A second career in roofing: From the field to the classroom

By Heidi J. Ellsworth.

When the Roofing Alliance developed a curriculum and provided funding for roofing education at the college level, Tom Urich, who originally had a teaching degree before entering the industry, was a perfect fit.

A career in roofing is often seen as a path marked by hands-on work, but for some, it evolves into an opportunity to share knowledge and experience in a teaching role. Thanks to the collaboration between the Roofing Alliance and Clemson University, construction management schools across the country are now embracing this concept. One notable example is Arizona State University (ASU), where Tom Urich has transitioned from a seasoned roofing professional to an influential educator.

From the field to the classroom

Tom Urich has spent the last 35 years in Phoenix, Arizona, thriving in the roofing industry, primarily in sales roles for major companies and as an independent agent. Reflecting on his extensive career, Tom states, "It's been a great ride." He began his career with Owens Corning Fiberglass, focusing on residential insulation before moving to Arizona, where he became an independent agent. Over the years, he represented various products, including modified bitumen, single-ply systems, adhesives and more, working with key manufacturers and forming lasting relationships with regional managers and company principals.

Tom's journey took an unexpected turn when he was approached to teach roofing at ASU. "We were having lunch with some ASU principals and roofing contractor friends when the idea came up," Tom recalls. The Roofing Alliance had developed a curriculum and provided funding for roofing education at the college level, but they needed someone to teach it. Tom, who originally had a teaching degree and had taught school for three years after college, was a perfect fit.

Developing the roofing curriculum

Starting in the fall of 2023, Tom embarked on his teaching journey with 14 students. "It was a really good group for me because I got to know all of the students well and developed a baseline of their knowledge in roofing," he explains. This foundational class included both undergraduate and graduate students, most of whom had little to no prior knowledge of roofing.

The program quickly gained popularity. By the next semester, enrollment had doubled to 30 students and Tom's third class maintained this level of interest. For the upcoming semester, enrollment has increased to 40 students, with the class filling up rapidly. Tom attributes this success to a curriculum that emphasizes active participation and practical knowledge. "Our philosophy is that the most important thing is for students to learn about roofing and the opportunities in our field," he says.

Engaging students and enhancing learning

Tom's classes are structured to be interactive and engaging, meeting once a week for three hours. To keep students actively involved, he incorporates various projects and problem-solving exercises, such as estimating tasks. Guest speakers from the roofing industry and student presentations are an integral part of the course. "In the second class, we had three or four guest speakers, and they all did really well," Tom notes. Student presentations on topics like roof failures and industry case studies have further enriched the learning experience.

The course, titled "Fundamentals of Roofing” at Clemson University and "Roofing Technology” at ASU, has evolved with each semester. Tom starts each class with a baseline test to assess students' initial knowledge and adapts the curriculum based on their needs. He incorporates real-world scenarios and challenges students to solve problems using their computers and other aids during midterms, while finals are more rigorous to accurately measure their understanding.

Impact and future prospects

The response from students has been overwhelmingly positive. Many graduate students, particularly international ones, seek internships and summer jobs in the roofing industry. Tom highlights the diverse career opportunities in roofing, from contracting to distribution and manufacturing. "It's a wonderful opportunity for all involved," he emphasizes.

For Tom, the transition to teaching has been immensely rewarding. "The best part has been the interaction with the students," he says. His enthusiasm and dedication have not only fostered a deeper appreciation for roofing among his students but has also reinvigorated his own passion for the industry. As the program at ASU continues to grow, it stands as a testament to the valuable impact that experienced professionals can have in an educational setting, shaping the next generation of roofing experts.

Roofing Alliance construction management curriculum

The Roofing Alliance Clemson curriculum is available at no charge to any university construction management program.  Along with the curriculum, universities will also have access to a full student roofing manual and faculty training virtually and in person. Every roofing professional is encouraged to meet with their local construction management programs at all levels from community college to doctorate programs to help bring roofing to the next generation. For roofing professionals that are interested in teaching roofing classes, there is support through the Roofing Alliance to get started. For more information contact Alison L. LaValley, CAE, the Roofing Alliance’s executive director, at alavalley@nrca.net.