Engineering education tends to place extensive emphasis on theories with limited applications to real world problems. Research in the field of education confirms that this emphasis on theory, and relatively little emphasis on application, contributes to students' lack of knowledge about tools used in industry to solve interdisciplinary challenges. Construction courses may involve industry practitioners in classes through construction site visits, guest lectures, or even leverage practitioners as instructors. Some courses also focus on "tools" used in construction practice, e.g., a course in building information modeling (BIM) or front end planning. However, most introductory construction courses do not teach students about project management tools used in industry, e.g., scheduling software, front end planning, or site logistics planning. This paper presents first steps in discussing how to integrate one such project management tool, the project definition rating index (PDRI), into an introductory construction management course. The construction industry utilizes the PDRI to improve the predictability of project performance and define the scope of a project during front end planning. This paper shows initial results from a case study where the authors introduced the PDRI in a building construction materials, methods, and equipment course at Arizona State University. The results suggest that students felt that learning about the PDRI improved their understanding of course material. The paper closes with a discussion of lessons learned to support other instructors and educators integrate the PDRI, or another project management tool, into an introductory construction management course to enhance student engagement and learning.