2026 ASEE Annual Conference & Exposition

The undergraduate Environmental Engineering curriculum introduces students to the fundamentals of water chemistry and treatment. However, traditional water treatment is often less effective in removing emerging contaminants of concern, such as per- and polyfluoroalkyl substances (PFAS). To address this need, we designed and implemented a laboratory module for Environmental Engineering sophomores focused on PFAS removal during water treatment. The module was developed iteratively through two implementation cycles in separate semesters. For the first cohort, we observed a disconnect between class discussions and lab reports. We hypothesized that students may need additional support to build from one lab exercise to the next and to improve their scientific writing. To address this in the second cycle, we implemented scaffolded active learning by providing students with pre- and post-lab activities, followed by engaging in-class small-group discussions. We also increased transparency in the second semester by redesigning the rubric to clarify expectations for the lab report and specifying the requirements for full, partial, and zero credit. The pedagogical intervention in the second semester resulted in a significant increase in student performance in their reports, specifically in analyzing and discussing laboratory results, and in drawing conclusions and real-world implications for PFAS water treatment. Students in the second semester also demonstrated greater self-efficacy in data analysis and in writing laboratory reports. At the end of the treatment semester, students provided positive feedback, mentioning they benefited from personalized instruction, learning new laboratory skills, and appreciated the relevance of the PFAS topic. Our work demonstrated that new lab activities focused on contemporary issues can generate greater student enthusiasm. Combined with additional pedagogical support, our new PFAS lab led to improved student outcomes. These teaching changes are not uniquely applicable to our field (civil and environmental engineering); our teaching methodology, which emphasizes active learning with pedagogical scaffolding and transparent expectations, can be readily adapted by other engineering educators. All laboratory handouts, procedures, and rubrics are attached in the Appendix of this work.