GIFTS: Intro to Civil & Environmental Engineering - First-year Engineering Course designed for Student Engagement and Belonging

Kushal Adhikari

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Conference: 2025 ASEE Annual Conference & Exposition
Location: Montreal, Quebec, Canada
Publication Date: June 22, 2025
Start Date: June 22, 2025
End Date: August 15, 2025
Conference Session: First-Year Programs Division (FPD) GIFTS Session 1: Human-Centered and Project-Based Innovation in First-Year Engineering Design
Tagged Division: First-Year Programs Division (FPD)
Tagged Topic: Diversity
Page Count: 5
Permanent URL: https://peer.asee.org/56655

Paper Authors

biography

Kushal Adhikari Juniata College orcid.org/0000-0002-2842-402X

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Dr. Adhikari currently serves as an Assistant Professor of Civil & Environmental Engineering at Juniata College and brings in his teaching experience from Cal Poly Humboldt and Texas Tech University. Dr. Adhikari strongly believes in experential learning and strives to create research opportunities for students while creating an impact on human lives and society. His research interest lies in integrating sustainability dimensions into engineering, thus building a sustainable and resilient society while using appropriate ways to reduce, reuse, and recycle. He is also actively involved in engineering education research and strives for effective pedagogy practices and student success.

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Abstract

This GIFTS (Great Ideas For Teaching (and Talking With) Students) paper examines the design and implementation of a 1-credit Intro to Civil & Environmental Engineering course (CEE 101), and its impact on student engagement, belonging, and retention. I joined Juniata College in the Fall of 2022 as the college launched its Environmental Engineering program. As a faculty member in the new program, I dedicated significant time in developing and teaching this introductory course. However, the initial student evaluations were below expectations, with average scores lower than my typical average of 4.7/5.0. Student feedback highlighted two major challenges: the lack of sense of community and belonging as the first engineering cohort, and an overwhelming final assessment. In response, I implemented substantial revisions in Fall 2023, focusing on three key changes: 1) the inclusion of guest speakers, 2) the introduction of an "Engineering Passport," and 3) the redesigned final assessment.

Over the course of 15 weeks, students met with five guest speakers (2 female, 3 male), representing varied career pathways: 2 from academia, 1 from industry, 1 state employee, and 1 from the EPA. After each session, students were required to submit a one-page reflection guided by five specific prompts. This approach encouraged students to engage with real-world applications of engineering through reflective writing and helped them find a sense of community while identifying role models within the field.

Another key element in enhancing the student experience was the inclusion of the “Engineering Passport” as part of their grade. The Engineering Passport encouraged students to participate in activities that fostered connections with the academic community and campus resources. Each student was required to complete and submit their passport by the end of the semester. While they had flexibility in choosing events or activities, students were expected to fulfill tasks aligned with four objectives: 1) University Study, 2) Academic Community, 3) Tools & Resources, and 4) Relationships. This initiative also led to the formation of a student chapter of the AAEES on campus, as students expressed interest in joining engineering-focused organizations.

Lastly, the final assessment for the class was highly enjoyed by the students. Although this was an engineering course, it was open to all students and included a good mix of both engineering and non-engineering participants. The final assessment, a group poster presentation, required collaboration between engineering and non-engineering students, providing them with a sense of accomplishment and belonging as their work was displayed on campus hallways and classrooms. This experience appeared to boost students' confidence, as many went on to present their work at the Liberal Arts Symposium the following spring.

These course modifications not only enhanced student engagement and confidence but also significantly contributed to recruiting students into the engineering program. Of the 19 students in the Fall 2023 cohort (9 engineering and 10 non-engineering), 6 non-engineering students switched to engineering by the end of the semester. A similar trend is already emerging this fall, with 2 additional non-engineering students making the switch, and more expected by semester’s end. This paper will share these practices and provide insights for institutions looking to improve student retention and recruitment in new or smaller engineering programs.

Citation
Format

Adhikari, K. (2025, June), GIFTS: Intro to Civil & Environmental Engineering - First-year Engineering Course designed for Student Engagement and Belonging Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56655

TY  - CPAPER
AB  - This GIFTS (Great Ideas For Teaching (and Talking With) Students) paper examines the design and implementation of a 1-credit Intro to Civil &amp;amp; Environmental Engineering course (CEE 101), and its impact on student engagement, belonging, and retention. I joined Juniata College in the Fall of 2022 as the college launched its Environmental Engineering program. As a faculty member in the new program, I dedicated significant time in developing and teaching this introductory course. However, the initial student evaluations were below expectations, with average scores lower than my typical average of 4.7/5.0. Student feedback highlighted two major challenges: the lack of sense of community and belonging as the first engineering cohort, and an overwhelming final assessment. In response, I implemented substantial revisions in Fall 2023, focusing on three key changes: 1) the inclusion of guest speakers, 2) the introduction of an &quot;Engineering Passport,&quot; and 3) the redesigned final assessment.

Over the course of 15 weeks, students met with five guest speakers (2 female, 3 male), representing varied career pathways: 2 from academia, 1 from industry, 1 state employee, and 1 from the EPA. After each session, students were required to submit a one-page reflection guided by five specific prompts. This approach encouraged students to engage with real-world applications of engineering through reflective writing and helped them find a sense of community while identifying role models within the field.

Another key element in enhancing the student experience was the inclusion of the “Engineering Passport” as part of their grade. The Engineering Passport encouraged students to participate in activities that fostered connections with the academic community and campus resources. Each student was required to complete and submit their passport by the end of the semester. While they had flexibility in choosing events or activities, students were expected to fulfill tasks aligned with four objectives: 1) University Study, 2) Academic Community, 3) Tools &amp;amp; Resources, and 4) Relationships. This initiative also led to the formation of a student chapter of the AAEES on campus, as students expressed interest in joining engineering-focused organizations.

Lastly, the final assessment for the class was highly enjoyed by the students. Although this was an engineering course, it was open to all students and included a good mix of both engineering and non-engineering participants. The final assessment, a group poster presentation, required collaboration between engineering and non-engineering students, providing them with a sense of accomplishment and belonging as their work was displayed on campus hallways and classrooms. This experience appeared to boost students&#39; confidence, as many went on to present their work at the Liberal Arts Symposium the following spring.

These course modifications not only enhanced student engagement and confidence but also significantly contributed to recruiting students into the engineering program. Of the 19 students in the Fall 2023 cohort (9 engineering and 10 non-engineering), 6 non-engineering students switched to engineering by the end of the semester. A similar trend is already emerging this fall, with 2 additional non-engineering students making the switch, and more expected by semester’s end. This paper will share these practices and provide insights for institutions looking to improve student retention and recruitment in new or smaller engineering programs.

AU  - Kushal Adhikari
CY  - Montreal, Quebec, Canada 
DA  - 2025/06/22
PB  - ASEE Conferences
TI  - GIFTS: Intro to Civil & Environmental Engineering - First-year Engineering Course designed for Student Engagement and Belonging
UR  - https://peer.asee.org/56655
ER  -