Muhammad Asghar

Muhammad Asghar is an Assistant Professor at the Department of Engineering and Computer Education, University of Cincinnati. His research focuses on the intersection of engineering education and student mental health, with expertise in physiology-based behavior analysis, wellbeing frameworks, and curriculum innovation.

• Ph.D. in Engineering Education, Utah State University (2023)
• Master's in Educational Psychology and Clinical Psychology, IIUI Islamabad (2015-2019)
• B.Sc. in Computer Information Systems Engineering, UET Peshawar (2004)

Current research trends include systematic literature reviews on student wellbeing, eye-tracking studies for design task analysis, and curriculum redesign for mental health integration. He contributes to NSF-funded initiatives like First-Year Engineering 2.0 and develops wellbeing assessment tools for engineering pedagogy.

His work spans collaborations with researchers like Sheryl Sorby, Angela Minichiello, and Oenardi Lawanto, with publications in Journal of Engineering Education, ASEE Conference Proceedings, and International Journal of Environmental Research and Public Health.