Carmen Cioc

Carmen Cioc is a Professor in the Mechanical Engineering Technology (MET) program at The University of Toledo, where she has held leadership roles including MET Program Director, Graduate Program Director for online M.S. programs, and College of Engineering Graduate Assessment Coordinator. Her career spans academia, research, and national professional engagement, with expertise in applied fluid mechanics, mechanical design, thermodynamics, and engineering pedagogy.

• B.S. and M.S. in Aerospace Engineering
• Ph.D. in Mechanical Engineering
• Second M.S. in Physics (Photovoltaics)

Dr. Cioc’s research focuses on pedagogical innovation in MET education, emphasizing project-based learning (PBL), entrepreneurial mindset frameworks (e.g., KEEN), and peer-assisted learning strategies. She has developed novel laboratory equipment, integrated information literacy into MET curricula, and created simulations for thermodynamics courses. Her work addresses global competencies in engineering education, utilizing Rasch methods for assessment and fostering inclusivity through hands-on, narrative-based, and collaborative learning approaches.

Recent publications highlight her commitment to enhancing engineering skills through PBL, peer review systems, and interdisciplinary simulations. Her projects often bridge technical rigor with real-world applications, such as retrofitting laboratory units and designing HVAC systems with entrepreneurial components. These efforts align with her broader mission to empower students and break gender barriers in STEM.

Scientific Awards:

• ASEE North Central Section Outstanding Campus Representative Awards (2024, 2022, 2019)
• Best Paper Awards (First, Second, Third Place) at ASEE conferences (2021, 2018, 2017, 2004)
• Wilbur Deutsch Memorial Award, STLE (2004)

Dr. Cioc actively mentors students and junior faculty, contributes to national organizations like ASEE and ASME, and has worked on renewable energy initiatives, including a U.S. Department of Energy SunShot Fellowship. She leads initiatives such as self-generated student stories and informal peer assessments to create dynamic learning environments.