Conference Session

Continuing Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Arsalan Ashraf, Virginia Polytechnic Institute and State University; Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Emad Ali, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

competitive advantage. In this paper, we argued that lifelong learning is not merelyan individual pursuit but a strategic imperative for engineering workforce development. Futureresearch could explore the distinct challenges faced by engineers in specialized sectors likeaerospace, healthcare, or renewable energy, and the strategies to foster lifelong learning ofengineers in their own contexts. These sectors demonstrate fields where lifelong learning is notonly beneficial but also essential for both individual career endurance and societal impact.Studies can provide targeted recommendations to enhance workforce development efforts inthese specific sectors.References[1] G. Lokesh, K. Harish, V. S. Sangu, S. Prabakar, V. S. Kumar, and M. Vallabhaneni

Conference Session

Continuing Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jose Daniel Azofeifa, Institute for the Future of Education, Tecnologico de Monterrey, Mexico; Valentina Rueda-Castro, Tecnologico de Monterrey (ITESM); Luis Jose Gonzalez-Gomez; Mario Zaragoza, Universidad Nacional Autonoma de Mexico-UNAM; Julieta Noguez; Patricia Caratozzolo, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

: Society 5.0 and industry 5.0 as driving forces of future universities,” Journal of the Knowledge Economy, vol. 13, no. 4, pp. 3445–3471, 2022. [5] D. G. Broo, O. Kaynak, and S. M. Sait, “Rethinking engineering education at the age of industry 5.0,” Journal of Industrial Information Integration, vol. 25, p. 100311, 2022. [6] N. Kraus, K. Kraus, O. Manzhura, I. Ishchenko, and Y. Radzikhovska, “Digital transformation of business processes of enterprises on the way to becoming industry 5.0 in the gig economy,” WSEAS Transactions on Business and Economics, vol. 93, no. 20, pp. 1008–1029, 2023. [7] A. del Real Torres, D. S. Andreiana, A.´ Ojeda Rold´an, A. Hern´andez Bustos, and L. E. Acevedo Galicia, “A review of deep reinforcement

Conference Session

Continuing, Professional, and Online Education Division (CPOED) Poster Session

Collection

2025 ASEE Annual Conference & Exposition

Authors

Todd R Hamrick, West Virginia University

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

address this in future offerings will be to charge a nominal fee to learners sothat the course has a greater perception of value.Other courses could offer training the math and problem solving, computer skills, and customerinteraction skills that industry wishes to cultivate. It may seem that these skills are not thosedirectly related to advanced manufacturing. On the contrary, these skills are the kinds of flexiblelife-long learning skills that will serve workers no matter what industry changes are ahead.This material is based upon work supported by the National Science Foundation under Award #2119654.References[1] Hsieh, S., & Barger, M., & Marzano, S. G., & Song, J. (2023, June), Preparing themanufacturing workforce for Industry

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Patricia Caratozzolo, Tecnologico de Monterrey; Vianney Lara-Prieto, Tecnologico de Monterrey (ITESM); Rebeca Maria Garcia, Tecnologico de Monterrey (ITESM); Jorge Membrillo-Hernández, Tecnologico De Monterrey; Maria Ileana Ruiz-Cantisani, Tecnologico de Monterrey (ITESM); Valentina Rueda-Castro, Tecnologico de Monterrey (ITESM)

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

Program. Then, she was Academic Projects Director, Division Director, and her current role is National Head of Higher Education of the School of Engineering and Sciences. Vianney belongs to the executive committee of the Matilda Latin American Chair for Women in Engineering and belongs to the mentoring and research groups. She belongs to the LACCEI executive board as VP of Initiatives. She is a founding member of Ingenia Women in Engineering and Sciences participating in the linkage, mentoring and dissemination committees. Vianney belongs to the OWSD Mexico´s Chapter executive board. She is an IEEE, WIE (Women in Engineering) and IEEE-HKN member. Vianney is a CB Coach certified by the Conscious Business Center. She

Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Bailey Kathryn McOwen, Virginia Polytechnic Institute and State University; Dayoung Kim, Virginia Polytechnic Institute and State University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

make up a career transition that could be similar to others’ stories.Specifically, Mac’s story is the first step in understanding the commonalities and differencesacross the currently available alternative pathways. References[1] A. Burke, A. Okrent, and K. Hale, The state of U.S. science and engineering 2022. Science & Engineering Indicators. National Science Foundation, 2022. [Online]. Available: https://ncses.nsf.gov/pubs/nsb20221/executive-summary[2] World Economic Forum, Future of Jobs Report 2023. 2023. [Online]. Available: https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf[3] A. Kodey, J. Bedard, J. Nipper, N. Post, S. Lovett, and A. Negreros, "The US needs more

Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Chenyan Zhao, University of Illinois Urbana-Champaign; Yuxuan Chen, University of Illinois Urbana-Champaign; Kangyu Feng, University of Illinois Urbana-Champaign; Geoffrey L Herman, University of Illinois Urbana-Champaign; Matthew West, University of Illinois Urbana-Champaign; Mariana Silva, University of Illinois Urbana-Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

without. This experiment will measure the tool’s direct impact oncollaborative learning outcomes and its ability to promote equitable and effective teamdynamics.7 AcknowledgmentThis material is based upon work supported by the National Science Foundation under Grant No.DUE 21-21412.References [1] M. M. Fong, S. Huang, A. Alawini, M. Silva, and G. L. Herman, “Exploring computing students’ sense of belonging before and after a collaborative learning course,” in Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1, ser. SIGCSE 2024. New York, NY, USA: Association for Computing Machinery, 2024, p. 359–365. [Online]. Available: https://doi.org/10.1145/3626252.3630850 [2] W. W. M. Lam, H. Xie, D. Y. W. Liu