In this case study, we explore the integration of two Generative AI (GenAI)-based writing assignments into a senior-level civil engineering design course. The goals of this study are to (i) cultivate a culture of AI among students, (ii) enable them to critically evaluate the GenAI outputs and their limitations and (iii) assess and discuss the ethical use of AI within the civil engineering profession. Twenty-seven students participated in the two writing assignments: one requiring the use of AI and the other permitting its optional use. The first assignment (homework) encouraged students to explore the design of steel structures by selecting a structure of their choice and generating a one-page write-up using GenAI. We asked the students to critically assess the AI-generated output, verify facts, and document their interactions with the AI tool by providing all prompts and reflecting on their experiences. In the second assignment, a take-home quiz, we asked the students to read and analyze two articles. The first article discusses the implications of GenAI in civil engineering and architecture professions [1], while the second article explores the integration of human and artificial intelligence in civil engineering. In their analysis, we asked the students to discuss how GenAI could enhance efficiency and safety in the field, as well as the ethical challenges associated with GenAI use. In both assignments, they were prompted to document their use of GenAI, modifying the AI-generated content while composing a reflective analysis of the tool's influence on their learning. The results of a qualitative analysis of students' responses indicated common themes regarding their perceptions of GenAI use both in learning and in the profession. Many students expressed curiosity about GenAI's future potential in civil engineering design while acknowledging the importance of critically assessing AI outputs. Key themes included the balance between AI-assisted creativity and as well as concerns about the reliability of AI-generated information. We believe the forward-thinking approach to GenAI in engineering education can foster an innovative learning environment favorable to experimentation with these tools. The insights gained from this case study highlight the importance of integrating GenAI into the civil engineering curriculum. We believe giving such an opportunity in the engineering classroom [3] will help prepare students to use GenAI responsibly and effectively in their profession upon graduation.

Authored by
Dr. Priyantha Wijesinghe (University of Vermont), Holly Ann Buckland Parker (University of Vermont), and Ethan Zachary Stein (University of Vermont)

Developing an objective evaluation rubric de-coupled from assessment feedback has historically been underutilized in civil engineering classrooms. As pedagogical methods continue to evolve towards project-based and open-ended experiences, opportunities to engage students in the iterative revision process are becoming increasingly advantageous. Many professors rely on grading systems focused primarily on evaluative criteria, resulting in scores which are used to determine course letter grades. Students may accept the feedback offered in graded assignments or solution keys, but engagement is less focused on improvement for the immediate learning value. Especially in writing assignments, students can become discouraged by lower grades and may not be receptive to reviewer feedback which can feel like a personal, subjective attack. While some forms of evaluation include elements of assessment, this document argues de-coupling provides students with additional opportunity to develop and demonstrate understanding without the pressure of grade-related summative judgement. A dual-purpose rubric was designed for a technical writing assignment to allow for a simultaneous evaluation and assessment experience. Applying the de-coupled design to graded assignments is hypothesized to improve students’ perceptions of the iterative revision process common to the civil engineering discipline and induce a growth mindset in students as they receive professor feedback for implementation in later assignments. The fundamentals applied in developing the rubric are transferable to computational, analysis, or design assignments seeking to engage students in iterative effort such as revision, refinement, or optimization. The following report presents development of the de-coupled rubric, supported by current literature, discusses a pilot implementation, and summarizes an assessment strategy for long-term adoption in a sophomore level technical writing course.

Authored by
Dr. Jennifer Queen Retherford (The University of Tennessee, Knoxville) and Dr. Sarah Mobley (The University of Tennessee, Knoxville)

Engineering design is a critical element of undergraduate engineering programs and is an integral criterion in ABET assessment. Despite being a foundational element of engineering instruction, there is no single definition of design in engineering and the definitions of engineering design have shifted over time. In addition, while scholars and accrediting bodies have worked to define engineering design, the extent to which these definitions reflect the students’ understanding of engineering design is less clear. This paper aims to provide insight into student perceptions of design by discussing the results of a survey that asked both first year and capstone undergraduate civil engineering students to identify the components of several design and engineering design definitions that resonated most strongly with their experience and understanding of engineering as a profession. In addition to sharing the results of this study, we review the literature on ways to expand student understanding of engineering design and provide recommendations, along with areas for future research, for Civil Engineering.

Authored by
Aja Rachel Bettencourt-Mccarthy (University of Cincinnati) and Dr. Matthew Sleep (University of Cincinnati)

The use of concept mapping has long been recognized as an effective tool for bridging knowledge gaps and promoting a deeper understanding of topics. However, while cooperative mind mapping is often utilized in industry brainstorming sessions, it is rarely applied in educational settings, especially for engaging new students. In engineering education, the focus has traditionally been on concrete knowledge rather than interactive and engaging methods. As a result, the introduction of advanced equipment or challenging courses often overshadows the need to spark students' interest and enthusiasm for engineering and foster a sense of engagement. This paper explores the effectiveness of cooperative mind mapping in engaging new students by enhancing collaboration and interest through group-based mind map creation. Additionally, cooperative mind mapping can be applied to engage K-12 audiences, fostering early interest in engineering careers and strengthening communication skills in group settings—both of which are crucial for success in engineering education. At a Women in Technology (WIT) event, we conducted during a Women in Technology (WIT) event with 14 high school students, the study involved group-based mind-mapping exercises designed to promote creativity, inclusiveness, and collaboration. Participants developed mind maps centered on the theme of STEAM careers, with minimal constraints to encourage independent exploration and diverse interpretations. The resulting mind maps, analyzed using qualitative and graph-based metrics via Gephi, revealed unique thematic and structural differences across groups, influenced by their interpretations of the central topic. One group emphasized foundational STEAM subjects, another focused on the process of pursuing STEAM careers, and a third adopted a broader exploration of STEAM careers. These variations highlighted the flexibility of collaborative mind mapping in capturing participants' perspectives and priorities. The findings underscore the value of this approach in sparking genuine interest, fostering creativity, and strengthening collaboration among participants. By shifting the focus from rigid grading systems to open-ended exploration, collaborative mind mapping proves to be an engaging and effective tool for introducing students to STEAM fields and preparing them for future collaborative work environments. This study advocates for further exploration of tailored prompts and objectives to maximize the potential of mind mapping as an educational tool across various contexts.

Authored by
Xiaofeng Wu (Georgia Institute of Technology) and Dr. David Frost (Affiliation unknown)

Meaningfully addressing the climate crisis will require the transformation of civil infrastructure, including the development of utility-scale wind and solar farms to supply clean energy and the redesign of building stock, transportation systems, drinking and wastewater systems, and other infrastructure to reduce energy demand. Civil engineers, as the technical professionals tasked with the design and maintenance of such large-scale infrastructure projects, will be instrumental in the transition. However, the traditional civil engineering education does not include the discussion of how civil engineering expertise might be applied to confront climate change. In addition, traditional engineering education of all disciplines reflects broader societal values that have historically emphasized growth over sustainability and equity. This emphasis on limitless growth is what led to the climate crisis to begin with. Therefore, to prepare engineering students to be a part of the effort to address the climate crisis, civil engineering instructors need to develop curricula that will ensure students acquire the necessary knowledge and skills, as well as an understanding of the far-reaching impacts their work will have.

Many institutions of higher education have begun to prepare undergraduate students to serve as part of this workforce by developing sustainability-focused coursework, concentrations, minors, and in some cases, majors. Such curriculum initiatives, while necessary, take years to develop. Institutions that do not yet offer similar initiatives need strategies to develop them gradually.

Engineering instructors can start this development process by designing sustainability-focused teaching material that can be easily integrated into existing courses. One source of guidance for the design of such teaching materials is the Engineering One Planet framework, which builds upon ABET Student Learning Outcomes and the United Nations Sustainable Development Goals to provide a list of sustainability-focused learning outcomes for engineering students. The EOP learning outcomes emphasize both skills acquisition and the development of a broader understanding of the context of climate change.

This paper presents newly developed material that can be integrated into existing courses that are part of the civil engineering degree program at an undergraduate-focused engineering school. The material presented draws on the EOP framework and is designed for courses at the first-year, sophomore, and junior level. Student feedback to assess learning outcomes and student interest is presented. In addition, the authors discuss an ongoing effort to coordinate the development of climate change-related curriculum and undergraduate research opportunities across multiple degree programs within the school of engineering at the authors’ institution.

Authored by
Prof. Andrew Paul Summerfield (Wentworth Institute of Technology), Dr. John Peter Voccio (Affiliation unknown), Wenye Camilla Kuo-Dahab (Wentworth Institute of Technology), Brian Ernst (Wentworth Institute of Technology), and Chris Bode-Aluko (Wentworth Institute of Technology)

Classes that teach building structures in engineering and architecture are often separated into distinct curriculum; however, the rules that govern structural behavior remain the same. While there are advantages to developing courses that meet the learning outcomes of specific disciplines, engineers and architects work together towards the same final product: a building. Understanding how their education in structures topics differs by profession and over time may be useful in improving their learning outcomes and shared understanding. In this research, we examine syllabi from engineering structures and architecture structures classes across five decades from five Universities in the United States. We identify and compare themes in the syllabi that highlight divergences by discipline and similarities in education. Curriculum models for integration of engineering and architecture education are suggested.

Authored by
Stephanie Bunt (University of New Mexico) and Anjali Mulchandani (University of New Mexico)

This study explores the use of artificial intelligence (AI) tools to enhance collaborative skills among students in architecture, engineering, and construction (AECO) disciplines. As the AECO industry increasingly relies on collaborative workflows and digital tools, it is essential for future professionals to develop the ability to work in teams while using advanced technologies. The project proposes a pedagogical module that integrates AI tools, such as Hypar, TesFit, and ChatGPT, to facilitate teamwork among construction management students. These tools allow students to design preliminary projects, generate multiple design alternatives, and ensure compliance with building regulations through real-time collaboration. The study was conducted in Fall 2024 and Spring 2025. It involves 43 students from 2 engineering courses and 1 architecture course. Groups assigned various roles using these AI tools to collaboratively design buildings, focusing on elements such as green spaces, building geometry, façades, and circulation areas. ChatGPT is used to verify that the designs comply with local construction standards. Throughout the project, regular discussions are held to address challenges, review progress, and promote a professional, collaborative environment. Then, researchers conducted an open survey to gather students' perceptions of the advantages and drawbacks for collaboration learning using such tools., like over-reliance on visual aids. By simulating real-world scenarios where team members must interact and refine ideas through digital platforms, this approach prepares students for the demands of the modern AECO industry. The study aims to assess how AI tools can enhance both technical and collaborative skills, fostering a deeper understanding of teamwork in the design and construction process. The results will offer valuable insights into integrating AI technologies in education to improve collaborative learning in the AECO sector, with implications for both research and practice.

Authored by
Ms. Mishel Odalis Camargo (Universidad San Francisco de Quito), Dr. MiguelAndres Andres Guerra P.E. (Universidad San Francisco de Quito USFQ), and Ignacio Guerra P. (Affiliation unknown)

Significant changes were implemented into the senior design capstone course for civil and environmental engineering students over the course of an eleven-year period from academic year (AY) 2012–2013 to AY 2023–24. This course now takes place over two semesters in the final AY of the undergraduate programs for civil and environmental engineering students. Major year-over-year changes made – against which experiences and outcomes were measured – included the instructors reducing group sizes and increasing the number of external mentors involved in the class, altering project deliverable targets, and implementing more frequent external mentor meetings; the instructors doubling the frequency of peer evaluations and time sheet graded feedback to students and also setting aside dedicated in-class time for external mentors to market themselves and their companies; and the instructors adding general contractors (GCs) as external mentors to the course, supplementing the civil and environmental designed-focused mentors in the course.
Measured outcomes from the changes in the senior capstone course included student experience as measured via formal, anonymous, and university-administered course and instructor feedback (CIF) surveys and instructor-administered course-specific surveys; mentor experience as measured via instructor-administered course-specific surveys; and student and employer (i.e., “student-employment”) experience as measured by instructor-administered course-specific surveys, specifically the proportion of students who ultimately accepted employment offers from mentors’ companies, and reported starting salaries with year-over-year increases that improved relative to salaries from previous civil and environmental engineering graduates and also generally outpaced college, industry, and national trends.
The changes made to the case study capstone course represent an apprenticeship-style learning experience historically associated with construction trades. Thus, the relevance of this study to the civil engineering community applies to both academics and professionals as the measured outcomes due to changes made in the case study capstone course represent “real-world” early-career impacts on students and their employers. Senior capstone is an excellent forum to measure the effects of course changes since most students in this program enter the workforce almost immediately after the completion of the capstone, thus providing some control to the experiment. Provisional conclusions from the measured outcomes include improved student experience in CIF surveys, improved and now consistent mentor experience despite the heavier time demands, increasing rates of students accepting positions with employers who participated in the senior capstone course, and starting student salaries with year-over-year increases that generally outpace college, industry, and national trends.

Authored by
Dr. Kevin Quinn Walsh PE, SE (University of Notre Dame), Eric Horvath (University of Notre Dame), Prof. James Edward Alleman (), and Dr. Brian J Smith P.E. (University of Notre Dame)

Spreadsheets are ubiquitous in civil engineering offices and are an important tool for data management, engineering calculations, visualization, and report generation. Proficiency in working with spreadsheets also improves productivity and streamlines the quality analysis/quality control process. Cultivating proficiency requires students to integrate spreadsheet usage into their daily activities. While first-year and second-year students may sporadically utilize spreadsheets in their science laboratory courses, they do not necessarily apply spreadsheets in an engineering context.
To better align spreadsheets with the practical experiences of civil engineering students, a series of statics-related assignments were incorporated into a second-year civil engineering course at Saint Louis University, Missouri, United States. Students utilized spreadsheets to solve problems related to centroids and moments of inertia, equilibrium of a particle, shear force and bending moment diagrams, and truss analysis. Most students were concurrently enrolled in a statics course where they solved similar problems using pen and paper calculations and submitted their work.
This research assessed student work, evaluated learning outcomes, and analyzed student feedback regarding the application of spreadsheets to statics topics. A survey was developed to collect students' opinions about competency in spreadsheets, their use in statics, and their utility in understanding concepts. Pre-test and post-test survey analysis revealed an improvement in students' self-reported spreadsheet proficiency, with students notably viewing spreadsheet-based statics problem-solving as a form of hands-on learning. Assessment of students' homework assignments revealed that the majority of students had met the learning outcomes related to the use of spreadsheets and were also able to solve statics problems correctly.

Authored by
Dr. Jalil Kianfar (Saint Louis University), Dr. Sridhar S. Condoor (Saint Louis University), and Danahe Marmolejo (Saint Louis University)

Academic institutions rely on collecting students’ feedback on their learning experience as one of the indirect measures of learning assessment. This feedback, collected through end-of-term and sometimes mid-term surveys, provides the students with an opportunity to share their viewpoint on various aspects of their learning, including teaching style, teaching effectiveness, course objectives, course material, course evaluation, etc. This feedback is not only used by instructors to improve their teaching style and accommodate the needs of students, but it is also used by institutions as an indicator of the instructors’ teaching effectiveness during their annual review and tenure evaluation.
The course surveys typically contain both quantitative (ratings) and qualitative (free text) sections to evaluate the learning process, teaching effectiveness and the instructor’s inclusivity. Use of course evaluations has been studied in the past by many researchers from different perspectives, but most of the studies focused on statistical evaluations of the quantitative responses by different student groups and/or on the best questions to ask on the qualitative part for shorter and more informative responses from students. The qualitative sections are often only used to evaluate the instructor and are not analyzed in any detailed manner due to the complexity of the analytics that would be required. It would be beneficial to both instructors and institutions if a tool was developed that could statistically quantify student responses from the qualitative sections of course evaluations.
Educational opinion mining is an approach developed in the last decades to encode students’ feedback using tools such as qualitative text analysis. The objective of this research is to utilize these tools to design a methodology to study student comments and their polarity (positive/negative/neutral) and determine if they are in agreement with students’ responses to the quantitative sections. For example, graduate and higher-level courses typically have better responses to the quantitative sections of course evaluations than lower-level courses. A rubric was developed to categorize student comments as positive, negative, or neutral and used to analyze course evaluations from different engineering student populations at the University of XXX. The results are compared with those in the literature for responses from the quantitative sections of course evaluations.

Authored by
Ms. Sharmin Jahan Badhan (independent researcher), Dr. Rei Samsami (University of New Haven), and Dr. Goli Nossoni (University of New Haven)

Investing in STEM (Science, Technology, Engineering, and Mathematics) education is critical, especially as technology evolves rapidly and integrates with various professional fields supporting STEM across the United States. Thus, resulting in the need for technically adept students who can meet the needs of the STEM professional field(s). This need is particularly significant in the construction industry, where a diverse and technologically skilled workforce is essential. However, the industry faces challenges related to its perception among high school students and their parents, which can limit opportunities for women and minorities. Thus, this study explores how a STEM summer camp (intervention) influences the perceptions of minorities from rural high schools. The research study utilizes a pre-test to establish a baseline understanding of participants’ (rural high school minority students) perceptions, followed by an intervention through a STEM-focused summer camp designed to enhance their knowledge and skills. After completing the summer program, the research assesses changes in participants’ views on STEM careers and their interest in pursuing STEM fields through a post-test. The pre- and post-test were conducted as online surveys (hosted via Qualtrics) that consisted of open and closed-ended questions. The findings indicate that interventions in the form of summer camps significantly impact the participant's (minorities from rural schools) perceptions of the realization of the importance of STEM as an educational avenue and career, the intent to pursue STEM post-secondary degrees and careers, and have a learning experience that exceeds expectations.

Authored by
Dr. Sandeep Langar (The University of Texas at San Antonio), Amani Qasrawi (The University of Texas at San Antonio), and Dr. Tulio Sulbaran (The University of Texas at San Antonio)

Assessing student learning in construction-related disciplines, such as civil engineering, often relies on traditional exams. However, these exams can trigger high levels of stress and anxiety, which negatively impact student performance and may lead to an inaccurate evaluation of knowledge acquisition. This study investigates the introduction of a coffee break during exams as a strategy to alleviate stress and enhance academic performance. The proposed intervention allows students to take a brief break midway through the exam, during which they can relax, converse with peers, and step outside the exam room. The objective is to create a more relaxed environment that helps students reset mentally and reduce the pressure typically associated with exams. 4 courses participated during Fall 2024 and Spring 2025 for a total o 82 students. The methodology involves administering exams with and without coffee breaks to compare student experiences and outcomes. Surveys were conducted at four distinct stages: in the days leading up to the exam, immediately before the exam, during the coffee break, and after the exam. These surveys measured students’ perceived levels of stress and anxiety, as well as their feelings of preparedness and confidence. Additionally, exam performance was analyzed to quantify the academic impact of the intervention. Preliminary results suggest that the inclusion of a coffee break reduces stress and anxiety, leading to a more positive exam experience and improved performance. Students reported feeling more at ease and focused after the break, contributing to better recall and application of knowledge. The findings highlight the potential of this approach to enhance both student well-being and the accuracy of traditional evaluation methods, offering a novel strategy for improving assessments in construction-related education.

Authored by
Valeria Dayana Izurieta (Affiliation unknown), Dr. MiguelAndres Andres Guerra P.E. (Universidad San Francisco de Quito USFQ), and David Francisco Coronado (Affiliation unknown)

A critical issue within the field of civil engineering is building a diverse workforce to serve as the next generation of civil engineers. Among the subfields of civil engineering, pavement engineering lags substantially behind in terms of diversity, equity, and inclusion. Furthermore, most civil engineering curricula do not cover pavement engineering extensively; often it is simply a week worth of classes during an introductory transportation course. A recent survey by the National Asphalt Pavement Association (NAPA) indicated that only 20% of the general public and 23% of educators believe that road construction “has a diverse, inclusive culture” (NAPA, 2020). Previous studies have demonstrated student competitions as an effective supplemental tool to also build interest and improve learning outcomes in a specific field of engineering. The target population for this project are undergraduate students, with a particular focus on undergraduate students from underrepresented groups. The desired outcome of this project is to generate interest among these undergraduate students to explore careers and graduate study in the field of pavement engineering. Another outcome is to expose students in general to the research process and how to get involved in undergraduate research and later apply to graduate school. In addition, we hope to provide a framework for a low barrier to entry competition which can be replicated in other regions of the country but does not require participating universities to have extensive laboratory or computational facilities. In fact, this framework may be replicable at the high school level in future competitions. This paper presents a literature review on the effectiveness and current gaps in terms of studies related to student competitions, and then presents the framework of the Asphalt Road-eo competition thus far, including obtaining sponsors and securing participation of student groups on our campuses and other campuses.

Authored by
Prof. Ramez Hajj (University of Illinois at Urbana - Champaign)

Educational videos can be an impactful means of sharing engineering curriculum to a broader audience. Videos provide opportunities to compartmentalize information and take audiences on journeys beyond their local communities. However, one of the biggest challenges is how to develop these videos. Although the material is technical in nature, the discussion and approach cannot follow the same structure or delivery as a typical course lecture. The paper herein follows the journey of a civil engineering educator in the establishment and development of a series of educational videos on Youtube. With an identified goal to expand the broader public’s view of civil engineering and the newly developing sub-field of sustainable structural resilience, bringing engineering to life takes many forms. This work examines the steps in establishing the protocols for proper assessment, story boarding concepts, executing video plans, bringing these videos to life through careful editing, and general lessons learned in developing video themes. Technical theory is a cornerstone of engineering curriculum but can be quite unapproachable as it requires prior knowledge and familiarity with field specific language. Systematically building up context and breaking down subject matters into more digestible pieces of information support the audience’s ability to connect with material and begin to identify key field specific terminology. Beyond the technical knowledge, it is essential to humanize the field and expand audience’s perspective of who engineers are. With growing interest in social media, a major element of this is the social perspective and the curiosity of how engineers can be social individuals within their respective communities. To do this, the educational videos share ways engineers communicate and network through events such as conferences. The development of educational videos is not a straightforward process nor is there one correct approach. Rather, it is a journey of evaluating the educational goals and embracing the ability of video to transcend time and space to bring engineering to life.

Authored by
Dr. Jenna Wong (San Francisco State University)

This Work-in-Progress (WIP) report outlines the development of the Structural Learning Lab, an interactive learning center designed to enhance student engagement and improve comprehension of complex civil engineering concepts. The project focuses on reorganizing existing resources and integrating new physical models, including the Load Path Explorer and the Flex Frame, to provide students with tangible, hands-on representations of theoretical content. These models will be incorporated into civil engineering courses to deepen understanding of key topics such as load paths, construction sequences, and structural deflections.

The lab addresses a critical need in civil engineering education: providing practical tools that enhance students’ spatial visualization skills. Many students struggle with abstract concepts when taught solely through traditional lecture-based methods. By offering interactive physical models, the lab bridges the gap between theory and real-world application. In addition to improving student learning, the lab will serve as a resource for faculty, supporting the integration of active learning tools into instructional practices.

Research indicates that hands-on learning tools are especially effective for students from underrepresented groups, including women and minorities, who often face additional challenges in courses requiring strong spatial reasoning skills. The Structural Learning Lab’s focus on tangible learning aids aims to reduce these barriers and contribute to higher retention and success rates among diverse student populations.

This WIP report presents the initial steps in establishing the lab, including the design and construction of new models, the reorganization of existing materials, and early insights from pilot implementations. It also provides a preliminary analysis of students’ initial understanding of structural load paths and related concepts before introducing the Load Path Explorer educational tool.

Expected outcomes include improved student comprehension of structural principles, increased engagement in active learning environments, and greater faculty use of hands-on teaching resources. Impact will be assessed using a mixed-methods approach, including pre- and post-implementation surveys, focus groups, and analysis of grade distribution reports, providing both quantitative and qualitative measures of effectiveness. Improved student retention may also emerge as a longer-term benefit.

Authored by
Dr. Maria Jose Echeverria (California State University, Sacramento), Dr. Julie Fogarty (California State University, Sacramento), and Dr. Jose E. Garcia (California State University, Sacramento)