2026 ASEE Annual Conference & Exposition

The Conversation Toward Single-Case Study Research for Engineering Workforce Development

Presented at Conversations about Qualitative and Mixed Methods II

Background: This theory/methods paper is meant to start the conversation that single case study research is a rigorous approach for investigating complex, context-dependent phenomena. In engineering education, particularly in work-based learning (WBL) and workforce-aligned programs, learning is embedded in localized partnerships, authentic tasks, and sociotechnical systems that resist experimental or comparative abstraction. Despite this alignment, single case study designs remain under-theorized and under-discussed in engineering education methodological literature.

Purpose: The purpose of this theory/methods paper is to make a methodological case for the use of single case study research in engineering education, with particular attention to its suitability for studying WBL and workforce development interventions.

Method: We conducted a narrative review of case study publications from 2020 to 2025 from the Journal of Engineering Education (JEE), Studies in Engineering Education (SEE), and American Society of Engineering Education (ASEE) conference proceedings. The review articles were coded by venue of publication, type of case study, case context, unit of analysis, data sources, analytical approaches, and alignment with professional engineering practice. Selected single case examples demonstrate applications across capstone design, fabrication-centered learning, specialized laboratories, makerspaces, and ethics instruction, contexts that function as workplace analogues.

Conclusion: Findings indicate that while single-case study research is used to examine practice-embedded learning in engineering education, its methodological contributions are rarely made explicit. When research questions focus on how learning unfolds within reliable professional contexts, single case study designs offer depth, process sensitivity, and natural validity well-suited to WBL and workforce-oriented interventions in engineering education.

Authors

Mr. Foeday Zinnah http://orcid.org/0000-0001-6633-9590 Utah State University [biography]

Foeday Zinnah is a graduate researcher and a second-year Ph.D. student in the Department of Engineering Education at Utah State University. He holds a master’s degree in Soil and Water Sciences from the Hebrew University of Jerusalem and a bachelor’s degree in civil engineering from the University of Liberia. His research interests focus on engineering workforce development, particularly the role of non-degree credentials and work-based learning in shaping STEM career pathways. He is also interested in e-learning management and the use of diverse learning methods to enhance learning outcomes for both traditional and non-traditional learners. Additionally, Foeday brings professional experience in youth and community development, nonprofit leadership, and eLearning management in higher education.
Dr. Angela Minichiello P.E. http://orcid.org/0000-0002-4545-9355 Utah State University [biography]

Angela (Angie) Minichiello, PhD is a military veteran, licensed mechanical engineer, and Associate Professor of Engineering Education at Utah State University.
Mr. Rifatul Islam Himel http://orcid.org/0000-0002-0415-4774 Utah State University [biography]

Rifatul Islam Himel is a doctoral candidate in Engineering Education at Utah State University (USU), Logan, Utah, US. His doctoral research focuses on understanding human cognition in engineering problem-solving. He holds a Bachelor's degree in Electrical and Electronics Engineering and a Master's degree in Electronics and Telecommunication Engineering. With over six years of professional experience in the Information Technology industry and a strong background in teaching and research, Rifatul brings a unique interdisciplinary perspective to his work. His research interests include Human and Machine Cognition, Applied Artificial Intelligence in Engineering Education, Information Processing, and the study of Consciousness.
Mr. Abdul Wasay Khan Laghari Utah State University [biography]

Abdul Wasay Khan Laghari is a graduate researcher in the Department of Engineering Education at Utah State University. Abdul's research endeavors are primarily dedicated to the critical analysis of engineering competencies, the formulation of engineering education policy, and the advancement of accreditation standards.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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