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2026 ASEE Annual Conference & Exposition

Engineering Librarians' Strategic Role: Bridging Industry AI Expectations and Educational Practice

Presented at Engineering Libraries Division (ELD) Technical Session 1

Engineering educators face a critical question: which AI competencies do engineering industries expect from graduates? While engineering programs increasingly incorporate AI tools and machine learning concepts, they focus primarily on technical proficiency rather than the critical evaluation, validation, and ethical reasoning that industry practitioners prefer. Academic engineering librarians are uniquely positioned to bridge this gap through their expertise in critical evaluation, information literacy, and embedded instruction. This study identifies the competency gap through parallel analysis of industry practice and current educational approaches. Our methodology employs a two-stage comparative analysis: (1) We conduct a qualitative analysis of case studies, technical reports, and internal documentation from civil, mechanical, and chemical engineering sectors, documenting how AI is deployed in both R&D and professional practice. (2) We systematically examine recent literature to assess current AI-related instruction in engineering curricula. This approach enables us to identify specific gaps between industry expectations and educational practice. We then synthesize these findings into a competency-to-intervention framework that maps identified industry needs to specific librarian instructional capabilities, including embedded course modules on AI validation and ethics, discipline-specific workshops using case studies, and collaborative development of AI literacy instruction with engineering faculty. This framework provides engineering librarians with both evidence-based justification for expanded instructional roles and practical tools for immediate curricular integration, thereby preparing students for an AI-enabled workforce.

Authors

Ms. Joanne Dera http://orcid.org/0009-0002-9057-4931 Rutgers, The State University of New Jersey [biography]

Joanne Dera has a BS in Mechanical Engineering from Iowa State University and an MLIS in Library and Information Science from Rutgers University. She is currently the Science Librarian and an Assistant Professor in the Library Faculty at Rutgers University-Newark. She is also a member of the Rutgers Research Support Services Artificial Intelligence Team. Having worked as a licensed Professional Engineer in the electric power industry, she understands what industry expects of new engineers and uses her practical experience in both engineering and higher education to improve information literacy and
research skills of STEM students before they embark on their professional careers.
Ms. Jill Lagerstrom http://orcid.org/0000-0003-2182-5119 New Jersey Institute of Technology [biography]

Jill Lagerstrom is a STEM librarian dedicated to humanizing online education through thoughtful, inclusive instructional design. While her early career focused heavily on STEM research metrics, her current work emphasizes developing digital frameworks that seamlessly integrate library services with modern pedagogical strategies. By prioritizing user-centered learning, she equips students and faculty with the accessible, engaging tools needed to effectively navigate complex information ecosystems.
Dr. Ashish D Borgaonkar http://orcid.org/https://0000-0003-3375-889X New Jersey Institute of Technology [biography]

Dr. Ashish D. Borgaonkar is an Assistant Professor of Engineering Education at New Jersey Institute of Technology’s (NJIT) Newark College of Engineering (NCE) located in Newark, New Jersey. His primary research focuses on the translation of advanced research topics and novel technology, including AI, into engineering education and curriculum, as well as preparing the next-generation STEM workforce through student academic enrichment and workforce development training programs. For this, he has received multiple federal, state, local, and foundation grants. In addition, he has also been involved in sponsored research projects in water and wastewater treatment, waste management, transportation engineering, civil infrastructure, and stormwater management for flood and pollution control. He is the Founding Director of NJIT's Grand Challenges Scholars Program, endorsed by the National Academy of Engineering. He has also worked on several research projects, programs, and initiatives to help students bridge the gap between high school and college as well as to prepare students for the rigors of mathematics. He has developed and taught several engineering courses, primarily in first-year engineering, civil and environmental engineering, and general/interdisciplinary engineering. He has won multiple awards for excellence in instruction and service; most recently, the ASEE-MAS 2025 Distinguished Teaching Award, the Excellence in Faculty Mentoring Award, the Excellence in Lower Division Undergraduate Instruction Award, and the Saul K. Fenster Award for Innovation in Engineering Education.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 21, 2026, and to all visitors after the conference ends on June 24, 2026

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