2026 ASEE Annual Conference & Exposition

Engineering courses often rely on technical textbooks and problem-solving exercises that emphasize analysis and computation. While these materials are essential to developing technical competence, they can leave limited room for students to explore the human, historical, and conceptual dimensions of engineering. This case study describes the use of narrative and non-technical books in two undergraduate civil engineering courses to promote conceptual understanding, reflective thinking, and student engagement.

The initiative was piloted in upper-level courses, including Structural Analysis and Transportation Engineering, which are typically courses where theoretical understanding is critical but can sometimes feel disconnected from practice. In each course, students read one chapter per week from a selected narrative book that explores engineering ideas through storytelling, history, or design philosophy rather than formulas. Readings were integrated with weekly course topics, allowing students to connect technical content (such as load paths, design decisions, and transportation safety) to real-world applications and societal impact.

Preliminary feedback indicates that students find the readings engaging and enlightening, helping them grasp complex ideas that are otherwise abstract in nature. Many describe the experience as “refreshing” and “motivating,” noting that it strengthens their understanding of theory and supports more meaningful connections between design, analysis, and societal impact. By situating core technical topics within broader historical and narrative contexts, students report a stronger conceptual foundation and a renewed motivation to learn the underlying mechanics. Furthermore, the weekly reflections encourage active learning and metacognitive engagement, as students must interpret and articulate ideas in their own words rather than repeat formulas.

Future work will focus on systematically assessing the educational benefits of this strategy through mixed methods, including student surveys, content analysis of reflections, and correlations with performance data. The research aims to identify whether integrating narrative-based learning can serve as a sustainable pedagogical model for developing reflective, context-aware, and well-rounded engineers. This study contributes to ongoing discussions in engineering education about humanizing technical curricula, bridging the gap between theory and practice, and developing critical thinking and communication skills.