Fig. 5 The PB paradigm presents students with another figured world. Project-based learning at civil engineering’s introductory level: Tensions between figured worlds Katherine Doerr Morosky   The University of Texas at Austin, Department of STEM Education 1912 Speedway, Stop D5700, Austin, Texas, 78712, USA E-mail: katherine.doerr.morosky@utexas.edu Abstract The research evaluates civil engineering (CE) undergraduates’ impressions of a project-based (PB) and lecture-based (traditional) introductory course. Qualitative data was collected by semi-structured interviews; transcripts were coded for themes arising naturally from the data and used to identify differences in the outcomes. Students described the traditional course as "light" but appreciated the respite from a demanding first year of college.   A distinct benefit of PB were the real-world experiences that could be pointed to when seeking internships. However, the authentic approach created tensions against students’ expectations for how their courses are structured. Theoretical Framework The theoretical framework of figured worlds offers a sociopolitical perspective on how identities are formed through cultural practices that are shaped by hierarchies and status. A figured world is a “socially and culturally constructed realm of interpretation in which particular characters and actors are recognized, significance is assigned to certain acts, and particular outcomes are valued over others” (p. 52). Figured worlds’ collective understanding mediates members’ behavior and shapes their interpretations of activity.   Discussion The central argument of this inquiry is that the project-based engineering course creates an alternative figured world with attendant subjectivities constructed and negotiated within. This figured world has different rules and norms and therefore is differently inclusive of students’ ontologies, epistemologies, and identities relative to their other first-year courses. I liked the class but that was in spite of my group.  But I don't have a solution though I would've loved to have worked with a good group. It's not that they weren't really into work ... part of it was that they were three guys and every time I said something they would look at me, process, and then go back to what they're doing. (sophomore woman) Engineering educators need to weigh the affordances of PB introductory courses against the tensions that arise when such innovative approaches are used within traditional structures. Cognizance of this issue when planning course redesign will help to create a more equitable experience for their students. Large, lecture-style classes Introductory-level requirements Impersonal environment High workload Demanding content “in the first semester I felt like none of these classes of anything to do with each other but last semester when I took geology and intro to civil I kept seeing things over and over again and I was like oh this is already starting to tie together “ (sophomore man) Fig. 1 Engineering freshman are confronted with a new figured world at the traditional university Guest lecturers Assessment with testing Lab portion with written reports Course organized around a team-based design project Five activities, each highlighting a subdiscipline of CE Deliverables for each activity, such as a sketch of drainage systems Final project synthesized five deliverables Revision was permitted based on instructor feedback “civil engineering professors are known for being good lecturers and [the professor] was good...funny and personable. So it exceeded my expectations… that was comforting for my first engineering class” (sophomore woman) Fig. 3 A project-based course redesign highlights CE’s interdisciplinary and design-based nature. Fig. 2 The lecture-based introductory civil engineering course complements the traditional paradigm “Some of the research that we did went unnoticed because it wasn't specifically outlined ...some of the stuff it felt like we would get credit for wasn't counted” (sophomore man) Holland, D., Skinner, D., Lachiotte, W., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, Mass: Harvard University Press. Eisenhart, M. A., & Finkel, E. (1998). Women's science: Learning and succeeding from the margins. University of Chicago Press. “It was tough because [one of my group members] started showing signs early that they didn't care about but he still wouldn’t do it” (sophomore woman) Fig. 5 The PB paradigm presents students with another figured world. Fig. 6 Tensions between expectations from their traditional and PB world References Proceedings of the 2018 ASEE Gulf-Southwest Section Annual Conference The University of Texas at Austin April 4-6, 2018