Hours Don't Equal Impact: Designing Fidelity and Equity Aware Assessment for Experiential Learning (Work in Progress)

Abstract

Civil engineering programs increasingly utilize experiential learning to bolster work-readiness, yet these experiences are frequently evaluated via contact hours rather than pedagogical depth. This work-in-progress study investigates a high-fidelity construction pilot (Constructionarium) to address the central research question: Do specific program fidelity facets – authentic tasks, role matching, and structured reflection – predict that technical self-efficacy mediates gains in engineering identity better than hands-on time alone? Grounded in situated learning theory, we employed a mixed-methods, three-wave longitudinal assessment. Preliminary baseline (T1) data provides evidence of the instrument’s sensitivity to prior site exposure. Post-event (T2) and follow-up (T3) data suggest a measurable recalibration effect: while generalized perceptions of academic competence decreased, domain-specific technical self-efficacy and professional recognition demonstrated durable increases. Qualitative data suggest that cognitive apprenticeship and authentic task responsibility – such as deciphering structural drawings under constraints – may facilitate shifts from a “laborer” mindset to a recognized professional identity. These observations prompt a re-evaluation of the heuristic equating duration with learning quality. This assessment architecture offers a transportable framework to design, evaluate, and scale equity-promoting field experiences by prioritizing pedagogical mechanisms over simple attendance metrics.