Papers presented at ASEE conferences may be posted in university repositories and republished or excerpted in other publications provided the citation makes clear that ASEE holds the copyright. A typical citation should read as follows:
©(Year of Conference) American Society for Engineering Education. ASEE (Annual Conference or Section Conference) Proceedings, (date), (city and state where the conference was held).
Aerospace Division Call for Papers
The Aerospace Division (AERO) of ASEE invites full length and work-in-progress papers for the 128th Annual Conference and Exposition. Aerospace educators, engineers, and scientists in industry from across the world are invited to submit current papers on relevant topics in aeronautical/aerospace engineering and technology education.
Suggested topics include, but are not limited to:
1. Engineering Epistemologies (research on what constitutes engineering thinking and knowledge within social contexts now and in the future)
o Professional development of aerospace engineers
o Integration of professional skills into an aerospace engineering course
o Aerospace systems engineering
2. Engineering Learning Mechanisms (research on engineering learners’ developing knowledge and competencies in context)
o Aircraft and/or spacecraft design education
o Capstone and/or student industry experiences
o Hands-on experiences (which may include laboratory classes)
o Aerospace related educational activities conducted outside the classroom
o Integration of Unmanned Aerial Vehicles, CubeSats or Nanosats in the curriculum
3. Engineering Learning Systems (research on the instructional culture, institutional infrastructure, and epistemology of engineering educators)
o Effective and innovative teaching and projects in aerospace courses
4. Engineering Diversity, Equity and Inclusiveness (research on how diverse human talents contribute solutions to the social and global challenges and relevance of our profession)
o K-12 outreach
o Student persistence in aerospace engineering
o Women and under-represented groups in aerospace engineering (academia and industry)
5. Engineering Assessment (research on, and the development of, assessment methods, instruments, and metrics to inform engineering education practice and learning)
o Aerospace engineering curriculum development or assessment
6. Any other topics of interest to the aerospace engineering community
o Teaching strategies and lessons learned for effectively delivering courses and hands-on activities, or addressing any of the preceding topics, in remote/online settings
Submission tips and guidelines
Abstracts, with approximately 500 words, must be submitted electronically through the ASEE paper submission system by the deadline of October 12, 2020. The abstracts should contain enough details on the topic of discussion, methodologies, preliminary results (if any) and expected outcomes to facilitate informed review of the abstract. Authors of each accepted abstract will have the opportunity to submit a full paper draft by the deadline of February 8, 2021. Abstracts and papers will be double-blind peer-reviewed and judged based on the level of innovation, technical merit, demonstrated outcomes, and relevance to advancing aeronautical and aerospace engineering and technology education as appropriate. Special sessions, such as panel discussions, are encouraged but should be discussed directly with the program chair prior to abstract submission. Please refer to the Author's Kit, available at the ASEE Annual Conference web site, for additional information.
Questions regarding the abstract or paper submission can be directed to the AERO Program Chair, Dr Michael Hatfield, University of Alaska Fairbanks, by email: email@example.com. Further details on Paper Management, Conference, Travel, Program Schedule and Registration can be found at ASEE’s 2021 Annual Conference and Exposition website: https://www.asee.org/annual-conference/2021
• If the paper is a “Work-in-Progress”, please include that in the title.
• Please remember to remove all identifying information (author names, agencies, universities, etc)
• Abstract Submission Open – September 8, 2020
• Abstract Submission Due – October 12, 2020
• Draft Paper Due – February 8, 2021
• Revised Paper Due – March 22, 2021
Aerospace Division Call for Student Papers
The Aerospace Division (AERO) invites you to tell us about it in a student-authored paper in all areas related to aerospace engineering and technology education. Turn your thoughts and observations into reality! Help shape the future of how engineering or technology is perceived and taught!
Student Paper Attributes
• AUTHORS: Work is mainly conducted by undergraduate / graduate student(s) in collaboration with a faculty advisor. The final manuscript of each accepted paper will list a student as the lead author and faculty advisor as a co-author. Each student presenter must register for the annual conference.
• FOCUS: Paper has a significant educational component.
• AWARDS: Only the papers presented by the student authors / co-authors are eligible for student paper awards. Up to 3 student papers will be recognized by both cash awards and certificates.
• An approximately 500-word abstract must be submitted electronically through the ASEE paper submission system by the deadline of October 12, 2020. Please write “Student Paper” on top and do not list the names and affiliations of the authors. If accepted, a full paper draft must be submitted by the deadline of February 8, 2021.
• Note: If the paper is a “Work-in-Progress”, please include that in the title.
• Abstract Submission Open – September 8, 2020
• Abstract Submission Due – October 12, 2020
• Draft Paper Due – February 8, 2021
• Revised Paper Due – March 22, 2021
The ASEE Committee on Diversity, Equity, & Inclusion (CDEI) invites proposals for professional development programming, panel discussions, and other relevant community conversations (hereafter called Special Sessions) for the 2019 ASEE Annual Conference in Tampa Bay, Florida. CDEI will also consider nominations for outstanding Distinguished Lecturers. We invite submissions on any topic relevant to diversity, equity, and inclusion in engineering and related sectors across industry, government, and academia.
The ASEE Committee on Diversity, Equity, & Inclusion will not host a paper program at the 2019 Annual Conference. CDEI is partnering with the technical and affinity divisions to co-sponsor research and program implementation papers addressing diversity, equity, and inclusion topics. We encourage authors to consider the ASEE division most closely aligned with your research or program to publish and present your scholarship.
More information regarding the CDEI Call for Programming and a list of Divisions that have told us they are specifically interested in diversity, equity, and inclusion scholarship are in the attached PDF.
The Biological and Agricultural Engineering (BAE) division of the American Society for Engineering Education (ASEE) invites abstracts and subsequent papers for the 2021 ASEE Annual Conference being held in Long Beach, California from June 27-30, 2021. The division accepts abstracts for 1) Completed works on relevant topics that include data or assessment, and 2) Works-in-progress (does not need to include complete data or assessment). See details in the PDF.
NEW! Call for Participants in Special Panel Session – COVID Inspired Creativity in BAE: The BAE division is interested in hosting a panel discussion with a panel comprised of 3-6 individuals who have been inspired to create innovative teaching strategies or curriculum in response to the ways in which COVID-19 has impacted the way we teach Biological and Agricultural Engineering course content. See details in the PDF.
We look forward to seeing you all in Long Beach, California for ASEE 2021!
Please note the submission schedule below in the DEED Call for Papers.
2021 DEED Program Chair
Program Chair Elect
The Design in Engineering Education Division (DEED) invites abstracts for papers to be presented at the 2021 ASEE Annual Conference to be held June 27 - 30, 2021, in Long Beach, California. Abstracts may be submitted on topics related to the role of design in engineering education.
Abstract Submissions Open - September 8, 2020
Abstract Submissions Due - October 12, 2020
Draft Paper (for accepted abstracts) Due - February 8, 2021
The 2021 Conference Authors Kit is available on this link:
The purpose of DEED is to disseminate knowledge, learning and best-practice experiences that improve the quality of engineering design education proficiencies and pedagogy. This division is relevant and inclusive to both engineering design instructors and research practitioners. DEED defines relevant and inclusive as applicable and comprehensive through the education and research processes to the design education community.
DEED seeks contributions on topics that include, but are not limited to, capstone design, first-year engineering design, innovation in design education, design instruction and pedagogy, teams and teamwork in design education, design for community, interdisciplinary and multidisciplinary design, use of technology to enhance design education, sustainable design, design for “X”, assessment of design activities, design realization, design methodology as well as design-based entrepreneurial mindset, and how these topics relate to equity, access, diversity, and inclusion. Papers related to diversity, inclusion, and equity qualify for submission to a conference-wide best paper award.
Authors are encouraged to submit work that is beneficial to other design educators and to suggest strategies for transferability and/or implementation. Assessment of work is strongly encouraged when possible, but not compulsory if it’s not suitable for the topic at hand. DEED is also requesting proposals for Workshops, Panels, Special Sessions, new session topics and new session.
Please review the ASEE DEED Paper Guidelines for DEED-specific details related to manuscript submissions. The ASEE DEED Paper Guidelines will be used as a basis for all manuscript reviews. The 2020 ASEE DEED Paper Guidelines will be posted on the DEED website at http://deed.asee.org/index.php/conference-info/.
Podium, Postcard and Poster Sessions
DEED accepts both completed research efforts and those that are a “Work in Progress” for inclusion as peer-reviewed papers in the annual conference. “Work in Progress” is a mechanism/forum for authors to share and receive feedback on preliminary work. “Work in Progress” submissions are identified both through Monolith and through their title, are included in the conference proceedings, and are typically presented in the DEED Poster or Postcard sessions. Accepted final papers will be published in the proceedings and presented in one of three different types of sessions: Podium sessions, Postcard sessions, and Poster sessions. Each are described briefly below:
1) Podium Sessions are traditional research presentations and will occur during division technical sessions. The podium talk format gives authors of papers an opportunity to provide a detailed overview of a research project or curricular innovation. Approximately six papers will be grouped thematically in technical sessions lasting 90 minutes giving each work about 10 minutes for presentation and 5 minutes for Q&A.
2) Postcard Sessions are a novel session type designed to report important innovations and current research efforts and open conversations. The postcard format gives authors of papers the opportunity to pitch their work with a two-slide (postcard back and front) overview of their work in five minutes or less. After the pitch is made, attendees will have the opportunity to talk with the authors and revisit their postcards while authors receive project feedback from interested viewers. Approximately 8 papers are grouped thematically in Postcard sessions.
3) Poster Session will occur over lunch during the division’s poster session in the convention hall. The poster session format gives authors a large format venue to present research and course innovations in a public setting. Authors are expected to stand near their poster for the entire session to engage with poster session attendees.
All DEED papers will be placed in either a podium session or a postcard poster session by default with preference to the podium session slots being given to full papers and preference for postcard poster session slots begin given to Work-in-Progress papers. Authors may optionally select to present in the Poster Session by contacting the Program Chair and requesting placement in a Poster Session. Any accepted paper may be assigned to either a Podium or Postcard Session (even when the paper is not a “Work in Progress”).
Publish to Present and Review to Publish Criteria
In addition to the ASEE “Publish to Present” requirements, DEED requires the support of its authors in “Review to Publish” at both the abstract and manuscript stages. Abstracts for review will be assigned October 13 and are due no later than October 24. Blind manuscript reviews will be assigned February 9 and are due no later than February 22.
Workshop, Panel and Special Sessions
DEED accepts proposals for sessions in the areas listed for paper submissions. An individual abstract for these sessions is required. Persons wishing to organize a DEED session should (1) contact the Program Chair via email to describe their intent to submit a session proposal AND (2) submit a paper abstract in Monolith providing the following: description of the topic of the session, format for the session, and proposed panelists. DEED officers and directors will review the submissions for appropriate content and (if required) recommend the session to ASEE. To be considered, proposals must be submitted before paper abstract submission deadline (October 12th).
1) Workshop Sessions may be proposed in the areas listed for paper submissions. The abstract must include the following: workshop title, objective, description, speakers/facilitators, estimated head count, and whether or not this workshop was similar to a prior ASEE workshop including the name of the prior workshop as this is the information required by the online form in Monolith. Workshops submitted directly on the ASEE site, prior to DEED approval, will not be recommended to conference organizers for inclusion.
2) Panel and Special Sessions may be proposed in the areas listed for paper submissions. These sessions differ from organized sessions in that they are not publish to present; however, an individual abstract for the panel session is required. The abstract must include the following: description of the topic of the panel, format for the panel session, and proposed panelists.
For information about any submission, see the ASEE website: http://www.asee.org.
For questions or ideas concerning DEED topics or sessions, contact:
Program Chair: Beshoy Morkos (firstname.lastname@example.org)
University of Georgia, Athens, Georgia.
Program Chair Elect: Corey Schimpf (email@example.com),
University of Buffalo, Buffalo, New York
Not a member of DEED? Why not join us when you renew?
Call for Papers
Dear Energy Conversion & Conservation Division (ECCD) Members,
I hope that your semesters are off to a good start during this challenging time for academic institutions. Although last year’s conference was virtual, we are hoping to have a strong in-person conference in Long Beach, California from June 27-30th, 2021. https://www.asee.org/annual-conference/2021
Abstracts should be 400 words or less and should include a brief introduction, a statement about the focus of the paper, the work which has been done, assessments, and a conclusion. All abstracts must be submitted via the ASEE Monolith system and will be peer reviewed. Abstract submission opens on September 8, 2020. The deadline for abstract submission is October 12, 2020.
Topics may include:
• Innovative research and its dissemination into grades P-20
• Innovative teaching and learning strategies
• Research methods to assess teaching and learning strategies
• Curriculum content innovation
• Pandemic related changes to pedagogy
• Innovative remote learning teaching and learning strategies
• Hands-on Projects for grades P-20
• Novel experiments and use of laboratory equipment and their impact on learning
• Integrating research and engineering education
• Impact of problem-based learning, collaborative learning, cooperative learning, discovery learning and inverted learning
• Outreach programs that involve energy conversion and conservation industry
• Renewable Energy Sources
• Manufacturing – all processes including 3D printing
• Energy conversion technologies
• Energy storage technologies
• Engineering for sustainability and emissions reductions
• Worldwide energy supply/demand issues
• Electrical distribution and power systems
• Industrial and commercial scale energy conversion and conservation
• Nuclear engineering technologies
• Discipline-specific engineering research relating toz energy conversion and conservation (electrical, mechanical, nuclear, chemical, aerospace, civil, computer, textile, petroleum, biological, agricultural, natural resources, etc.)
• Role of engineers in the formulation and enforcement of public policy related to energy at all levels.
• Research Experiences for Undergraduates (REU) projects related to energy conversion or conservation.
The ECC Division will be accepting works in progress.
The 2020 ASEE Annual Conference and Exposition Author's Kit, Plagiarism Guidelines, and Best Paper Rubric can be found here. Authors should submit an abstract of 400 words or less on their paper topic. All ASEE papers are published to present. Papers accepted for publication in the Proceedings must be presented by at least one registered conference participant in a designated technical session or poster session. ECCD will not accept work-in-progress (WIP) papers or papers that overlap significantly in content that had been (or will be) published elsewhere. All authors are expected to adhere to the guidelines put forth in the Author’s Kit and Plagiarism Guidelines. Of particular importance is the “double-blind” requirement.
If you are interested in assembling a workshop or panel session, please email me asap! Panels and Workshops must be requested now before the application process closes on October 12th. Panels must also submit an abstract, which will be used as the description for the panel session and may submit a full paper.
If you are interested in reviewing abstracts and/or papers, please let me know by sending me an email to firstname.lastname@example.org
Thank you very much for your time and your participation!
We welcome your wonderful ideas!
Robert Kerestes, PhD
Electrical and Computer Engineering Department
University of Pittsburgh
ASEE Program Chair – Energy Conversion & Conservation Division
The ASEE-Engineering and Public Policy Division (EPPD) invites abstracts for papers, proposals for full sessions, panel discussions and other session formats for the 2021 annual conference, to be held (hopefully!) in Long Beach California, June 27-30, 2021. The mission of the EPPD is twofold:
1. To promote public policy curricula in engineering education through the development of courses, modules, programs, and case studies. This includes teaching subjects such as public policy, how policy affects the practice of engineering and vice versa, and how teaching students about public policy affects their careers.
2. To promote dialog on policy issues affecting engineering education and engineering research at institutions.
We welcome submissions related to any of the diverse areas of public policy that impact engineering education. Papers and proposals on all topics germane to policy and engineering education will be considered. Example topics include:
• Case studies of faculty experience with policy in your professional practice, service, research, and teaching
• Case studies on how public policy influences engineering and how they are used in courses (final paper to include summary of module and materials)
• Strategies for including public policy issues in traditional courses
• Development of new programs that involve elements of public policy
• How public policy on education has steered engineering education
• Accreditation requirements and their influence on engineering education
• Using engineering analytics to influence policy
The EPP Division is interested in sponsoring sessions that bring together different divisions to address common areas of policy implications, as well as sponsoring distinguished lecture or panel sessions germane to the division’s mission. Please contact the program chair with ideas or requests for co-sponsorship. More details on submissions in the pdf.
2021 ASEE Annual Conference Call for Papers
The Engineering Design Graphics Division (EDGD) invites papers for the 2021 ASEE Annual Conference and Exposition in Long Beach, California June 27-30, 2021 in all areas of engineering design graphics education. The two types of submissions are: Work-in-Progress (WIP) and Research or Evidence-Based Practice.
Abstracts and Papers
Abstracts should be approximately 300-500 words in length and include the following information: a clear statement of objective, the relevance of the work to engineering graphics, analysis and/or assessment methods, results or findings, conclusions and future work. All abstracts must be submitted via the ASEE Monolith system and will be peer reviewed. Abstract submission opens on September 8, 2020. The deadline for abstract submission is October 12, 2020.
Abstract must follow the ASEE Abstract Format guidelines submission (https://www.asee.org/annual-conference/2021/paper-management/for-authors).
The first sentence of your abstract is to clearly identify the type of paper that you are proposing. For example, “This work in progress describes the study of….” or “This research paper presents the study of....”
1. Work-in-Progress (WIP): Studies that are at an early to intermediate stage for which authors are seeking feedback from the community. WIP abstracts should address the motivation and background of the work, methods, results (or anticipated results), and significance. Proposals for works-in-progress papers must include “WIP” in the title of the abstract.
2. Research: New findings, situated in the context of prior findings and models, including motivation and background of the work, methods, results, and implications of the work and/or future directions for research.
3. Evidence-Based Practice: Analysis of one or more engineering education practices in a graphics context, including teaching approaches, uses of instructional technologies, institutional strategies to support student success, etc.), including design rationale, assessment methods, evidence of effectiveness and/or achievement of desired outcomes.
The criteria for abstracts listed above serve as the review criteria within each category. Literature citations should not be included in the abstract. Authors’ names or institutional names should not be included in the abstract, filename, or document properties. It is the author’s responsibility to ensure that the requirements for blind review are met.
Authors of accepted abstracts will be required to submit a full paper manuscript that follows ASEE’s Paper Format guidelines (https://www.asee.org/annual-conference/2021/paper-management/for-authors). Papers will be evaluated using the criteria within each type as listed above, and the general criteria in the list that follows. Papers that fail to meet all the criteria may still be considered acceptable based on their potential to further the EDGD objectives.
All published papers are eligible for the division’s best paper award, aka Chair’s award. The award will be presented at the division’s 75th midyear conference, which will be held in Raleigh, North Carolina January 2022. The Division will also select the best nomination from the Division and forward to the ASEE Committee on Diversity, Equity, and Inclusion for the Best Diversity, Equity, and Inclusion Paper Competition.
Call for Workshops and Special Sessions:
The EDGD also seeks proposals for engineering graphics related workshops and special sessions for the 2021 annual conference.
Proposals for Workshops or special sessions are due October 20, 2020 by email to the program chair (email@example.com).
• The proposal must be limited to 2 pages, 12-point font, single-spaced).
• A description of the workshop or special session including its purpose, format, learning goals, content, and activities.
• An explanation of why the non-traditional format is needed to accomplish the learning goals.
• A schedule (describe a general flow of the workshop or the special session).
• A list of presenters/facilitators and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals.
If you are not a member of the EDGD, please add the EDGD free membership to your ASEE membership renewal.
Download the full version of Call for Papers in a PDF format to see more details. For additional information, please contact:
Lulu Sun, Ph.D.
2021 ASEE Annual Conference EDGD Program Chair
Professor of Engineering
Embry-Riddle Aeronautical University
Daytona Beach Campus. Email: firstname.lastname@example.org
Magesh Chandramouli, Ph.D.
ASEE EDGD Program Chair
Associate Professor, Computer Graphics Technology
Purdue University Northwest, IN 46323. Email: email@example.com
2021 ASEE Annual Conference Call for Papers
The Engineering Ethics Division invites abstracts for papers for the 2021 ASEE Annual Conference to be held in Long Beach, CA this coming June 27-30. Diverse topics related to theory, research, and teaching in engineering ethics are welcomed. Diversity and Inclusion topics related to ethics are also encouraged.
There are three types of submissions: Papers, Special Sessions, and Distinguished Lectures.
Special sessions can be interactive presentations, panels, or workshops on an ethics-related topic of interest to engineering/engineering technology and teaching professionals. Workshops are normally presented on the Sunday immediately preceding the conference. Workshop presenters are required to cover the cost of the workshop and are therefore encouraged to supplement workshop fees with appropriate extramural grants and subsidies. (Please note that even after accepting a proposal, the program chair may cancel any workshop that becomes likely to incur a financial loss to the division). Special sessions can be a group of four or five related papers on a topic of significance or a panel of several invited speakers. Please contact the division’s Program Chair to discuss pre-conference workshops and/or special session proposals.
Distinguished speaker sessions or distinguished panel sessions also are very welcome each year for the Ethics Division. These sessions have a separate timeline for proposals and acceptance. Please see the ASEE website for details. Please contact the Program Chair of the Division if you are seeking Ethics Division Sponsorship (sole or joint) before submitting your proposal to ASEE.
We will be reviewing and accepting five types of papers this year.
• Posters are best for early stage projects or conceptual proposals that would benefit from more direct discussion and feedback from the ASEE audience and can include work-in-progress research presentations or educational interventions that have not yet developed into research.
• Work in Progress (WIP) Papers: for research studies at an intermediate stage for which authors are seeking to present early findings and receive feedback from the community.
• Research Papers: Complete or near complete research studies that are situated within a body of previous scholarship and utilized accepted research methodology. Results, conclusions, and future research will be presented.
• Theory Papers: A review paper or theory-focused paper; must include a review of relevant prior work in engineering ethics research or education and present important insights or theory for future evaluation or translation into practice.
• Evidence-Based Practice Papers: Instruction-focused papers about an educational project and its implications for engineering educators; must include presentation of pedagogical and/or ethical frameworks and relationship to prior work in ethics education. Relevant literature citations, methodology, and assessment results must be presented.
In addition to papers that address traditional issues in engineering ethics, we also encourage you to submit papers that focus on one or more of the following topics:
• Global or international focused engineering ethics education practice and research (papers with a global or international focus may also be considered for revision and publication in a proposed special issue of the Journal of International Engineering Education);
• Ethical considerations related to conducting engineering education instruction or research. We are especially interested in studies that collect data, involve participants, or are conducted in a virtual context.
• Engineering ethics education which highlights antiracism, social justice, equity, and inclusion.
Abstracts for submissions should be approximately 300-500 words in length and include the following information: the type of paper, a clear statement of objective, the relevance of the work to ethics, analysis and/or assessment methods, results or findings, and next steps. Please indicate the type of your submission in brackets in the title (e.g., [Ethics education in global context]). Abstracts must be submitted electronically through the ASEE paper submission system by the deadline of October 12, 2020.
If you have any questions, please contact Program Chair Qin Zhu (firstname.lastname@example.org) or Division Chair Denver Xiaofeng Tang (email@example.com).
The Engineering Libraries Division (ELD) of the American Society for Engineering Education (ASEE) is seeking abstracts for consideration for presentation at the 2021 Annual Conference & Exposition in Long Beach, California, June 27th to June 30th.
ELD accepts abstracts for full-length presentations and posters and welcomes abstracts from or joint presentations with members of other divisions.
Topics of interest include, but are not limited to:
• Collection Development
• Diversity & Inclusion
• eTextbooks & OERs
• Instruction (online or in person)
• Scholarly Communication
• Technology in Engineering Librarianship
• Marketing and Outreach Activities
Papers on diversity are also always welcome; to qualify for the Society’s Best Diversity Paper, diversity and inclusion must be the focus of the paper.
Suggestions/proposals for “Special Sessions,” e.g., panel discussions, workshops, and cross-divisional sessions are welcome. A proposal for a special session should include:
• description of the intended audience
• summary of the ideas to be explored and discussed
• outline of the session format, including strategies to engage those attending
• vision for the type of individuals who would present
• expected outcomes for the session
All paper submissions are publish-to-present. Papers submitted to technical sessions are peer reviewed through the Engineering Libraries Division review process, and those accepted will appear in ASEE Proceedings.
For questions or additional information, contact;
Kari A. Kozak
ASEE ELD Program Chair
Head, Lichtenberger Engineering Library
University of Iowa, Iowa City, IA. Email: firstname.lastname@example.org
The Engineering Physics and Physics Division (EP2D – http://ep2d.asee.org) of the ASEE seeks abstracts for papers to be presented at the 128th American Society for Engineering Education Annual Conference & Exposition in Long Beach, CA on June 27 – 30, 2021. While membership in EP2D is not a requirement to submit an abstract or manuscript, please consider joining. We are a fun group!
Topics of particular interest include:
• Innovative curriculum, pedagogy, and assessment.
• Novel approaches and methods for addressing ABET criteria.
• Diversity, inclusion, equity, and access in the physics classroom/laboratory.
• Unique historical perspectives highlighting physics education.
• Physics and P-12 STEAM education.
• Innovative laboratory curriculum and instruction including responses to the global pandemic.
• Student research.
• Assessment of teaching and learning.
• Novel approaches and methods for addressing student recruitment and retention.
• Emerging areas such as nanotechnology, biomedical engineering and the life sciences.
• Other topics of general interest in engineering physics and physics education/research will also be considered.
Please note that papers questioning well-established theories, or announcing new theories, are not acceptable.
Abstracts of 250 – 500 words must be submitted electronically through the ASEE paper submission system by Monday October 12, 2020. Please note that only plain text abstracts are to be submitted via the text box on the appropriate page. No identifying information should be included. Authors of accepted abstracts will be invited to submit a double blind, peer-reviewed manuscript for inclusion in the conference proceedings.
At least one author must register for the conference and present the paper in order for the manuscript to be included in the proceedings. Papers must be submitted and accepted for publication in order to be presented at the conference. Access the web link: https://www.asee.org for updates and additional information.
ASEE hopes to provide day care for minor children during the conference. Details have not been finalized so please see the ASEE website for further details.
Proposals for special sessions, workshops, or panel discussions, and individuals interested in moderating a session or participating in the peer review process please contact the Program Chair Robert Ross at: email@example.com.
Robert Ross, Ph.D.
EP2D Program Chair 2020–2021
Professor of Physics, University of Detroit Mercy
4001 W. McNichols Road, Detroit, MI 48221-3038
Summary Points from this Call for Papers:
The Faculty Development Division (FDD) encourages submissions related to faculty and faculty development. This includes both tenured/tenure-track faculty and professional faculty (i.e. adjunct faculty and non-tenure track such as teaching and research faculty) and their development of skills related to teaching as well as research, service, leadership, and mentoring.
We accept multiple types of papers including: Work in Progress Papers, Lessons Learned Papers (4-page limit each), Evidence-based Practice Papers, Research Papers, Theory Papers, and Panel Papers (12-page limit each). The type of paper MUST be listed in the first sentence of your abstract.
It is expected that these papers will catalyze engagement with our community, authors are therefore encouraged to consider paper presentation early in the creation process. Multiple presentation suggestions are listed in the Call, and the author’s preferred presentation style MUST be listed in the last line of your abstract.
The FDD is also looking for Workshops and Special Sessions. To submit a proposal for a workshop or special session, email the FDD Program Chair (firstname.lastname@example.org). Details on Workshop and Special Session proposals can be found toward the end of the Call for Papers.
The Industrial Engineering Division (IED) of the American Society for Engineering Education (ASEE) seeks papers for presentation at the 128th ASEE Annual Conference and Exposition in Long Beach, California June 27 - 30, 2021. The 2021 IED Theme is Entrepreneurship and Industrial Engineering Education.
Abstract submission opens early September; the deadline for submitting abstracts is mid-October. Workshop, Panel and Distinguished Lecture requests also open in early September.
Relevant submissions are welcome from all engineering disciplines. Considerations for acceptance include the level of innovation, technical merit, demonstrated outcomes and relevance to industrial engineering education. Authors are encouraged to submit work that could be useful to other IE faculty, including strategies for implementation. The IED strongly encourages submissions of diversity, equity and inclusion-related papers. Purely technical papers that have no educational component or papers describing courses that will or have not been taught will most likely not be accepted.
Topics of interest include, but are not limited to:
• Entrepreneurship and IE curriculum
• Analytics and novel IE curriculum
• Industry 4.0 and novel IE curricula
• Methods for developing and assessing industrial engineering competency
• IE laboratory development
• Application of innovative approaches to IE education (e.g. flipped classes, problem based learning, and use of emerging technologies)
• Educational resources such as case studies, web-based course modules, and lab materials for teaching IE topics
• IE Design throughout the curriculum
• Outstanding IE outreach programs
• Successful IE internship and/or co-op programs
• Involving undergraduates in IE related research
• Success with adapting to new IE ABET outcomes
• Diversity, equity and inclusion in IE
The IED is a publish-to-present division. At least one author for each paper must register for and present at the conference. Authors of accepted abstracts will be invited to submit full-length papers for peer review. Papers addressing "work in progress" will be considered. The submission and review process are blind. Do not include the names of institutions or authors anywhere in the abstract or draft paper. All abstracts and papers must be loaded electronically through the ASEE paper management system. Abstracts submitted for the 2021 conference should be extended abstracts providing sufficient detail on the proposed work for reviewers to evaluate. Additional information, including the Author's Kit with deadlines and formatting instructions, can be downloaded from the ASEE website. In addition to the ASEE "Publish to Present" requirements, IED requires the support of its authors in "Review to Publish" at both the abstract and manuscript stages.
IED also supports workshops in the areas listed for paper submissions. Persons wishing to have IED promote a workshop for the 2021 Annual Conference should retrieve the ASEE workshop form, complete it and send it to the program chair. Workshop submissions will be reviewed for appropriate content. Workshops submitted directly on the ASEE site, prior to IED approval, will not be recommended for inclusion.
Paper Awards and Travel Grant:
• All accepted papers will be considered for the IED Best Paper Award. The award includes a plaque of recognition for first place, and a letter of recognition for second place (runner-up), when appropriate. There is an honorarium monetary award of $250 for the first author of the winning paper.
• Qualified authors will be considered for the New IE Educator Outstanding Paper Award. New IE educators with fewer than seven years of full-time teaching experience. The recipient will be awarded $250 per author, up to $500 per paper. Senior faculty are eligible for the award as co-authors, but not for the monetary award. The award also includes a plaque of recognition.
• Student-authored papers are eligible for IED Outstanding Student Paper Award. The recipient will be awarded $250 per author, up to $500 per paper. Faculty are eligible for the award as co-authors, but not for the monetary award. The award also includes a certificate of recognition.
• IED members who have not attended an ASEE Annual Conference may be eligible for the $500 IE Travel Grant for New Attendees. Recipients must present their paper in an IED session and can collaborate with other faculty who are active in ASEE. Email the IED Program Chair at email@example.com if you are interested in applying for the travel grant.
Please forward this message to persons that may be interested in presenting their work, hosting a workshop, or formulating a panel at the 2021 Conference. If you have any questions, please contact Raymond Smith, Program Chair, firstname.lastname@example.org.
The INSTRUMENTATION DIVISION of ASEE seeks abstracts on all instrumentation related activities. The committee is interested in papers which present the results of a research, educational activities, innovative applications, and state-of-the-art instrumentation solution on any topic falling within the broad scope of Instrumentation in industry, laboratory, research, and controls.
Topics for papers include, but are not limited to:
Innovative education usage of laboratory instrumentation
Educational experience in instrumentation in Engineering and Engineering Technology programs
Successful Instrumentation methods in Laboratory and Projects for on-line and distance education
Successful Instrumentation and Laboratory methods for HyFlex teaching methodology
Instrumentation for research activities
Instrumentation aspects of industrial control applications
Data acquisition and processing instrumentations
Computer-based measurements and controls
Computer-based direct control applications
Internet-based and online measurements and controls
Applications of virtual instrumentation for laboratory, research and developments activities
Embedded control and related instrumentation
Applications of software tools for industrial controls
Industrial process control instrumentation systems
Wireless control instrumentation
Industrial networking and controlling instrumentation and control buses
Instrumentation in packaging and machinery industry especially for high speed applications
Applications of Mechatronics systems in controls
Remote monitoring and controlling of industrial processes
Human Machine Interface (HMI) and its applications in industry
Programmable Logic Controllers (PLCs) and its applications in industry
Instrumentation-related technologies for educational institutions
Modeling and simulation of mechatronics devices and systems
High speed camera vision systems and their industrial applications
Abstracts of 200-300 words in length should be submitted via the ASEE web site. For formatting and submission instructions and important details and updates, please visit: https://www.asee.org/annual-conference/2021/paper-management/for-authors. For a paper to be published in the conference proceedings, at least one author for each paper must register for the conference by April 12, 2021, and present the paper at it.
The Instrumentation Division seeks proposals for Instrumentation education-related workshops, panel sessions, and special sessions for the 2021 Annual Conference. Proposals containing the following information are due October 19, 2021 by email to the Program Chair ( email@example.com ):
• Describe the purpose, format, learning goals, content, and activities.
• Explain why a workshop or special session is necessary to achieve the learning goals.
• Propose a schedule or agenda for the session, describing its general flow.
• Identify presenters, facilitators, and their contact information and appropriate qualifications; Include a brief appropriate justification of their ability to successfully accomplish the session’s purpose, goals, and activities.
• Limited to two pages.
The Instrumentation Division will sponsor session(s) where instrument manufacturers and vendors who are registered for the Annual Conference may present new products for educational use, improvements in Instrumentation technology and methods, and programs to encourage educational use of their products. Presentations and Q/A will be limited to 15 minutes each.
The Instrumentation Division sponsors a Best Paper Award consisting of an instrument from a sponsor and a cash prize. All presented papers submitted to the division are considered for the award. Individuals interested in participating in the peer-review process should contact the program chair (e-mail is preferred).
Please direct questions to the Instrumentation Division Program Chair:
Herbert L. Hess, Professor
Department of Electrical and Computer Engineering
University of Idaho MS 1023
875 Perimeter Drive
Phone: (208) 885-4341
CALL FOR PAPERS
2021 ASEE ANNUAL CONFERENCE
Liberal Education/Engineering & Society (LEES) Division
The Liberal Education/Engineering & Society (LEES) Division invites abstracts for papers and proposals for partial or full sessions, panel discussions, and innovative session formats for the ASEE Annual Conference, June 27- 30, 2021, in Long Beach, California. LEES provides a diverse and dynamic forum for those concerned with integrating the humanities, arts, and social sciences into engineering education and practice. The division is dedicated to helping understand and improve the processes that contribute to engineers’ development of essential skills in communication, teamwork, engagement with local and international communities, ethical and professional responsibility, and lifelong learning. LEES scholars explore social, historical, political, and cultural contexts co-constituted with technological development. As stated in the bylaws, LEES seeks to:
1. Promote the concept that the humanities and social sciences are an integral and significant part of engineering education, as well as being inherently important in themselves as branches of learning.
2. Provide ways for people who teach the humanities and social sciences in engineering programs to share their ideas and concerns.
3. Provide ways for people in humanities, social sciences, and engineering to interact – in the discovery and development of scholarly and curricular relationships.
4. Express its concern for and involvement in engineering education on an international scale.
LEES welcomes papers, roundtables, workshops and unconventionally structured sessions based on topics pertaining to the broader division goals of critically engaging with the formation of engineers , but is especially encouraging submissions pertaining to the following specific themes for the 2021 conference. Please notify the program chair directly if you are submitting a paper for a specific thematic session or if you wish to discuss a novel session format.
Theme 1: Engineers’ Social Responsibility in the Times of Covid-19, Racial Unrest, and Heightened Social Uncertainty: There is a critical need for engineering educators to rethink the social responsibility of engineers as we face momentous challenges. LEES calls for papers that highlight how the pandemic, racial unrest, and other forms of social insecurity in the US and around the world require us to rethink the role of engineers in confronting these challenges, including, but not limited to:
1) new and/or alternative normative frameworks (ethics, social justice, activism, decolonization, Critical Race Theory, Black Feminist Thought, Queer Theory, Crip Theory, etc.) to guide the behavior of engineers, and how to teach these in engineering education;
2) faculty and students’ experiences and initiatives in dealing with these challenges in and out of the classroom;
3) theoretical frameworks (transnational feminism, Marxist thought, etc.) that address transnational conditions of contemporary engineering education and practice (including globalization, global climate- and immigration-related conditions, etc.); and,
4) engineering as it engages with the state through projects of infrastructure, surveillance, incarceration and defense.
Theme 2: Minoritization Processes in Engineering Education: Now more than ever, there is a critical need for theory and praxis on minoritization in engineering education. LEES would like to include papers attending to (but not limited to) the following domains:
1) engineering education experiences of peoples of color, disabled people, LGBTQ communities, immigrants and children of immigrants, or low-income and first-generation students, especially in times of Covid-19, the Black Lives Matter movement, racial unrest, austerity, and other forms of social insecurity;
2) intersectional approaches to identity and how these inform how we teach and how students experience engineering education;
3) the implications and uses of prevailing framings of ‘diversity’ and ‘inclusion’ for maintaining (or challenging) the status quo in academic research, teaching, administration, and other forms of practice in engineering education; and,
4) means of interrogating the power relations inherent in majority-dominated research, funding and employment structures, including building theory and praxis around whiteness, maleness, cis-identity, abled identities and other prevailing categories of privilege.
Theme 3: Problematization and Overhaul of the Term “Soft Skills”: While significant LEES scholarship and practices aim at the integration of the social and the technical in the education and professional practice of engineers, this goal remains difficult to achieve for different complex reasons, including the power and persistence of the ideology of depolitization and one of its most common and popular manifestations: the invocation of “soft skills” that at once proclaims their importance while also treating these skills as lesser-than technical knowledge (note that LEES does not condone the usage of this term). Soft skills are labeled as something important for engineers to have to be effective in so-called human interactions (e.g., presentations, negotiations, team interactions, management, leading others, etc.) yet often valued as something less than the “hard” scientific and technological content of engineering education. LEES calls for papers that highlight:
1) discriminatory formulations of the intellectual capacity and categorization of “soft skills”; and,
2) the marginalization of significant social aspects of engineering education and practice through the use of that term.
Theme 4: Communication Across Divisions Initiative: Issues surrounding communication are addressed across ASEE’s divisions. As in the past several years, we plan to coordinate joint sessions on engineering communication with a range of other divisions. As part of this initiative, LEES would like to strongly urge researchers to consider LISTENING as perhaps one of the most important yet neglected dimensions of communication. Many other divisions use listening as a core skill (e.g., to build empathy for human-centered design or for community engagement) yet take it for granted without much theorizing about listening as complex practice or thinking how it can be effectively taught and learned in engineering curricula.
Theme 5: Personal and Institutional Experiences with Integrating Liberal Arts in Engineering: This theme calls for authors to share their personal accounts with integrating the liberal arts into engineering curriculum in specific institutional settings. Many instructors may need to overcome a fear of co-optation (selling out) in our teaching and research as we apply the liberal arts to contexts wherein it is under-valued. Others might want to share experiences of the teaching of liberal education in engineering in times of economic austerity. Papers, performances or alternative session formats pertaining to this theme will bring a much-needed critical perspective to engineering education, and will showcase both challenges and success stories.
The complete programs from the 2019 and 2020 conferences are available on the LEES website (https://sites.asee.org/lees/annual-conference). For each technical session we have also provided a brief summary and a list of possible topics for future papers and collaborations. We welcome submissions that address topics and questions other than those included on this website, but we hope the material posted there will be helpful both for those who are new to LEES and those seeking broader collaborations within LEES. For those who have been a part of LEES we encourage reflection on prior scholarship as a starting point for critique or synthesis.
All paper submissions are publish-to-present. Papers submitted to technical sessions are peer reviewed through the LEES Division process, and those accepted will appear in ASEE Proceedings. The first step in proposing a paper is to submit an abstract to the ASEE paper management by Monday, October 12, 2020. Abstracts for papers should be approximately 500 words long and will be peer reviewed. Once your abstract has been accepted, the first draft paper deadline is Monday, February 8, 2020. Paper submissions may include research reports, classroom applications, or other frameworks. We encourage review papers that synthesize and identify trends in research of interest to the division, especially those aligned with the themes above. Papers published through LEES in the conference proceedings are typically 10-15 pages and include a substantial literature review.
In addition to technical papers, we also welcome proposals for partial or complete sessions. If you are proposing a paper as part of a partial or complete session (including but not limited to the themes listed above), please inform the Program Chair, Juan Lucena, by email at firstname.lastname@example.org and provide the names of all authors intended to make up this partial or complete session. All paper abstracts, including those proposed as parts of such planned sessions, will be reviewed on an individual basis.
• Abstract Submission Open – September 8, 2020
• Abstract Submission Due – October 12, 2020
• Draft Paper Due – February 8, 2021
• Revised Paper Due – March 22, 2021
The Materials Division of the American Society for Engineering Education (ASEE) is soliciting papers for the 2021 ASEE Annual Conference being held in Long Beach, California from June 27-30, 2021. The mission of the ASEE is to advance “innovation, excellence, and access at all levels of education for the engineering profession.”
The materials division invites abstracts and subsequent papers that address issues relevant to materials education including, but not limited to:
• Online learning strategies for materials education: promotion of student engagement, development/use of simulation tools, adaptation of laboratory/hands-on activities, etc.
• General innovations in materials education: active learning, project-based learning, problem-based learning, etc.
• Application of materials concepts in the context of other disciplines: integration of materials education in design projects or typically non-materials courses
• Personalized learning: strategies to connect materials content to student interests and/or customize content to individual student needs
• Academia-industry interaction: collaborative efforts with industry partners, entrepreneurship, use of case studies in curriculum design, etc.
• Incorporation of technology and computational tools in the materials classroom
• Innovations and best practices in introductory materials courses
• Introducing topics of sustainability and life-cycle within materials curriculum
• Materials in K-12 education and outreach
Papers will be accepted on a publish-to-present basis. Works in progress are welcomed but should be denoted as such when submitting an abstract.
Abstracts should be submitted via the ASEE submission and paper management system. At least one author for each accepted paper is required to register for and present the paper at the conference.
Information for authors, including due dates for abstract and paper submission, can be found on the ASEE website: https://www.asee.org/annual-conference/2021/paper-management/for-authors
Special Session: Activities with Impact! Following the success of the inaugural “activities with impact” session at the 2020 virtual conference, the materials division will present a postcard session on classroom demonstrations, in-class (or online) activities and hands-on materials investigations. Participants will prepare a short video to show their activity/demo followed by a group discussion. Those interested in participating should email a short abstract directly to the program chair (Lessa Grunenfelder, email@example.com).
The MECHANICAL ENGINEERING DIVISION (ME) invites papers for the 2021 ASEE Annual Conference in all areas of mechanical engineering education that involve the following topics:
• Innovative teaching and learning strategies • National competitions
• Assessment, improvement and ABET strategies • Integrating research & education
• Laboratory courses, experiments, hands-on projects • Faculty career management
• Capstone design programs, design in curriculum • Industry involvement in academia
• Inverted learning / classroom flipping • Outreach programs
• Integrating mathematics into ME curriculum • Remote Teaching/Learning
• Catastrophe induced Learning/Teaching in ME • Distance education
• Integrating humanities, fine arts, social sciences, • Diversity
physical sciences, etc. into ME courses & curricula • Other trends in ME education
Other areas of interest include, but are not limited to the educational aspects of:
• Thermal/fluids systems • Mechanical systems • Smart materials & structures
• MEMS • Mechatronics • Nano-, biomechanical sys.
• Computers and info. tech. • Sustainable design • Additive manufacturing
Both abstracts and draft papers are reviewed using a double-blind process. Submissions of both abstracts and draft papers are not to include any identifying information regarding authorship or institutional affiliation; failure to comply with this directive will result in the rejection of the submission. Please refer to the Author’s Kit, also available at the ASEE Annual Conference web site, for a copy of the official Abstract and Paper Format Guidelines. All submissions are expected to adhere to these specified formatting requirements. Please note that abstract acceptance does not guarantee paper acceptance. Submission can be made from Sept 8th 2020 to Oct 12th, 2020.
The ME Division is a “publish-and-review-to-present” division: to present at the conference, you must have your paper accepted for publication in the Proceedings and have at least one author available to participate in the peer review process for both abstract and draft paper submissions.
The ME division sponsors a Best Paper award consisting of a plaque and cash prize, and a Best Poster/Postcard award consisting of a cash prize. The division also issues official certificates in recognition of papers nominated for the Best Paper award. The ME Division also sponsors the Ralph Coats Roe Award for excellence in engineering education as well as the Outstanding New Mechanical Engineering Educator Award for exceptional individuals early in their engineering education career.
Work-in-Progress Papers (for poster/postcard sessions): These papers often present work that is
still in the process of study and/or implementation where results will not be available by the time of draft paper submissions, where the results are as yet inconclusive, or where authors are seeking
feedback from the community. All Work-in-Progress papers accepted for publication will be assigned to either (1) a poster session or (2) a postcard session to allow their authors opportunity for extended conversations regarding their research. Postcard sessions are a special-format session allowing
authors to pitch their work with a two-slide overview of their work in five minutes or less, followed by extended time in session for discussion with and feedback from the attendees.
Questions may be directed to the Program Chair: Dr. Rungun Nathan (rungun.nathan at yahoo.com) with subject “ME-Division – actual subject” or to the Division Chair: Dr. Tom DeNucci (thomas.w.denucci at uscga.edu)
The Minorities in Engineering Division (MIND) of the American Society for Engineering Education (ASEE) invites representatives from academia, industry, nonprofits, and government to submit abstracts for papers, special sessions, workshops, and works in progress based on, but not limited to, the topics outlined in the below PDF, whether or not representatives have previously attended MIND sessions or participated in MIND-related activities.
2021 ASEE Annual Conference Call for Papers
Multidisciplinary Engineering Division
The Multidisciplinary Engineering Division (MULTI) invites abstracts on subjects of interest to those involved with multidisciplinary engineering programs, engineering programs without disciplinary tags, and the promotion of multidisciplinary approaches in engineering education. Multidisciplinary is interpreted here in the broadest sense to include education-related scholarly work that integrates various engineering disciplines as well as the sciences and liberal arts. MULTI accepts abstracts from a wide breadth of researchers, educators, and practitioners.
Authors should consider submitting technical papers for oral or poster presentations, as well as recommendations for interactive sessions and special panels. A link to a google form to solicit interest in panels can be found at the end of this call for papers.
Technical papers can be a Complete Paper or Work-in-Progress Paper (WIP):
• Complete Paper: The criterion for a Complete Paper is that it represents, at the time of draft paper submission, work for which available results can be analyzed to yield supported and significant conclusions. Complete Paper submissions may be reassigned to WIP if they are judged to fall under the WIP criteria.
• Work-in-Progress Paper: Work-in-Progress papers report on work that is in the process of study and/or implementation for which results will not be available by the time of draft paper submission, for studies that are as yet inconclusive, and for studies at an early to intermediate state for which authors are seeking feedback from the community. A submission of this paper type MUST have a title that begins with “Work-in-Progress:” with the colon separating the WIP phrase from the remainder of the title. WIP papers may be assigned to a poster presentation session to allow authors to maximize the opportunity for extended conversations regarding their ongoing research.
Subjects of particular interest include, but are not limited to, the following:
• Mechatronics and Robotics
o Innovative courses and curricula
o Capstone design
o Hardware and software platforms and environments
o Assessment, evaluation, and accreditation
o Outreach, competitions, industry partnerships, and community-building
o Ethics, societal impact, and the future of work
• Pandemic inspired changes to multidisciplinary education
o Strategies for effective teams in on-line and hybrid learning environments
o Pedagogy related to on-line and hybrid learning environments, especially for traditional face to face courses and laboratory experiences
o Challenges and creative solutions related to increased dependence on technology
• Curricular designs that incorporate multidisciplinary aspects, particularly recent innovations that address the following:
o Student learning related to ABET outcomes and to multidisciplinary teams
o Evaluation of on-line and non-traditional programs and courses
• Current technological problems that necessarily require multidisciplinary approaches, including global sustainability, energy production and distribution, and other grand challenges.
• The structure and effectiveness of multidisciplinary engineering programs or engineering programs without disciplinary tags at the undergraduate and graduate levels
o Best practices for accreditation and assessment
o Perspectives of program constituents, particularly employers
• Multidisciplinary engineering course design, implementation, and assessment
o Multidisciplinary capstone design experiences
o Multidisciplinary service-learning courses and experiential learning approaches
o Nano-technology courses and curriculum
o Manufacturing emphases, particularly on additive manufacturing, that are multidisciplinary
• The impact of multidisciplinary experiences on student development, particularly on learning, self-efficacy, diversity, equity, inclusion, teaming, and the ability to innovate
o Multidisciplinary courses that promote inclusiveness of under-served groups
o Extracurricular student projects and contests in multidisciplinary engineering
o Innovative uses of emerging technologies in multidisciplinary teaching
o Role of multidisciplinary/interdisciplinary education in teaching Social Justice
• Integration of engineering and the liberal arts
o Best practices in fusing liberal arts and engineering in curricular and co-curricular activities
o Assessment of current liberal arts and engineering curricular and co-curricular activities with emphasis on retention of students and ABET outcomes
o Innovative approaches that intentionally promote development of professional, non-technical skills
o Efforts on and studies of integrating engineering with general education
Panel Interest Form:
If you are interested in volunteering to participate in a panel the division is organizing, or suggesting a panel topic, please fill out the Panel interest form: MULT Panel Interest Form 2021
The Multidisciplinary Engineering Division has a best paper award that is presented at the business meeting at the annual conference. The division also participates in the conference best diversity paper award by the nomination of a paper submitted to the division. Submission deadlines will be announced on the ASEE website. Questions regarding abstract and paper submission may be directed to the Multidisciplinary Engineering Division Program Chair:
Dr. Cindy Barnicki (firstname.lastname@example.org, 414-277-7461)
Milwaukee School of Engineering, Milwaukee WI 53202
See Author Guidelines for submitting abstracts
Call for Abstracts
Ocean and Marine Division
2021 ASEE Annual Conference
June 27 - 30, 2021 Long Beach, California
The Ocean and Marine Engineering Division welcomes abstracts of 250-500 words in length in all areas related to ocean, marine, littoral, naval, and coastal engineering education. Engineers in academia and industry from across the world are encouraged to submit papers on relevant topics including how the recent pandemic influenced current pedagogy. Abstracts should include educational or academic aspects for consideration.
● Abstract Submission: Opens Tuesday, September 8, 2020
● Abstract submission closes Monday, October 12, 2020
● Draft Paper Due – Monday, February 8, 2021
● Revised Paper Due – Monday, April 26, 2021
Topics of interest include, but are not limited to:
Ocean, marine or coastal engineering education subjects:
● Ocean or marine climate
● Ocean energy conversion
● Naval architecture and marine engineering
● Coastal or littoral environment
● Autonomous or remotely operated surface and submersible vessels
● Globalization of ocean and marine engineering education
Topics related to ocean, marine or coastal engineering education in these areas:
● New teaching and learning strategies
● Laboratory development and innovation
● Challenge or problem-based learning
● Capstone/senior design and project-based curriculum
● Best practices in curriculum/course development and industry needs
● Issues related to nontraditional and underrepresented students
● Student recruitment, outreach, and retention
● Pre-college engineering education outreach
● Pandemic related changes to pedagogy
Abstracts should provide a clear description of the objectives and motivation, relevant background, any assessment methods used, and results. Abstracts MUST be submitted electronically via ASEE's Monolith system. The submission and review processes are blind. Do not include the names of institutions or authors anywhere in the abstract. For additional information, including the Author's Kit with deadlines, instructions and formatting guidelines, and to upload your abstract, please go to www.asee.org. Paper submission is a two-step review process consisting of abstract submission, review and acceptance, followed by a full manuscript submission, review and acceptance. Only accepted papers will be presented at the conference.
Paper Awards - All accepted papers will be considered for the OMED Best Paper, and Best Diversity Paper. Recipients must present their paper in an OMED session to qualify for the awards.
If you have any questions please contact our
● Program Chair Lynn A. Albers, Hofstra University, Lynn.Albers@hofstra.edu
● Division Chair, Vukica Jovanovic, Old Dominion University, email@example.com
● Secretary/Treasurer, Robert Kidd, Ph.D., Professor, SUNY Maritime College, RKidd@sunymaritime.edu
● Past Division Chair, Shyam Aravamudhan, North Carolina A&T State University, firstname.lastname@example.org
The Pre-college Engineering Education Division is happy to request your papers for the 2021 ASEE Annual Conference. Please review the PCEE Call for Papers PDF attached which can also be accessed as a Google Doc: https://docs.google.com/document/d/1FpGcXr5doajVJh9Jb7xJAX_mL2aXRYEN8YqYqqCDbpw/edit?usp=sharing
Student Division Call for Papers & Posters
ASEE Annual Conference and Exposition - Long Beach, California: June 27-31, 2021
The ASEE Student Division invites abstracts for papers and posters to be presented at the 2021 ASEE Annual conference to be held in Long Beach, California, June 27-31, 2021. Abstract submission opens September 8th and is open through October 12, 2020.
The Student Division provides multiple sessions and events related to its primary objectives: to create student involvement in ASEE, encourage publication and presentation of student-led research, enhance student professional development, and promote communication between students and the greater engineering education community.
Undergraduate or Graduate students should consider submitting papers that are relevant to addressing problems and sharing experiences within undergraduate or graduate school, innovations in engineering teaching practices or student-led research on engineering education. If you choose to submit, do note that this year the lead author for each paper must serve as a reviewer for at least one other paper submission. We also recommend that authors review successful paper submissions from 2020 in the ASEE Peer Document Repository before submitting.
The division is particularly interested in receiving abstracts for: (1) Research Papers (2) Work-In-Progress Papers and (3) Posters. In order to be accepted, all papers must contain an educational component—for example, engineering project papers are not acceptable.
Lastly, there will be a cash reward for the division’s overall Best Paper and Best Diversity Paper, as there was for the 2020 conference. Each reward will amount to $100 total and the recipient(s) will also be acknowledged to Student Division members and sponsors at the division’s dinner.
Research papers are full papers that address scholarly research in any of the topics following:
(1) “Tricks of the Trade” papers should focus on addressing problems and sharing experiences within undergraduate or graduate school, specifically regarding tricks of the trade or lessons learned along the way. The papers should follow typical research paper formats and be centered around tips and tricks that students have accumulated through their own education that can help guide other students who may be going through similar experiences. These papers should be well informed by published literature and follow formal writing procedures with the inclusion of a thesis or central argument. Topics of interest for this category include but are not limited to:
• Communicating to an audience/writing for publication
• Advice for new graduate students – choosing a committee, work-life balance, stress management
• Research or experiences related to writing a senior thesis, master’s thesis, or dissertation
• Advice for new ASEE student chapters – lessons learned from your own student chapter on campus or advice for other students looking to start a chapter
(2) “Innovation in Engineering Teaching Practices” papers should focus on disseminating student-led research on innovative teaching, curricular, or co-curricular efforts. The papers should follow typical research paper formats and center around analyzing the impact or describing the innovation of new educational practices. These papers should be well informed by published literature and follow formal writing procedures with the inclusion of a thesis or central argument. Topics of interest for this category include but are not limited to:
• Research on an innovative academic or outreach experience contributing to the success of graduate or undergraduate students
• Research on experiences related to being a teaching assistant, lecturer, or course tutor
• Research on innovative, educational, diversity, or other events hosted by an ASEE student chapter
(3) “Student-Led Research on Engineering Education” papers are also welcomed as an opportunity for students to publish research on any other diverse educational topics where a student (graduate or undergraduate) is the primary author and has conducted a significant portion of the research. Sometimes we, as students, are less confident in our ability to publish work that is not as heavily guided and co-produced with a faculty member, so these papers help those ideas be heard and developed in a lower stakes setting. Topics include but are not limited to those detailed in the call for posters.
*Work in Progress (WIP)
WIP papers are shorter papers (6 pages or less). These papers are intended to be submitted by students working on studies at an early to intermediate stage for which authors are seeking feedback from the community. Papers in this category must have Work in Progress as the first part of the title of their paper, ex: Work in Progress: Lessons Learned from University X’s Engineering Service-Learning Program. WIP in this division are eligible for Best Paper Awards.
Posters are a great way to present research papers or works in progress papers to the larger ASEE community, as well as, an opportunity to receive feedback and insight from others in the field. Abstracts in this category must have Poster as the first part of the title, ex: Poster: Lessons Learned from University X’s Engineering Service-Learning Program. Topics of interest are open to all areas of engineering education including but, not limited to:
• Diversity and Equity
• Educational Technology
• Learning Outcomes
• Professional Practice
• Recruitment and Retention
• Identity and Culture
Paper Abstract Review Process
Submitted abstracts (250-500 words) must indicate whether it is a paper or poster submission in the first word of the title, and the category it falls into, work in progress or diversity. (e.g. Paper: Title (WIP), Paper: Title (Diversity), Poster: Title). Abstracts will receive a double-blind peer review. Pending abstract acceptance, authors will submit a full paper that will receive a separate, double-blind peer review. The reviews are primarily conducted for the benefit of the author and are intended to give the author feedback on research methods and writing style. Pending acceptance of the full paper, authors must present to publish at the conference.
Poster Abstract Review Process
Posters DO NOT require a paper submission for acceptance. Poster publications will undergo a similar review process. Students will be asked to submit an abstract of 250-500 words which will be reviewed in a double-blind peer review. If the poster abstract is accepted, the authors must submit a .pdf of their poster for subsequent peer review. Both the abstract and poster must be accepted to be presented at the conference. Titles of abstract submissions should include distinctions between paper or poster, and if it falls into work in progress or diversity categories. (e.g. Paper: Title (WIP), Paper: Title (Diversity), Poster: Title)
See the Author’s Kit for more information about formatting, submission guidelines and deadlines for abstracts, papers and posters at https://www.asee.org/annual-conference/2021/paper-management/for-authors
Below are important submission dates to note. All deadlines occur at 11:59 PM EST:
Abstract Submissions: Open – September 8, 2020 | Close – October 12, 2020
Draft Paper/Poster: Due – February 8, 2021
Final Paper/Poster: Due – April 26, 2021
For more information, please contact the Student Division Program Chair:
Adrianne Wheeler | 2021 Student Division Program Chair
Director of Programs | Project SYNCERE
2021 Call For Papers
Two-Year College Division, American Society for Engineering Education
Annual Conference and Exposition
Long Beach, CA
June 27-30, 2021
The TWO-YEAR COLLEGE DIVISION (TYCD) is composed of faculty and administrators from two- year colleges that have programs in Engineering, Engineering Science and/or Engineering Technology, and other parties interested in two-year college issues. The TYCD invites submission of paper and/or poster presentation abstracts from academia and industry on any topic that may benefit and interest two- year institutions. Topics of particular interest include, but are not limited to the following:
• Student recruitment and retention at two-year colleges.
• Student persistence and completion in two-year engineering technology programs and/or 2+2 programs.
• Innovative teaching methods and support programs at two-year colleges
• Articulation agreements: high school/two-year and two-year/four-year institutions.
• Issues related to student transfer from two-year to four-year programs.
• Job placement strategies for Engineering Technicians.
• Innovation and updates in curriculum and laboratory development, for engineering technician programs.
• Issues facing two-year colleges with Youth and Adult apprenticeship programs.
• High school dual credit students in engineering transfer, engineering technology and engineering technician programs at two-year colleges.
• Microcontrollers, data acquisition, and/or embedded control courses and content delivered in two- year engineering technology programs. Share your experiences with Arduinos, Galileos, PICs, Launch Pads, and other platforms.
• Mechatronics and Industrial Controls for engineering technicians.
• Student Learning Outcomes Assessment, at two-year institutions.
• ABET, ATMAE (or other) accreditation at two-year institutions.
• Federally-funded engineering and/or engineering technology grant projects awarded to two-year colleges.
• Strategies for recruitment, retention and professional growth of new faculty at two-year colleges to replace retiring faculty.
• Other topics of relevance to two-year engineering, engineering technology and engineering technician programs.
Paper submission is a three-step process: (1) submission of an abstract; (2) submission of a draft of the full paper; and (3) submission of the final paper. All abstracts must be submitted through the Monolith abstract & paper submission portal. Please check the ASEE website for final versions of the 2021 paper Author’s Kit, Publish-to-Present information, paper and poster guidelines, and deadlines.
Abstracts shall be 250–500 words in length and provide a clear statement of the paper’s objective, relevance to two-year colleges, assessment methods, and results. Abstracts will each receive at least one blind review. Authors of accepted abstracts will prepare a draft of the full paper for blind peer review; at least three reviewers will review the draft. To aid both the reviewers and the readers, papers in the TYCD should be limited to 15 pages, including references.
The division strongly encourages that authors conduct meaningful assessment of outcomes and report on the results of this assessment. Papers which provide little or no assessment of the activities described should be marked as “Work in Progress” in Monolith upon submission. As there is a limited number of technical sessions in the TYCD, Work in Progress papers, or multiple papers by the same author(s), or papers that do not suit the content of a technical session, may be assigned to the conference poster session.
Draft papers should be well-developed so that the reviewer has a sufficient understanding of the paper’s goals and content, as well as any research questions, data, etc., that may appear in the final paper. Reviewers may return drafts for revision if, among other issues, the narrative or other content needs clarification, the draft has grammatical and/or spelling errors (the reviewer will not correct the errors), lacks references, etc. Reviewers may also reject the draft. As necessary, authors should respond to all comments provided by each reviewer as part of the revision process.
Upon acceptance of the draft, the final paper will be submitted, which will be reviewed again. Acceptance of both the abstract and the final full manuscript is required for presentation in TYCD sessions and for inclusion in the conference proceedings (publish to present).
Papers accepted for publication must be presented by at least one registered conference participant in a designated technical session, or at a poster session held in the Exhibit Hall, as designated at the time of final submission.
For further information, prospective authors and presenters may contact the TYCD Program Chair:
Dr. Carl Whitesel
ASEE 2020 Two-Year College Program Chair
South Mountain Community College
8050 S. 24th St., Phoenix, AZ 85042
(602) 243-8295 ● email@example.com
The WOMEN IN ENGINEERING DIVISION (WIED) is seeking papers for the 2021 ASEE annual conference in Long Beach, California, June 27-30, 2021. Abstract submission opens September 8, 2020, and the deadline for submission is October 12, 2020. Papers that focus on diversity, equity and inclusion on topics related to women in engineering, computing and/or technology are strongly encouraged. This work might include outreach and recruitment of K-12 students, faculty recruitment and retention, innovative student retention programs and assessment. Topics that concern mentoring, recruitment, retention, leadership and professional development for women faculty and administrators (for example, work/life balance and dual-career issues) are relevant and timely. Other topics might include workplace climate, university programs, policies, and reports on initiatives. Transformative research that informs the development of impactful and forward-thinking programs and policies also are of high relevance. Popular sessions at recent conferences have included panels focused on a variety of topics, including improving the experience of marginalized students on engineering design teams, advocacy for gender equity, listening and negotiation, well-being, interactive theater to promote difficult dialogues about inequities in engineering education, managing dual careers, work/life integration issues, care for family members, and academic leadership strategies. If you have ideas for panels and/or would be willing to help organize a panel, please contact the program chair. Panels that can be co-sponsored with other divisions are strongly encouraged.
Authors should submit an abstract of 300 words or less on their paper topic. All ASEE divisions are publish to present. Authors of accepted abstracts must submit a full paper for review and acceptance in order to be included in the WIED program at the conference and in the conference proceedings. Panels must also submit an abstract and may optionally submit a full paper. Please note that there are two levels of review: first a review of the abstract, then a review of the submitted paper (submission deadline is February 8, 2021). The review processes are double blind – therefore please do not include names of authors or institutions within the title or body of the abstract or paper. The final paper with blind indicators removed is due April 26, 2021. The author’s kit is found here: https://www.asee.org/annual-conference/2021/paper-management/for-authors
The Author’s Kit and Plagiarism Policy may be found here: https://www.asee.org/annual-conference/2021/paper-management/for-authors
Authors should review the plagiarism policy; the direct link: https://www.asee.org/public/conferences/172/papers/plagarism_policy
For additional information, please contact Kristi J. Shryock, WIED Program Chair, Aerospace Engineering, Texas A&M University, College Station, TX 77843. Email: firstname.lastname@example.org.