Conference Session

DEED Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Kimberly Lau, University of California, Berkeley; Mary Kathryn Thompson, KAIST; Alice Merner Agogino, University of California, Berkeley

Tagged Divisions

Design in Engineering Education

accessibility for research, shorter length questionnaire andthe ability to benchmark against prior work. Having fewer questions was particularly important,as we needed to translate the survey into the Korean language to administer in Korea. Page 22.31.2The Kolb model is based on the idea that “knowledge is created through the transformation ofexperience”17,18, and is built on two axes. The vertical axis represents how one thinks aboutthings, while the horizontal axis represents how one acts on things. The end of each axiscorresponds to a cognitive or behavioral extreme: Concrete Experience versus AbstractConceptualization, and Reflective Observation

Conference Session

Engineering as the STEM Glue

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ben Pelleg, Drexel University; David Urias, Drexel University; Adam K. Fontecchio, Drexel University; Eli Fromm, Ph.D., Drexel University

Tagged Divisions

K-12 & Pre-College Engineering

250engineering based modules that are available for public access. To assess the effectiveness of theprogram, the fellows, teachers, and students were monitored throughout the school year. Thefellows completed multiple surveys and wrote weekly reflection journals. The students weresurveyed at the beginning and end of the year, while the teachers completed mid and end of yearsurveys. Evaluations of all three populations showed positive outcomes. The fellows developedtheir communication skills in the classroom and gained experience communicating their researchto a non-specialized audience; the teachers reported their partner fellow as being a valuable assetto the classroom in a number of ways; and the students showed an increase in their knowledge

Conference Session

Technological Literacy for Undergraduate Students

Collection

2011 ASEE Annual Conference & Exposition

Authors

John Krupczak, Hope College; Kate A. Disney, Mission College

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

framework is intended to form theorganizational infrastructure for creating a repository of course materials and an onlinecommunity for course developers and instructors.The proposed framework will help faculty develop expertise in adapting existing innovativecourse materials and standards for defining technological literacy and incorporating themefficiently into their own courses.What Is Technological Literacy?In 2006 the National Academy of Engineering published Tech Tally 3. In this document the NAEdefined technological literacy as “an understanding of technology at a level that enables effectivefunctioning in a modern technological society”. This reflects E.D. Hirsh’s definition of“literacy” as “information that is taken for granted in public

Conference Session

Reception & Poster Session

Collection

2013 ASEE International Forum

Authors

Keith W Buffinton, Bucknell University; Xiannong Meng, Bucknell University; Margot A Vigeant, Bucknell University

Tagged Topics

ASEE International Forum

of Electronic Science and Technology in China in Chengdu. Before each of thesevisits, a student team studied the cultural, engineering, and other important aspects of the site orcompany and reported to the entire group to give an overview of what would be visited. Duringthe visit, students attended presentations made by the company or the university, many of whichincluded a question-and-answer session, or listened to stories about a cultural attraction by a tourguide. After the visit, students debriefed the visit in group meetings and each wrote thoughts andreflections in their course journals. At the end of the course, each student was required to write asummary paper to discuss what they learned and to reflect on what they experienced

Collection

2024 ASEE-GSW

Authors

Kendra L Wallis, The University of Texas at Arlington

,formative assessment approaches aim to develop talent, which is more likely to reduce barriers facedby female engineering students as well as those students in underrepresented groups in STEM fields.These methods encourage reflection, which enhances learning, and they increase the intrinsicmotivation to learn, which teaches skills and creates enthusiasm for life-long learning. This is thegoal of education. Engineering education reimagined to allow a cycle of try, fail, study, try again,and learn, based on a growth mindset, is progress toward providing true quality education. It alsolevels the playing field, increasing the possibility of success for women in engineering, and reducingbarriers often encountered by students of color, indigenous

Conference Session

Track 6: Technical Session 5: Exploring Gender Representation Issues In Computing by Writing Interactive Fiction

Collection

2024 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Authors

John K. Estell, Ohio Northern University; Stephany Coffman-Wolph, Ohio Northern University

Tagged Topics

CoNECD Paper Sessions, Diversity

implement change in boththe media industries and their products. 6 GENDER AND COMPUTER GAMES • Women make up about half of video game players • Significantly underrepresented as protagonists in video games • Portrayal of women in games often reflects: • traditional gender roles • sexual objectification • stereotypical female tropesWhile women play video games on par with men, they are not represented as protagonistsat similar levels.Instead, when women are portrayed in games, they are placed into secondary and/orobjectified roles, and often presented in a stereotypical fashion.Data Sources

Conference Session

Pedagogical Issues in Computing

Collection

2011 ASEE Annual Conference & Exposition

Authors

Perry Samson, University of Michigan

Tagged Divisions

Computers in Education

. Page 22.532.31 LectureTools (http://www.lecturetools.com) is freely available to all higher education instructors in the United States and Canada.3. Methods3.1. Design The LectureTools classroom application is built around the hypothesis that students learnbetter when they have opportunities to actively assess their understanding as material is beingpresented, to pose questions and get feedback during lecture, and to reflect on their learningoutside of class. Inherent in this approach is a need to facilitate “Concept Tests,” a series ofquestions posed to students, requiring their responses as either a means to introduce a topic or totest their understanding. LectureTools promotes this instructional strategy with the expectationthat

Conference Session

Engineering Professional Development for K-12 Teachers

Collection

2011 ASEE Annual Conference & Exposition

Authors

Leslie Wilkins, Maui Economic Development Board; Diana Papini Warren, Maui Economic Development Board; Frank R De Rego Jr., Maui Economic Development Board, Inc.; Kanesa Duncan Seraphin, University of Hawaii at Manoa

Tagged Divisions

K-12 & Pre-College Engineering

overview of the scientific inquiry process and explicitalignment to the state science standards. Interdisciplinary STEM connections are also outlined.Three modules are provided on the following topics: energy auditing, photovoltaic solar energy,and wind energy. Each module presents some background topical information for the teacher,however the theme is facilitating authentic inquiry by way of students getting hands on withresearch, building, designing, and testing right away. Student worksheets are in the form of labreports with hypothesis development sections that help students clearly establish and controlvariables, data collection tables to facilitate multiple trials, and sections to encourage reflection,analysis, conclusion development, and

Conference Session

Engineering Ethics and Justice

Collection

2011 ASEE Annual Conference & Exposition

Authors

William M. Jordan, Baylor University

Tagged Divisions

Engineering Ethics

. Page 22.587.1 c American Society for Engineering Education, 2011 Engineering Ethics and Justice: How do they Relate?AbstractEngineering professional societies have revised their ethics statements in recent years to includeadditional issues such as sustainability and environmental protection that were not in earlierstatements. These changes reflect changes in our society and changes in how engineers see theirrole in society. This paper will examine the issue of justice, and how/whether it should be inengineering ethics codes.One example of this issue was when members in the Engineering Ethics Division were requestedto aid ASEE in a revision of its policy on engineering ethics education. We had

Conference Session

Teaching Technological Literacy - College Courses and Minors

Collection

2010 Annual Conference & Exposition

Authors

Austin Talley, University of Texas, Austin; Christina White, Columbia University; Kristin Wood, University of Texas, Austin; Richard Crawford, University of Texas at Austin

Tagged Divisions

Technological Literacy Constituent Committee

maintains a lesson diary of the course.Assessment of the course is continually monitored through directed discussion of thecourse with students, review of work produced by the students, and written reflection ofthe course by the students. The written reflections are discussed within the class andshow that the students are gaining a deep understanding of the engineering designconcepts and are actively engaged in the course. Students connect to this course of studythrough the use of active learning methods, including hands-on activities, inductive anddeductive reasoning opportunities, and multimodal experiences. Further, group work isenhanced by considering ways to group students based upon personality types and otherteam-formation strategies rather

Conference Session

Assessment and Evaluation in Design

Collection

2010 Annual Conference & Exposition

Authors

Mark Steiner, Rensselaer Polytechnic Institute; Junichi Kanai, Rensselaer Polytechnic Institute; Richard Alben, Rensselaer Polytechnic Institute; Lester Gerhardt, Rensselaer Polytechnic Institute; Cheng Hsu, Rensselaer Polytechnic Institute

Tagged Divisions

Design in Engineering Education

conducted course surveys at a project level as measured by theIDEA Diagnostic Form Report8. We obtained results for 15 teams in Fall 2008 and 20 teams inSpring 2009 where the average IDEA Survey response rate was 70% for a total of 168 studentsreporting across both semesters. As discussed next, we have used these survey data together withinformation from student reflective memos, to gain insights into the effects of the three coursechanges. Page 15.42.7Project Level Course OrganizationConducting course evaluations at a project team level has provided additional insight on theimportance of teamwork as a learning objective for multidisciplinary

Conference Session

Trends in Mechanical Engineering I

Collection

2010 Annual Conference & Exposition

Authors

Yunfeng Wang, The College of New Jersey; Christopher Ault, The College of New Jersey; Teresa Nakra, The College of New Jersey; Andrea Salgian, The College of New Jersey; Meredith Stone, Independent Evaluator

Tagged Divisions

Mechanical Engineering

and successful solutions to engineering problems.All students will: Develop strategies and processes for managing a complex project involving diverse areas of expertise; Page 15.166.5 Develop competencies in collaborative learning and working strategies through interdisciplinary team activities; Develop competencies in fields other than their major.5. Course Objective AssessmentThe objectives of this course are mainly assessed through topic-related graded individualhomework assignments, graded teamwork assignments, self and team evaluation forms, andstudents’ anonymous reflection journals.5.1. Graded individual homework

Conference Session

Pedagogy and Assessment in ECE III

Collection

2010 Annual Conference & Exposition

Authors

Richard Kelnhofer, Milwaukee School of Engineering; Stephen Williams, Milwaukee School of Engineering; Owe Petersen, Milwaukee School of Engineering

Tagged Divisions

Electrical and Computer

deliver the results required for continuous improvement. At thesame time the process should on a steady basis be able to provide the data that is expected to bean integral component in the preparation of the ABET Self-Study when the time comes forrequesting accreditation.In this paper we describe such a process. The process consists of three components: 1. A fast feedback procedure to implement continuous improvement at the course level. This procedure includes a course improvement form completed by the course instructor that documents their positive and negative reflections, suggested actions for course improvement, and deviations from the institutional syllabus in their offering of the course. A mechanism for

Conference Session

Addressing the NGSS, Part 2 of 3: Supporting K-12 Science Teachers in Engineering Pedagogy and Engineering-Science Connections, Part 2 of 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jeremy V. Ernst, Virginia Tech; Laura J. Segedin, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teachers to improve their classroom practices, participate in professional activities,and increase student learning in STEM while practicing self-reflection. As educators engage inreflection about teaching and learning, they tend to improve their practice and increase studentperformance.3,4 These improvements are significant when educators pursue high qualityprofessional development such as National Board Certification, even if they do not ultimately Page 24.1180.2achieve certification.5 T2I2 capitalizes on this finding by creating a program that challengesteachers to reflect on and improve instruction without the cost or arduous journey

Conference Session

Information and Network Security

Collection

2014 ASEE Annual Conference & Exposition

Authors

Usman Ghani, DeVry University; Ahmed S. Khan, DeVry University, DuPage

Tagged Divisions

Computing & Information Technology

Page 24.1203.4is guided in terms of what to consider, how to create associations between ideas, and how theseassociations form a supportive scaffolding structure. 21, 22 According to Cagiltay23 supportivescaffolding can be accomplished by several methods and mechanisms, such as coachingcomments, providing feedback, and provoking reflection. Packet-Tracer provides scaffolding inthe form of corrective feedback. According to Jaehnig and Miller the types of correctivefeedbacks commonly used are:24 1. Knowledge-of-Response (KOR), which simply indicates that the learner’s response is correct or incorrect. 2. Answer-Until-Correct (AUC), it requires learner’s to remain on the same test item until the correct answer is selected. 3

Conference Session

Teaching Dynamics

Collection

2014 ASEE Annual Conference & Exposition

Authors

Matthew D. Lovell P.E., Rose-Hulman Institute of Technology; Sean P. Brophy, Purdue University, West Lafayette

Tagged Divisions

Mechanics

greatdeal of research has been conducted to develop instructional models to guide these learningactivities. One such model to guide instructional design is the STAR.Legacy learning cycle.[9] Page 24.1273.3STAR stands for Software Technology for Action and Reflection. Central to the instructionalmethod is the focus on having students take action on what they know and reflect and refine thatunderstanding through exploration of the challenge. The learning cycle, shown in Figure 1, is aframework that guides the instructional approach. An entire course or unit within a course isstarted with the introduction of a challengeproblem. The challenge is usually

Conference Session

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Robert L. Nagel, James Madison University; Eric C. Pappas, James Madison University; Gretchen Anne Hazard, James Madison University; Matthew Swain, James Madison University

Tagged Divisions

Multidisciplinary Engineering

, “value change is a change in theimportance of a value, evident in a change in the rating or ranking of a value on a questionnaire.This can be a short-term (temporary) change, such as in the response to an experimentalmanipulation, or a long-term change.” 8The overarching premise for our research project is that students generally embrace admirablevalues related to sustainability, but often encounter a “cognitive dissonance” when asked toexplain whether their actions accurately reflect their values.9 In short, students often do not actaccording to their values and beliefs. In this study, we investigate the values of students withrespect toward working as a member of an engineering team. This falls under the category ofsocial

Conference Session

Engineering Identity 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nadia L. Frye, Washington State University; Devlin Montfort, Washington State University; Shane A. Brown P.E., Washington State University

Tagged Divisions

Educational Research and Methods

based on an assessment of relatedliterature in other knowledge domains and with other research methods by a multidisciplinaryteam of experts in the fields of personal epistemology, student development, qualitative research,and civil engineering. Development of a protocol was necessary for this study in order to addressissues of domain specificity not covered by previous research and to fit the qualitative methodsutilized. The statements were designed specifically to elicit direct responses about students’domain-specific personal epistemologies. Participants were then asked to explain the reasoningbehind the acceptance or rejection of each statement in order to allow them to reflect upon theirbelief statement. Between the two extensive

Conference Session

K-12 Professional Development I

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bradley Bowen Ed.D, North Dakota State University

Tagged Divisions

K-12 & Pre-College Engineering

completes the new employee training, gains access to appropriate email and server files, and participates in any other activities deemed critical to a fully immersive experience. Once the work experience is complete, the teachers receive a $2,000 stipend, half of which is paid by the company and the other half is paid for by the local regional education association (REA).  Each week, the teacher participants must submit a weekly written reflection. This assignment gives the teachers an opportunity to reflect on what they learned during the week and how it will help them become a more effective teacher. It also provides documentation of their experience that can be included in their final

Conference Session

Rethinking Engineering Writing

Collection

2013 ASEE Annual Conference & Exposition

Authors

David M. Beams P.E., University of Texas, Tyler; Luke Niiler, University of Alabama; Beth Todd, University of Alabama; Marcus Brown, University of Alabama; Garry W. Warren, University of Alabama

Tagged Divisions

Liberal Education/Engineering & Society

: The writer demonstrates a command of professional language.Tables and Figures: The writer uses tables and figures appropriately.Organization: The writer's draft is properly organized.Detail: The writer uses an adequate level of detail.These criteria represent a version of the rubric used at UT-Tyler as part of the EngineeringWriting Initiative. Similar criteria have been used by engineering programs at the Universityof Arizona, the University of South Florida, and the University of Washington. 10, 11, 12Preliminary results: evaluation of laboratory reportsAt this writing, data analysis for the fall semester of 2012 is incomplete; data for UA havenot yet been compiled; the following results reflect the

Collection

2025 Northeast Section Conference

Authors

Lina H. Kloub, University of Connecticut; Vraj Patel; Tina Huey

. Timing of AI Integration in Educationin their use. To achieve these objectives, an online survey wasconducted among instructors at the University of Connecticut. Instructors’ perspectives on the timing of AI integration inThe survey was designed to collect both quantitative and qual- education exhibit considerable variation, reflecting differingitative data, incorporating multiple-choice, Likert-scale, and levels of readiness and concerns about its impact. A sub-open-ended questions. Key areas of focus included instructor set of instructors (27%) expressed reservations, arguing thatfamiliarity with AI tools, current usage patterns, perceived the adoption of AI in education remains premature due toadvantages

Conference Session

Inspiring Future Engineers: Targeted Summer Programs for Diverse STEM Pathways

Collection

2025 ASEE Annual Conference & Exposition

Authors

Xi Wang, Drexel University; Lingzi Wu, University of Washington; tianjiao zhao, East Carolina University; Yinhai Wang, University of Washington

Tagged Topics

Diversity

Tagged Divisions

Pre-College Engineering Education Division (PCEE)

-basedapproaches may establish a relatively didactic and passive learning environment for students. Onthe contrary, students are immersed in a practical and active learning environment throughexperiential learning, which can potentially reinforce their understanding of knowledge. Themost prestigious experiential learning theory was proposed by Kolb, who defined experientiallearning as “the process whereby knowledge is created through the transformation of experience”[15]. Kolb’s experiential learning theory depicts a cyclic model of learning, including (i)concrete experience, (ii) reflective observation, (iii) abstract conceptualization, and (iv) activeexperimentation [15]. Specifically, the cycle initializes with concrete experiences, meaninglearners

Conference Session

Computers in Education Division (COED) Track 5.D

Collection

2025 ASEE Annual Conference & Exposition

Authors

Milad Rezvani Rad, University of Southern Indiana; Ronald Diersing, University of Southern Indiana; Ryan Integlia, University of Southern Indiana; Julian Ly Davis, University of Southern Indiana

Tagged Divisions

Computers in Education Division (COED)

trends of its integration into industrytools seeking to enhance productivity. In doing so, it also contributes meaningfully to theirprofessional development.Keywords: AI in Education, In-class Coding Assistance, Student Engagement, Real-timeFeedback, Enhanced Learning,IntroductionThe rapid advancement of technology has reshaped how education is delivered, with artificialintelligence playing an increasingly pivotal role. One such AI-driven innovation is ChatGPT 4.0,a sophisticated language model developed by OpenAI. Since its debut in November 2022 [1], thistool has been widely utilized in academic settings, significantly impacting various fields of study.Its evolution reflects a broader trend in AI, where intelligent systems are

Conference Session

DSAI Technical Session 7: Natural Language Processing and LLM Applications

Collection

2025 ASEE Annual Conference & Exposition

Authors

Kaiwen Guo, New York University Tandon School of Engineering; Malani Snowden, New York University Tandon School of Engineering; Rui Li, New York University

Tagged Topics

Diversity

Tagged Divisions

Data Science and Artificial Intelligence (DSAI) Constituent Committee

open-ended feedback to identify team leaders or pinpoint students inneed of additional support. Meanwhile, robust prompt design allows instructors or researchers totailor LLMs for specific instructional goals, though the field continues to refine best practices inprompt-engineering [9].Within higher education, peer evaluation and feedback play critical roles in developing students’teamwork abilities and self-reflection skills. Tools such as CATME (Comprehensive Assessmentof Team Member Effectiveness) facilitate structured peer rating and feedback, ensuring that eachteam member’s contributions are accounted for [11][12]. However, while numeric ratings givebroad insight into performance, the sheer volume of qualitative comments can

Conference Session

MATH - Student Mindsets in Mathematics

Collection

2025 ASEE Annual Conference & Exposition

Authors

Blake A. Farman, Louisiana Tech University; Ann Clifton, Louisiana Tech University; William C. Long, Louisiana Tech University; Krystal Corbett Cruse, Louisiana Tech University

Tagged Divisions

Mathematics Division (MATH)

, faculty members at theseinstitutions sought a grading system that would better reflect students’ comprehension andsupport their academic growth. Standards-based grading (SBG) was implemented to meet theseneeds by shifting the focus away from partial credit accumulation and toward a more meaningfulassessment of learning.SBG was adopted in College Algebra courses to encourage students to master specific learningobjectives through an iterative process of reassessment. Unlike traditional weighted averagegrading (WAG), SBG emphasizes mastery of content, giving students multiple opportunities todemonstrate their understanding. This paper will present a statistical analysis between studentoutcomes in SBG and WAG college algebra courses.Supported by

Conference Session

International Division (INTL): Navigating Risks and Cross-Cultural Challenges

Collection

2025 ASEE Annual Conference & Exposition

Authors

Hiroyuki Ishizaki, Shibaura Institute of Technology; Rumi Okazaki, School of Architecture, Shibaura Institute of Technology; Ikuro SHIMIZU, Shibaura Institute of Technology; Tadesse girmay Girmay

Tagged Topics

Diversity

Tagged Divisions

International Division (INTL)

training, and partner development. These business achievements are reflected in his academic activities through the designing of lectures and mobility programs with practical implementation perspectives. Ishizaki has been actively presenting and publishing his academic achievements at international conferences in the Asia Pacific region and North America such as APAIE, WERA, and NAFSA. He earned a Master of Business Administration majoring in international business at the University of Southern California in the United States of America, and a Bachelor in Law at Hitotsubashi University in Japan.Rumi Okazaki, School of Architecture, Shibaura Institute of TechnologyProf. Ikuro SHIMIZU, Shibaura Institute of Technology Ikuo

Conference Session

An ECSJ Art Show - Equity and Justice through Art (Equity, Culture & Social Justice in Education Division ECSJ Technical Session 6)

Collection

2025 ASEE Annual Conference & Exposition

Authors

Robyn Mae Paul, University of Calgary; Laleh Behjat, University of Calgary

Tagged Topics

Diversity

Tagged Divisions

Culture & Social Justice in Education Division (EQUITY), Equity

thecountry that the participant is from. Once the weight of the marbles has reached a critical value,the tree will shake, making the leaves fall. The hope is by increasing the number of stories weleave; we will increase the hope that the tree of Hope survives.Using a collaborative collage shaped like a tree, this work invites collective reflection on the roleof engineers in perpetuating or challenging violence. Each leaf symbolizes a story orcommitment to peace, while the tree’s periodic "shaking" represents systemic disruptions. Byfostering community engagement, the project reimagines engineering as a force for justice,advocating for responsive pedagogy and transformative practices in engineering education.This paper explores how engineering

Collection

2025 ASEE North Central Section (NCS) Annual Conference

Authors

Carmen Cioc, The University of Toledo; Sorin Cioc, The University of Toledo; Noela A. Haughton, The University of Toledo; William T. Evans PhD P.E., The University of Toledo

, and develop solutions that may not have a single, clear-cutanswer. By participating in these discussions and reflecting on the practical applicationsdemonstrated in the workshop, the authors became convinced of the importance of integratingopen-ended lab experiences into their own teaching practices. They recognized that these labscould transform traditional learning environments into spaces where students take ownership oftheir education, bridging the gap between theoretical knowledge and its application in complexengineering systems. Moreover, the workshop highlighted the long-term benefits of suchapproaches, including enhanced student engagement, increased retention of engineeringprinciples, and better preparation for the demands of modern

Conference Session

Broadening Participation in Civil Engineering

Collection

2025 ASEE Annual Conference & Exposition

Authors

Claudia Calle Müller, Florida International University; Erika Judith Rivera P.E. , Florida International University; Mohamed ElZomor P.E., Florida International University

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering Division (CIVIL)

analyzed through a combination of quantitative and qualitative approaches.Quantitative methods included the use of bar and pie charts to represent categorical data as wellas box plots to illustrate responses from Likert scale questions. Qualitative methods involvedgenerating word clouds using NVivo 14, with the size of each word reflecting its frequency inthe text. NVivo 14 is a specialized qualitative analysis software that enhances transparency andreliability of the findings by providing advanced tools for data syntheses [25].To validate the consistency, reliability, and adequacy of the data, the authors conducted three keystatistical tests. First, the Kaiser-Meyer-Olkin (KMO) test assessed the sample adequacy, with athreshold of 0.6 or higher

Conference Session

Preparing Future Chemical Engineers

Collection

2025 ASEE Annual Conference & Exposition

Authors

Daniela Galatro, University of Toronto; Sourojeet Chakraborty, Johns Hopkins University

Tagged Divisions

Chemical Engineering Division (ChED)

, including reflections on the usage ofGenerative AI, the overall well-being of students, as well as the future roadmap for student-centric,educator-focused, and institution-based implementation of E.D. 5.0. This course revamp is part ofa broader effort to align Chem Eng education with E.D. 5.0 goals. By preparing students for I.D.5.0 competencies, this approach cultivates a skilled workforce valued across interdisciplinarysectors. Ongoing research further maps I.D. 5.0 to E.D. 5.0, with findings from this study servingas a benchmark for optimizing university pedagogical strategies. Industry 5.0 (I.D. 5.0) envisionsan efficient, productive industry with a strong societal role. Education 5.0 (E.D. 5.0) fostershuman-centric, personalized, and