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"Servingness as Bridging Research and Practice in Engineering Education"


January 13-16, 2025

The University of Texas at El Paso

El Paso Texas, United States

Welcome Statement

Welcome to the web-presence of the REES 2025 Symposium. We look forward to inviting you all to the wonderful city of El Paso and the campus of the University of Texas at El Paso, TX, USA. The symposium welcomes ALL papers covering the wide area of engineering education research inviting all research methodologies ranging from quantitative, qualitative, mixed and AI/Machine Learning. Given the theme of the symposium we are particularly interested in studies addressing topics of servingness.


Submit  Your Abstract by April 19, 2024


Submit Abstract

Key Dates for Papers

Submit Abstract


  • Abstract Submission Deadline: April 19, 2024
  • Notification of Acceptance: May 1, 2024
  • Paper Submission Deadline: June 30, 2024
  • Notification of Paper Acceptance: August 15, 2024
  • Conference Dates: January 13 - 16, 2025

Key Dates for Workshops

  • Workshop Submission Deadline: June 30, 2024
  • Notification of Paper Acceptance: Agusut 15, 2023
  • Conference Dates: January 13 - 16, 2025

Key Dates for Pre-Conference

The application process for the Pre-Conference Doctoral Symposium and the Workshop for Engineering Faculty Adding Engineering Education Research will be announced in August 2024.


"Servingness as Bridging Research and Practice in Engineering Education"


This event seeks to explore the multifaceted ways in which servingness can bridge the gap between theoretical research and practical applications in the field of engineering education. Servingness* denotes the idea that we do not only enroll students in our institutions, we actually serve students and support them in meaningful ways that are mindful of the students’ unique perspectives, cultural backgrounds and needs.


*Read More:

Garcia, G. A., Núñez, A. M., & Sansone, V. A. (2019). Toward a multidimensional conceptual framework for understanding “servingness” in Hispanic-serving institutions: A synthesis of the research. Review of Educational Research, 89(5), 745-784.

Garcia, G. A. (2019). Defining “servingness” at Hispanic-serving institutions (HSIs): Practical implications for HSI leaders. American Council on Education.

Organizing Committee


Johannes Strobel, Ph.D.


Peter Golding, Ph.D., C.P. Eng., F.I.E.Aust.


Elizabeth Flores Finance
Ileana Rojas Website
Marcus Gay Assistant Director Research Support

Co-Chairs - Scientific Committee


Maartje Van Den Bogaard, Ph.D., F.SEFI


Diane Golding, Ed.D.



Camilo Vieira, Universidad del Norte, Chile

PK Imbrie, University of Oklahoma, USA

Ed Berger, Purdue University, USA

Laura MacDonald, University of Colorado, Boulder, USA

Kerrie Douglas, Purdue University, USA

Arunkumar Pennathur, University of Texas at El Paso, USA

Priyadarshini Pennathur, University of Texas at El Paso, USA

Tom Goldfinch, The University of Sydney, Australia

Preethi Baligar, KLE Technological University, India

Diana Bairaktarova, Virginia Tech, USA

Diana Martin, University College London, England

Jiabin Zhu, Shanghai Jiao Tong University, China

Olga Kosheleva, University of Texas at El Paso, USA

Christina Covertino, University of Texas at El Paso, USA

Sohum Sohoni, Milwaukee School of Engineering, USA

Monica Cardella, Florida International University, USA

David Carrejo, University of Texas at El Paso, USA

Rohit Kandakatla, KG Reddy College of Engineering, India

Emily Dringenberg, Ohio State University, USA





Jonte Bernhard, Linköping University, Sweden

Khairiyah Mohd Yussuf, Purdue University, USA

John Mitchell, University College London, England

Shannon Chance, TU Dublin, Ireland

So Yoon Yoon, University of Cincinnati, USA

Robin Clark, The University of Warwick, England

Tim Drysdale, University of Edinburgh, Scotland

Maura Borrego, University of Texas, Austin, USA

Justin Hess, Purdue University, USA

Faris Tarlochan, Qatar University, Qatar

Pei-Ling Hsu, University of Texas at El Paso, USA

Jessica Swenson, University of Buffalo, USA

Mariana Tafur, Universidad de las Andes, Colombia

Marcus Specht, TU Delft, The Netherlands

Sally Male, University of Melbourne, Australia

Idalis Villanuevo, University of Florida, USA

Shawn Jordan, Arizona State University, USA

Homero Muzi, Virginia Tech

Emily Dringenberg, The Ohio State University




Duncan Fraser Award

Professor Duncan Fraser was elected to the first Governing Board of the Research in Engineering Education Network (REEN) in 2009. He later became chair in 2011. Duncan’s home institution was the University of Cape Town (UCT), South Africa, where he was the founding member of the Centre for Research in Engineering Education. His research in engineering education was internationally acknowledged and he was recognized for his achievements in his appointment as President-Elect to the International Federation of Engineering Education Societies (IFEES). He retired from the UCT Chemical Engineering Department in 2011 and continued to be involved as an Emeritus Professor. He was also a founding member of the African Engineering Education Association (AEAA) and had been its Secretary-General since its formation in 2006.


This award is in recognition of  ’emerging scholars’ and is presented to the student author(s) of the best paper at REES. The award is presented to honor the memory of Professor Duncan Fraser, who was a leader in engineering education research and an inspiration to many young educators and researchers.

The call for applications for this award is announced as part of each REES conference.


  • Author of the paper must be a graduate (postgraduate) or undergraduate student
  • Paper may be co-authored, but the student being considered for the award must be the lead author
  • Students will self-select to be considered after draft papers have been reviewed and tentatively accepted

The REES technical committee adjudicates on the award. The criteria considered includes:

  • Does the paper deal with issues related to equity, inclusion, student engagement and/or curriculum development?
  • Does the paper include an element of taking risks?
  • Does the paper break new ground and look at new areas?


The award will be presented at the symposium dinner. Attached to the award is a monetary prize.




  • Jillian Seniuk Cicek – University of Manitoba: ‘The role of action research in influencing a senior engineering professor’s pedagogical understanding and creating a community of practice for students.’
  • Farshid Marbouti – Purdue University: ‘Predictive modeling for identifying at-risk students using course performance data.’


  • Michael Brewer – University of Georgia: ‘How do students meaningfully interpret the role of empathy in engineering? A social phenomenological study.’


  • Claudio de Freitas and Zachary Beyer: Purdue University: ‘EngStarter: An Open-Hardware and IoT Integrated Education Kit for Increasing Community-Developed Solutions.’


  • Hellen Agumba- ‘Rural knowledge practices and engineering study: A case study from South Africa’


  • Lyndsay Ruane, Hannah Sanders, Laura MacDonald, Jessica Rush Leeker, University of Colorado Boulder - Using PALAR to Formalize Informal Education’