2025 ASEE Annual Conference & Exposition

This paper presents a comprehensive framework for transforming undergraduate engineering education through the successful implementation of a 100% experiential learning curriculum at Wake Forest Engineering. While extensive research demonstrates the effectiveness of experiential learning in engineering education, curriculum-wide implementations remain rare, with most programs restricting experiential approaches to isolated courses. To address this gap, Wake Forest Engineering (established in 2017) designed and implemented a fully experiential curriculum to realize its distinctive mission of "Educating the Whole Engineer for Human Flourishing." The implementation framework integrates multiple learning theories (Kolb's Experiential Learning, Situated Learning, Constructivism, Cognitive Apprenticeship) with complementary motivational theories (Achievement Goal Theory, Self-Determination, Flow, Expectancy-Value) to inform curriculum design and pedagogical practices. Using Kotter's Eight-Step Change Model and guided by leader character dimensions, the department successfully orchestrated organizational transformation while building faculty capacity.

Outcomes of the integrated experiential learning model demonstrate significant success: faculty development, student preparation (95% job placement, high student retention, professional identity development, student diversity (40% women, 25% racial/ethnic diversity), and measurable character development. This comprehensive approach propelled Wake Forest Engineering to become the highest-ranked academic program on campus (14th out of 270 institutions in 2023 US News Best Undergraduate Engineering Programs). This case study of curricular transformation provides evidence-based strategies and practical insights for institutions seeking to implement experiential learning across engineering curricula, ultimately transforming how we prepare engineers to address complex societal challenges through holistic education.