2026 ASEE Annual Conference & Exposition

Designing Introductory Engineering Projects to Teach Teamwork and Problem-Solving

Presented at FPD: Complete Papers - Teamwork

This complete, evidence-based practice paper focuses on how to design and implement effective engineering projects that promote teamwork, creativity, and problem-solving in a first-year engineering course. Developing meaningful and achievable design projects is central to introducing students to the engineering design process while building technical and professional skills essential for future coursework and career success. Creating a successful project for an introductory-level engineering course requires balancing complexity, available resources, cost, student enjoyment, and alignment with course learning outcomes.
A series of hands-on projects - such as the design of horizontal and vertical wind turbines, a simple crane, a medical supply drop device, a small boat, a solar-powered car, and a solar cooking device - were developed and tested to meet certain criteria. Each project was designed to be low-cost, time-efficient, and feasible for first-year students while still providing opportunities to apply fundamental concepts in design. The development process considered multiple factors and deliverables, including material availability, safety, and the ability to assess both technical writing and teamwork skills.
The methodology used to create these projects involved defining measurable learning objectives and creating individual & team writing and testing activities to refine project scope and evaluation criteria. Assessment tools such as rubrics, peer & self-evaluations, and individual and team project testing were employed to measure student learning and engagement.
The purpose of this study is to examine how diverse project experiences at the introductory level can strengthen teamwork competencies and enhance student engagement. Specifically, this paper addresses two main research questions: (1) how can first-year engineering projects be structured intentionally to teach teamwork skills and problem-solving, and (2) what impact do project variety and design complexity have on team performance and collaboration? Findings from classroom implementation provide evidence-based recommendations for designing and integrating projects into foundational engineering courses to prepare students more effectively for advanced coursework and professional practice.

Authors

Dr. Atheer Almasri West Virginia University [biography]

Dr. Almasri is currently a teaching assistant professor in the Fundamentals of Engineering Program (FEP) at the Statler College of Engineering, West Virginia University. He has been serving in this position since 2020. Before joining West Virginia University, he worked as an assistant professor of Chemical Engineering at Imam University for 10 years. Dr. Almasri holds a bachelor's degree in Chemical Engineering, as well as master's and Ph.D. degrees in Materials Engineering.
Dr. Lizzie Santiago West Virginia University [biography]

Dr. Lizzie Santiago is a Professor and the Director of the Fundamentals of Engineering Program in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University. She holds a Ph.D. in Chemical Engineering and has completed postdoctoral training in neural tissue engineering and molecular neurosciences.
Dr. Robin A.M. Hensel http://orcid.org/0000-0003-1858-6452 West Virginia University [biography]

Robin A. M. Hensel, Ed.D., is a Teaching Professor in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University and an ASEE Fellow Member. As a mathematician and computer systems analyst, she collaborated in engineering teams to support energy research before entering higher education, where she taught mathematics, statistics, computer science, and engineering courses, secured over $5.5M to support STEM education research, led program development efforts, and served in several administrative roles. She has been recognized for her teaching, advising, service, and research through various awards.
Ms. Susie A. Huggins West Virginia University [biography]

Susie A. Huggins supports the Fundamentals of Engineering Program in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University, where she supports faculty efforts in designing and implementing first-year engineering courses. Her work focuses on supporting the development of project-based learning experiences that foster collaboration, critical thinking, and problem-solving skills among first-year engineering students.
Her professional interests align with the development of structured, low-cost, and engaging design projects that introduce students to the engineering design process while supporting teamwork and technical communication. Huggins has experience supporting hands-on, student-centered learning initiatives and assessment strategies, including the use of rubrics, peer evaluation, and project-based outcomes to measure student engagement and learning.
She is currently pursuing a Ph.D. in Curriculum and Instruction at West Virginia University, with research focused on Appalachian kindergarten teachers’ perceptions of STEM education. Her broader experience includes leadership in K–12 after-school programming, adult literacy initiatives, and STEM outreach efforts. She is a member of the American Society for Engineering Education and the Society of Women Engineers.
Dr. Todd R Hamrick West Virginia University [biography]

Dr. Todd Hamrick, Ph.D. is aTeaching Professor in the Fundamentals of Engineering Program at West Virginia University Statler College of Engineering and Mineral Resources, a position he has held since 2011.
Dr. Akua B. Oppong-Anane West Virginia University [biography]

Akua Oppong-Anane is an Teaching Assistant Professor at West Virginia University. She holds a Bachelor's degree in Chemical Engineering, a Master's degree in Chemistry and a Ph.D. in Environmental Engineering Sciences. Her research areas are in groundwater contamination at landfill sites, advising and retention of first year engineering students.
Dr. Carter Hulcher West Virginia University [biography]

Dr. Hulcher is a Teaching Assistant Professor in the Fundamentals of Engineering Program in the Benjamin M. Statler College of Engineering and Mineral Resources at West Virginia University in Morgantown, WV. He has been in his current role at WVU since 2020. Dr. Hulcher holds degrees in Civil Engineering, as well as Mathematics.
Gia Huy Pham http://orcid.org/https://0000-0001-6887-5063 West Virginia University

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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