2026 ASEE Annual Conference & Exposition

Reimagining Manufacturing Education: Strategies to Engage First-year Engineering Students in Manufacturing Career Opportunities

Manufacturing is critical to the U.S. economy; however, it continues to face negative perceptions among young people, including engineering students. Despite industry advancements, many students still view manufacturing as outdated, low-skill work, largely due to limited exposure to modern practices, and many believe that it primarily pertains to specific engineering fields. This opinion paper introduces an educational approach we took to address these misconceptions and proposes direction for future efforts. To address the misconceptions of students, we introduced approaches, such as interactive guest lectures and hands-on data analysis in our first-year general engineering course. The guest lecturer elucidated on the collaborative nature of manufacturing, where teamwork across various engineering disciplines, such as materials engineering, computer engineering, and industrial engineering, drives innovation. Students also had chances to analyze manufacturing data for optimization purposes to explore different aspects of manufacturing. While some students remained uncertain about pursuing careers in manufacturing, they articulated a newfound appreciation for the field's relevance, complexity, and the diverse career paths it offers, including sustainability and process optimization. The instructional team’s observation of the student’s reaction revealed a transformative shift in their understanding of manufacturing. Students expressed surprise at advanced technologies such as metal 3D printing and powder bed fusion, recognizing the critical role engineers play in designing and optimizing these processes.
In addition to what we already tried in our classroom, as potential future approaches, we recommend future expansions into AR/VR applications, industry collaborations, and immersive project-based experiences to better introduce manufacturing to engineering students. These approaches aim to develop both technical competence and interdisciplinary thinking, essential for success in modern manufacturing. Furthermore, this paper will discuss actionable strategies for educators and industry leaders to inspire students, including manufacturing expos, mentorship programs, and integrated internships, all designed to bridge the gap between classroom learning and real-world applications. This study calls on educators and industry partners to reframe the narrative around manufacturing careers. By providing students with modern, engaging, and globally relevant learning experiences, we can spark sustained interest in manufacturing and prepare future engineers with the skills needed to thrive.

Authors

Mr. Kabiru Adeseun Okegbenro Virginia Polytechnic Institute and State University [biography]

Kabiru Okegbenro is a Ph.D. student in Engineering Education at Virginia Tech, with a robust background in Technology Education (Building and Woodwork Technology). His research focuses on workforce development in engineering, and ethical way AI can be used in educational practices and professional training. Kabiru is passionate about investigating how engineering graduates can successfully transition into the professional world. His work examines the key factors that influence employability, workforce readiness, career progression, and long-term success in engineering fields.
Through collaboration with educational institutions, industry partners, and policymakers, he aim to enhance curricula, foster professional skills, and create pathways that empower graduates to thrive in their careers. Through his research and community engagement, he aims to bridge the gap between engineering education and workforce needs, promoting ethical and inclusive lifelong learning pathways for diverse engineering professionals.
Mr. Aaroh Swarup http://orcid.org/0000-0002-2316-517X Virginia Tech [biography]

Aaroh Swarup is a Graduate Teaching Assistant in the Department of Engineering Education at Virginia Tech, where he supports instruction in Foundations of Engineering (ENGE 1215). His research interests focus on engineering education, workforce development, and early exposure to manufacturing and technology-oriented careers. Prior to joining Virginia Tech, Aaroh served as Head of International Affairs at the Indian Society for Trenchless Technology (IndSTT), where he worked on technical training and industry-academia collaboration initiatives. His academic background bridges construction engineering management and manufacturing education, and his current work explores how early experiential learning and career-oriented interventions shape student perceptions of engineering pathways.
Dr. Dayoung Kim Virginia Polytechnic Institute and State University [biography]

Dr. Dayoung Kim is an Assistant Professor in the Department of Engineering Education (College of Engineering) at Virginia Tech and a Director of the LABoratory for Innovative and REsponsible ENgineering workforce (LAB-IREEN). She also serves as an Executive Committee Member and Affiliate Faculty of the Center for Future Work Places and Practices (CFWPP). Her Engineering Practice research examines the practice of engineers across a range of employment settings, including business organizations – from startups to large, established firms – and government agencies. Building on insights from this work, her Engineering Workforce Development research focuses on developing the future engineering workforce capable of contributing innovatively and responsibly within their own contexts. Across her research, teaching, and service, she aims to bridge academia, industry, and government by translating insights from engineering practice into scalable systems for education, workforce development, and science and technology policy. She received her Ph.D. in Engineering Education from Purdue University and her B.S. and M.S. in Chemical Engineering from Yonsei University and Purdue University, respectively. She was the 2022 Christine Mirzayan Science & Technology Policy Graduate Fellow at the National Academies of Sciences, Engineering, and Medicine (NASEM).
Hulya Dogan Virginia Polytechnic Institute and State University

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