Conference Session

Workforce Development, Undergraduate Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Francis (Mac) Haas, Rowan University; Smitesh Bakrania, Rowan University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

traditional written assessment instruments are well-documented and such examand quiz assessments rarely represent actual experiences of a practicing engineer. Indeed, thismanner of assessment may lead to counterproductive anxiety [1] and overemphasized studentpreparation for the assessment instrument at the expense of focus on(1) the content to-be-assessed and/or(2) exercise of desirable supra-technical skills such as teamwork, lateral thinking, and effectivecommunication.Other assessment modalities such as traditional homework, “take-home” exams, and even somekinds of “authentic assessments” [2] are not robust to challenges posed by generative artificialintelligence (AI) [3, 4] or educational support portals such as Chegg (among several others) [4,5

Conference Session

Continuing Education

Collection

2025 ASEE Annual Conference & Exposition

Authors

Venkataraman PB, Birla Institute of Technology and Science, Pilani; Preeti Parimi, Birla Institute of Technology and Science; G. Sundar, Birla Institute of Technology and Science; Anshid Aboobacker, Birla Institute of Technology and Science

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

setting.I. Introduction:Cognitive learning theory such as cognitive load theory [1] and more recently fuzzy trace theory[2] suggest that learners differ in their epistemological beliefs and attitudes, and factors such asage and gender influence them. However, the popular instructional models adopted in highereducation are built with the belief that the learners are uniform [3]. This unfounded belief canadversely affect their learning. Hence it is important to understand how the epistemologicalbeliefs and attitudes evolve over the years and whether gender influences them.This study is undertaken to find the differences in the epistemological beliefs and attitudesamong learners in a set of higher education programs that are offered to a wide

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)

environments will be required.This work in progress seeks to identify gaps between the training and education available toworkers and the needs of the future of industry. The first research-based educational opportunitywith specific partner input has been created. The first cohort of learners is taking the course inearly 2025.BackgroundAs industry moves toward advanced manufacturing there is need for workers to be able tooperate in an ever increasingly complex environment. Companies are implementing or plan toimplement such technologies as machine-to-machine communication, cloud computing, androbotics. [1], [2] Many industry professionals are concerned that training may not keep up withdemands. [4] Workers will have to learn new skills in order to be

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)

tool was implemented in a computer science course with both in-person andonline sections. Analysis of collaboration metrics – such as role adherence, role rotation, andteam consistency – revealed positive outcomes across both formats. These findings demonstratethe tool’s potential to foster effective and equitable collaboration in diverse learningenvironments. Future work will examine its impact on students’ sense of belonging andcollaborative learning outcomes.1 IntroductionCollaborative learning has been shown to improve students’ sense of belonging [1], learningoutcomes [2], and retention by increasing engagement and working memory resources [3].However, the benefits of collaboration can diminish when effort distribution is inequitable

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)

innovative pedagogicalapproaches that foster cross-cultural collaboration and equip students with skills for a globalizedworkforce. Collaborative Online International Learning (COIL) has emerged as a transformativeeducational approach that includes the required intercultural competency, enhances collaborativeskills, and promotes global engagement among students [1]. This paper introduces a practical andconcise guide tailored specifically for engineering educators aiming to integrate COILmethodologies into their curricula.The foundation of COIL lies in its structured, cross-institutional collaboration, which involveseducators co-designing and co-facilitating online learning assignments across different countries.Unlike broader Virtual Exchange (VE

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Yael Gertner, University of Illinois at Urbana - Champaign; Tiffani Williams, University of Illinois at Urbana - Champaign

Tagged Topics

Diversity

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

computing designed forstudents with a bachelor's degree (or higher) and little to no background in computing.Technology is among the world's fastest-growing economic sectors, with some of thehighest-paying jobs. Yet the current trajectory of the tech talent pipeline falls far short of meetingthis demand. Many groups (for example, women, African-American/Black, Hispanic/Latinx,American Indian/Alaskan Native, and people with disabilities) have historically been excludedfrom this opportunity [1] and [2]. There is a high demand for employees in the computing field,but entry into this field can be challenging. Our graduate certificate in computer science (CS)aims to bridge this opportunity gap by leveraging the unique backgrounds and experiences

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)

. In this paper, we argue that lifelong learning serves as a criticalbridge between individual engineers’ professional development and the evolving demands ofengineering workforce development. Lifelong learning is not merely an individual pursuit but astrategic imperative for engineering workforce development.IntroductionThe rapid evolution of technology is profoundly reshaping the engineering workforce. Emergingtechnologies, such as artificial intelligence (AI), are not only redefining traditional engineeringroles but also requiring professionals to continuously acquire new skills and adapt to evolvingdemands [1]. The World Economic Forum’s 2023 report predicts that six in ten current workerswill require additional training within the next 4

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Marsha Lovett, Carnegie Mellon University; Levent Burak Kara, Carnegie Mellon University; Rachelle Palchesko, Carnegie Mellon University; Zachary Mineroff, Carnegie Mellon University; Judy Brooks, Carnegie Mellon University; Avi Chawla, Carnegie Mellon University; Martin van Velsen, Carnegie Mellon University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

approach addresses the who andwhat of high-quality, relevant program design. Then, the main section unpacks our signaturestrategy – the how of designing targeted, engaging, and demonstrably effective learningexperiences. This strategy, called “Learning Engineering,” offers a research-based, practicalapproach to creating effective learning experiences, avoiding common instructional designpitfalls. Finally, we discuss preliminary, work-in-progress assessment results.1. Online, graduate-level certificatesAmidst the burgeoning array of academic credentials, graduate-level certificates (also known as“micro-masters”) have several key advantages, especially for working engineers. First, they aresmaller and quicker to complete than a full Master’s degree

Conference Session

Graduate Education, Artificial Intelligence

Collection

2025 ASEE Annual Conference & Exposition

Authors

Wei Lu, Texas A&M University; Behbood Ben Zoghi P.E., Southern Methodist University

Tagged Divisions

Continuing, Professional, and Online Education Division (CPOED)

universities. The goal is to bridgethe gap between textbook theories and real-world practice. Survey shows that courses taught byprofessors that come from an industry background receive higher level of satisfaction andperceived career-readiness from students [1]; furthermore, learning knowledge and tools that areimmediately applicable in the workplace gives students a comparative advantage for betteremployability, because learning under the guidance and expectations from the future employeralike sets them up for success [2]. While industry experts bring in their unique insights and relevant skill sets that are highlyin demand in the job market, challenges lie within many aspects when they enter the academicenvironment [3]: their teaching

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)

Engineering Outstanding Graduate Student Research Award from Purdue University. She was also a Bilsland Fellow of the College of Engineering at Purdue University when she was a Ph.D. student. ©American Society for Engineering Education, 2025 Expanding the Engineering Workforce: An Exploratory Study of a Mid-Career Transition from a Non-Engineering BackgroundIntroduction The United States has vocalized a desperate need for an increase of engineers in theworkforce to maintain the country’s position as the forerunning performer and collaborator ofscience and technology activities worldwide [1], [2], [3], [4]. As published by the NationalScience Foundation, the United States’ science and

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)

Intelligence research group. She is responsible for the Cyber-Learning & Data Sciences Lab. She belongs to the National Research System of Mexico (SNI level II), the IEEE Computer Society, the IEEE Education Society, the Mexican Society of Artificial Intelligence, and the Mexican Academy of Computing. She got 3 awards (2 Gold winners and 1 silver winner) for her participation in the Project ”Open Innovation Laboratory for Rapid Realization for Sensing, Smart, and Sustainable Products”. QS Stars Reimagine Education. She obtained seven first-place awards for Educational Innovation from Tecnologico de Monterrey. She has published more than 150 research articles in international journals and conferences. She has directed 12