Session Description

The ASEE Annual Conference and Exposition includes a prominent Career Fair designed to connect engineering students, recent graduates, and job seekers with potential employers. This career fair is one of the key events at the conference, serving as a hub for talent recruitment and networking within the engineering community.

Key Features of the ASEE Career Fair:

Networking Opportunities: The career fair provides an excellent platform for students and professionals to meet employers from academia, industry, and government sectors.

Attendees can engage in face-to-face discussions, exchange resumes, and learn about job openings, internships, and cooperative education opportunities.

Employer Participation: Leading companies, academic institutions, and research organizations set up booths to showcase their work and recruit qualified candidates. These employers range across various engineering fields, including civil, electrical, mechanical, chemical, computer science, aerospace, and more.

Diverse Attendee Pool: The career fair attracts a wide range of attendees, including undergraduate and graduate engineering students, early-career professionals, and seasoned engineers looking to transition to new roles or sectors. The diversity of participants makes the event a rich environment for collaboration and knowledge sharing.

Recruitment Opportunities: The career fair is an ideal venue for employers seeking to recruit highly skilled engineering talent. It allows them to meet a large pool of potential hires and engage with top talent from diverse academic institutions across the country.

Overall, the ASEE Annual Conference Career Fair is a vital event that fosters connections between the next generation of engineers and leading industry employers, promoting career growth and industry-academia collaboration in the engineering field.

Session Description

The American Society for Engineering Education (ASEE) Annual Conference Division Mixer is an informal networking event held as part of the ASEE Annual Conference. This mixer is designed to bring together members of different divisions within ASEE, allowing them to interact, collaborate, and share ideas in a relaxed and social setting.

Typically, the mixer includes:

Networking Opportunities: Attendees can meet peers from various engineering disciplines and education sectors, fostering new professional connections and potential collaborations.

Discussions and Presentations: The mixer may feature short presentations or informal discussions on topics relevant to the divisions, such as innovations in engineering education, current challenges, or new research findings.

Socializing: As an informal gathering, the event promotes socializing and conversation, offering participants the chance to build relationships outside of the more formal conference sessions.

Cultural Exchange: Since ASEE attracts members from across the U.S. and internationally, the mixer is often a vibrant space for cultural exchange and learning about different educational practices and policies in engineering.

Professional Development: The mixer helps attendees stay updated on the latest trends and developments within their fields while learning from the experiences of others in the engineering education community.

Overall, the Division Mixer at the ASEE Annual Conference provides a space for individuals to connect, share, and collaborate in a less structured and more personal setting, enhancing the overall conference experience.

Session Description

This event is the opening social event of the conference, providing a relaxed and engaging atmosphere for attendees to network and kick off the event. Here’s what you can expect:

Networking Opportunity: This is a great chance to meet and mingle with conference attendees, including educators, engineers, employers, and students, all of whom share an interest in advancing engineering education.

Local Food Sampling: A curated selection of local restaurants, food trucks, and culinary specialties from the conference’s host city are featured, giving attendees the opportunity to experience regional flavors and dishes.

Casual Dining and Socializing: It’s designed to be a fun, casual event where conference participants can enjoy a variety of food while socializing in a relaxed setting.

Cultural Experience: In addition to food, this event includes music and local entertainment, giving participants a taste of the city’s cultural richness.

Together, these events create a vibrant social environment at the ASEE Annual Conference, fostering connections among attendees and celebrating the diversity of both the engineering profession and Montreal.

Session Description

The opening plenary kicks off ASEE’s Annual Conference with a bang! ASEE President will welcome attendees. A keynote address will provide important insights and set the tone for the conference’s dynamic learning opportunities and meaningful conversations.

Speakers

1. Guy Dulude

   Siemens Digital Industries Software

   

   Guy Dulude is a seasoned business and technology leader with over 25 years of experience in the manufacturing and industrial sectors. He currently leads the Portfolio Development and Sales Acceleration Teams at Siemens Digital Industries for Canada. He works closely with academic, industry partners and customers to drive digital transformation and accelerate the adoption of advanced digital solutions.

   With a strong background in mechanical engineering and computer science, Guy brings a unique blend of technical expertise and business acumen to his work. He is deeply versed in the principles of Industry 4.0 and understands the critical importance of digital transformation in empowering manufacturers to optimize operations, enhance supply chain visibility, and create intelligent digital twins.

   An active industry thought leader, Guy has been a frequent speaker at various events, sharing his insights on topics such as digitalization, performance-driven engineering, and the challenges of modern product development. As he continues to drive innovation and growth in the manufacturing sector, Guy looks forward to connecting with like-minded professionals who share his passion for leveraging technology to transform industries and create a more sustainable future.

2. Sangita Skipitaris

   MathWorks

   

   Sangita Skipitaris is a Senior Manager of Customer Success Engineering at MathWorks, leading a diverse, customer-focused team dedicated to supporting academic customers across the Americas. The team is committed to helping educators, researchers, and students succeed while advancing MathWorks' mission of accelerating the pace of engineering and science. By partnering with universities and research institutes, her team offers supportive guidance for educators, rooted in emerging industry trends, to prepare students for successful careers and accelerate computations using MATLAB and Simulink-based software.

   She brings 15 years of experience from Microsoft, where she served as Senior Director of Customer Success for Cloud, empowering IT for various industries and empowering digital transformation. With over 25 years in the industry, she has a proven track record of hiring diverse talent and building high-performing teams. Her leadership style is thoughtful and feedback-driven, consistently refining strategies to create a lasting impact on both individuals and the business.

3. Jason Gamble

   National Council of Examiners for Engineering and Surveying (NCEES)

   

   Jason J. Gamble, P.E., is the chief operating officer of the National Council of Examiners for Engineering and Surveying, the organization composed of all U.S. licensing boards for engineers and surveyors. In this role, he supports the chief executive officer to implement the decisions of the board of directors and serves as a liaison between NCEES and its member boards.

   Prior to being named COO, Gamble served as chief officer of examination services and was responsible for overseeing the development and administration of all NCEES exams to include the Fundamentals of Engineering (FE) exams, the Principles and Practice of Engineering (PE) exams, the Fundamentals of Surveying (FS) exams, and the Principles and Practice of Surveying (PS) exams. The exams are used by all U.S. engineering and surveying licensing boards and administered annually to over 80,000 candidates for licensure. Gamble came to NCEES in 2012 as an exam development engineer responsible for managing the development process of four licensing exams. He began his career in the private sector where he worked as a structural engineer for ten years before serving in the public sector with state government for three years.

Session Description

The Focus on Exhibits: ASEE Division Poster Session & Networking Break is a key event during the American Society for Engineering Education (ASEE) Annual Conference, designed to promote both academic research and industry innovations within engineering education.
Here's an overview of what you can typically expect at this event:

Poster Presentations:

Academic and Research Posters: The session features presentations of research, innovative teaching practices, and educational projects from various ASEE divisions. These posters are typically presented by faculty, students, and researchers who are showcasing their work in areas such as engineering pedagogy, curriculum development, and cutting-edge research in engineering education.

Diverse Topics: Topics covered range from new teaching methods and technologies to advancements in engineering design and challenges in the engineering workforce. It allows attendees to explore a variety of topics and gain insights into the latest developments in the field.

Interactive Format: Attendees can walk through the session, engaging directly with the poster presenters. This format encourages one-on-one interactions, enabling deep dives into specific areas of interest.

The Networking Break is also designed to give attendees a chance to network while viewing the poster presentations. It provides a break from the formal sessions of the conference, offering an opportunity to interact with colleagues, peers, and experts from various engineering disciplines in a more informal setting.

Cross-Disciplinary Conversations: Because the ASEE community is diverse, the poster session and networking break often facilitate interactions across disciplines, encouraging new ideas and collaborations that can span multiple areas of engineering education.

Exhibitor Engagement:

In addition to the research posters, there are often exhibits from industry partners showcasing their products and services relevant to engineering education. This allows attendees to learn about the latest tools, software, and technologies that could enhance their teaching or research efforts.

Overall Impact:

The Focus on Exhibits: ASEE Division Poster Session & Networking Break provides a dynamic space for both sharing and learning about the latest in engineering education while fostering professional connections in a more relaxed, engaging atmosphere. It allows educators, researchers, and industry professionals to interact with each other, exchange ideas, and stay informed about innovative trends and research in the engineering field.

Session Description

The ASEE Annual Conference New Members and First-Time Attendees Orientation is a welcoming session designed to help newcomers feel comfortable and informed as they navigate their first ASEE conference. This orientation provides an overview of the conference, its events, and the many opportunities available for attendees. Here’s a breakdown of what you can typically expect:

Introduction to ASEE and Conference Structure:

The session offers an introduction to the American Society for Engineering Education (ASEE), its mission, and its role in promoting excellence in engineering education.

Conference Overview: Attendees are given an overview of the conference schedule, including key sessions, workshops, networking events, and social activities. This helps new members and first-time attendees plan their time effectively and make the most of their experience.

Guided Tour of the Conference:

Event Layout: The orientation typically includes a guided explanation of the venue layout, highlighting important areas such as the exhibit hall, session rooms, networking spaces, and social areas. This ensures newcomers can navigate the conference space easily.

Key Sessions: The orientation highlights must-attend sessions or events, such as keynote speakers, panel discussions, and social events, so that first-timers don’t miss out on key moments of the conference.

Networking Opportunities:

The orientation emphasizes the importance of networking and provides attendees with tips on how to connect with other engineers, educators, and professionals. Attendees are encouraged to engage with other new members, the ASEE leadership, and experienced members who can offer advice on making the most of the conference.

Overview of ASEE Resources:

New members and first-time attendees are introduced to the various resources and benefits available through ASEE, such as online journals, professional development programs, special interest groups (SIGs), and divisions.

Information on how to get involved with ASEE committees, working groups, or future events is typically provided, allowing newcomers to understand how they can contribute to the organization.

Tips for Making the Most of the Conference:

The orientation session usually includes advice from experienced ASEE members on how to make the most of the conference. This includes strategies for engaging with content, maximizing networking opportunities, and finding the right sessions and people to meet based on personal interests or career goals.
Welcoming Atmosphere:

The orientation is designed to be informal and welcoming, offering a safe space for attendees to ask questions, voice concerns, and meet others who are also attending for the first time.
New members are made to feel included and supported as they begin their ASEE experience.

Overall Purpose:

The New Members and First-Time Attendees Orientation aims to ensure that newcomers feel confident, informed, and connected as they participate in the ASEE Annual Conference. It helps attendees understand how to navigate the event, take full advantage of the available resources, and engage in meaningful networking opportunities, which are vital for making lasting connections in the engineering education community.

Session Description

The object of the 2025 Two Year College Division Hockey Hat-trick competition is to design and build an autonomous robot that can successfully score hockey goals with 5 pucks initially placed in specific locations on the play field. The robots have a maximum time of 120 seconds in each of their four allotted trials to deliver up to 5 different colored pucks to yellow and green goals, according to the point system described in the ‘Robot Time Trial Scoring’ section of the rules. The robot must begin within an 8” X 12” X 10” high size limit but may expand to any size during a trial.

Moderated by

1. Mr. Philip J. Regalbuto

Session Description

The Focus on Exhibits: Summertime Social is a lively and informal social event designed to foster networking and relationship-building among conference attendees, exhibitors, and sponsors in a relaxed setting. It provides a unique opportunity for participants to unwind, interact, and engage with the various exhibitors and industry professionals who are showcasing their products, services, and innovations in engineering education, all while enjoying a cool glass of lemonade.

Key Features of the Summertime Social:

The event provides attendees with the opportunity to casually mingle, socialize, and connect with other professionals, educators, and exhibitors. This informal setting fosters open conversations and the exchange of ideas.

Exhibitor and Sponsor Interaction:

Exhibitors and sponsors participate in the event, offering attendees the chance to engage directly with companies and organizations that provide tools, technologies, and services related to engineering education.

This interaction allows participants to learn more about the latest products and innovations that can enhance teaching and learning in engineering fields, as well as gain insights into trends in the industry.

Collaborative Networking:

In addition to meeting exhibitors and sponsors, the social provides ample opportunities for conference attendees to meet fellow educators, researchers, and students from diverse backgrounds and institutions.

It’s a great time to discuss key conference topics, share experiences, and brainstorm new ideas in a more relaxed, social environment compared to traditional sessions or workshops.

Community Building:

The Summertime Social is often seen as a highlight of the ASEE Annual Conference’s social calendar. It’s an event that brings together the ASEE community, strengthening relationships among members, fostering new collaborations, and promoting a sense of camaraderie among attendees.

The Focus on Exhibits: Summertime Social is designed to combine the best of both worlds: it offers professional networking and learning opportunities while allowing attendees to unwind and enjoy the social aspects of the ASEE Annual Conference. This event is perfect for making new connections, exploring cutting-edge products and services, and engaging with the broader ASEE community in a relaxed, enjoyable atmosphere.

Session Description

Free ticketed event
Hosted by Immediate Past President Doug Tougaw

The Order of the Tattered Purple Badge – Past President's Dinner is an exclusive event organized by ASEE to honor its past presidents.

The dinner offers a unique opportunity for past leaders to reconnect, share experiences, and discuss the future direction of engineering education.

This ticketed event is exclusively for ASEE past presidents. Attendees will be responsible for their own meal expenses.

Session Description

ASEE President-Elect will take the stage at the Tuesday plenary, offering remarks and recognizing the best Professional Interest Council (PIC); Zone; and Diversity, Equity, and Inclusion papers. Authors will provide short presentations on their papers.

Speaker

1. Dr. Jane Goodyer

   York University

   

   Dr. Jane Goodyer is the Dean of Lassonde School of Engineering at York University in Toronto, Canada, leading an inclusive community of engineers, scientists, and entrepreneurs. Before joining Lassonde in 2018, she held leadership roles at Massey University in New Zealand, where she launched the country’s first Degree Apprenticeship pilot. In 2023, she introduced Canada’s first fully work-integrated degree—the Digital Technologies program—offering a debt-free qualification while students are fully employed.
   A champion for accessible education, Jane founded Lassonde’s k2i academy, which collaborates with schools and industry to transform STEM learning. To date, k2i’s efforts have benefited over 150,000 students, teachers, families and community members, delivering more than 500,000 hours of inclusive learning experiences. With over $8.3 million in funding secured, k2i is committed to real change.
   Recognized for her impact, Jane received an Honorary Doctorate of Technology from Coventry University in 2023. As a first-generation learner, she is committed to breaking barriers and creating pathways for underrepresented groups in STEM.

Session Description

This Distinguished Lecture will encourage attendees to challenge conventional boundaries of engineering by critically examining how racialization, linguistic practices, and cultural contexts shape perceptions of who is considered to "belong" in the field. Focusing on the historical racialization of Latinos/as/xs in the U.S. Southwest, the lecture explores how these dynamics continue to influence the experiences of Latino/a/x students in engineering today. Through a combination of testimonios and the concept of theory in the flesh, the discussion will address the sociohistorical and sociopolitical challenges these students face as they navigate their engineering education. Drawing on Chicana Feminist Epistemology, the lecture highlights how contextual sociocultural and historical factors—often overlooked in traditional Westernized research methods—shape what counts as engineering (i.e., knowledge), who belongs in engineering (i.e., kinship), and who does engineering (i.e., legitimization).

For those interested in: Broadening Participation in Engineering and Engineering Technology

Speaker

1. Dr. Joel Alejandro Mejia

   University of Cincinnati

   Dr. Joel Alejandro (Alex) Mejia is a Professor of Engineering Education and Department Head of the Department of Engineering & Computing Education at the University of Cincinnati. Prior to working in academia, he worked as a project engineer for the Department of Defense, Rio Tinto, and FLSmidth Minerals. Dr. Mejia’s work seeks to analyze and describe the assets, tensions, contradictions, and cultural collisions many Latino/a/x students experience in engineering through pláticas and testimonios. His research has contributed to the integration of critical theoretical frameworks in engineering education to investigate deficit ideologies and their impact on minoritized communities. He is particularly interested in approaches that contribute to a more expansive understanding of engineering in sociocultural contexts, bilingual engineering education, and the impact of critical consciousness in engineering practice. Dr. Mejia received the Presidential Early Career Award for Scientists and Engineers (PECASE) Award in 2025 – the highest honor bestowed by the U.S. government on outstanding scientists and engineers.

Session Description

Free ticketed event
The ASEE Annual Conference Fellows Lunch is a special, invitation-only event that honors the accomplishments of ASEE Fellows—individuals who have made significant, long-term contributions to the field of engineering education. These contributions can span areas such as teaching, research, leadership, and service to the engineering education community. The event celebrates the achievements of these esteemed members and provides a space for them to engage with one another and with other leaders in the field.
Key Features of the ASEE Annual Conference Fellows Lunch:

Celebrating ASEE Fellows:

The Fellows Lunch is dedicated to recognizing the ASEE Fellows, a group of highly respected individuals who have made extraordinary contributions to the field of engineering education. Fellowship is one of the highest honors awarded by ASEE.

The event provides an opportunity for the organization to acknowledge the lifetime achievements of these members, honoring their significant impact on students, institutions, and the broader engineering community.

Networking with Leading Educators:
The Fellows Lunch provides a unique opportunity for attendees to engage in conversation and networking with some of the most respected leaders in the field of engineering education.

Fellows, ASEE leadership, and invited guests share insights, ideas, and experiences, creating an environment of professional camaraderie and mutual respect.

As an invitation-only event, the Fellows Lunch is an exclusive gathering, offering a more meaningful setting for discussions among prominent members of the ASEE community.

A Moment of Reflection and Gratitude:

The lunch is not just a celebration but also a moment of reflection on the history and future of engineering education. The event emphasizes the contributions of ASEE Fellows in shaping the landscape of engineering education over the years.

It’s an opportunity to express gratitude for their dedication, passion, and commitment to improving the field of engineering education and mentoring future generations of engineers.

The lunch also serves to inspire younger or emerging professionals in the field of engineering education. By showcasing the achievements of these seasoned educators, the event encourages the next generation of leaders to continue their own paths of contribution to the engineering education community.

The ASEE Annual Conference Fellows Lunch serves as a moment to honor and recognize the exceptional achievements of ASEE Fellows, who have made significant, lasting contributions to the advancement of engineering education. It provides an opportunity for reflection, networking, and celebrating the dedication of these individuals, fostering an environment of inspiration and gratitude within the ASEE community.

This prestigious event underscores the value of leadership, service, and innovation in the field of engineering education and offers an meaningful setting to connect with the leaders who have helped shape its future.

Session Description

The ASEE Annual Conference Focus on Exhibits Networking Break is a key event during the conference that allows attendees to take a break from the formal sessions while engaging with exhibitors and sponsors in a relaxed and interactive setting. This networking break is designed to foster connections, discussions, and collaborations among conference participants.

The NSF Grantees Poster Session at the ASEE (American Society for Engineering Education) Annual Conference is an event designed to showcase the work of researchers and educators who have received funding from the National Science Foundation (NSF). This session provides a platform for presenting ongoing or completed research projects that are supported by NSF grants, focusing on innovations, findings, and developments in engineering education and research.

During this session, grantees—often faculty, graduate students, or research teams—display their work through posters, which summarize their research methodologies, results, and contributions to the field of engineering education. The posters allow attendees to engage in one-on-one or small group discussions with the researchers, ask questions, and gain deeper insights into the work being presented.

Papers Presented

1. ASEE Faculty Teaching Excellent Task Force: IUSE ICT Capacity Building grant results and Level 1 Registered Engineering Educator Pilot Rollout [view paper]
   Dr. Donald P. Visco Jr. (The University of Akron), Dr. Jenna P. Carpenter (Campbell University), Dr. Elizabeth Litzler (University of Washington), Dr. Douglas Bohl (Clarkson University), Dr. Charles Henderson (Western Michigan University ), Dr. Alan Cheville (Bucknell University), and Dr. Rae Jing Han (University of Washington)
2. Can we improve student success and retention by training undergraduate civil engineering majors in effective self-regulation of learning? (NSF IUSE:EHR ESL Level 1 Grant) [view paper]
   Dr. Ann (Beth) Wittig (City College of New York at City University of New York (CUNY) )
3. Formative Evaluation of REU Site Hosting Community College Students and Funded by NSF REU Program [view paper]
   Dr. Ibrahim F. Zeid (Northeastern University) and Mrs. Claire Duggan (Northeastern University)
4. IUSE Sketchtivity Project Recap: Key Insights, Challenges, and Next Steps for Design Tools [view paper]
   Shiho Nakamura (Georgia Institute of Technology) and Dr. Julie S Linsey (Georgia Institute of Technology)
5. IUSE: Agile Methods Coupled with Project Based Learning to Train Mechanical Engineers in the Era of Industry 4.0 [view paper]
   Dr. Xinghui Zhao (Washington State University), Prof. Hakan Gurocak (Washington State University-Vancouver), and Dr. Kristin Lesseig (Affiliation unknown)
6. IUSE: Applying Scaffolded Projects for the Social Good to Integrate Service-Learning into Software Engineering Education [view paper]
   Dr. Chad A. Williams (Central Connecticut State University), Dr. Stan Kurkovsky (Central Connecticut State University), Nathan Sommer (Xavier University), and Prof. Mikey Goldweber (Denison University)
7. IUSE: Engaging Non-Computing Majors in Hands-on Data Science Learning through a Web-based Learning Platform [view paper]
   Dr. Xumin Liu (Rochester Institute of Technology)
8. IUSE: Non-Traditional Engineering Students: Lived Experience and Classroom Engagement [view paper]
   Dr. Ean H Ng (Oregon State University), Dr. Ganapathy S Natarajan (University of Wisconsin - Platteville), and Ingrid Scheel (Oregon State University)
9. IUSE: Research on Generative Design Thinking: Design Cognition, Tools, and Education [view paper]
   John Zachary Clay (University of Texas at Austin), Dr. Molly H Goldstein (University of Illinois Urbana-Champaign), Dr. Charles Xie (Affiliation unknown), Dr. H. Onan Demirel (Oregon State University), and Dr. Zhenghui Sha (University of Texas at Austin)
10. IUSE:HSI: A NetLogo-based Approach to Predictive Estimation of Student Performance and Corresponding Tutoring Demand within STEM Undergraduate Courses [view paper]
    Mr. Paul Amoruso (University of Central Florida), Ivan Garibay (University of Central Florida), Dr. Joel Alejandro Mejia (University of Cincinnati), Dr. Laurie O Campbell (University of Central Florida), florencio Eloy Hernandez (Texas A&M University - Corpus Christi), and Dr. Ronald F. DeMara P.E. (University of Central Florida)
11. Integrating Generative AI into an Upper Division STEM Writing and Communications Course (IUSE) [view paper]
    Dr. Tamara Powell Tate (University of California, Irvine), Beth Harnick-Shapiro (University of California, Irvine), Mark Warschauer (University of California, Irvine), and Waverly Tseng (University of California, Irvine)
12. Making Nuclear Magnetic Resonance Resonate with Students: An NSF-IUSE Project that Aims to Integrate NMR into the Undergraduate Curriculum [view paper]
    Dr. Merideth Frey (Sarah Lawrence College), Dr. Dedra Demaree (Blue Ridge School), David Gosser (Affiliation unknown), and Colin David Abernethy (Affiliation unknown)
13. NSF IUSE 2315777: Training engineering students to be better learners: a course-integrated approach [view paper]
    Dr. Huihui Qi (University of California, San Diego), Celeste Pilegard (University of California, San Diego), Dr. Minju Kim (University of California, San Diego), Dr. Saharnaz Baghdadchi (University of California, San Diego), Prof. Curt Schurgers (University of California, San Diego), Dr. Alex M. Phan (University of California, San Diego), and Dr. Marko Lubarda (University of California, San Diego)
14. NSF IUSE HSI Implementation and Evaluation Project: The Freshman Year Innovator Experience (FYIE): Bridging the URM Gap in STEM. [view paper]
    Dr. Noe Vargas Hernandez (The University of Texas Rio Grande Valley), Dr. Javier A. Ortega (Affiliation unknown), Dr. Arturo A Fuentes (The University of Texas Rio Grande Valley), Dr. Eleazar Marquez (The University of Texas Rio Grande Valley), and Dr. Pierre Lu (The University of Texas Rio Grande Valley)
15. NSF IUSE Integrating Sociotechnical Issues in Electrical Engineering Starting with Circuits: Year 2 [view paper]
    Dr. Susan M Lord (University of San Diego) and Dr. Cynthia J. Finelli (University of Michigan)
16. NSF RET: Empowering STEM Educators and Revitalizing Manufacturing in the U.S. Midwest [view paper]
    Dr. Md B. Sarder (Bowling Green State University)
17. NSF S-STEM: Advancing STEM Undergraduate Success and Persistence through Scholarship, Mentorship, and Increased Sense of Belonging [view paper]
    Dr. Jen-Mei Chang (California State University, Long Beach), Dr. Jelena Trajkovic (California State University Long Beach), and Dr. Gino Galvez (California State University, Long Beach)
18. Prospective Elementary Teachers Design Models to Explain Phenomena DUE IUSE [view paper]
    Dr. Jaclyn K. Murray (Mercer University) and Alex St Louis (Mercer University)
19. RET: Year One Lessons-Learned from a Sensing and Measurement Focused Site for Middle School Math and Science Teachers [view paper]
    Dr. Todd Freeborn (The University of Alabama), Erika Machan Steele (The University of Alabama), and Chris Smith Crawford (The University of Alabama)
20. REU SITE: Interdisciplinary Research to Address Microplastics in the Gulf Coast Region [view paper]
    Dr. Shenghua Wu (University of South Alabama), Prof. Jinhui Wang (University of South Alabama), and Melike Dizbay-Onat (University of South Alabama)
21. REU: Outcomes and Lessons Learned After Organizing a Summer REU Program a Dozen Times over 17 Years [view paper]
    Dr. Laila Guessous (Oakland University) and Dan DelVescovo (Oakland University)
22. Research Experiences for Undergraduate Students in Computational Sciences and Engineering through an NSF Funded REU Site [view paper]
    Dr. Vassilios Tzouanas (University of Houston-Downtown), Dr. Henry Clyde Foust (University of Houston - Downtown), Dvijesh J Shastri (University of Houston - Downtown), Emre Yilmaz (Affiliation unknown), and Mahmud Hasan (University of Houston - Downtown)
23. Two Years of Lessons Learned from an NSF-IUSE Funded Vertically Integrated Projects (VIP) Program at University of Memphis [view paper]
    Craig O. Stewart (University of Memphis), Dr. Chrysanthe Preza (The University of Memphis), and Dr. Stephanie S Ivey (The University of Memphis)
24. A Re-imagined First-Year Engineering Program—FYE2.0 [view paper]
    Dr. Sheryl A. Sorby (University of Cincinnati), Dr. Muhammad Asghar P.E. (University of Cincinnati), Dr. Gregory Warren Bucks (University of Cincinnati), Jeremy Michael Olivar Hill (University of Cincinnati), Dr. Jeff Kastner (University of Cincinnati), Prof. Teri J Murphy (University of Cincinnati), and Dr. David Reeping (University of Cincinnati)
25. Cultivating Student Development Through Student-Designed Soft Robotics Learning Modules [view paper]
    Joseph Richard Midiri (Rowan University), Dr. Cassandra Sue Ellen Jamison (Rowan University), Dr. Smitesh Bakrania (Rowan University), Prof. Wei Xue (Rowan University), and Dr. Mitja Trkov (Rowan University)
26. Developing the Next Generation of STEM Innovators: RET Site in Manufacturing Simulation and Automation at the University of Louisville [view paper]
    Dr. Faisal Aqlan (University of Louisville)
27. IUSE: Using Strategic Planning to Drive Curriculum and Cultural Change [view paper]
    Dr. Donald R. Webster (Georgia Institute of Technology), Dr. Adjo A Amekudzi-Kennedy (Georgia Institute of Technology), and Dr. Robert Benjamin Simon (Georgia Institute of Technology)
28. NSF IUSE: Art + Engineering: Translating Local Mineral Research to a High School Classroom [view paper]
    Dr. Katrina Donovan (South Dakota School of Mines and Technology) and Dr. Jon J Kellar (South Dakota School of Mines and Technology)
29. NSF REU Site: Developing the Entrepreneurial Mindset in Engineering Students through Energy-Focused New Product Development [view paper]
    Dr. Lisa Bosman (Purdue University) and Rhea Dutta (Affiliation unknown)
30. RET: Acquisition and Retainment of Semiconductor Knowledge among K-12 STEM Teachers [view paper]
    Haniye Mehraban (Oklahoma State University), Dr. Jennifer Dawn Cribbs (Oklahoma State University), Erin Dyke (Oklahoma State University), Dr. James Stine (Oklahoma State University), and Dr. John Hu (Oklahoma State University)
31. Reinforcing curricular interventions in data science through an experiential learning internship program (NSF IUSE [GRANT NUMBER]) [view paper]
    Prof. Petra Bonfert-Taylor (Dartmouth College), Dr. Laura E. Ray (Dartmouth College), and Scott Pauls (Dartmouth College)
32. Advancing Wind Energy Research and Education through the Great Lakes Wind Energy Challenges REU Site Program [view paper]
    Dr. Wei Zhang (Texas Tech University) and Prof. Xiong Yu (Affiliation unknown)
33. Building Engineering Leaders: Pairing Leadership Coursework with Service Learning - NSF DUE #2012339 [view paper]
    Dr. Marianna Savoca (Stony Brook University), Dr. Monica Bugallo (Stony Brook University), Diana Voss (Stony Brook University), and Urszula Zalewski (Stony Brook University)
34. Infusing System-Level Thinking and Analytics into the Undergraduate Curriculum to Create 21st Century Civil & Environmental Engineers. [view paper]
    Christina Cercone (Manhattan College), Medya Fathi (Manhattan University), Matthew Volovski (Manhattan College), and Dr. JUNESEOK LEE (Manhattan University)
35. MERGE: Multiphysics-Enriched Mixed Reality for Geotechnical Engineering Education [view paper]
    LuoBin Cui (Rowan University), Dr. Ying Tang (Rowan University), and Mr. Chenchen Huang (Rowan University)
36. Mentoring You Supports My Development as a Professional Engineer: How Peer Mentors Benefit from Mentoring Peers [view paper]
    Dr. Louis S. Nadelson (University of Central Arkansas) and Dr. Pamela L Dickrell (University of Florida)
37. Multiple Representations of Learning in Dynamics and Control: Exploring the Synergy of Low-Cost Portable Lab Equipment, Virtual Labs, and Artificial Intelligence within Student Learning Activities; NSF IUSE Level 2, Award No: 2336998 [view paper]
    Dr. Ayse Tekes (Kennesaw State University), Dr. Tris Utschig (Kennesaw State University), and Coskun Tekes (Affiliation unknown)
38. NSF-Supported DUE: Introducing Robotics through a Weaving-Based Undergraduate Curriculum: Towards Breaking STEM Stereotypes [view paper]
    Samantha Speer (Carnegie Mellon University), Dr. Melisa Orta Martinez (Carnegie Mellon University), Dr. Kylie Peppler (University of California, Irvine), Olivia Robinson (Carnegie Mellon University), Dr. Joey Huang (North Carolina State University), Nickolina Yankova (Affiliation unknown), and Santiago Ojeda-Ramirez (University of California, Irvine)
39. Reflection on Outcomes Data from Eight Years of a Summer REU Site in Systems Bioengineering and Biomedical Data Sciences [view paper]
    Dr. Timothy E. Allen (University of Virginia)
40. REU Site: Undergraduate Research Experiences on Resilient and Sustainable Infrastructure Systems in Smart Cities [view paper]
    Dr. Allison Mackay (The Ohio State University), Prof. Jieun Hur P.E. (The Ohio State University), Dr. Julie P Martin (University of Georgia), and Mrs. Jennifer Brown (Clemson University)
41. What Do Students Remember and Take Away from An Ecological Belonging Intervention Designed to Address Equity Gaps for Women and Black, Latiné, and Indigenous Students in Engineering? [view paper]
    Dr. Linda DeAngelo (University of Pittsburgh), Dr. Allison Godwin (Cornell University), Mr. Matthew Bahnson (Purdue University at West Lafayette (COE)), Dr. Danielle V. Lewis (University at Buffalo ), Prof. Natascha Trellinger Buswell (University of California, Irvine), Erica McGreevy (University of Pittsburgh), Dr. Christian D Schunn (University of Pittsburgh), Eric Trevor McChesney (University of Pittsburgh), Blayne D. Stone (University of Pittsburgh), Liwei Chen (University of Pittsburgh), Carlie Laton Cooper M.Ed. (University of Georgia), Spencer Currie (University of California, Irvine), Charlie Díaz (University of Pittsburgh), Gerard Dorvè-Lewis (University of Pittsburgh), Rachel Kelly Forster (University of Pittsburgh), Kevin Jay Kaufman-Ortiz (Purdue University/Cornell University), Melissa Lepe (University of California, Irvine), and Kelly Tatone (University of Pittsburgh)
42. What Works in Implementing EBIPs? Faculty Experiences of Contextual Barriers and Strategies to Overcome Them [view paper]
    Dr. Maya Menon (New Jersey Institute of Technology), Stephanie Adams (Oregon State University), Dr. Prateek Shekhar (New Jersey Institute of Technology), Dr. Shane A. Brown P.E. (Oregon State University), and Jeff Knowles (Oregon State University)

Session Description

Several shifts have occurred in engineering education in the US since the first program at the US Military Academy at West Point in 1802. Major shifts between 1802 and 2012 included (1) a shift from hands-on and practical emphasis to engineering science and analytical emphasis, (2) a shift to outcomes-based education and accreditation, (3) a shift to emphasizing engineering design (4) a shift to applying education, learning, and social-behavioral sciences research, and (5) a shift to integrating information, computational, and communications technology in education. These shifts are described and their implications are explored from both a national and a personal perspective. More recent shifts including (6) a shift to (emergency) remote learning due to the Covid-19 pandemic, and (7) a shift to emphasizing justice, equity, diversity, and inclusion as well as current and emerging shifts are discussed.

For those interested in: Advocacy and Policy and Broadening Participation in Engineering and Engineering Technology

Moderated by

1. Dr. Alejandra J. Magana and Dr. Bruce Carroll

Speaker

1. Dr. Karl A Smith

   University of Minnesota - Twin Cities

   Karl A. Smith is Emeritus Cooperative Learning Professor of Engineering Education, School of Engineering Education, at Purdue University. He is also Emeritus Professor of Civil, Environmental, and Geo- Engineering, Morse-Alumni Distinguished University Teaching Professor, and Faculty Member, Technological Leadership Institute at the University of Minnesota. He joined the University of Minnesota in 1972 and started his academic career as a materials processing engineering researcher. In 1991 he changed careers to focus on engineering education research and in 2006 he accepted a part time position as Cooperative Learning Professor, School of Engineering Education, Purdue University to help start the engineering education PhD program in the College of Engineering. His research and development interests include building research and innovation capabilities in engineering education; faculty and graduate student professional development; and the role of cooperation in learning and design. Karl has over 40 years of experience working with faculty to redesign their courses and programs to improve student learning. He adapted the cooperative learning model to engineering education and has helped many faculty and graduate students with implementation. He wrote or co-wrote eight books including How to model it: Problem solving for the computer age, Cooperative learning: Increasing college faculty instructional productivity, New paradigms for college teaching, Strategies for energizing large classes: From small groups to learning communities, Active learning: Cooperation in the college classroom, and Teamwork and project management. His bachelor’s and master’s degrees are in metallurgical engineering from Michigan Technological University and his Ph.D. is in educational psychology from the University of Minnesota.

Session Description

Free ticketed event
Many thousands of colleges and universities worldwide have committed to becoming carbon-neutral in their own operations in the next decade or two. Despite these commitments, most institutions are struggling to implement them at the scale and speed needed to meet these challenging targets. There are, however, some examples of colleges successfully planning and achieving breakthrough economic, energy and climate performance in less than a decade. The common factors that enabled this rapid decarbonization to not only be planned but also implemented will be explored, along with how these experiences can inform and accelerate the energy transition of similar institutions and the wider community.

Similarly, there are hundreds of communities in the USA and beyond that have committed to becoming carbon neutral and climate resilient by 2050 or earlier, along with capturing substantial economic and social benefits. All are struggling to implement the energy transition measures at the necessary scale and speed to meet their own goals. A large part of this challenge can be attributed to the needs for new skills across
a wide range of roles within these communities.

Colleges and universities are under growing pressure to respond to the rapidly changing demands for more and new skills needed to reduce the world’s energy-related greenhouse gas emissions to zero in less than 30 years. They have a key role in the reskilling of the workforce to support the global transition to carbon-free energy systems.

The lecture will explore how colleges and universities could adapt their educational offering to develop the transformed skills and resources needed to accelerate community energy transitions, including using successfully decarbonized campuses as “living classrooms” and continuously drawing on global experiences and resources.

For those interested in: Academia-Industry Connections, Advocacy and Policy, and Broadening Participation in Engineering and Engineering Technology

Moderated by

1. Dr. Lynn A. Albers

Speaker

1. Peter John Garforth

   Peter Garforth is Principal of a specialist consultancy based in Toledo, Ohio, and Brussels, Belgium. He is also a founding board member of an affiliate consultancy in Guelph, Ontario. He advises major companies, cities, communities, colleges, property developers and policymakers on developing competitive approaches that reduce the economic and environmental impact of energy use. His specialty has been in profitable business development implementing energy productivity. He effectively strives to ensure that any recommended investment approach has a sound business basis and reflects the larger movements in the rapidly transitioning energy market. Peter is well-connected in the energy productivity business and regulatory community around the world.
   Peter has long been interested in energy productivity and sustainability and has a considerable track record establishing successful businesses and programs in the United States, Canada, Europe, Indonesia, India, Brazil, China, Japan and elsewhere. He has held senior management roles around the world at Honeywell, Landis & Gyr (now Siemens) and was Vice-President of Strategy for Owens Corning, the largest U.S. manufacturer of insulation and other materials.
   Because of his reputation in the energy community, Peter is often asked to provide quotes and interviews as a subject matter expert on the topic. He is also a published author and has contributed monthly columns to Plant Services magazine as the “Energy Expert”. Peter is a long-standing member and contributor to American Energy Engineers (AEE) where he was inducted as a “Legend in Energy” in 2005 and recently as an “AEE Fellow”. Peter was invited as a Guest Lecturer at IUPUI where, with the School of Graduate Studies, he co-designed and led the course "Economic & Business Aspects of Energy - A Global View".

Session Description

The ASEE Annual Conference Focus on Exhibits Networking Break is a key event during the conference that allows attendees to take a break from the formal sessions while engaging with exhibitors and sponsors in a relaxed and interactive setting. This networking break is designed to foster connections, discussions, and collaborations among conference participants.

The NSF Grantees Poster Session at the ASEE (American Society for Engineering Education) Annual Conference is an event designed to showcase the work of researchers and educators who have received funding from the National Science Foundation (NSF). This session provides a platform for presenting ongoing or completed research projects that are supported by NSF grants, focusing on innovations, findings, and developments in engineering education and research.

During this session, grantees—often faculty, graduate students, or research teams—display their work through posters, which summarize their research methodologies, results, and contributions to the field of engineering education. The posters allow attendees to engage in one-on-one or small group discussions with the researchers, ask questions, and gain deeper insights into the work being presented.

Session Description

Ticketed event: $60.00 advanced registration and $70.00 on site registration
The ASEE Annual Conference Awards Lunch is a prestigious event held during the conference to celebrate and honor outstanding achievements in the field of engineering education. It is a key gathering that brings together ASEE members, educators, researchers, and professionals to recognize individuals and organizations that have made significant contributions to the advancement of engineering education.

Key Features of the ASEE Annual Conference Awards Lunch:

Recognition of Excellence:

The Awards Lunch is a formal occasion where ASEE presents its most prestigious awards to individuals and groups who have demonstrated exceptional achievements in engineering education.

Categories of awards typically include honors for teaching excellence, research contributions, innovation in engineering education, leadership, diversity, and service to the engineering education community.

It is a highly anticipated event, as it provides a moment to acknowledge the dedication and hard work of individuals who have significantly contributed to the advancement of engineering education.

Networking and Connection:

While the focus is on awards, the lunch also serves as a networking opportunity for attendees to connect with colleagues, ASEE leadership, and other influential figures in the field of engineering education.
Awardees are often invited to interact with guests and share their experiences, providing inspiration and fostering connections among educators, researchers, and professionals in the engineering education community.

Celebration of ASEE’s Impact:

The Awards Lunch is also a celebration of ASEE’s role in shaping the future of engineering education. By recognizing outstanding contributions, ASEE highlights its commitment to promoting excellence, innovation, and diversity in engineering education across various institutions and disciplines.

The event underscores the collective efforts of the ASEE community in fostering advancements that benefit engineering students, educators, and the broader global community.

The ASEE Annual Conference Awards Lunch is an essential event that provides an opportunity to publicly honor and celebrate the outstanding contributions of individuals and organizations to the field of engineering education. It fosters a sense of community, pride, and inspiration among ASEE members, while highlighting the transformative impact of those recognized at the lunch.

The event is both a formal ceremony and a social gathering, creating a space where attendees can celebrate achievements and reflect on the future of engineering education.

Speaker

1. Prof. Amy Slaton

   Drexel University

   Amy E. Slaton is a professor emerita in the Department of History. Professor Slaton holds a PhD in the History and Sociology of Science from the University of Pennsylvania and has taught courses in the history of American science, technology and architecture, as well as in U.S. labor history and race relations. Slaton directed Drexel's Master's Program in Science, Technology and Society from 2001 to 2009 and has been a visiting associate professor at Haverford College.

   Slaton has long been interested in the social character of technical expertise and work. She has written on the history of building technologies and materials testing, with a focus on who gets credit when things go well, and who gets blamed when structures and materials fail. Her book, "Reinforced Concrete and the Modernization of American Building, 1900-1930" (Johns Hopkins University Press, 2001), integrated the histories of materials testing, construction labor, building codes and standards, and aesthetic change surrounding the introduction of commercial reinforced concrete in the United States. Slaton is also interested in understandings of technical aptitude in American manufacturing and engineering more generally, with particular emphasis on the role of race. Her most recent book is "Race, Rigor, and Selectivity in U.S. Engineering: The History of an Occupational Color Line" (Harvard University Press, 2010).

   Slaton produces the website, amyeslaton.com centered on equity in technical education and workforce issues, and her commentaries have appeared in Inside Higher Ed, the Philadelphia Inquirer, and other outlets. Her current book project is "All Good People: Diversity, Difference and Opportunity in High-Tech America", under contract with MIT Press. She is co-editor, with Tiago Saraiva, of the international journal, History+Technology.

Session Description

The ASEE Annual Conference President's Farewell Reception caps off another dynamic conference. It offers an opportunity for attendees to come together and reflect on the conference experience while also bidding farewell to the outgoing ASEE President Grant Crawford.

This event serves as a way to honor the leadership of President Crawford and Pass the Gavel to President-Elect Christi Patton-Luks, marking the conclusion of another successful conference.