2026 ASEE Annual Conference & Exposition

Empowering Student Voice: Lessons from Implementing Participatory Course Policy Design in Engineering Education

Presented at FDD Technical Session 7: Students, Systems, and Scholarly Communities

This lessons learned paper details the outcomes from a study implementing a participatory approach to course policy design across three undergraduate engineering courses: two upper-level courses and one first-year course. Our core methodology involved inviting students to deliberate and vote on select course and classroom policies, a strategy designed to democratize the learning environment.

The foundational aim of this initiative was to enhance student motivation and engagement by deliberately cultivating a heightened sense of autonomy and ownership over their educational experience. The intervention is framed by principles derived from Self-Determination Theory and inclusive pedagogy, both of which underscore the importance of psychological needs and diverse learning experiences in educational success. To rigorously assess the impact of this shared decision-making model, the study utilizes a mixed-methods approach. Data collection instruments include student surveys designed to measure perceived motivation, confidence and adherence to course policies.

While data has yet to be collected and analyzed, we hypothesize that students exposed to this participatory design will report a significantly greater investment in the course material and a stronger sense of belonging within the learning community. This anticipated positive correlation suggests that the active incorporation of student voice into policy formation is a viable mechanism for positively influencing classroom dynamics and improving the overall learning climate.

For faculty, this study offers more than just empirical results; it provides a substantive framework for reflective practice and demonstrates clear pathways for integrating democratic teaching strategies into professional development and instructional design. It serves as an empirical case study illustrating how shared governance can lead to richer, more effective pedagogical environments.

The paper concludes with a set of practical, evidence-based recommendations for engineering faculty who aspire to cultivate a more engaged, student-centered learning environment. In doing so, we aim to contribute meaningfully to a broader community of practice focused on continuous pedagogical improvement and scholarly growth in engineering education. The authors would like to present their findings as a talk at a technical session.

Authors

Dr. Daniel Selvakumar Raja http://orcid.org/0000-0002-1574-7284 Greenville College [biography]

Daniel Raja is an Assistant Professor of Engineering and Program Director at Greenville University. He specializes in mechanical engineering, with a particular focus on solid mechanics and computational solid mechanics. His academic journey and professional career are marked by a dedication to advancing engineering education and research.

At Greenville University, Professor Raja is known for his engaging teaching style and his commitment to mentoring students. He actively involves his students in research projects, providing them with hands-on experience in the field of engineering. His work not only contributes to the academic community but also aims to solve real-world engineering problems.

Professor Raja’s research interests include the development of new materials and the application of computational methods to understand and predict the behavior of solid materials under various conditions. He has published several papers in reputable journals and presented his findings at international conferences.

Outside of his academic responsibilities, Daniel Raja is passionate about community service and often participates in initiatives that promote STEM education among young students. His dedication to both his profession and his community makes him a respected and valued member of Greenville University.
Natalie Schleper http://orcid.org/0009-0005-6722-3203 Saint Louis University [biography]

Natalie Schleper is an instructor in the Department of Chemistry at Saint Louis University. She holds both a B.S. and an M.S. in Chemistry from Southern Illinois University Edwardsville and researched student misconceptions and their effects on student understanding of chemistry. Natalie is dedicated to fostering a deep understanding of chemistry among her students. At SLU, Natalie is known for managing large class sizes averaging between 600-800 students per semester. She has taught various classes such as Fundamentals of Chemistry lecture, General Chemistry 1 & 2 lecture, recitations, and laboratory, Analytical Chemistry lecture and laboratory, Organic Chemistry laboratory, and Physical Chemistry Laboratory. Natalie’s research contributions focus on innovative teaching methods to enhance student engagement and learning outcomes. Research interests include student misconceptions, instructional materials, and integration of technology to STEM courses.
Outside of the university, Natalie has a passion for theater and architecture. Before finding her passion for chemistry education, she was a theater major and has an associate’s degree in computer aided Drafting and Design.

Download paper (349 KB)

Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.

» Download paper

« View session