Civil engineering teachers possess theoretical foundation, engineering literacy, and industry vision, which are highly compatible with the needs of campus infrastructure in terms of quality, cost, functionality, and education. Their deep involvement in the entire process of campus infrastructure can effectively improve project quality, control costs, ensure safety, and simultaneously contribute to teaching, research, and practical education. On the basis of exploring the core value of civil engineering teachers in assisting campus infrastructure, this paper constructs a participation path from three dimensions: planning and design, technical control, and integration of industry and education. The pain points and countermeasures in the current participation mechanism are analyzed, aiming to explore a new model of campus infrastructure management that promotes “coexistence of construction and education, and win-win quality.”