2026 ASEE Annual Conference & Exposition

Engineering analysis requires knowledge of system interconnectedness to provide adequate engineering judgment towards a design issue. However, core technical courses in engineering often provide limited opportunities for students to practice this kind of integrative thinking. The courses are typically taught in a traditional manner, leaving little room for students to explore broader system interactions or societal implications of engineering solutions. Therefore, the goal of this work was to design a class activity that engaged students in applying engineering analysis within a complex, real-world context. A three-part activity was implemented in a third year Fluid Mechanics course. This investigation examines how students consider external factors, in addition to engineering analysis, when forming their opinions and perceptions of the role of hydroelectric power in the declining flow rates of the Colorado River. Students are asked to submit their initial opinions, which are grouped as a percentage of responsibility, expressed as one of 0%, 25%, 50%, 75%, and 100%, that hydroelectric power has towards the declining Colorado River flow rates. The students are provided with an overview of the issue and take an initial survey from hearing general arguments from the instructor on both sides of the issue. They then perform an energy water intensity factor (EWIF) calculation and research the social, technical, environmental, economic, and political (STEEP) aspects of the issue, enabling them to formulate a new opinion on the issue. Finally, students are randomly grouped into teams of three for each of the above percentages to justify their assigned position during an in-class debate. After the debate, students take a second survey to express their final opinion on the topic. This paper delves into the evolution of student opinions over the various stages of the activity to explore how their understanding developed through exposure to multiple perspectives and analytical tasks. The findings highlight how engaging with quantitative (EWIF) and qualitative (STEEP) analyses influences students’ recognition of system interconnectedness and enhances their ability to exercise sound engineering judgment.