2026 ASEE Annual Conference & Exposition

Integrating peer-reviewed journal articles into undergraduate courses represents an innovative pedagogical approach to enhance critical thinking, disciplinary depth, and research literacy. This work-in-progress study evaluates the effectiveness of this strategy in upper-level civil engineering electives, where course flexibility provides an ideal platform for experimentation with research-informed teaching practices.
Two instructional models were implemented. The first model featured two rounds of student presentations: individual presentations on pre-approved journal articles followed by paired presentations on new research studies. Each round included peer-led discussions and reflective summaries designed to deepen students’ comprehension and analytical skills. The second model employed a scaffolded structure in which students engaged with journal readings throughout the term, culminating in the development of a research question and a written proposal that synthesized their learning and mimicked authentic research planning.
Data are being collected through student surveys, interviews, and focus groups to assess perceptions of learning, engagement, and skill development. The study investigates how embedding scholarly literature within the curriculum promotes higher-order skills such as critical analysis, evidence-based reasoning, and fluency in technical communication. It also explores the influence of this approach on student motivation, confidence, and readiness for research or professional practice.
Preliminary findings indicate that students responded positively to the integration of peer-reviewed journal articles, reporting greater engagement and a heightened interest in the subject matter. Ongoing data collection will provide further insights to refine and inform evidence-based strategies for incorporating research-focused learning into STEM classrooms. Ultimately, this work supports the broader goal of aligning undergraduate instruction with professional and academic competencies that prepare students for success in an increasingly research-driven engineering environment.