2025 ASEE Annual Conference & Exposition

WIP: Implementing a Coffee Break to enhance exam performance and alleviate student stress

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.

Authors

Valeria Dayana Izurieta
Dr. MiguelAndres Andres Guerra P.E. http://orcid.org/0000-0002-7496-3753 Universidad San Francisco de Quito USFQ [biography]

MiguelAndres is an Associate Professor in the Polytechnic College of Science and Engineering and the Director of the Masters in Management of Construction and Real Estate Companies MDI at Universidad San Francisco de Quito USFQ. He holds a BS in Civil Engineering from USFQ, a M.Sc. in Civil Engineering in Construction Engineering and Project Management from Iowa State University, a Ph.D. in Civil Engineering with emphasis in Sustainable Construction from Virginia Tech, and two Graduate Certificates from Virginia Tech in Engineering Education and Future Professoriate and from USFQ in Structures for Construction Professionals. MiguelAndres’s research includes Architectural and Civil Engineering Project Management, Sustainable and Resilient Urban Infrastructure, and the development of engineers who not only have strong technical and practical knowledge but the social awareness and agency to address global humanitarian, environmental, and social justice challenges. For him, social justice is a concept that should always be involved in discussions on infrastructure. Related to STEM education, Miguel Andres develops disruptive pedagogies for STEM courses as a tool for innovation, and assessing engineering students’ agency to address climate change. Currently, MiguelAndres is working on a framework to support and conduct undergraduate research.
David Francisco Coronado [biography]

David Francisco Coronado Soria is a civil engineering graduaded at Universidad San Francisco de Quito with experience in research, teaching, and construction. His work focuses on sustainable design, structural analysis, and community development. He has collaborated on scientific publications, worked as a teaching assistant, and led engineering projects with social impact through Engineers Without Borders. He is now a candidate for a Master in Structural Engineering at the University of Porto to deepen his expertise in innovative and resilient structures.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025