The Biomedical Engineering Division of American Society for Engineering Education (ASEE) invites papers for the 2016 Annual Conference and Exposition in New Orleans, Louisiana (June 26-29, 2016).
Please consider submitting an abstract and paper on topics relevant to biomedical engineering (BME) education and joining us at this exceptional conference. Sessions in typical years include papers on BME laboratories and projects, courses and curricula, experiential and global learning in BME, pedagogy and assessment, and reports on student research and design. However, authors are encouraged to submit papers on any relevant topic in BME education. Papers relating to online teaching and active learning are of particular interest.
Papers can be targeted at one of two tracks: 1) Reports on classes, curricula or studies that include data, or 2) Works in progress. A work in progress should have innovative aspects, but does not necessarily need to include data or assessment.
For both tracks, an abstract must be submitted, and if accepted a full paper will be requested for peer review. A submission to the work in progress track should include the phrase "Work in Progress" in the title. An accepted work in progress will be assigned to a poster session and will require an extended abstract (3 page limit) in place of a full paper.
Acceptance will be based on reviewers’ evaluations of novelty, technical merit, outcomes, and relevance to biomedical engineering education.
All abstracts and papers must be submitted electronically via ASEE’s Monolith system. You will be able to find submission deadlines, required formats, and other information via the main ASEE website: www.asee.org. The abstract submission deadline is October 19, 2015. Authors are encouraged to consult the Author’s Kit before submitting.
Questions regarding the abstract and paper submission can be directed to the 2016 Program Chair, Will Guilford (email@example.com).
Come see and present the cutting edge in Biomedical Engineering education! We hope to see you in New Orleans!
The CIVIL ENGINEERING (CE) DIVISION seeks papers for presentation at the 2016 ASEE Annual Conference and Exposition to be held in New Orleans, Louisiana, 26-29 June 2016. Paper submission is a two-step process: (1) Abstract submission, review, and acceptance; followed by (2) Paper submission, review, and acceptance. The submission and review process is blind; do not include names of authors or institutions within the title or body of the Abstract. Abstracts are limited to 500 words and should provide a clear statement of the objectives of the work, its relevance to the civil engineering community, assessment methods used, and major findings. Authors of accepted Abstracts will be invited to prepare full papers for peer review.
Professional Collaboration for CEE Program Change
This session will include studies that involve collaboration with professionals and/or industrial advisory boards to enact and assess curricular improvements.
So That Happened...Case Histories in Professional Practice
This session will include presentations of papers that describe the use of case histories or cast studies to elucidate issues in professional practice (that than technical failures). Cases based in and around New Orleans are particularly encouraged.
Use of Technology in Engineering Courses
This session will explore the effective use of technology for content delivery in engineering courses. Topics of interest may include, but are not limited to:
Effectiveness of classrooms with different balances of technology (case studies, recent technology development, MOOCS, hybrid, flipped classrooms, etc.)
Novel uses of devices and software (e.g. iPad, smart phones, clickers, etc.)
Effective Mentoring of Faculty
This session will encourage papers describing cases of effective mentoring of faculty in engineering programs at all levels (e.g. early, mid-career, and adjunct faculty).
Fostering Transformational Change
The session will encourage papers related to case studies, processes, or research on transforming civil engineering education, including development of new programs.
Enhancing Inclusivity in Civil Engineering
Departmental practices in curriculum, projects, recruiting, messaging and the like can impact the inclusivity of the student body and faculty. Papers are sough which describe innovative practices that positively affect diversity in civil engineering.
Proven Strategies in Classroom Engagement: Artifacts & Activities for Creative Pedagogy
This session is seeking artifacts and activities that have been shown to effectively engage students and result in improved performance. Authors of selected papers will be asked to provide a demonstration of the artifact and activity during the conference presentation. Single page summary handouts will also be encouraged for use during the presentation. Examples could include: new in-class assessment technologies, effective online engagement, just-in-time teaching, physical artifacts, demonstrations, etc.
Capstone Experiences to Encourage Innovative Solutions that Address the Grand Challenges
Non-traditional capstone experiences that address ill-defined problems faced by society today. Projects should include real societal constraints such as: politics, cultural norms, ethics, economics, and sustainability.
This session will demonstrate techniques related to project/problem based learning, with or without a just-in-time element. The audience will take away an understanding of how to structure, apply, and asses these techniques in their immediate contexts.
Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession – and ASCE.
Significant changes ARE occurring in the professional practice of civil engineering and the education of future civil engineers. ASCE has been working proactively to address those educational and professional issues of greatest strategic importance to the future of the civil engineering profession. To this end, there are several groups of future-focused civil engineering educators and practitioners working to define and analyze the strategic issues – and prepare action plans to appropriately and proactively respond to changes. Most civil engineering professionals are not aware of the educational and professional issues being addressed by ASCE – and the scholarly investigations of these issues that are being pursued by ASCE volunteer groups.
The purpose of this session is to explore several of the key educational and professional issues of strategic importance to the civil engineering profession that are being addressed by ASCE. This might include, but is not limited to, the following areas:
• The “Raise the Bar” initiative.
• Changes to professional licensure-related laws, rules, and policies.
• The role, recognition, and Body of Knowledge of the Civil Engineering Technologist.
• The accreditation of academic programs in the advanced specialty areas of civil engineering; e.g., structural engineering, geotechnical engineering, etc.
• The certification of individuals in the civil engineering specialty areas.
• Competencies of civil engineers from the U.S. Department of Labor (USDOL) perspective. (See http://blogs.asce.org/department-of-labor-plans-to-add-engineering-to-industry-competency-models-seeks-member-review/)
Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century.
The first and second editions of Civil Engineering Body of Knowledge (now known as “BOK1” and “BOK2”) were published in 2004 and 2008, respectively. Following the publication of BOK1 and BOK2, the need for a long-term plan for updating the Body of Knowledge (and its associated accreditation criteria) was identified by the Raise the Bar leaders and affirmed by civil engineering department heads/chairs. The plan for synchronized change was outlined in a 2011 ASEE paper titled “The Civil Engineering Body of Knowledge and Accreditation Criteria: A Plan for Long-Term Management of Change.” The plan for the long-term management of change called for the organization of a new Body of Knowledge Task Committee (BOKTC) by October 2016. To this end, the task committee’s member and staff leadership team is scheduled to begin its planning and organizational work in October 2015.
The first objective of the new task committee is to determine if BOK2 should be revised. The new task committee could recommend no revisions, minor revisions, or extensive revisions to BOK2. If substantive changes are recommended to BOK2, the master plan calls for the completion of the third edition of the Civil Engineering Body of Knowledge for the 21st Century (BOK3) before October 2018.
The purpose of the papers/presentations of this session is to provide stakeholder input to the leaders and members of the BOKTC in advance of their detailed work. Said another way, this session gives stakeholders an opportunity to proactively influence the individuals who will be working on one of the most important foundational documents of the civil engineering profession; i.e., its body of knowledge. Possible questions to be addressed by the authors/presenters of this session include:
• What outcomes included in BOK2 need to be modified, clarified, or deleted? Rationale?
• What outcomes are missing from BOK2 and need to be incorporated into BOK3? Rationale?
• What are other shortcomings of BOK2? How should/could these shortcomings be addressed?
• What are the key lessons learned by those who developed BOK1 and BOK2 – and the associated accreditation criteria?
• What can be learned from a close review and analysis of the following post-BOK2 developments/publications of the engineering education community:
1. The Environmental Engineering Body of Knowledge, published in 2009 by AAEES.
2. The Engineering Body of Knowledge for Professional Engineers, published in 2013 by NSPE.
3. The Graduate Attributes and Professional Competencies, published in June 2013 by IEA.
4. The Fundamentals of Engineering (FE) Exam, implemented by NCEES in conjunction with its transition to a computer-based examination format in 2013.
5. Criterion 3 (Student Outcomes) of the ABET Criteria for Accrediting Engineering Programs, which are currently being considered by the ABET Engineering Accreditation Commission.
Notable Topics in Civil Engineering Education
This session will highlight well-written papers on a variety of topics related to civil engineering education, that may not otherwise fall within other defined technical sessions.
Developing Infrastructure Professionals
Infrastructure themed courses go beyond the technical design of water, transportation, and other civil engineering systems to investigating how these systems serve society. Development and delivery these courses are very different from calculation or project based courses. This session discusses the formation and activities of an infrastructure education community of practice; explores emergent infrastructure themed course offerings; and envisions innovative techniques to incorporate political, social, economic, and creative dimensions into infrastructure themed courses. Papers will also address the positive effects of infrastructure education on student engagement, perceptions of the profession and society, and appreciation of the importance of the humanities and social sciences.
Innovative Instructional Strategies for Integrating Sustainability into Civil Engineering Curricula
Topics of interest include, but are not limited to, the following:
• Methods by which instructions are responding to ASCE's new ABET Program Criterion related to sustainability and Civil Engineering Body of Knowledge, 2nd edition, (BOK2) Outcome 10: Sustainability
• Proven techniques of using innovative instructional strategies to enhance civil engineering student learning of sustainability topics/concepts
• Successful models for integrating sustainability into civil engineering curriculum, including course-based, modular-based, and/or other blended methods
• Innovative and proven methods for assessing effective teaching and learning related to sustainability, including development and implementation of validated instruments
• Demonstrated success in integrating sustainability within civil engineering curricula at different levels, from freshman to senior year
• Challenges and opportunities for institutions integrating sustainability across the civil engineering curriculum and across the university
• Papers addressing innovative methods to connect and address sustainability within civil engineering subdisciplines, such as, but not limited to, structures, geotechnical, construction, are especially encouraged.
The CE Division is a publish-to-present division. At least one author for each paper is expected to register for, and present at, the Annual Conference. All papers are expected to demonstrate an appropriate level of originality and scholarship. Accepted papers will also be considered for appropriate award recognition within the Division.
Please forward this Call for Papers to all interested parties. Questions regarding the 2016 CE Division program may be directed to the Program Chair, Brock E. Barry, P.E., PhD, at: firstname.lastname@example.org or 845.938.5850.
The Construction Engineering Division seeks presentations and invites submission of abstracts for the 2016 ASEE Annual Conference in New Orleans, Louisiana, June 26-29, 2016. Papers related to construction engineering and management education, partnerships between industry and academe, and the results of innovative or technological based educational practices will be considered. Works-in-progress will also be considered. Topics of particular interest include:
• Assessment practices for course and student learning outcomes
• Building information modeling (BIM) and other virtual simulation technologies
• Capstone, experiential, and project-based courses and activities
• Case studies in construction education and industry practice
• Cloud computing and other data management strategies
• Construction law, contracts and ethics
• Design of temporary structures and facilities
• Distance, on-line and hybrid course delivery and instructional technologies
• Graduate education and strategies for integrating research into the classroom
• Industry collaboration and advisory boards
• Integrated project delivery (IPD) and other alternative project delivery methods
• K-12 outreach
Abstracts should be approximately 500 words in length and should provide a clear statement of the objective and its relevance to the construction engineering and construction management professional and/or educational community and should indicate topical area. Abstracts for papers on work-in-progress will be accepted.
Abstracts must be submitted electronically through the ASEE website.
Authors of accepted abstracts will be invited to prepare a full paper for blind peer review and publication in the conference proceedings. Papers must demonstrate an appropriate level of scholarship and should incorporate solid research methodologies.
Paper presentations will be assigned to either poster or presentation sessions. Approximately half of the presentation sessions will use a round-table format in which authors of papers on similar topics will present brief summaries, followed by a moderated discussion on the topic.
For more information, contact the Program Chair:
Dr. John Tingerthal
Department of Civil Engineering, Construction Management and Environmental Engineering
Northern Arizona University, Box 15600 -- Flagstaff, AZ 86011
Dear Energy Conversion and Conservation Division (ECCD) Members,
Please find the attached Call for Papers of ECCD for the 2016 ASEE Annual Conference to be held in New Orleans, LA. The submission of abstracts will open on September 1, 2015 through October 19, 2015. Please note that there is now an ‘In Progress’ category for papers that illustrate projects related to energy conversion and conservation efforts that are on-going. but too early to have results from evaluation/assessment.
Looking forward to your participation in the ECC division for the 2016 conference. Please let me know if you have any questions.
Madhumi Mitra, Ph.D
ASEE 2016 Energy Conversion and Conservation Division Program Chair
The Engineering Physics and Physics Division (EPPD – http://eppd.asee.org) of ASEE invites you to submit abstracts for papers to be presented at the ASEE Annual Conference in Columbus, Ohio on June 25 – 28, 2017. Our last year conferences were excellent with outstanding presentation and other activities in the field of Engineering Physics and Physics related educational issues, to see the last year highlights click here http://eppd.asee.org/y2016
Topics of particular interest include:
• Physics and P-12 STEM Education: Learning Through Guided Discovery
• Engineering in P-12 STEM Education
• First-year Engineering Physics Curriculum and Teaching Innovation
• Novel approaches and methods for addressing ABET Engineering criteria
• Curricular design and innovation
• Laboratory development and innovation
• Teaching and learning techniques
• Undergraduate and graduate research
• Assessment of teaching and learning
• Novel approaches and methods for addressing student recruitment and retention
• Globalization of Engineering physics and physics education
• Pedagogical issues arising from the emergence of areas such as Biomedical Engineering and Life sciences.
• Other topics of general interest in Engineering physics and physics education/research will also be considered.
Abstracts of 250-500 words must be submitted electronically through the ASEE paper submission system. Authors of accepted abstracts will have the opportunity to submit a full paper, which will be peer reviewed for possible inclusion in the conference proceedings. Deadline information and updates will be posted on the ASEE website: http://www.asee.org/.
Proposals for special paper sessions, workshops, panel discussions, and individuals interested in moderating a session or participating in the peer review please contact me.
Bala Maheswaran, PhD
EPPD Program Chair
367 Snell Engineering Center
Boston, MA 02115
SwECC 2016 ASEE Annual Conference Call for Papers
Deadline for abstract submission is Oct. 19, 2015
All abstracts must be submitted via ASEE Monolith System and will be peer reviewed
The Software Engineering Constituent Committee (SwECC) invites abstracts for papers, workshops and special sessions for the 2016 American Society for Engineering Education (ASEE) annual conference to be held June 26-29 in New Orleans, LA. Authors may submit abstracts on any topic related to software engineering education.
We are particularly seeking papers that focus on:
• undergraduate student retention,
• software engineering curriculum development and courseware,
• teaching tools and practices,
• interaction with computer science and computer engineering programs,
• interdisciplinary projects and courses with design significance given to software components,
• systems engineering of large-scale software-intensive systems including cloud-based and mobile-enabled systems, and
• increasing the awareness of the discipline of software engineering amongst other engineering disciplines.
We encourage submissions from authors not directly in software engineering whose work describes educational approaches for teaching software development within their discipline. Authors can submit work that is not fully developed as a work-in-progress by including that designation in the paper title.
Abstracts must be submitted through the ASEE’s Monolith system, which will be open on September 1, 2015 and close Oct. 19, 2015. Each abstract should be approximately 500 words. Authors are encouraged to read the Author's Kit available on the conference website (http://www.asee.org/conferences-and-events/conferences/annual-conference/2016/papers-management/for-authors) to get additional information about submission procedures.
The ASEE annual conference has a publish to present policy. All regular papers will be considered for SwECC’s first-ever best paper award. The best paper from the division will be considered for the ASEE Professional Interest Council II best paper award.
The SwECC seeks proposals for software engineering-related workshops and special sessions for the 2016 annual conference. Workshops are presentations on software engineering-related topics of interest to engineering educators. Workshops tend to be a highly interactive experience for the participants. Special sessions can be either a group of four or five related papers on a topic of significance, or a panel of several distinguished experts. Please contact the division’s program chair, Barbara Bernal, to discuss pre-conference workshops and/or special session proposals.
For more information, please contact the 2016 SwECC Program Chair: Barbara V. Bernal (email@example.com, 678-915-4283), Emeritus Professor, College of Computing & Software Engineering, Kennesaw State University - Marietta Campus (formerly Southern Polytechnic State University), Marietta, GA 30060.
2016 ASEE Annual Conference & Exposition New Orleans, LA June 26-29, 2016
Systems Engineering Division (SED) Call for Papers
The Systems Engineering Division (SED) invites proposals for tutorial/workshops, abstracts for papers, and proposals for full sessions (4 papers), and panel discussions for the 2016 ASEE Annual Conference, June 26-29, 2016 in New Orleans, LA. The SED promotes systems engineering education and systems thinking at all levels of education, and for different delivery modes including distance education, hybrid and traditional classroom delivery. The SED is looking for papers that address many aspects of systems engineering education, including but not limited to:
New or innovative approaches for teaching systems engineering.
Collaborative efforts and initiatives with industry or government partners.
Real-world systems engineering: Development, design, and/or implementation.
Capstone projects and experiences focused on the systems engineer practitioner.
Integration of systems engineering across one or more other disciplines.
K-14 systems engineering education and educational outreach.
Project-based, problem-based and team-based systems education.
Systems education for all engineers; systems education for non-engineers
Role of systems engineering education in preparing learners to solve complex problems.
Strategies and lessons learned related to developing systems engineering curriculum.
Systems engineering assessment methods, competency development, and certification.
Systems engineering of software-intensive systems including cloud-based systems.
Use of systems engineering modeling, simulation, methods, and tools in the classroom.
Graduate Reference Curriculum for Systems Engineering (bkcase.org/grcse).
Systems Engineering Body of Knowledge (sebowiki.org).
Mechatronics Engineering and Engineering. Technology
Visions and roles for systems engineering education.
collaboration with the industry, internships, certifications,
progression from high school, 2-year institutions, to 4-year programs
Submissions are welcome from any discipline that leverage systems engineering principles either to develop curriculum or as part of the curriculum. All paper submissions are publish-to-present. Submission may include classroom applications, exploratory topics, research reports, and works in progress. Abstracts shall be 250-350 words in length. Paper submission is a two-step review process consisting of an abstract submission, review and potential acceptance, followed by a full manuscript submission, review and potential acceptance. Both the abstract and the final paper must be accepted to present at the conference and for inclusion in the conference proceedings. At least one author for each paper is expected to register for and present at the conference. Submission guidelines and deadlines, along with other pertinent information, are available at the ASEE 2016 Annual Conference website.
Proposals are welcomed for workshops and discussion panels. Presenters should directly contact Mr. Oscar Salcedo, Systems Engineering Division Program Chair, at firstname.lastname@example.org.
Technological and Engineering Literacy/Philosophy of Engineering Division ASEE 2016 Conference Call for Papers attached as .pdf file. If problem opening, please contact carl Hilgarth, email: email@example.com
The WOMEN IN ENGINEERING DIVISION (WIED) is seeking papers for the 2016 ASEE annual conference. Topics of interest to WIED include the following areas related to women in engineering, computing and/or technology in the United States and/or globally, such as mentoring, innovative recruitment and retention programs for women undergraduate and graduate students and their assessment; mentoring, recruitment, retention, leadership and professional development activities for women faculty and administrators (including work/life balance and dual-career issues); workplace climate; innovative women’s programs; universities’ programs, policies or reviews (including Title IX and recent proposed legislation on campus compliance with prevention of sexual violence); and transformative research especially in the social sciences or cognitive sciences that informs the development of impactful and forward-thinking programs and policies in these areas. Popular sessions at recent conferences have included panels such as improving the experience of marginalized students on engineering design teams, perspectives and practical skills for men as advocates for gender equity, interactive theater to promote difficult dialogues about inequities in engineering education, managing dual careers, work/life integration issues, 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 could be co-sponsored with other divisions are also welcome.
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 submit a full paper.
For additional information, please contact Beena Sukumaran, WIED Program Chair, Civil & Environmental Engineering, Rowan University, 201 Mullica Hill Road, Glassboro, NJ-08028, or by email at firstname.lastname@example.org