2026 ASEE Annual Conference & Exposition

Enhancing Student Performance in Engineering Computing: A Comparative Study of Traditional and Research-Integrated Pedagogies

Presented at Mechanical Engineering (MECH) Session 12: Curriculum Development and Program Innovation

Engineering education is evolving to meet the demands of a rapidly changing technological landscape, where traditional assessment methods may not fully capture students’ learning potential or foster deeper engagement. In introductory computing courses, there is a growing need to explore alternative pedagogical strategies that promote active learning, critical thinking, and real-world application of concepts. This study investigates the impact of diversified assessment strategies on student performance and engagement in an introductory Engineering Computing course. Two sections of the same course were compared: one employed traditional assessments comprising homework and exams, while the other integrated quizzes and a research project through the Research for All (R4A) initiative alongside homework and exams. The R4A-integrated section engages students in an 8-week research project titled Static Equilibrium Analysis of Mechanical Linkages, guided by graduate student mentors. Students select a mechanical system (e.g., robotic arm or crane), conduct a literature review, model the system using free-body diagrams and equilibrium equations, and implement simulations in both C and Python. Through this process, students develop skills in engineering statics, programming, research methodology, and technical communication. The project culminates in a report and presentation summarizing their findings.
This research aims to evaluate whether the inclusion of formative assessments and experiential learning components enhances learning outcomes, motivation, and skill development. Data collection is currently in progress, including performance metrics and student survey responses. Analysis will begin upon completion of data collection, and the findings will inform recommendations for enhancing assessment practices in engineering education. This paper discusses the pedagogical implications of incorporating research and frequent low-stakes assessments in engineering education and offers recommendations for curriculum design that foster deeper learning and inclusivity.

Authors

Dr. Srikanth Bashetty http://orcid.org/0000-0001-6871-9474 University of Oklahoma [biography]

Srikanth Bashetty is an Assistant Professor in the School of Aerospace and Mechanical Engineering at the University of Oklahoma. His work focuses on engineering design, computational modeling, and aerospace systems, with a strong emphasis on improving engineering education through active learning and research-integrated pedagogies. He teaches across the aerospace curriculum, including design, simulation, and capstone courses, and has developed innovative approaches to enhance student engagement and learning outcomes. His recent work explores evidence-based strategies to improve student performance in engineering computing, and design education.
Dr. Javeed Kittur http://orcid.org/0000-0001-6132-7304 The University of Oklahoma [biography]

Javeed Kittur is an Assistant Professor in the Engineering Pathways program at the University of Oklahoma and serves as the Co-Director of Research in the Honors College, bringing a global academic background that includes a Ph.D. in Engineering Education Systems and Design from Arizona State University. Prior to joining OU, he served as an Assistant Professor in Electrical and Electronics Engineering at KLE Technological University, India, and is a certified IUCEE International Engineering Educator and Associate Editor for the Journal of Engineering Education Transformations. Since 2022, he has mentored over 40 undergraduate engineering students, many of whom have published in leading conferences and journals, demonstrating his strong commitment to impactful student mentorship. His excellence in teaching and mentoring has been recognized with multiple prestigious awards, including the 2026 Provost's Distinguished First-Year Student Mentoring Program - Outstanding Mentor Award, 2025 Nancy L. Mergler Faculty Mentor Award, the 2025 Brandon H. Griffith Outstanding Faculty Member Award, and the 2024 SGA Outstanding Faculty Award. Dr. Kittur’s research advances engineering education through innovative, data-driven approaches, with a focus on generative AI integration, learning analytics, student retention, broadening participation, and holistic faculty development across cognitive, affective, and psychomotor domains.
Swapneel Danayat University of Oklahoma
Avinash Nayal http://orcid.org/0000-0001-9296-8411 University of Oklahoma [biography]

Avinash Nayal is a Ph.D. candidate in Mechanical Engineering at the University of Oklahoma, working under the supervision of Dr. Jivtesh Garg in the School of Aerospace and Mechanical Engineering. His research focuses on thermal transport in materials and interfaces, phonon-mediated heat conduction, nanoscale thermal phenomena, first-principles and data-driven modeling of heat transfer, and thermal management of energy and electronic materials. He has also contributed to research on expanded-graphite composites, graphene/polymer thermal interface materials, phase-change materials for battery thermal management, and first-principles thermal transport modeling.

In addition to his technical research, he has supported undergraduate engineering education through teaching and mentoring roles at the University of Oklahoma, including AME 4553 Design Practicum, Wind Tunnel Laboratory, Heat Transfer Laboratory, Solid Mechanics Laboratory, and Interactive Engineering Design Simulation. His teaching and mentoring experience includes guiding senior design teams through design reviews, technical documentation, project planning, sponsor communication, and presentation preparation.

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