2026 ASEE Annual Conference & Exposition

Perceptions of Resubmission Policies Among Upper-Level Engineering Students

Presented at Mechanical Engineering (MECH) Session 10: Student Engagement, Belonging, and Success

This paper examines students’ perceptions of a structured assignment resubmission policy implemented in an upper-level mechanical engineering vibrations course at a private, high-research-activity institution in the southern United States. The study extends prior work that investigated a similar resubmission policy in an introductory engineering course at the same institution. Using a pre-experimental research design with a post-course survey, we explored how resubmission opportunities influenced students’ experiences in the course. We further examined differences in perceptions between students encountering resubmission for the first time and those with prior experience under this practice. To provide broader context, findings from the upper-level course were compared with results from the earlier first-year course to examine how the perceived effects of resubmission practices evolve across academic levels within the same institutional context. The results contribute empirical insight into how resubmission practices are perceived by upper-level engineering students and highlight how prior exposure and academic standing shape students’ experiences with iterative assessment.

Authors

Dr. Debarati Basu http://orcid.org/0000-0002-6205-8510 Embry-Riddle Aeronautical University - Daytona Beach [biography]

Dr. Debarati Basu is an Assistant Professor in the Engineering Fundamentals Department in the College of Engineering at the Embry-Riddle Aeronautical University, Daytona Beach campus. She earned her Ph.D. in Engineering Education from Virginia Tech. She received her bachelor's and masters in Computer Science and Engineering. Her research is at the intersection of Engineering Education (EE) and Computing Education Research (CER) for enhancing individualized experiences, specifically focused on educational technologies including GenAI (for learning, engagement, self-directed learning), student-centered curriculum and pedagogy, and support systems for student and faculty success. She primarily teaches freshmen computing students with active learning techniques and focuses on bringing EE and CER into practice.
Nadia A Najjar University of North Carolina at Charlotte
Tess Hagstrom Embry–Riddle Aeronautical University, Daytona Beach
Mr. Liam Connor Custer http://orcid.org/0009-0001-8440-236X University of North Carolina at Charlotte [biography]

I am a university student at UNC Charlotte, interested in STEM education and student-centered policies.
Dr. Darris L White Embry–Riddle Aeronautical University, Daytona Beach
Subhradeep Roy http://orcid.org/https://0000-0002-5740-188X Embry-Riddle Aeronautical University - Daytona Beach [biography]

Dr. Subhradeep Roy received his Bachelor's degree in Mechanical Engineering from the Indian Institute of Engineering Science and Technology, Shibpur, in 2010, followed by a Master's from the Indian Institute of Technology Kanpur in 2012. He completed his Ph.D. in Engineering Mechanics at Virginia Tech in 2017. From 2017 to 2019, he worked as a post-doctoral scholar at the Physical Computing Laboratory at Virginia Tech, and between 2019 and 2021, he was a tenure-track assistant professor in the Mechanical Engineering Department at California State University, Northridge. In Fall 2021, he joined the Mechanical Engineering Department at Embry-Riddle Aeronautical University (ERAU), Daytona Beach campus, where he continues to serve as a tenure-track assistant professor. At ERAU, Dr. Roy directs the Complex Dynamical Systems Laboratory, where his research focuses on understanding complex dynamics in both human-made and natural systems. His work blends interdisciplinary and data-driven approaches to study how local interactions shape overall system behavior, with applications in biologically inspired swarms, brain connectivity networks, and traffic and transportation systems. Dr. Roy is the recipient of the 2023 NSF CAREER Award and the 2025 ASME Rising Star Award.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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