2026 ASEE Annual Conference & Exposition

Abstract (Complete Evidence-Based Practice Paper)

This Complete Evidence-Based Practice Paper presents the design, implementation, and assessment of a multidisciplinary, project-based learning framework embedded within a first-year Introduction to Engineering course. The paper details how structured experiential learning enhances student engagement, self-efficacy, and professional identity formation during the critical first year of engineering education.

Motivation:
First-year engineering students often enter with limited exposure to authentic engineering practices and uncertainty regarding discipline selection, teamwork, and design processes. To address these challenges, the course was redesigned to cultivate curiosity, creativity, and connection, key dimensions of early professional identity development. The intent was to develop an evidence-supported instructional model aligning with ABET student outcomes and the program’s focus on experiential, project-driven learning for first-year students.

Background:
Informed by constructivist and situated learning theories, the redesigned curriculum bridges the gap between traditional instruction and professional engineering practice. The course integrates four sequenced, hands-on projects that simulate real-world engineering challenges: a civil engineering project, a robotics competition project merging mechanical and electrical concepts, an environmental sustainability project, and a global engineering challenge project focused on resource limitations. Structured reflection, team collaboration, and digital portfolio documentation guide progressive skill building and self-assessment.

Methods and Assessment:
The research used a mixed-methods approach. Quantitative instruments included pre- and post-course surveys measuring student self-efficacy, engineering identity, and teamwork confidence. Qualitative evidence was drawn from reflective journals, peer evaluations, and instructor observations. Rubric-based assessment of project deliverables was aligned to ABET learning outcomes such as design, teamwork, and communication. Course logistics combined two 60-minute weekly lectures with a three-hour laboratory, supporting iterative design, prototyping, and collaboration.

Results:
Preliminary findings indicate measurable increases in student confidence, engagement, and understanding of integrated engineering disciplines. Peer evaluation data reflected improved teamwork and accountability, while survey analysis showed gains in engineering identity and design process comprehension. Students reported enhanced appreciation for cross-disciplinary connections and applied problem-solving.

Implications and Future Work:
This study demonstrates that integrating multidisciplinary, project-based, and experiential learning within the first-year curriculum promotes deeper conceptual understanding and more robust professional identity formation. The course design provides a transferable framework for institutions seeking to develop similar experiences consistent with ASEE’s priorities in experiential learning, teamwork, and student success. Future work includes longitudinal tracking of learning outcomes and the dissemination of open-access resources such as rubrics, project templates, and reflective tools to facilitate replication at other institutions.