2026 ASEE Annual Conference & Exposition

This GIFTS paper shares a class-tested best practice for enhancing reflective writing assignments in introductory engineering courses by utilizing generative artificial intelligence (AI) chatbots, such as OpenAI ChatGPT and Google Gemini, as structured pedagogical tools for scaffolding learning. Traditionally, reflective writing in this course was open-ended and lacked explicit guidance on idea generation and revision. To address this deficiency, this instructional activity was developed to provide students with structured guidance on utilizing Large Language Models (LLMs) and connecting them with the Grand Challenges of Engineering and their interests.

The core objective of this activity is to introduce three specific skills: 1) generative AI prompt development, 2) engagement with the National Academy of Engineering (NAE) Grand Challenges of Engineering, and 3) an appreciation of LLMs as effective outlining and proofreading tools.

The implementation of this assignment, developed and class-tested during the Fall 2024 and 2025 semesters, structures the reflective essay process into five interconnected steps. This structure guides students through:

1. Crafting a specific chatbot prompt based on their core personal and professional interests.
2. Connecting their interests to one of the 14 NAE Grand Challenges.
3. Using the chatbot to develop an initial outline, re-prompting as needed to produce a usable end product.
4. Using the chatbot for essay revision, while also requiring them to integrate scholarly articles from university library databases.
5. Reflecting on their experience and the utility of the AI tool.

This method successfully demonstrates the impact of integrating current technological tools into structured learning. This approach was evaluated with approximately 290 students in an introductory engineering course. This implementation showed an increase in student confidence that a generative AI chatbot helped them with their ideation process and as a proofreading tool. This instructional activity can be implemented in a variety of topics pertaining to first-year engineering education. This best practice provides a structured reflective assignment that builds metacognition and identity awareness, while simultaneously introducing essential professional AI literacy skills to the first-year engineering experience.