2025 ASEE Annual Conference & Exposition

A Case Study: Students' Perception of the Use of Generative AI in Learning and the Civil Engineering Profession.

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.

Authors

Dr. Priyantha Wijesinghe University of Vermont [biography]

Priyantha Wijesinghe is the Director of Curricular Enrichment at the College of Engineering and Mathematical Sciences (CEMS) and a Senior Lecturer in Civil and Environmental Engineering at the University of Vermont (UVM). A structural engineer and architect by education, she is also an expert in engineering education and assessment. As the assessment coordinator for CEMS, she oversees the evaluation of five ABET-accredited engineering programs along with mathematics, statistics, computer science, and physics. Priyantha teaches engineering mechanics and civil and structural engineering courses at UVM, spanning sophomore to graduate levels. She also co-leads the Generative AI Learning Community and spearheads various Generative AI initiatives for CEMS faculty.
Holly Ann Buckland Parker University of Vermont [biography]

Holly Buckland Parker is an educational developer at the Center for Teaching and Learning at the University of Vermont (UVM). Holly coordinates the Graduate Teaching Program and conducts workshops on pedagogy and educational technologies. Dr. Buckland Parker continues to work on her research interests regarding the implementation of Universal Design for Learning (UDL) and inclusive teaching practices in Higher Education. Holly is also a part-time faculty member in the Higher Education and Student Affairs Program in the College of Education and Social Services at the University of Vermont. She teaches graduate courses on the implementation of anti-racist teaching practices, inclusive teaching pedagogy, and UDL in the higher education context. Holly is an active member of the Contemplative Practices Learning Community at the UVM Center for Teaching and Learning. She has her own mindfulness practice and strives to incorporate mindfulness practices into classrooms and meetings on the UVM campus.
Ethan Zachary Stein University of Vermont [biography]

Ethan is a graduate student at the University of Vermont (UVM) with the department of social work. Originally hired as a work-study student at UVM's Center for Teaching and Learning (CTL) to support faculty engaged in Scholarship for Teaching and Learning (SoTL) research, Ethan is enjoying the many opportunities to facilitate data collection and carry out qualitative and quantitative data analysis. In collaboration with the other authors, Ethan is also analyzing data from a SoTL study looking at the impact of introducing mindfulness practices into undergraduate STEM classes. As a graduate student at UVM, Ethan has worked with faculty across a variety of disciplines to understand how use quantitative and qualitative approaches to tell a story about the data and make explicit commonly held assumptions. In addition to his work with SoTL faculty, Ethan is a research assistant with the College of Education and Social Services (CESS) and currently supporting data collection of cancer experiences within Vermont's LGBTQ community. Expected to graduate from UVM in May 2025, Ethan is planning to apply for a summer fellowship so he can analyze the CESS data. Post-graduation, Ethan hopes to continue to be involved in research that drives social change.

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