1. (a) Implementation.

   1. (1) The provisions of this section shall be implemented by school districts beginning with the 2025-2026 school year.
   2. (2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
2. (b) General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Algebra I. Recommended prerequisite: English II. Students shall be awarded one credit for successful completion of this course.

3. (c) Introduction.

   1. (1) Career and technical education instruction provides content aligned with challenging academic standards, industry-relevant technical knowledge, and college and career readiness skills for students to further their education and succeed in current and emerging professions.
   2. (2) The Engineering Career Cluster focuses on planning, designing, testing, building, and maintaining machines, structures, materials, systems, and processes using empirical evidence and science, technology, and math principles. This career cluster includes occupations ranging from mechanical engineer and drafter to electrical engineer and mapping technician.
   3. (3) Students enrolled in Engineering Project Management develop cursory knowledge and essential skills to lead an engineering team through the development and construction of a project. Students assess project documentation for compliance with best management practices. They engage in project planning, risk management, team management, and stakeholder communication to ensure project completion, adherence to safety guidelines, and continuous improvement.
   4. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
   5. (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

4. (d) Knowledge and skills.

   1. (1) The student discusses ethics pertaining to engineering. The student is expected to identify and discuss the importance of professionalism, standards of conduct, and ethics as defined by the Texas Engineering Practice Act and rules concerning the practice of engineering and surveying.

   2. (2) The student understands that there are different stages of the engineering design process and the importance of working through each stage as part of an iterative process. The student is expected to:

      1. (A) explain the importance of defining an engineering problem as an initial step in the engineering design process;
      2. (B) describe the research stage of the engineering design process;
      3. (C) define ideation and conceptualization and discuss the role these processes play in innovation and problem solving;
      4. (D) explain the processes of selecting an idea or concept for detailed prototype design, development, and testing;
      5. (E) describe the purpose of non-technical drawings, technical drawings, models, and prototypes in designing a solution to an engineering problem;
      6. (F) describe the process of relevant experimental design, conducting tests, collecting data, and analyzing data to evaluate potential solutions;
      7. (G) explain how the engineering design process is iterative and the role reflection plays in developing an optimized engineering solution; and
      8. (H) describe the purpose of effective communication of the engineering solution as obtained through the engineering design process to various audiences.

   3. (3) The student explores and develops skills to solve problems, make decisions, and manage a project. The student is expected to:

      1. (A) discuss strategies for managing time, setting deadlines, and prioritizing to accomplish goals;
      2. (B) identify constraints and describe the importance of planning around constraints, including budgets, resources, and materials;
      3. (C) define milestones and deliverables and explain the advantages of dividing a large project into smaller milestones and deliverables;
      4. (D) identify different types of communication and explain how different types of communication lead to successful teamwork on a shared project in a professional setting; and
      5. (E) identify strategies to solve problems and describe how problem solving is utilized to accomplish personal and team objectives.

   4. (4) The student understands the foundations of occupational safety and health. The student is expected to:

      1. (A) explain and discuss the responsibilities of workers and employers to promote safety and health in the workplace and the rights of workers to a secure workplace;
      2. (B) explain and discuss the importance of Occupational Safety and Health Administration (OSHA) standards and OSHA requirements for organizations, how OSHA inspections are conducted, and the role of national and state regulatory entities;
      3. (C) explain the role industrial hygiene plays in occupational safety and explain various types of industrial hygiene hazards, including physical, chemical, biological, and ergonomic;
      4. (D) identify and explain the appropriate use of types of personal protective equipment used in industry;
      5. (E) discuss the importance of safe walking and working surfaces in the workplace and best practices for preventing or reducing slips, trips, and falls in the workplace;
      6. (F) describe types of electrical hazards in the workplace and the risks associated with these hazards and describe control methods to prevent electrical hazards in the workplace;
      7. (G) analyze the hazards of handling, storing, using, and transporting hazardous materials and identify and discuss ways to reduce exposure to hazardous materials in the workplace;
      8. (H) identify workplace health and safety resources, including emergency plans and Safety Data Sheets, and discuss how these resources are used to make decisions in the workplace;
      9. (I) describe the elements of a safety and health program, including management leadership, worker participation, and education and training;
      10. (J) explain the purpose and importance of written emergency action plans and fire protection plans and describe key components of each such as evacuation plans and emergency exit routes, list of fire hazards, and identification of emergency personnel;
      11. (K) explain the components of a hazard communication program; and
      12. (L) explain and give examples of safety and health training requirements specified by standard setting organizations.

   5. (5) The student explores the methods and aspects of project management in relation to engineering projects. The student is expected to:

      1. (A) identify and prioritize engineering tasks for an engineering project plan;
      2. (B) identify and outline the critical path of a set of tasks in an engineering project;
      3. (C) develop a project budget based on billable hours and engineering tasks in a project;
      4. (D) track and maintain time spent on engineering tasks for a given project;
      5. (E) generate a Gantt chart for an engineering project, including project tasks, time to complete tasks, critical path, and schedule of tasks;
      6. (F) develop and implement a systematic folder structure for organizing project documents considering factors such as project phase, discipline, and document type;
      7. (G) apply naming conventions consistently to all project documents to facilitate efficient identification and retrieval;
      8. (H) research and describe best management practices such as quality control and quality assurance, risk management, and project management plan for an engineering project;
      9. (I) evaluate an engineering project for adherence to local, state, and federal regulations;
      10. (J) evaluate an engineering project for adherence to best management practices; and
      11. (K) evaluate an engineering project for implementation of sustainable practices.

   6. (6) The student explores processes involved in the construction phase of an engineering project. The student is expected to:

      1. (A) identify parts of an engineering project manual associated with a construction bid, including bid schedule, bid tabulation, construction plan set, and material specifications;
      2. (B) explain the bid process for a project, including timeline, value engineering, request for information (RFI), request for qualifications (RFQ), request for price (RFP), interview process, bid opening, bid evaluations, and bid award;
      3. (C) develop a quantity take-off for an engineering project; and
      4. (D) identify applicable materials based on the engineering project specifications to conduct a material quantity take-off.

   7. (7) The student researches and identifies methods and divisions of project documentation. The student is expected to:

      1. (A) compare shop drawings and construction documents to identify and rectify variances;
      2. (B) identify and justify applicable material specifications for a given project;
      3. (C) compile and organize material specifications to create a submittal log;
      4. (D) analyze a construction drawing to develop applicable design questions and create an RFI document;
      5. (E) identify and explain the permitting process for an engineering project;
      6. (F) identify permitting stakeholders and explain stakeholder roles in the permitting process;
      7. (G) identify permitting entities and create a permit request;
      8. (H) identify and explain the purpose and parts of a change order for a project;
      9. (I) develop a method of documentation to track project changes, including field changes, design changes, and change orders, and analyze cost and schedule impacts of project changes; and
      10. (J) identify and draft applicable completion documents, including certificate of occupancy, temporary certificate of occupancy, field changes, as-built or plan of record documents, and engineer's certification of substantial completion.

   8. (8) The student explores applicable federal, state, and local regulations as they pertain to engineering projects. The student is expected to:

      1. (A) research federal regulatory agencies and describe the role federal regulatory agencies serve in relation to engineering projects such as the Environmental Protection Agency (EPA), Federal Aviation Administration (FAA), and Army Corps of Engineers;
      2. (B) research state regulatory agencies such as the Texas Department of Transportation (TxDOT), Texas Commission on Environmental Quality (TCEQ), and the Texas Railroad Commission (TRC) and describe the role these agencies serve in relation to engineering projects;
      3. (C) research local regulatory agencies such as cities and counties and describe the role local regulatory agencies serve in relation to engineering projects; and
      4. (D) describe local codes and ordinances affecting construction and development activities.

   9. (9) The student explores methods of risk management and the effects on engineering projects. The student is expected to:

      1. (A) identify and describe various methods of risk management related to engineering projects;
      2. (B) identify and analyze the potential risks in a project with respect to the project stakeholders;
      3. (C) develop and communicate a job hazard analysis (JHA) for a given project task;
      4. (D) identify factors of contingency related to an engineering project;
      5. (E) create a contingency estimate analyzing events that can cause potential losses to a project; and
      6. (F) present a risk management plan for a given project.

   10. (10) The student examines components of value engineering practices in relation to an engineering project. The student is expected to:

       1. (A) describe value engineering;
       2. (B) identify and analyze common areas of engineering projects that are susceptible to value engineering;
       3. (C) analyze an existing project design and cost estimate to identify potential cost saving areas;
       4. (D) describe an opinion of probable cost (OPC) associated with an engineering project;
       5. (E) generate an OPC for an engineering project, including construction mobilization, material cost, material quantities, waste disposal, contingency, and total price; and
       6. (F) create a cost-benefit analysis of an engineering project that compares the monetary cost of the project to the benefit to end user.

   11. (11) The student demonstrates effective leadership and communications skills necessary to manage engineering projects. The student is expected to:

       1. (A) identify and describe the various team roles for an engineering project;
       2. (B) research and describe various project management methodologies;
       3. (C) create a schedule of roles for team members in an engineering project;
       4. (D) conduct an effective kick-off meeting to communicate the project management plan for a given engineering project;
       5. (E) evaluate how project team dynamics impact the successful completion of a project;
       6. (F) prepare and document effective meeting agendas;
       7. (G) record, prepare, and distribute clear and accurate meeting minutes;
       8. (H) research and describe effective leadership qualities;
       9. (I) research and identify examples of effective leadership styles;
       10. (J) identify and describe personal leadership styles and strengths; and
       11. (K) evaluate how student leadership styles impact the success of the project team.

Source Note:The provisions of this §127.417 adopted to be effective August 1, 2025, 50 TexReg 4876.