2026 ASEE Annual Conference & Exposition

In this work-in-progress paper, we investigate the concept of rigor with compassion in undergraduate engineering education by centering students’ perceptions of academic challenge, instructional practices, and course structures. Engineering programs are renowned for their rigor, demanding workloads, and emphasis on technical mastery. However, this culture of rigor often comes at the expense of student well-being, confidence, and sense of belonging. The emerging concept of rigor with compassion challenges the long-held notion that academic excellence and empathy are mutually exclusive.

Demanding workload in engineering programs is a major source of stress, shaping students’ perceptions of what it means to succeed and belong in the field. Despite high levels of stress, many students face barriers—such as limited information, access issues, and cultural stigma—that prevent them from seeking professional mental health support. Overall, the findings reveal a need for systemic changes in engineering education to balance rigor with compassion and to better support student well-being.

This initiative explores how intentional classroom practices can promote both high performance and holistic support. The project engaged faculty ambassadors from key engineering departments, including Electrical and Computer, Biomedical, Mechanical, Chemical, and Aerospace Engineering. In this paper we will describe the research methodology which includes administering student surveys and student focus groups with students enrolled in lower-division engineering courses in these engineering departments, and reflective self-assessment questionnaires from the engineering faculty ambassadors. By positioning compassion as an intentional pedagogical choice rather than a dilution of rigor, this research project reframes what it means to teach and learn engineering.

This paper contributes an early synthesis of student perspectives on rigor with compassion. These insights will identify actionable themes for faculty development.