Conference Session

AI Integration in Engineering Economy Course

Collection

2025 ASEE Annual Conference & Exposition

Authors

Billy Gray, Tarleton State University; Gloria Margarita Fragoso-Diaz

Tagged Divisions

Engineering Economy Division (EED)

course content through essays and writtenpapers. The course serves several majors at the university and is either required or an elective inthose majors. These include construction science, engineering, engineering technology,mathematics, and physics. Additionally, the course serves as a social and behavioral core coursefor the university, so other majors may enroll in the course.Because the programs taught in the department are primarily undergraduate, there are not a largenumber of graduate students in a relatable field to help provide student feedback, so all gradingfor this class is handled by one professor. As with most written papers, the intent is to providerobust and timely feedback to students. Though the workload is a major concern

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, The University of Illinois Chicago; Shanon Marie Reckinger, The University of Illinois Chicago; Renata A Revelo, University of Illinois Chicago; Betul Bilgin, University of Illinois Chicago; Miiri Kotche, The University of Illinois at Chicago; Elizabeth A Sanders, University of Illinois Chicago; Nikith Rachakonda, The University of Illinois at Chicago

Tagged Topics

Diversity, NSF Grantees Poster Session

and engineering education. Since joining UIC, she has developed and taught various undergraduate courses, integrating innovative teaching methods and industry-relevant content to enhance student learning and engagement. Dr. Bilgin’s research focuses on engineering education, particularly in fostering professional identity among engineering students and integrating data science into the chemical engineering curriculum. She has received multiple awards for her contributions to teaching and mentoring, including the ASEE Ray Fahien Award and the UIC COE Harold Simon Award. Dr. Bilgin is also actively involved in professional service, currently serving as the Director of the Chemical Engineering Division for ASEE

Conference Session

Civil Engineering Division (CIVIL) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Paul Summerfield, Wentworth Institute of Technology; John Peter Voccio; Wenye Camilla Kuo-Dahab, Wentworth Institute of Technology; Brian Ernst, Wentworth Institute of Technology; Chris Bode-Aluko, Wentworth Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

growth over sustainability and equity. This emphasis on limitlessgrowth is what led to the climate crisis to begin with. Therefore, to prepare engineering studentsto be a part of the effort to address the climate crisis, civil engineering instructors need todevelop curricula that will ensure students acquire the necessary knowledge and skills, as well asan understanding of the far-reaching impacts their work will have.Many institutions of higher education have begun to prepare undergraduate students to serve aspart of this workforce by developing sustainability-focused coursework, concentrations, minors,and in some cases, majors. Such curriculum initiatives, while necessary, take years to develop.Institutions that do not yet offer similar

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Karim Heinz Muci-Kuchler, Texas State University; Damian Valles, Texas State University; Felipe Gutierrez, Texas State University; Jitendra S. Tate, Texas State University

Tagged Topics

Diversity, NSF Grantees Poster Session

UniversityAbstractTexas State University received an NSF S-STEM award to support two cohorts of talented, low-income engineering majors, with the first cohort starting their freshman year in Fall 2024. Inaddition to the scholarships awarded, this program aims to increase students’ engineering designself-efficacy, engineering identity, and improve persistence to graduation. The program includesunique strategies for achieving these goals, emphasizing mentoring and building a sense ofcommunity among participants. The SEED scholars were paired with a faculty mentor in theirengineering major prior to their arrival on campus for their freshman year. This early contact wasintended to open lines of communication with a faculty member, so the students felt they had

Conference Session

ECE-Outreach and Engagement Strategies for Inspiring Future Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Andrew Danowitz, California Polytechnic State University, San Luis Obispo; Lynne A Slivovsky, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Electrical and Computer Engineering Division (ECE)

selected items from each aresummarized in Table 1. Table 1. Instruments and example questions used in our survey. Instrument Scale Sample item Campus Climate 1 (strongly I feel comfortable sharing my own perspectives and Survey disagree)– experiences in class 5 (strongly agree) The professors in CPE try to make everyone in class feel welcome Science Identity 1 (strongly I have a strong sense of belonging in Computer Scale disagree)– Engineering community 5 (strongly agree) Academic Anxiety 1 (not

Conference Session

Sustainability and Social Responsibility

Collection

2025 ASEE Annual Conference & Exposition

Authors

Gabriel Azure Antonio Mendez-Sanders, Carnegie Mellon University; Heather Phillips, University of Pittsburgh; Joanne Kay Beckwith, Carnegie Mellon University

Tagged Divisions

Chemical Engineering Division (ChED)

-oriented, context-rich recitation problems to inspire interest and improve retention inengineering.BackgroundThe PORP intervention introduced and evaluated in this study builds on prior work in first-yearengineering education and contextualization to enhance student engagement in ChemE.First-year engineering students often struggle with motivation and retention due to the abstractand rigorous nature of technical coursework, which can lack clear practical relevance [11] - [16].By embedding technical concepts within real-world contexts and linking course content toprofessional applications through contextualization, educators have found ways to increasestudent engagement and connection to the field [17] - [22]. I.​ First-Year Engineering

Conference Session

First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ivan E. Esparragoza, Pennsylvania State University; Abbie Canale, Pennsylvania State University; Erin A Hostetler, The Pennsylvania State University; Bradley J. Sottile, The Pennsylvania State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

coupling [17]) has led to non-uniform first year experiences for students and has also posed challenges for instructors. Thisabsence of standardization means first-year engineering students are not exposed to similar FYSexperiences, and new instructors lacked access to minimum standard learning objectives andenduring content for the course. Recognizing these issues, the Penn State COE established a task force tocomprehensively review and redesign its FYS courses. The outcomes of this initiative, asdetailed in this paper, resulted in the development of a new FYS model structured around 12 keymodules organized into three core themes: identity, possibility, and community. Byimplementing this redesigned FYS model, the COE at Penn State seeks to

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 5: Academic Support, Retention, and Success Strategies

Collection

2025 ASEE Annual Conference & Exposition

Authors

Roni Barak Ventura, New Jersey Institute of Technology; Lucie Tchouassi, New Jersey Institute of Technology; Jaskirat Sodhi, New Jersey Institute of Technology; Yusuf Ozkan, New Jersey Institute of Technology; Ashish D Borgaonkar, New Jersey Institute of Technology

Tagged Divisions

First-Year Programs Division (FPD)

instruction; most recently the ASEE-MAS 2025 Distinguished Teaching Award, the Excellence in Lower Division Undergraduate Instruction, and the Saul K. Fenster Award for Innovation in Engineering Education. His research focuses on preparing the next generation STEM workforce through student academic enrichment and workforce development training programs. For this, he has received multiple federal, state, local, and foundation grants. He is the Founding Director of NJIT’s Grand Challenges Scholars Program. He also has worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college, community college and university, as well as to prepare students for the

Conference Session

First-Year Programs Division (FPD) Work-in-Progress 1: Curriculum Design and Innovative Pedagogy

Collection

2025 ASEE Annual Conference & Exposition

Authors

Benjamin Goldschneider, University of Virginia; Anna Leyf Peirce Starling, University of Virginia; Benjamin J. Laugelli, University of Virginia

Tagged Divisions

First-Year Programs Division (FPD)

1st year students and transfer students coming into the field of engineering. She is working to advance the field of engineering education through accessibility while also researching, developing, and integrating practices to support students’ growth in teamwork, leadership, communication, and meaningful engagement in the community. Through this effort, she also works to advance ways to integrate emerging technologies as productive tools to support student learning and assessment.Dr. Benjamin J. Laugelli, University of Virginia Dr. Laugelli is an Assistant Professor of Engineering and Society at the University of Virginia. He teaches courses that explore social and ethical aspects of engineering design and practice

Conference Session

First-Year Programs Division (FPD) Technical Session 1: Tech-Forward Teaching - Digital Tools to Enhance Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caroline Cvetkovic, University of Illinois Urbana-Champaign; Madison Christine Fanning, University of Illinois at Urbana - Champaign; Shreya Khosla Gustafson, University of Illinois Urbana-Champaign; Sarah Meece, University of Illinois at Urbana - Champaign; Divya Bendigeri, University of Illinois Urbana-Champaign; Trisha Patnaik, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

of Illinois at Urbana-Champaign.Trisha Patnaik, University of Illinois at Urbana - Champaign ©American Society for Engineering Education, 2025 Experiential Activities Demonstrating Mass Transfer in Porous Materials in an Introductory Bioengineering CourseAbstractThis Complete Evidence Based Practice paper describes how hands-on experiential learning canbe utilized in an introductory bioengineering course to teach complex topics and help studentsfeel a sense of identity and belonging to the field. Bioengineering encompasses manymultidisciplinary concepts, techniques, and applications from other disciplines; as such, studentscan feel underqualified or ‘othered’ compared to their peers. This is

Conference Session

First-Year Programs Division (FPD) Technical Session 12: Bridging the Gap - Strategies to Support Diverse Learners in Early Engineering Courses

Collection

2025 ASEE Annual Conference & Exposition

Authors

Junior Anthony Bennett, Purdue University at West Lafayette (COE); Karle Flanagan, University of Illinois at Urbana - Champaign; Michelle Perry, University of Illinois Urbana-Champaign; Jason W. Morphew, Purdue University at West Lafayette (PPI); Tiffany Reyes-Denis, University of Illinois Urbana-Champaign; Sourabh Garg, University of Illinois Urbana-Champaign; Logan Hillary Lauren, University of Illinois Urbana-Champaign; Shereen Oca Beilstein; Robb Lindgren, University of Illinois at Urbana - Champaign

Tagged Divisions

First-Year Programs Division (FPD)

views learning through self-regulated learning, constructivist, and embodied cognition lenses. ©American Society for Engineering Education, 2025 Paper ID #47640Tiffany Reyes-Denis, University of Illinois Urbana-Champaign Tiffany Reyes Denis is a PhD graduate student in the Cognitive Science of Teaching and Learning division at the University of Illinois Urbana Champaign. She earned a BA in Education from the Interamerican University of Puerto Rico, and a MS in Cognitive and Behavioral Neuroscience from the University of Granada, Spain. Informed by her years as a public-school teacher, her research

Conference Session

Sustainability & Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Doyle, Santa Clara University

Tagged Divisions

Civil Engineering Division (CIVIL)

and contributing to the solution of a real problem in a community where theyalready belong. The new service-learning project is an example of learning through situatedlearning, a theory of instruction that states that learning and knowledge building are connected tothe real-world situation where learning occurs [11], [12], [13]. The meaningful project allowsstudents to learn while doing with a community of classmates [11] an essential component ofsituated learning.This research seeks to answer the following question related to students’ persistence andretention in Civil Engineering: How does a service-learning project on campus influencestudents perceived self-efficacy, interest in programming and the perceived utility ofprogramming in civil

Conference Session

First-Year Programs Division (FPD) Technical Session 3: Session 3: Curriculum in Motion - Redesigning the First-Year Experience

Collection

2025 ASEE Annual Conference & Exposition

Authors

Laura Ruhala, Kennesaw State University; Turaj Ashuri, Kennesaw State University; Lance Crimm, Kennesaw State University; Charles Richard Kennedy, Kennesaw State University; Margaret L Lowder, Kennesaw State University; Matthew Quincy Marshall, Kennesaw State University; Christina R Scherrer, Kennesaw State University; Gregory L. Wiles PE, Kennesaw State University; Roneisha Wynette Worthy, Kennesaw State University

Tagged Topics

Diversity

Tagged Divisions

First-Year Programs Division (FPD)

engineering degree programs to Southern Polytechnic in 2007 and 2008. Crimm has been a professor at Southern Polytechnic since 1997, serving in a multitude of roles as he continually seeks to savor the joys of teaching and learning from faculty, staff, and students. Crimm earned his undergraduate and graduate degrees in Electrical Engineering from Georgia Institute of Technology and is also a registered Professional Engineer in the State of Georgia having been recognized by this GSPE organization in 2019 as the overall ”Engineer of the Year” among the several highly competitive categories such as Education, Private Practice, Industry, Government, etc.Charles Richard Kennedy, Kennesaw State University Charles (Richard

Conference Session

Focus on the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin Haas, Georgia Institute of Technology; Adjo A Amekudzi-Kennedy, Georgia Institute of Technology; Jennifer Kaiser, Georgia Institute of Technology

Tagged Divisions

Civil Engineering Division (CIVIL)

) isuseful in first-year engineering courses by helping students develop critical thinking and problem-solving skills while making the learning process more engaging [5]. PBL in this context has beenshown to improve student’s understanding of how their engineering education fits within theirworldview. Similarly, in another study [6], integrating hands-on activities with practicalapplications enhances learning and helps students build higher levels of self-efficacy. This helpsstudent’s sense of belonging to the profession, increasing their commitment to staying in theengineering program. Student retention is highly related to the level of engagement, both social and academic.Helping students obtain a sense of belonging within their academic

Conference Session

Focus on the First Year

Collection

2025 ASEE Annual Conference & Exposition

Authors

Brock E. Barry P.E., United States Military Academy; Aaron T Hill Jr. P.E., United States Military Academy; Kevin Taylor Scruggs

Tagged Divisions

Civil Engineering Division (CIVIL)

prep classes to the Department of Defense community. His research interests include topics in structural engineering and engineering education. He serves as the Chair of the American Society of Civil Engineers (ASCE) Committee on Education Chair and the American Institute of Steel Construction (AISC) Partners in Education Committee Vice Chair. Additionally, he serves as the Head Officer Representative for Men’s Basketball. He is a licensed Professional Engineer in Virginia and a Project Management Professional.Kevin Taylor Scruggs Major Kevin T. Scruggs is a Senior Instructor in the Department of Civil and Mechanical Engineering at the United State Military Academy, West Point, NY. He earned a B.S. in Civil

Conference Session

ERM Technical Session: Strategies for Student Support

Collection

2025 ASEE Annual Conference & Exposition

Authors

Matthew Bahnson, Purdue University at West Lafayette (COE); Eric Trevor McChesney, University of Pittsburgh; Allison Godwin, Cornell University; Christian D Schunn, University of Pittsburgh; Linda DeAngelo, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Educational Research and Methods Division (ERM)

McCormick Teaching Excellence Institute Research Fellow. Her research focuses on how identity, among other affective factors, influences diverse groups of students to choose engineering and persist in engineering. She also studies how different experiences within the practice and culture of engineering foster or hinder belonging, motivation, and identity development. Dr. Godwin graduated from Clemson University with a B.S. in Chemical Engineering and Ph.D. in Engineering and Science Education. Her research earned her a National Science Foundation CAREER Award focused on characterizing latent diversity, which includes diverse attitudes, mindsets, and approaches to learning to understand engineering students’ identity

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer C Mallette, Boise State University; Harold Ackler, Boise State University

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

provide support and resources to develop these skills. The goal of thisintegration is to ensure graduates go into industry or graduate programs equipped tocommunicate effectively with the ability to work on teams to support projects and solveproblems. The need for these skills is reflected in ABET Outcomes and by what employersindicate graduates need to succeed [1-3]. Despite these efforts, employers indicate that recentgraduates may not possess the needed skills to communicate and collaborate effectively [4-5].Furthermore, graduates may struggle to transition from academic to workplace settings. Thesechallenges demonstrate the need to examine how engineering educators support professionalskill development, understand the factors that influence

Conference Session

International Division (INTL): Inclusive Global Engagement

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jamie R Gurganus, University of Maryland Baltimore County; Yashin Brijmohan, Utah State University; Lani McGuire, The Ohio State University; Michael M. Malschützky, Hochschule Bonn-Rhein-Sieg, University of Applied Sciences, Germany; Anderson Harayashiki Moreira, Instituto Mauá de Tecnologia; Albertino Arteiro, University of Porto; Andrea Schwandt, Hochschule Bonn-Rhein-Sieg; Joao Santos; Joyce Zampirolli Scrivano; Steven McAlpine, University of Maryland Baltimore County

Tagged Divisions

International Division (INTL)

communities at every level—from P–12 to post-graduate studies. Her work spans engineering identity and mindsets, global and entrepreneurial competencies, failure culture, first-year experiences in engineering, capstone design thinking, and the integration of service and authentic learning into the classroom and developing future faculty. In addition, she is committed to implementing innovative instructional methodologies and optimizing design through both traditional and non-traditional manufacturing techniques.Dr. Yashin Brijmohan, Utah State University Yashin Brijmohan is a registered professional engineer and Assistant Professor Engineering Education at Utah State University. He is also an Executive committee member of

Conference Session

Engineering Ethics Division (ETHICS) Technical Session - Student understanding

Collection

2025 ASEE Annual Conference & Exposition

Authors

Diana Adela Martin, University College London

Tagged Topics

Diversity

Tagged Divisions

Engineering Ethics Division (ETHICS)

], [12]. This may involve framing ethics education aroundreal-world dilemmas, engagement with communities, personal narratives, or the livedexperiences of professionals [13]-[20].This study builds on the concept of the ‘living library’, a method originally designed tochallenge stereotypes through face-to-face engagement with ‘human books,’ seeking totranslate it within engineering ethics education. The paper reports on the use of living librarysessions in a sociotechnical course on Decisions Under Risk and Uncertainty offered at aDutch technological university. The course featured four guest speakers, who took the role ofstory tellers, sharing their personal trajectories and professional experiences with ethicalengineering and ethical dilemmas

Conference Session

Multidisciplinary Engineering Division (MULTI) Technical Session 9

Collection

2025 ASEE Annual Conference & Exposition

Authors

Carolyn M Rodak, Union College; Luke Dosiek, Union College; Andrew Burkett, Union College; Christine Henseler, Union College; Christopher Chandler, Union College; Sohini Chattopadhyay, Union College; Nick Webb, Union College

Tagged Topics

Diversity

Tagged Divisions

Multidisciplinary Engineering Division (MULTI)

: Ecodesign your Life”“Humanity-Centered Design: Ecodesign your Life” is a fully collaborative, team-taught courseconceived in response to an initial desire to collaborate between faculty in Modern Languages(MLL) and Civil and Environmental Engineering (CEE) and a shared interest in reading anddiscussing the book, Design for a Better World: Meaningful, Sustainable, Humanity Centered(2023) by Don Norman [13]. The course evolved through discussion to become a locally-sourcedand humanity-centered general education course, which enables all students to broaden theirunderstanding of design from multiple disciplines and diverse perspectives with a focus on ourown lives, experiences, and stories of people, communities, and ecosystems. Students are

Conference Session

Software Engineering Division (SWED) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Ingrid Buckley, Florida Gulf Coast University; Bogdan Carbunar, Florida International University; Juan P Sotomayor, Florida International University; Peter J Clarke, Florida International University

Tagged Divisions

Software Engineering Division (SWED)

Proceedings of the 16th LACCEI International Multi-Conference for Engineering, Education, and Technology, 2018. [8] Leila Zahedi, Jasmine Batten, Monique Ross, Geoff Potvin, Stephanie Damas, Peter Clarke, and Debra Davis. Gamification in education: A mixed-methods study of gender on computer science students’ academic performance and identity development. Journal of Computing in Higher Education, 33:441–474, 2021. [9] David Kim and Michael G Solomon. Fundamentals of Information Systems Security. Jones & Bartlett Learning, 3rd edition, 2016.[10] Ingrid A. Buckley, Janusz Zalewski, and Peter J. Clarke. Introducing a cybersecurity mindset into software engineering undergraduate courses. International Journal of Advanced

Conference Session

Engineering Libraries Division (ELD) Technical Session 2

Collection

2025 ASEE Annual Conference & Exposition

Authors

Elizabeth C. Novosel, University of Colorado Boulder; Savannah Paige Crowl

Tagged Topics

Diversity

Tagged Divisions

Engineering Libraries Division (ELD)

professional guidelines could help overburdenedlibrarians to begin exploring UDL-based accessibility practices. Requiring coursework ininclusive pedagogy for accreditation in LIS programs would ensure that librarians are introducedto accessibility concepts before they step into the classroom. Communities of practice anddiscussion groups are excellent forums to share ideas around implementing inclusive practices inlibrary instruction, reference work, and individual research consultations. Librarians withexpertise can lead efforts to educate their colleagues and promote inclusive strategies in librarywork. And all libraries interested in being more accessible can investigate collaborative effortswith other UDL practitioners on their campuses or in their

Conference Session

Student Services & Supports

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kevin Taylor Scruggs, United States Military Academy; Erin Kennedy Duhon, US Military Academy Department of Civil and Mechanical Engineering; James Ledlie Klosky P.E., United States Military Academy; Matthew Glavin, United States Military Academy; Aaron T Hill Jr. P.E., United States Military Academy

Tagged Divisions

Civil Engineering Division (CIVIL)

recognized the value of group work and collaborative problemsolving as an effective way of learning engineering concepts that inherently prepare youngengineers for what they will experience as practicing professional engineers [6]. Mercier et al.highlight how collaborative learning differs from cooperative learning, or when team memberslearn cooperatively by dividing the task into different elements and then building upon eachother’s results to accomplish the overall task. In the Boodler’s Pizzeria Case Study, studentslearn through collaboration by developing knowledge through shared performance of thelearning activities. Mercier et al. emphasize the value of collaborative learning in engineeringeducation as it increases student engagement

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Lydia Yang Yang, Kansas State University; Craig Wanklyn P.E., Kansas State University; Amy Rachel Betz, Kansas State University

Tagged Topics

Diversity, NSF Grantees Poster Session

working with two-year degree grantinginstitutions to support pathways and developed new understanding of best practices forsupporting successful transfer from two-year institutions to baccalaureate completion.Specifically, the current transfer system at the lead institution, Kansas State University (K-State),encourages students to transfer in at the time that is the best fit for the individual. Depending onthe discipline, the most applicable time to transfer may be after 1 year, 1.5 years, or 2 years andis fully dependent upon coursework that is available at their transfer institution. Kansas StateUniversity works individually with each community college alliance institution to ensure thetransferability of coursework that would apply to a

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Michelle E Jarvie-Eggart P.E., Michigan Technological University; Stephanie Tubman, Michigan Technological University; Luke Bowman, Michigan Technological University; Marianne Semones; Joseph Lubig, Northern Michigan University; Christi Underwood Edge, Northern Michigan University; Cody T Williams, Western Michigan University; Jacqueline E. Huntoon, Michigan Technological University

Tagged Topics

Diversity, NSF Grantees Poster Session

develop and implementparticipatory action research (PAR) projects in their classrooms and disseminate their findings.They will also receive training in leadership, the Next Generation Science Standards,student-centered science instruction, and professional learning community facilitation. Theprogram aims to address Michigan's critical teacher shortage and improve science learningoutcomes by developing teacher leaders who can mentor novice teachers and driveimprovements in STEM education.Over 90 applications were received for the 30 available spots. The program began in January2025, with amaster's-seeking cohort beginning online coursework and a master’s-holding cohortbeginning professional development activities. The project's impact on