of workers and contractors, and integrating engineering, business, and human resource disciplines.

ENR: How will a focus on the project life cycle distinguish the new school apart from those already established at peer institutions?

 Construction is inherently cross disciplinary, but education has traditionally treated it as a series of separate functions. In reality, project outcomes are shaped by decisions made across the entire life cycle. The idea behind the Albert School of Construction is to bring those pieces together. Students will learn engineering fundamentals and how those decisions affect execution—how work is sequenced, how teams coordinate, and how engineering, labor, supply chains, and technology come together on site to deliver a project.  

ENR: How did your own career help shape your vision for the program?

Over more than two decades, I worked on and oversaw complex engineering and construction projects across sectors, geographies, and operating environments—environmental remediation in the U.S. and U.K.; LNG in Australia and the Gulf Coast, nuclear power in the U.S. and Poland; advanced manufacturing in the U.S. and Taiwan; major transportation infrastructure in Europe, Canada, and the Middle East; large scale mining in the Andes Mountains; and national defense projects in the US. Throughout that journey, I’ve had the privilege of learning alongside exceptionally talented people, whose experiences have shaped my perspective on what it takes to deliver complex projects successfully.

ENR: You also have a strong personal bond with UNC Charlotte and the area as well.

Yes. It’s where my own education began, and where my wife, Darla, studied as well. It’s meaningful to bring these lessons back to the place that helped shape both my career and our family’s connection to the university. While this school will directly benefit the Charlotte region, its opportunity is much broader. The challenges facing the construction industry today are national and global, and there’s a real opportunity for UNC Charlotte to play a meaningful role on that larger stage.

ENR: Is any new construction planned for the new school?

We’re planning an outdoor construction field lab that will serve as a signature asset for the school, supporting hands on learning, applied research and collaboration with industry partners.  The lab will also support workforce training and community engagement, helping strengthen the pipeline of skilled talent entering the construction sector. At the same time, the Smith Building, where the school is housed, will undergo renovations to modernize classrooms and lab spaces. Together, these investments will create a more practical, industry connected learning environment and help position the school at the forefront of innovation and technology in construction.

ENR: How do you see the program evolving? Are there any specific areas of research or education you hope will be added in the coming years?

We’re developing interdisciplinary programs that connect engineering, construction, business and operations so graduates understand the whole system and are prepared to manage complexity, coordinate across interfaces and lead with strong ethical and professional judgement.

On the research side, the school will focus on applied innovation and technology transfer — areas such as digital construction, data-driven project delivery and megaproject execution. The emphasis will be working closely with industry to address real world challenges, including supply-chain complexity, workforce shortages and the increasing scale of infrastructure investmen. The aim is that when a UNC Charlotte construction graduate reports for work, they are the most prepared early career professional in the room.
 

ENR: Is there a key reason or insight from your own educational experience that you hope these students will gain as well?

One of the most important lessons I’ve learned is what it really takes for large, complex projects to succeed. At the end of the day, it comes down to what thousands of people can accomplish together when they have the right training, skills, information, tools and organization.
 

I hope students leave with a clear understanding of how those elements come together in practice—not just in theory. That perspective is essential to becoming an effective engineer and leader in today’s construction environment.

ENR: Any other thoughts?

What draws me to this effort is a belief that construction is a noble profession—one that is sometimes overlooked. I want people to understand that every major innovation that has a big positive impact on society is made possible because of the infrastructure that is built in a customized way to support it, and such projects are typically highly technical and intricate. We ask construction professionals to carry enormous responsibility—billions of dollars, public safety, and national priorities—and this program is focused on the preparation that responsibility demands. I am proud to be part of an effort focused on preparing the next generation of construction professionals to meet those challenges and lead the future of the built environment.