2025 ASEE Annual Conference & Exposition

This Academic Practice/Design Intervention full paper submission presents the results of an open-ended survey which explored clients' perceptions of the process used to create project topics that require students to consider the broader societal implications of their designs.
Client-based pedagogy in engineering design courses offers students the opportunity to apply theoretical knowledge to real-world contexts. Beyond exposure to practical problems, the integration of societal considerations into engineering design education is increasingly recognized as crucial for cultivating socially responsible engineering professionals.
This study analyzes survey data collected from 12 clients participating in a first-year, community-engaged learning course at a Canadian, medium-sized, research-intensive institution to understand their perspectives on engaging students with complex, real-world challenges. Clients iteratively collaborated with instructors to develop project descriptions, ensuring projects met technical requirements while prompting students to consider factors beyond traditional engineering constraints. Utilizing an inductive coding approach, emergent themes include the perceived value of exposing students to societal impact considerations, challenges faced by clients in formulating project topics that effectively integrate these considerations, and perceived benefits for student learning and skill development.
This research contributes to the nascent body of literature addressing client-based pedagogy within engineering education by highlighting the critical role of client-instructor collaboration in developing project topics that prepare future engineers to address complex societal challenges. The findings offer practical implications for curriculum development and the cultivation of impactful partnerships between industry and academia in engineering education.