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As artificial intelligence (AI) rapidly evolves, its integration into civil engineering presents both significant opportunities and challenges. Through a qualitative analysis of interview, survey, and reflection journal data, this study explores the perspectives of early-career civil engineers regarding the current and potential roles of AI in engineering practice. While AI is seen as a valuable tool for automating routine tasks and enhancing efficiency, concerns persist about its reliability, ethical implications, and potential overreliance. Participants emphasized the importance of maintaining human oversight, with AI serving as an aid rather than a replacement for engineering judgment. The study identifies key competencies essential for engineers to effectively and ethically integrate AI, including AI literacy, critical thinking, ethics, and cybersecurity awareness. As AI continues to influence the field, it is crucial to equip engineers with these competencies through education and ongoing professional development. The paper offers recommendations for integrating responsible AI practices into engineering education and the workplace, highlighting the need for continuous training in both technical skills and ethical decision-making. This research contributes to the growing literature on responsible AI integration, providing insights that can guide the future workforce in navigating the complexities of AI-enhanced engineering practices. 

This methods paper examines the development of a longitudinal narrative research design that explores the professional formation and retention of early-career women of color in engineering. While engineering education research has predominantly focused on student experiences prior to graduation, this study addresses a critical limitation by designing a framework to investigate how these women navigate transitions into the engineering workforce. Rooted in asset-based frameworks, this design explores the concept of navigational capital, which encompasses the strategies, resources, and support systems women of color employ to overcome systemic barriers and achieve career persistence. The purpose of this paper is to outline the methodological choices and conceptual frameworks that guided the research design, including the use of Yosso’s Community Cultural Wealth Theory and the Workforce Sustainability Model. We also describe our reflexive approach, examining how our research intentions and practices influenced the design of the interview protocols, data collection methods, and participant engagement strategies. Through an iterative process, the research design emphasizes co-creation of knowledge and participant agency in constructing their career narratives. The conclusions drawn from this methodological work highlight the importance of centering participant voices, aligning research design with equity-focused aims, and adopting a reflexive stance to uncover nuanced insights into career transitions. This paper offers a foundational resource for researchers aiming to design inclusive studies that address underrepresentation in STEM. By sharing this research design, we contribute to advancing methodological thought and inclusivity in engineering education research and practice. While this paper outlines the methodological framework, future research will empirically explore the most effective ways to prepare and support early-career engineers by leveraging navigational capital.