2025 ASEE Annual Conference & Exposition

Process Mining for Curricular Insight: Evaluating Student Progression in Environmental Engineering Programs

This study employs a Process Mining approach to analyze the academic trajectories and curricular compliance of the 2017 cohort in the Environmental Engineering program at a private Chilean university. Established in 1999 and accredited for five years (2018–2023), the program has undergone multiple curricular innovations to enhance training in environmental sciences and engineering. A comprehensive assessment of 57 students' progression was conducted to identify gaps and inform the ongoing curriculum redesign process. Results reveal significant variability, with 18 distinct trajectories observed. Only 53% of students remained active in the program by their fourth year, and less than 11% were on track for timely graduation. Delays in completing foundational courses, such as Introduction to Differential Equations and Non-Conventional Renewable Energies, were identified as key barriers to progression. Top-quartile students completed over 38 courses, while those in the bottom quartile passed fewer than 26, indicating delays of at least three semesters. Structural challenges, including limited credit flexibility and scheduling conflicts, further contributed to these delays. Process Mining provided actionable insights, revealing patterns of academic bottlenecks and non-compliance with curricular prerequisites. These findings emphasize the need for targeted interventions, including stricter enforcement of prerequisites, enhanced flexibility in academic administration, and tailored support programs such as tutoring and intensive recovery courses. This study demonstrates the potential of Process Mining as a strategic tool for higher education, offering a dynamic, data-driven perspective to support curriculum design, improve retention, and enhance student outcomes. Future research should extend this approach to additional cohorts and disciplines to validate these findings and guide broader educational innovations. This work positions Process Mining as an analytical technique and a strategic lens to align institutional policy with real student needs.

Authors

Mr. Gonzalo Fagalde http://orcid.org/0000-0002-4707-1311 Facultad de Ingeniería, Universidad Andres Bello [biography]

Mr. Gonzalo Fagalde is an Assistant Professor at the Faculty of Engineering of Universidad Andres Bello, Chile. His academic work focuses on curriculum innovation, instructional design for higher education courses, and the integration of active learning methodologies and assessment strategies into teaching and learning processes. His research and professional interests include Management Control, Process Management, Project Management, Economic Regulation, and Public Procurement Process Management. Additionally, he has supervised undergraduate and graduate theses. Currently, he serves as Academic Secretary for both the Industrial Engineering School and the Informatics Engineering School at the Faculty of Engineering, Universidad Andres Bello.
Dr. Elizabeth Ginette Garrido-Ramírez Centro de Investigación para la Sustentabilidad, Facultad Ciencias de la Vida, Universidad Andres Bello [biography]

Dr. Elizabeth Garrido Ramírez is an Associate Professor and researcher at the Center for Sustainability Research at Andres Bello University, Chile. She has held key academic leadership roles, including Director of the Environmental Engineering Program and Director of the School of Environmental Sciences and Sustainability at the same institution. Her work focuses on national and international accreditation processes, curriculum innovation, and the integration of active learning methodologies into teaching practices. Her research interests include advanced wastewater treatment using advanced oxidation processes, as well as water efficiency and reuse. She has led Fondecyt, Erasmus, and other R&D projects, supervised both undergraduate and graduate theses, and contributed to various scientific publications. She currently serves as Director of Quality Assurance at the Faculty of Life Sciences at Andres Bello University.
Dr. Sebastián Lira Zúñiga Andres Bello University, Chile. Center for Sustainability Research. [biography]

Dr. Sebastián Lira Zúñiga is an Assistant Professor at the Center for Sustainability Research at Andrés Bello University in Chile. His research interests include climate change, carbon capture, and sequestration. Currently, he also serves as the Academic Secretary for the Environmental Engineering program at Andrés Bello University.
Prof. Genaro Zavala http://orcid.org/https://0000-0001-5880-1124 Tecnologico de Monterrey, Monterrey, Mexico; Universidad Andres Bello, Santiago, Chile [biography]

Dr. Genaro Zavala is Associate Director of the Research Laboratory at the Institute for the Future of Education, Tecnológico de Monterrey. He collaborates with the School of Engineering of the Universidad Andrés Bello in Santiago, Chile. A National Researcher Level 2 (SNI-CONACYT), he has over 20 years of experience in educational research. His work spans conceptual understanding in physics, active learning, AI in education, and STEM interdisciplinarity. He leads initiatives on faculty development, competency assessment, and technology-enhanced learning. With 100+ publications, he integrates educational psychology, digital transformation, and sustainability. Dr. Zavala also pioneers projects using neuroscience tools and learning analytics to improve student engagement and foster innovative, student-centered learning environments.

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