2026 ASEE Annual Conference & Exposition

Bridging Theory and Practice: A DRIPBL Model for Enhancing Innovation, Entrepreneurship, and Experiential Learning in Engineering Curricula

Presented at Entrepreneurship & Engineering Innovation Division (ENT) Technical Session 1- Curriculum and Course Design

A persistent challenge in engineering and science education is the theory-practice gap, wherein students demonstrate conceptual mastery yet struggle to define validated problems, generate credible evidence, and produce innovation outcomes that resemble engineering or entrepreneurial practice. DRIPBL (Dream, Research, Innovate, Problem/Project-Based Learning) is presented as a structured pedagogical framework designed to bridge this gap by integrating creativity, research rigor, and experiential learning. The DRIPBL program was implemented as a co-curricular, nine-month experiential learning initiative for high school students in grades 9-12, engaging 693 students across multiple cohorts from 2021–2024. Five cohorts from ACP High School, enrolled in Honors STEM Research, Biotechnology I and II, AP Environmental Science, and AP Biology, were evaluated over three academic years. DRIPBL guides learners from problem discovery and contextual awareness (Dream), through literature review, experimentation, and data-driven validation (Research), to iterative design and solution development under real-world constraints (Innovate), leading to hands-on execution and dissemination through Problem/Project-Based Learning. Program outcomes included participation and awards at school fair, AzSEF and ISEF, student-authored grants, and research manuscript submissions and acceptance. Analyses revealed a significant interaction between the academic year and DRIPBL inclusion tier (p < 0.047), with students in higher-tier DRIPBL participation achieving significantly greater grant funding per applicant in 2023-2024 (p < 0.013). These findings indicate that DRIPBL effectively supports innovation capacity, research engagement, and theory–practice integration beyond traditional classroom assessment. The program provides a replicable, evidence-informed model for advancing innovation-ready STEM education in high school settings.

Authors

Mrs. Rachna Nath http://orcid.org/0000-0002-7043-5478 DRIPBL STEAM ANALYTICS [biography]

Rachna Nath is an award-winning STEM educator, entrepreneur, and the Founder & CEO of DRIPBL (DREAM, RESEARCH, INNOVATE, PROBLEM/PROJECT-BASED LEARNING), a structured framework empowering students to transform ideas into real-world impact. She also serves as Co-Chair of the United Nations Association of the USA Educator Affinity Group and is a Fulbright Program Scholar, TIME Innovative Educator, NASA Solar System Ambassador, and National Geographic Educator.

A recipient of numerous honors, including the TIME Top 10 Innovative Teacher, the Presidential Innovation Award for Environmental Educators, and the Governor’s Celebration of Innovation Award, Rachna has also been recognized by the Lemelson-MIT Program and the Junior Science and Humanities Symposium. Passionate about cultivating research, critical thinking, and ethical innovation, Rachna bridges education, industry, and community to help young changemakers turn bold ideas into meaningful solutions.
Sarah S Abboud CSUSM, UCSD Ext., DRIPBL [biography]

Sarah Abboud is adjunct faculty at California State University San Marcos and University of California San Diego Extension. She also serves as Chief Operations Officer at DRIPBL STEAM Analytics LLC. Sarah obtained her M.Sc. in Quantitative and Systems Biology at University of California Merced and a Professional M.Sc. in Marine Biology at Northeastern University. Her research expertise lies in marine ecology, population genetics, and assessment as pedagogy. Her current research focuses are on educational curriculum and program evaluation.

https://scholar.google.com/citations?user=XI3PIXAAAAAJ&hl=en
https://orcid.org/0009-0001-8137-3620
www.linkedin.com/in/sarahabboud-w1
Prof. Sushma Kotru Dr. The University of Alabama [biography]

Dr. Sushma Kotru is an associate professor in the Department of Electrical and Computer Engineering with extensive experience in teaching and research. She has taught courses including circuits for majors and non-majors, thin film technology, and senior design, and mentored interdisciplinary teams in Electrical Engineering and Computer Engineering on real-world projects. Her research focuses on functional thin film materials and wearable systems. She holds three U.S. patents and has authored over 80 peer-reviewed publications. Dr. Kotru has mentored a diverse group of students, and her mentorship emphasizes resilience, leadership, and innovation. She integrates her research expertise into experiential learning, fostering innovation, entrepreneurship, and hands-on problem solving in her students. Dr. Kotru is committed to evidence-based teaching practices and curriculum development that enhance student engagement, technical proficiency, and professional growth.

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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