Impact of a Sustainability-Focused Programming Intervention on Civil Engineering Student Self-Efficacy and Interest

Laura Doyle

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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: Sustainability & Civil Engineering
Tagged Division: Civil Engineering Division (CIVIL)
Page Count: 15
Permanent URL: https://peer.asee.org/56736

Paper Authors

biography

Laura Doyle Santa Clara University

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Dr. Laura Doyle is a teaching professor in the Civil Engineering Department at Santa Clara University where she teaches undergraduate courses in civil engineering and is the Director of the Frugal Innovation Hub.

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Abstract

This paper examines the impact of incorporating a service-learning project into a computer programming course on civil engineering students self-efficacy and interest in both programming and the field of civil engineering. The course was redesigned in collaboration with the University’s Center for Sustainability to include a service learning project that connects sustainability with computer programming skills. This study investigates how such an intervention can influence students’ perceived self-efficacy, interest in programming and its perceived utility in civil engineering careers.

The project addressed a campus-wide challenge related to waste management, aligning with the University’s goal of reducing waste sent to the landfill. It began with an information session presented by the Center for Sustainability, which introduced the concept sustainability through its four pillars: economic, environmental, social and human sustainability. This was followed by a waste characterization event in which students sorted and weighed misclassified waste. The main task required students to use data analysis and computer programming to address a specific research question about campus waste. The final deliverable included a memo to the Center for Sustainability presenting the research question, data analysis and actionable recommendations to reduce waste entering the landfill.

Data for this study comes from pre- and post- course surveys that gather both quantitative and qualitative insights. A pilot of the course was offered in Fall 2023, generating initial findings, and it will be offered again in Winter 2025, with an expected enrollment of 35 students. Where possible, data will be disaggregated to explore whether the project had a greater impact on the self-efficacy and interest of underrepresented students more than traditional civil engineering students. Drawing on Bielefeldt’s (2009 and 2019) findings, it is expected that incorporating service learning into engineering courses will increase retention more for underrepresented groups. Additionally, this course and project aim to increase career-goal alignment (Brinkman and Diekman 2016) by demonstrating how civil engineering and computer programming skills can be applied to address pressing community needs.

Citation
Format

Doyle, L. (2025, June), Impact of a Sustainability-Focused Programming Intervention on Civil Engineering Student Self-Efficacy and Interest Paper presented at 2025 ASEE Annual Conference & Exposition , Montreal, Quebec, Canada . https://peer.asee.org/56736

TY - CPAPER
AB - This paper examines the impact of incorporating a service-learning project into a computer programming course on civil engineering students self-efficacy and interest in both programming and the field of civil engineering. The course was redesigned in collaboration with the University’s Center for Sustainability to include a service learning project that connects sustainability with computer programming skills. This study investigates how such an intervention can influence students’ perceived self-efficacy, interest in programming and its perceived utility in civil engineering careers.

The project addressed a campus-wide challenge related to waste management, aligning with the University’s goal of reducing waste sent to the landfill. It began with an information session presented by the Center for Sustainability, which introduced the concept sustainability through its four pillars: economic, environmental, social and human sustainability. This was followed by a waste characterization event in which students sorted and weighed misclassified waste. The main task required students to use data analysis and computer programming to address a specific research question about campus waste. The final deliverable included a memo to the Center for Sustainability presenting the research question, data analysis and actionable recommendations to reduce waste entering the landfill.

Data for this study comes from pre- and post- course surveys that gather both quantitative and qualitative insights. A pilot of the course was offered in Fall 2023, generating initial findings, and it will be offered again in Winter 2025, with an expected enrollment of 35 students. Where possible, data will be disaggregated to explore whether the project had a greater impact on the self-efficacy and interest of underrepresented students more than traditional civil engineering students. Drawing on Bielefeldt’s (2009 and 2019) findings, it is expected that incorporating service learning into engineering courses will increase retention more for underrepresented groups. Additionally, this course and project aim to increase career-goal alignment (Brinkman and Diekman 2016) by demonstrating how civil engineering and computer programming skills can be applied to address pressing community needs.

AU - Laura Doyle
CY - Montreal, Quebec, Canada
DA - 2025/06/22
PB - ASEE Conferences
TI - Impact of a Sustainability-Focused Programming Intervention on Civil Engineering Student Self-Efficacy and Interest
UR - https://peer.asee.org/56736
ER -