Summer looked very different for Kyle Hendricks, Sydney Sokol, and Gracie Cornish. While many students spent the season in classrooms or offices, these three worked in attics, crawl spaces, construction zones, and planning meetings rarely seen by the wider campus community. Their summer roles placed them at the center of major campus renovation projects, offering hands-on experience that blended leadership, technical knowledge, and real-world problem-solving.
Serving as assistant project managers with Student Affairs Facilities and Operations, the students supported the department’s annual renovation cycle across residence halls, dining facilities, and student centers. The experience exposed them to the complexity of campus infrastructure while allowing them to make meaningful contributions that directly impacted student life.
Learning by Doing on Active Job Sites
Gracie Cornish, a mechanical engineering student, spent much of her summer immersed in the renovation of Pritchard Hall, a space she came to consider her second home. Her responsibilities included coordinating daily work, tracking progress, and supporting contractors as the building underwent upgrades. Cornish also contributed to the transformation of Owens Hall’s former grab-and-go Chick-fil-A into a made-to-order dining venue, gaining exposure to food service infrastructure and space planning.
Another standout project involved structural stabilization at Oak Lane, where steel helical piers were installed to address a sinking foundation. Watching the process unfold gave Cornish a new appreciation for the unseen systems that keep buildings safe and functional.
Progress, rather than surprises, defined her sense of accomplishment. Working daily on long-term projects meant the finished result felt like the natural outcome of consistent effort and careful planning. Seeing plans executed exactly as designed reinforced the value of preparation and teamwork.
Expanding Perspective Beyond the Classroom
Sydney Sokol, a student of human nutrition and public health, entered the internship with limited construction experience but quickly found her footing. She supported updates across campus, including new carpet and paint in New Residence Hall East and full bathroom renovations in Vawter Hall. One of her earliest responsibilities involved coordinating vendors for a generator replacement, a task that required gathering bids, aligning technical requirements, and managing logistics.
Although the project was relatively small, it offered an ideal introduction to construction coordination. Seeing concrete poured to specification and systems installed according to detailed drawings gave Sokol a tangible sense of how planning translates into execution.
The role challenged her assumptions about project management. Each task revealed how many professionals contribute to even minor changes, from electricians and plumbers to inspectors and engineers. The experience highlighted the importance of collaboration, communication, and flexibility in complex environments.
Stepping Into Leadership Roles
Kyle Hendricks, an architecture student returning for his second summer with the program, took on expanded responsibilities as a senior intern. His work spanned multiple projects, including office upgrades at Schiffert Health Center and a redesigned dining hall entry at Turner Place. With prior experience, Hendricks helped bridge communication between students, contractors, and project managers.
The internship broadened his understanding of architecture beyond design. Exposure to scheduling, budgeting, and coordination revealed the project management side of the profession, an area he had not previously considered as a career path. Seeing how decisions made on paper affected timelines, costs, and people reshaped his perspective on the built environment.
Department leaders praised the interns’ ability to work independently while maintaining high standards. Their contributions allowed the team to move quickly without sacrificing quality, an essential balance during the fast-paced summer renovation season.
Understanding the Value of Invisible Infrastructure
Many of the students’ projects involved systems hidden behind walls or above ceilings. Fire alarms, plumbing lines, and mechanical systems rarely draw attention when functioning correctly, yet they are critical to safety and quality of life. Working on these elements helped the students understand how essential infrastructure supports daily campus operations.
Cornish noted that these systems often go unnoticed until something fails. Participating in their installation and maintenance reinforced the importance of preventative work and careful oversight. The experience shifted how she views buildings, encouraging her to think beyond finishes and aesthetics to the systems that make spaces usable.
Problem-Solving in Real Time
Daily responsibilities included visiting job sites, documenting progress, coordinating contractors, and tracking timelines. Challenges emerged regularly, requiring quick thinking and collaborative solutions. In one instance at Vawter Hall, a small measurement discrepancy brought together multiple trades and a university building official to resolve the issue efficiently.
Moments like these illustrated the complexity of renovation work and the importance of knowing who to involve and when. Effective problem-solving depended less on authority and more on communication, respect, and shared goals. Working alongside professionals with years of experience taught the students how to contribute meaningfully while continuing to learn.
The interns also handled pre-inspection cleanup, ensuring spaces met code requirements. Tasks ranged from organizing leftover materials to physically moving heavy supplies. One particularly demanding day ended with the group forming a relay line to transport pallets of flooring through a building and into an elevator. The work was exhausting, but completing it together reinforced the value of teamwork.
Building Confidence and Transferable Skills
The internship strengthened each student’s confidence in different ways. Sokol gained practical knowledge that extended beyond construction. She now notices details in everyday spaces, from exposed conduits to layout choices, understanding the decisions behind them. The experience also made personal goals feel more attainable, including her aspiration to one day build her own home.
Hendricks discovered a new professional interest, recognizing that project management could be a fulfilling path within architecture. Exposure to this side of the field expanded his career possibilities and clarified how leadership and coordination shape successful projects.
For Cornish, the biggest takeaway was the development of life skills. Communication, leadership, and adaptability proved just as important as technical knowledge. Learning when to step in, when to delegate, and how to approach difficult conversations prepared her for any future role.
Preparing for the Future Through Hands-On Experience
The summer internship demonstrated how experiential learning can complement academic study. By working on real projects with real consequences, the students gained insights impossible to replicate in a classroom. They learned how plans evolve, how teams collaborate under pressure, and how decisions impact entire communities.
Beyond technical skills, the experience fostered a deeper appreciation for the people and processes that maintain campus spaces. It also showed how student involvement can strengthen institutional operations while preparing future professionals.
As the renovated halls and facilities welcome students back each fall, much of the work completed remains unseen. Yet the impact is lasting, shaped in part by students who chose to spend their summer leading from behind the scenes, building skills that will serve them long after graduation.
Frequently Asked Questions:
What is the “Students Take Charge” construction initiative?
Students Take Charge is a hands-on program that allows students to work directly with Student Affairs Facilities on active campus construction and renovation projects. Participants serve in project support roles, gaining real-world experience in planning, coordination, and facilities operations.
Who can participate in this program?
The program is open to students from a variety of academic backgrounds, including engineering, architecture, public health, and related fields. Students with strong communication skills, an interest in project management, and a willingness to learn on job sites are encouraged to apply.
What types of projects do students work on?
Students contribute to renovations and upgrades across campus, including residence halls, dining facilities, student centers, and administrative spaces. Projects may involve infrastructure improvements, interior renovations, accessibility upgrades, and system replacements.
What roles do students play in construction initiatives?
Students typically support project managers by visiting job sites, documenting progress, coordinating with contractors, tracking schedules, and assisting with inspections. Responsibilities vary based on experience and project needs, allowing students to grow into leadership roles.
What skills do students gain through this experience?
Participants develop project management, communication, teamwork, and problem-solving skills. They also gain exposure to construction processes, building systems, safety standards, and professional collaboration in a real-world setting.
Do students need prior construction experience?
No prior construction experience is required. Training and mentorship are provided throughout the program. Students are expected to be proactive, detail-oriented, and open to learning from industry professionals.
How does this program support academic and career goals?
The initiative bridges classroom learning with practical application. Students gain industry-relevant experience, build professional networks, and explore career paths related to facilities management, architecture, engineering, and leadership.
Conclusion
The “Students Take Charge” initiative demonstrates the power of hands-on learning and student leadership in shaping campus spaces. By participating in real-world construction and renovation projects, students gain practical skills, confidence, and professional insight that extend far beyond the classroom. Their contributions not only ensure high-quality, safe, and functional campus facilities but also cultivate the next generation of leaders in project management, engineering, and design. Through collaboration, problem-solving, and dedication, these students leave a lasting impact—proving that meaningful change often happens behind the scenes, guided by initiative, teamwork, and vision.
