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is professor in the Materials Science Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of introductory materials engineering, polymers and composites, and capstone design. His research interests include evaluating conceptual knowledge, misconceptions and technologies to promote conceptual change. He has co-developed a Materials Concept Inventory and a Chemistry Concept Inventory for assessing conceptual knowledge and change for introductory materials science and chemistry classes. He is currently conducting research on NSF projects in two areas. One is studying how strategies of engagement and feedback with support from internet tools and resources affect conceptual change and associated impact on students' attitude, achievement, and persistence. The other is on the factors that promote persistence and success in retention of undergraduate students in engineering. He was a coauthor for best paper award in the Journal of Engineering Education in 2013. Dr. Cindy Waters, North Carolina A&T State UniversityHer research team is skilled matching these newer manufacturing techniques to distinct material choices and the unique materials combination for specific applications. She is also renowned for her work in the Engineering Education realm working with faculty motivation for change and re-design of Material Science courses for more active pedagogies • Student advising and course integration in sustainable concepts and life cycle analysis and material selection considerations.• Innovations in teaching: used innovative teaching methods to enhance the learning experience through introducing problem based case learning techniques in classes and course structure; presentation of paper in National Educators Workshop. Dr. Eugene Judson, Arizona State UniversityEugene Judson is an Associate Professor of for the Mary Lou Fulton Teachers College at Arizona State University. His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. He is a co-developer of the Reformed Teaching Observation Protocol (RTOP) and his work has been cited more than 1500 times and his

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He teaches in the areas of bridging engineering and education, capstone design, and introductory materials science and engineering. His research interests include strategies for web-based teaching and learning, misconceptions and their repair, and role of formative feedback on conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is currently conducting research on web-based tools for teaching and learning, misconceptions and strategies and tools to promote conceptual change in materials courses. Dr. Dale R Baker, Arizona State University Dale Baker is the 2013 awardee of the National Association for Research in ScienceTeaching Distinguished Contributions to Science Education Through Research Award for her work on equity. She is also a fellow of the American Association for the Advancement of Science and the American Educational Research Association. In additon to equity issues in science, her research has focused on engineering education and teacher professional development.

Presented in this paper is a treatise of real methods, goals and accomplishments that have been achieved through liaison work between industry and engineering education at the Oregon Institute of Technology. This project shows clearly the role of industry and how mutual benefits can be continually achieved for both the industries involved and the engineering educational community. The project highlights include: • Discussions on the OIT satellite campus at Boeing • The many positive benefits of an Industry Advisory Board • Discussions of how to develop industrial connections and relationships • Illustrations of how to integrate and streamline the process of articulation work at the community colleges and making connections with local industries • Examples of how to achieve maximal success from industry input on curriculum development, program improvement and laboratory enhancement • Illustrations of how to develop internships with industry partners • Deliberations on how industry can help to accelerate the global connection for engineering education • Real world cases of the positive improvements for industry, educational institutions and communities that result from collaboration between industry and engineering education Presented in this paper are actual experiences and examples of how a technical institution and faculty have mutually benefited, with industrial partners from ongoing relationships and programs that have successfully worked to improve the quality and direction of technology today. This project shows how students benefit from improving the general pool of engineering knowledge and providing better tools to compete in the global market place. Hands-on business experience and skills are imparted by mentoring relationships and students are networked earlier forging stronger foundations for their careers. This model can also be adapted at other institutions that are willing to reach out and think globally.