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).
The Aerospace Division of ASEE invites full-length and work-in-progress papers for the 2017 Annual Conference and Exposition (June 25-28, 2017, Columbus, Ohio). Educators as well as engineers and scientists in industry from across the world are invited to submit current papers on any relevant topic in aeronautical and aerospace engineering and technology education. This year’s theme is Commit to P-12.
The Aerospace Division will accept student papers that are authored and presented by students. It is possible for a faculty member to serve as a co-author. Qualified papers will be considered for the Aerospace Division Student Paper Awards. Each award will consist of a certificate and a stipend.
The Aerospace Division will accept work-in-progress (short) papers that report on partially complete activities in any of the areas listed. Authors will have an opportunity to choose the work-in-progress designation at the time of submitting abstracts.
1. Engineering Epistemologies (research on what constitutes engineering thinking and knowledge within social contexts now and into the future)
o professional development of aerospace engineers
o aerospace systems engineering
o Integration of professional skills into an aerospace engineering course
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 educational activities that are done outside the classroom to enhance aerospace students educational experience
o integration of CubeSats or nanosats projects into 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 any and all aerospace courses
4. Engineering Diversity and Inclusiveness (research on how diverse human talents contribute solutions to the social and global challenges and relevance of our profession)
o P-12 outreach
o student persistence in aerospace engineering
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. Other topics of interest to the aerospace division community
Submission tips and guidelines
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 Aerospace Division Program Chair, Dr. Antonette (Toni) Cummings, by email: firstname.lastname@example.org or by phone/text: 817-454-9779. Aerospace.asee.org
The ASEE Diversity Committee (ADC) invites papers for presentation at the 2017 Annual Conference and Exposition in Columbus, Ohio. We invite paper submissions on any topic relevant to diversity and inclusion in engineering and related sectors across industry, government, and academia.
The ADC is especially interested in papers addressing topics that have not historically been the focus of other divisions that serve underrepresented groups. Possible topics, across all levels of education and practice of the engineering profession, include:
• Diversifying the term ‘diversity’ – embracing visible and invisible difference to create a more inclusive culture
• The business case and the learning case for diversity and inclusion
• Supporting students from traditionally underserved or uncounted groups including, but not limited to LGBTQ, Low Income / First Generation, and persons with disabilities.
• Effecting cultural climate change
• Why we need allies; impact of ally programs
• Creating an inclusive classroom
• Increasing social capital for underrepresented, underserved and uncounted groups
The ADC paper sessions are Publish to Present. Acceptance of an abstract will result in an invitation to submit a full paper. Papers will be peer reviewed and judged on the basis of degree of innovation, intellectual merit, demonstrated outcomes, and relevance to diversity and inclusion. For formatting guidelines please consult the Author’s Kit at https://www.asee.org/documents/conferences/annual/2017/2017_Authors_Kit.pdf
Abstracts and papers are blind reviewed and must be submitted electronically via ASEE’s Monolith system: https://www.asee.org/public/conferences/78/papers.
By submitting a paper, authors agree to review at least one other abstract and paper.
For more information, contact:
Becky Bates, PhD
Department of Integrated Engineering
Minnesota State University, Mankato
Community Engagement Division
Call for Papers: 2017 Annual Conference
The ASEE Division Community Engagement (CED) is soliciting abstracts and papers for the June 2017 ASEE Annual Conference in Columbus, OH. Submitted abstracts and papers can take many forms: theoretical to practical, conceptual to experiential/case study, all with emphasis given to evidence-based papers and presentations.
Community Engagement is an umbrella term for community-based research, humanitarian engineering, service learning, civically-engaged learners, technology-based social entrepreneurship and more. Community organizations (either local or from abroad) partner with institutions of engineering education for the mutual benefit of communities and engineering students. Ideally, student teams and citizens work together on the shared purpose of completing community-identified projects aimed at increasing community assets. The CED is a scholarly community for faculty interested in the various ways engineering students, faculty, institutions, communities, and other stakeholders are impacted through the many different types of CE efforts.
The division is particularly interested in papers that fall into one of two distinct categories: (1) Traditional Research Papers and (2) Engagement in Practice (Work-In-Progress) Papers.
The Traditional Research Papers are full papers/presentations that are research focused and address the assessment of and/or scholarly research on the impacts of community engagement on students, communities, and faculty. Abstracts for this category will be accepted on, but are not limited to, research on the following topics:
• Models of community engagement activities in engineering including design projects and collaborations with co- and extra-curricular activities;
• Scaling community engagement to large numbers and/or high percentages of engineering students;
• Innovative approaches to integrating community-based efforts into the engineering curriculum;
• Building effective community partnerships at both the local and global scale;
• Establishing program sustainability – making programs outlive their founders;
• Lessons learned in implementing community-based educational initiatives;
• Integration of community engagement in a K-12 STEM Setting
The Engagement in Practice Papers are shorter papers (6 pages or less). The structure of the session at the conference will include short presentations (3-5 minutes) with facilitated discussion and sharing. Papers in this category will detail specific community engagement projects (case studies) or efforts that currently do not have a significant collection of data for educational evaluation or assessment. These papers should address key issues such as partnership development, project design, project execution, successes and lessons learned, transferability, etc. Papers in this category will be limited to a length of 6 pages or less including references, yet all other paper requirements for an ASEE conference paper will be maintained. Engagement in Practice papers that are accepted will be grouped into a single session devoted specifically to presenting on-going community engagement projects/efforts. Papers in this category must have Engagement in Practice as the first part of the title of their paper, ex: Engagement in Practice: Lessons Learned from University X’s Engineering Service Learning Program.
Abstracts submitted no later than the closing date announced by ASEE will be evaluated and ranked. Papers selected for presentation must be submitted in accordance with ASEE requirements found on the ASEE website.
Please submit a 200-300 word abstract electronically through the ASEE Conferences website.
Abstracts for Traditional Research Papers should address the following:
• Background and motivation
• Description and justification of methodology
• Results and data analysis including impact on the community where possible
• Conclusions and significance
Abstracts for Engagement in Practice papers should include the following
• Background (including partnership development) and motivation for project
• Project design and execution
• Lessons learned through successes or failures
• Conclusions and next steps
Abstracts and papers are double-blind reviewed. It is the author’s responsibility to ensure that the requirements for double-blind review are met. You should NOT include authors’ names or institutional affiliations in the abstract nor should author names be in the file name or in document properties. You do not need to include references in the abstract. In addition, be sure to indicate that your abstract is for the Community Engagement Division.
ASEE’s paper submission process and timeline are explicit and the program chair CANNOT override them
To create a division rooted in effective learning and engagement, sessions and presentations will be structured to maximize the benefits for speakers and attendees alike. Based on submitted papers, the program chair will craft the best session topics and formats possible.
Since our goal is to create a diverse division program, we are exploring the use of special sessions that optimize audience interactions or bring in invited speakers, as well as sessions that allow hands-on experiences between conference attendees and the local community. This would include proposals for Sunday workshops at the conference on community engagement and/or off-site events. We are open to suggestions and look forward to your input on what and how such special sessions can be added to the program.
If you have any questions about possible paper or special session ideas please contact the program chair:
We look forward to your contributions to this new and quickly growing community within ASEE!
The Construction Engineering Division seeks presentations and invites submission of abstracts for the 2017 ASEE Annual Conference in Columbus, OH June 25-28, 2017.
Abstract Submission opens on September 6, 2016 and closes on October 16, 2016.
Please note that Technical Sessions for the 2017 conference will begin on Sunday instead of Monday.
Papers related to construction engineering and management education, partnerships between industry and academics, and the results of innovative or technological based educational practices will be considered. Works-in-progress will also be considered.
Papers without a clear link to education and academics will not be accepted.
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
• Construction law and ethics
• 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
Guidelines for Submission
Refer to https://www.asee.org/conferences-and-events/conferences/annual-conference/2017/papers-management/for-authors for details on format and deadlines
Abstracts must be BLIND should be approximately 500 words in length and should include:
• a clear statement of the paper objective
• a clear statement of topical area
• a demonstration of relevance to the construction educational community
• a demonstration of how the proposed paper adds to the knowledge base
• a statement of whether or not it is a work in progress
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.
Final Papers must be BLIND and will be evaluated on the following criteria:
• Rationale: Clearly state purpose and relevance to Construction Division
• Originality: Is the study original and innovative
• Literature: Reference and build upon relevant body of knowledge
• Method: Clearly describe research method or framework
• Results and Discussion: Clear and coherent
• Conclusion: Supported by results
• Overall Quality: Grammar, spelling, and clear & coherent.
Paper presentations will be assigned to either poster, panel or presentation sessions at the discretion of the Program Chair.
For more information, please contact the Program Chair: John Tingerthal (email@example.com)
The Cooperative & Experiential Education Division (CEED) invites submission of abstracts (and subsequently Full Papers) for the 2017 ASEE annual conference. Each abstract should be approximately 500 words long. Engineers or cooperative education and experiential education professionals from either academia or industry should consider submitting papers that are relevant to cooperative education, internships, experiential or work-integrated learning.
Special consideration will be given this year to topics related to the following areas:
• Using co-op/internships for assessment and ABET accreditation
• Using experiential learning in course curriculum
• Successful strategies for broadening participation in co-op/internships for under-represented student groups
• Review of literature relevant to co-op and internships
• Review of literature on how co-op has changed over the last 20 years and directions for the future
Other suggested topics include, but are not limited to: learning outcomes realized through co-op/internship programs; ethics and co-op/internships; how co-op/internships can prepare students for work in the 21st century; benchmarking of co-op programs by universities and employers; entrepreneurship and co-op/internships; developing co-op/internship opportunities for international students; benefits realized by employers from hiring international co-ops/interns; international co-op and internship programs; socialization of engineering students to the workplace; the federal government and co-op/internships; and, co-op and experiential program collaborations with engineering departments.
The CEED Division has a publish-to-present policy similar to other ASEE divisions. Accepted abstracts will be required to prepare a full paper of sufficient level of scholarship for peer review prior to publication in the conference proceedings. Works in progress will not be accepted for presentation. For more information, contact the program chair:
For questions or more information, please contact:
Lisa Massi, Ed.D.
ASEE Cooperative & Experiential Education Division Program Chair
Please consider submitting a 200-400 word abstract for this conference before the October 16, 2016 due date. Acceptable topics include your ECE educational research, your classroom practice, your curriculum design, your laboratory development, or any other appropriate ECE related engineering education topic. Please note that this year’s theme for the ASEE Annual Conference is “P-12 through Life”. We encourage you to share your experiences and ideas for instilling engineering practice in pre-college education from preschool to grade 12.
Energy Conversion and Conservation Division Call for Papers
2017 ASEE Annual Conference and Exposition Columbus,
Ohio, June 25-28, 2017
Open = September 5th, 2016
Closed = October 16th, 2016
The Energy Conversion and Conservation Division (ECCD) invites papers for the 124th
ASEE Annual Conference and Exposition to be held June 25-28, 2017 in Columbus, Ohio.
The division is multi-disciplinary and is honored to share innovative pedagogy related to all
forms of energy generation, distribution, use, and conservation with the engineering
education community; especially as the pedagogy relates to the NAE Grand Challenges,
the development of the Engineer of 2020, and P-12 Engineering Outreach. Authors should
consider submitting technical papers for oral or poster presentations, as well as
recommendations for Workshops, Special Panels, Outreach Events, Service Projects, and
Nominations for Distinguished Speakers.
Please feel free to contact me with any questions or to discuss ideas!
Dr. Lynn Albers
ECCD 2017 Program Chair
Assistant Professor, School of Engineering
191 Main St.
Carrie Rich Hall, Room 200
Buies Creek, NC 27506
CALL FOR PAPERS
AMERICAN SOCIETY FOR ENGINEERING EDUCATION
ENGINEERING AND PUBLIC POLICY DIVISION
2017 ASEE ANNUAL CONFERENCE & EXPOSITION
Columbus, Ohio - JUNE 25-28, 2017
The ASEE-Engineering and Public Policy Division (EPPD) invites abstracts for papers, proposals for full sessions, panel discussions and other session formats for the 2017 annual conference, to be held in Columbus, OH, June 25-28, 2017. 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. This year, EPPD is particularly interested in papers that address P12 STEM education policy issues. Example topics from past papers include:
• 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
New in 2017! EPPD would like to sponsor a distinguished lecture or panel, and we request your help in generating ideas for speakers and/or topics. Please send suggestions to Kacey Beddoes (firstname.lastname@example.org)
All paper submissions are publish‐to‐present. Submissions may include research reports, classroom applications, exploratory topics, and works in progress. Recommended paper length is 3 – 15 pages in ASEE conference proceedings format. All abstracts must be submitted through the ASEE paper management system starting September 6, 2016 until October 16, 2016. If you have further questions or would like to submit a panel, full (or partial) session, or non‐traditional session proposal for the 2017 Annual Conference, please contact EPPD Program Chair, Kacey Beddoes (email@example.com).
For more information on the division see: https://sites.google.com/site/engineeringandpublicpolicy/
The Engineering Design Graphics Division (EDGD) of ASEE invites authors to submit papers for presentation at the 2017 ASEE Annual Conference and Exposition in Columbus, Ohio. The Division welcomes relevant submissions from all engineering disciplines.
Topics of interest to EDGD include but are not limited to:
• Diversity in Engineering Graphics Education
• Teaching design intent
• Simulation and analysis software dependence on geometric models
• Teaching simulation and analysis software at different levels
• Course content and tools
• Innovative teaching and learning strategies
• Curriculum development
• Learning outcomes and assessment
• Innovative technology
• Product lifecycle management
• Trends in graphics
• Virtual/augmented reality
• 3D modeling in engineering design
Abstract submission details (including the Author’s Kit with deadlines and instructions) can be found on ASEE’s conference website at: https://www.asee.org/conferences-and-events/conferences/annual-conference/2017. Authors of accepted abstracts will be invited to submit full length papers for peer review and inclusion in the conference proceedings.
Approximate 2017 ASEE Annual Conference Timeline for Authors
Tuesday, September 6, 2016 - Web Based System opens for Abstract and Workshop submission
Sunday, October 16, 2016 - Abstracts must be submitted
Sunday, November 6, 2016 - Accept/Reject notification
Sunday, February 5, 2017 - Draft papers must be submitted
Sunday, March 19, 2017 - Upload requested revisions to blind draft deadline
Sunday, April 9, 2017 - Deadline to remove all blind indicators and upload Final Paper Deadline for Author Registration, for Proceedings Fees, to accept Copyright Transfer and Early Bird Registration Closes
For additional information, please contact the Engineering Design Graphics Division Program Chair for the 2017 ASEE Annual Conference and Exposition – Ted Branoff (firstname.lastname@example.org).
Dear Engineering Economy Division:
The Engineering Economy Division (EED) of ASEE seeks papers for presentation at the ASEE Annual Conference and Exposition being held in Columbus, OH, June 25-28, 2017. Relevant submissions are welcome from all engineering disciplines. Topics of interest include, but are not limited to, economic analysis across engineering disciplines; innovative teaching methods for engineering economy; case studies for the classroom; integrating engineering economy research into the classroom; teaching engineering economy to diverse populations of students; and international aspects of engineering economy education.
Abstract submission details (including the Author’s Kit with deadlines and instructions) can be found on ASEE’s conference website at:
Abstract Deadline: October 16, 2016
Authors of accepted abstracts will be invited to submit full length papers for peer review and inclusion in the conference proceedings, and all accepted papers will be considered for the division’s $1000 Best Paper award.
In addition, we especially welcome submissions from new engineering economy educators (students and/or faculty teaching engineering economy less than 5 years) and if accepted, these authors will be eligible for up to a $1000 conference sponsorship to cover expenses of attending and presenting at the annual conference.
For more information, please contact the Engineering Economy Division program chair, Aimee Ulstad, email@example.com
Aimee Ulstad, P.E.
The Ohio State University
The Engineering Ethics Division invites abstracts for papers for the 2017 ASEE Annual Conference to be held in Columbus, OH June 25-28. Diverse areas of interest and topics are welcomed, including those related to this year’s annual focus on Engineering P-12.
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 ethics, analysis and/or assessment methods, results or findings, and next steps. All abstracts must be submitted via the ASEE Monolith system and will be peer reviewed. Abstract submission opens on September 5, 2016. The deadline for abstract submission is Oct 19, 2016.
The ASEE annual conference has a publish-to-present policy. Only authors of accepted abstracts will be invited to prepare a full paper for peer review, publication in the conference proceedings, and presentation. To be accepted, abstracts (and follow-on papers, if invited) must demonstrate an appropriate level of scholarship.
The Engineering Ethics Division is pleased to accept works-in-progress (WIP) papers to be presented in a poster session. Proposals for works-in-progress papers must include WIP in the title of the abstract.
All published papers are eligible for the division’s best paper award. The award will be presented at the division’s business meeting, which will be held during the ASEE Annual Conference in Columbus in 2017. The best paper from the division will be then be considered for best paper award within the ASEE Professional Interest Council IV.
Call for Workshops and Special Sessions:
The Engineering Ethics Division also seeks proposals for ethics-related workshops and special sessions for the 2017 annual conference. Workshops are presentations 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 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 to discuss pre-conference workshops and/or special session proposals.
The Engineering Ethics Division welcomes and encourages student work! Authors are encouraged to advise the program chair of papers having student authorship.
For more information about the submission process, please refer to the call for papers at: http://www.asee.org/conferences-and-events/conferences/annual-conference/.
On behalf of the Engineering Ethics Division: thank you!
Jonathan Beever, Ph.D.
2016-2017 ASEE Engineering Ethics Division Program Chair
Assistant Professor of Ethics and Digital Culture
The University of Central Florida
Orlando, FL 32816
The Engineering Libraries Division (ELD) of the American Society for Engineering Education (ASEE) is accepting abstracts for consideration for presentation at the 2017 Annual Conference & Exposition in Columbus, Ohio. ELD accepts abstracts for full-length presentations and posters. ELD welcomes abstracts from or joint presentations with members of other divisions. ASEE has identified this coming year as a Year of Action on Pre-K-12. 2017 will be our 75th anniversary as a Committee and our 50th anniversary as a Division. Papers celebrating Pre-K-12 outreach or the history of engineering librarianship are particularly welcome. Papers on inclusion are also always welcome; to qualify for the Society’s Best Diversity Paper, diversity and inclusion must be the focus of the paper. An author kit will be available on the Society and Division website shortly. Please direct any questions to Bruce Neville, ELD Program Chair, at firstname.lastname@example.org.
The Engineering Management Division (EMD) of ASEE seeks papers (abstracts) for presentation at the 2017 ASEE Annual Conference and Exposition in Columbus, OH – June 24-28, 2017.
While session themes will depend upon the papers submitted, papers in all areas of engineering management education will be considered. EMD is a publish-to-present division. Both abstracts and papers must be accepted to present at the conference.
Topics may include any applications of engineering management as it relates to education and the development of future engineering managers. All topics in the Engineering Management Body of Knowledge (EMBOK) are welcome including, but not limited to: Leadership and Organizational Management, Strategic Planning, Financial Resource Management, Project Management, Supply Chain Management, Management of Technology, etc. Suggested topics in education include, but are not limited to: engineering management program organization, approaches to outcome assessment and program/course effectiveness, workplace applications of engineering management skills and concepts with educational implications (including academic-industry collaboration), engineering management education success stories, innovative teaching practices in engineering management, asynchronous or synchronous learning networks. Special consideration will be given to papers which address issues of K-12 Education to the Engineering Management discipline.
All submissions to the division will be considered for the EMD Best Paper Award. This award will be announced at the division dinner and includes a framed award certificate. In addition, all presentations made during the conference will be considered for the EMD Best Presentation Award, which will be announced following the conference and recognized at the division dinner during the next annual conference.
EMD accepts work in progress (WIP) papers per ASEE guidelines. These papers should appeal to a large section of the EMD audience and reflect educational research that is innovative in nature. The paper should focus on the purpose, hypotheses and potential methodologies of the proposed research. The EMD expects that WIP papers will be approximately four pages in length and will receive reduced presentation time compared to full conference papers. The title of WIP papers should begin with “Work in Progress:”
Submitted abstracts should be 200 - 300 words in length and will be peer-reviewed. The abstract should provide a clear statement of the work's objective and its relevance to engineering management.
Authors submitting to EMD will be asked to review papers and abstracts for the division, those who are unable to fulfill this commitment by the timelines required may have their own papers rejected by the session chair, regardless of paper quality.
All abstract and paper submissions will be handled electronically through Monolith. Submissions must be completed electronically, and due dates and times indicated on the ASEE website must be met without exception. For additional information including deadlines and guidelines, refer to: http://www.asee.org for the upcoming 2017 conference in Columbus, OH.
For more information, please contact the Engineering Management Division Program Chair, Dr. Christy Bozic, below are contact details:
Christy Bozic, PhD
Scholar in Residence
Associate Faculty Director of Undergraduate Education
Lockheed Martin Engineering Management Program
University of Colorado Boulder
Abstract submission for the ASEE 2017 Annual Conference is now open and it will close on Sunday, October 16, 2016. The Engineering Physics and Physics Division (EPPD) of ASEE seek abstracts for papers to be presented at the ASEE Annual Conference in Columbus, Ohio on June 25 – 28, 2017. We encourage you to submit the abstracts as early as you could to avoid the deadline rush and give ample time to reviewers to review the abstracts/papers.
I would very much appreciate it, if you could encourage the engineering physics and/or Physics educators and other interested members at your institution to join the Engineering Physics and Physics division and to submit abstracts for the ASEE2017 annual conference. This will give them an opportunity to meet other educators and listen to teaching approaches at other institutions, and their research with students. For more info regarding the division please visit our website; http://eppd.asee.org.
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. Proposals for special paper sessions, workshops, panel discussions, and individuals interested in moderating a session or participating in the peer review please contact me. I will inform you regarding the deadlines for the abstract, draft paper, final paper, conference registration, and housing registration. For more info please visit: http://www.asee.org
Bala Maheswaran, Ph.D.
Program Chair, EPPD
367 Snell Engineering Center
Boston, MA 02115
The Engineering Technology Division (ETD) invites abstracts from those involved with engineering technology education. In 2017, the conference will be held in Columbus, Ohio, the Buckeye State. The term “buckeye” refers to the nut from the buckeye tree that looks like the eye of a deer (hence, “buck eye”). Who knew?? Anyway, this past June in New Orleans more than 70 papers were presented in sessions covering
• Capstone and Design Projects
• Renewable Energy and Sustainability
• Curriculum and New Course Development
• Novel Teaching Methods
• 3-D Printing
• Issues in ET Education
• Student Recruitment and Retention
• ABET-Related Issues
For 2017, we are interested in all areas of engineering technology, and the hope is to have even more papers to present than we did this year. The ETD is changing and evolving rapidly, and this is the ideal conference venue for you to network with colleagues, share best practices, and present some of the interesting pedagogical, applied research, and program development activities you’ve been working on.
Submit your 300-500 word abstract via ASEE’s web-based abstract and/or paper submission system (Monolith) at
Authors may obtain updates and information regarding Monolith and deadlines from the link. Abstract submission begins September 6, 2016.
Please note that ETD is a publish-to-present division. Acceptance of abstracts in the division does not ensure publication in the conference proceedings or presentation at the conference. All accepted peer-reviewed papers, based on the abstracts, must be approved prior to inclusion in the proceedings and before presentation at the conference.
The deadline for submission of abstracts is October 16, 2016. Please take the time to submit your work so your peers can learn from what you’re doing. If you have any questions, please contact:
Robert Weissbach, email@example.com, (317) 274-7799
The Environmental Engineering Division of ASEE invites papers for the Annual Meeting to be held in Columbus, OH, USA. The division will offer sessions that include papers on the following topics:
• Developing and implementing modules and/or activities for outreach to P-12 community;
• Innovative pedagogical methods (social media, flipped classrooms, active learning etc.) in teaching environmental engineering courses;
• Integrating sustainability in courses, across disciplines, in communities, especially as it relates to new ABET criteria;
• Assessing change in attitudes and values toward sustainability and environmental engineering;
• Innovative uses of current and emerging technologies in teaching environmental engineering courses;
• Extracurricular student projects/contests in environmental engineering, e.g. P3, EWB, IEDC, etc.;
• Development of new or hybrid courses in environmental engineering, e.g. Environmental Biology, Environmental Security, Environmental and Public Health;
• Interdisciplinary approaches to addressing major (e.g. Grand) challenges such as climate change, food, water;
• Educational resources such as online case studies, web-based course modules for teaching environmental engineering topics;
• Recruitment and retention of diverse students in environmental engineering;
• Undergraduate environmental engineering research or capstone experiences;
• Accreditation and assessment, e.g. ABET, graduate program accreditation, assessment, etc.
• Community engagement through research or capstone experiences.
The Environmental Engineering Division now requires that presenters publish their papers in the ASEE conference proceedings.
Questions may be addressed to the Environmental Engineering Division 2016-2017 Division Chair, Dr. Mary Cardenas at firstname.lastname@example.org or the 2016-2017 Program Chair, Dr. Stephanie Butler Velegol at email@example.com.
American Society for Engineering Education
Call for Papers
International Division Abstract Submissions for the
ASEE 123nd Annual Conference & Exposition
New Orleans, Louisiana – June 26-29, 2016
The International Division is seeking papers for the 2016 ASEE Annual Conference in Columbus, Ohio, to be held June 25-28, 2017. We hope you and your colleagues will participate in this event. It is a great opportunity to have your engineering-related work peer reviewed and published in an internationally known engineering conference. Abstract submission begins on September 6, 2015 and will end in mid October 2016 (please check www.asee.org for updates).
Papers are being solicited with any engineering education area that has an international dimension. That especially includes engineering educators from institutions abroad. An international dimension always adds new and different complexity to the normal challenging world of engineering education. The International division provides that venue to discuss and share these issues with other educators with similar international issues. Common areas are study abroad and travel trips. However our division includes cross cultural diversity, k to 12, first year engineering, ethics, collaborations, ABET and other accreditation as only some of the examples where the international component leads to stimulating discussion and exchanges during our sessions.
The following topics have been identified by International Division members as potential session topics and members are encouraged to submit papers for these sessions:
• Comparison and Assessment of Various Study Abroad Models in Achieving Global Competencies
• Integration of International Programs in the Engineering Curriculum (year long, semester, short-term / study abroad, co-op, and service learning)
• Starting Successful Faculty-Led Programs: Opportunities, Challenges and Risks.
• Domestic Internationalization: Developing Global Competence through On-Campus Activities.
• International Program Development, Language Integration, and Credit Transfer.
• Cross Cultural Diversity
Be advised that, as a contributor to the international division, it is expected that you and your co-author participate in the peer review process. The peer review process is essential to meeting the high publication standard required for Scopus and other registration systems and is part of your professional responsibility to the conference.
Please note, in order for a paper to be accepted for presentation in a technical or poster session and/or for publication in the proceedings, the Division requires submission of the full final version of the paper.
Abstracts should be between 300 and 350 words. Something new: At the top of your abstract, please indicate up to at least three key words that could assist us in developing session topics relevant to your paper.
All abstracts must be submitted via the ASEE web-based submission and paper management system / Monolith program. The Author’s Kit with deadlines and instructions is available through www.asee.org and on the 2017 conference web site. If you are submitting an abstract to the annual conference, you may print a copy of the Author's Kit to assist you with the ASEE paper format and guidelines for abstract submission. The Author's Kit includes all information you need to guide you through the abstract submission and paper delivery process and can be found at:
Consistent with the description of the scope of the international division, the following ideas are provided:
Graduate students from overseas
Faculty Scholarship, Research, and Development in Engineering Around the Globe
Experiential and Project-based Learning in Engineering Programs Overseas
Innovation and Best Practices Around the Globe
Global Collaboration of Engineering Programs with Career Development Centers
Techniques in Web-Based and Technology Enhanced Education Around the Globe
Best Universal Practices in Creating and Fostering Industry & Academic Partnerships
Contemporary issues in Diversity, Globalization and Ethics
Global Methods for Recruiting, Retaining and Motivating Engineering Students
Ethics in international engineering
Preparing engineering students for international practice
Faculty involvement in international engineering education programs
Multimedia and Distance Education Tools for Engineering Education Around the Globe
Engineering education responses to global challenges/Exposing engineering students to other cultures
Relationships between Engineering Education Organizations in Countries throughout the World
The Graduate Student of 2020: Integrating International Engineering Research and Education
International Collaborations, Experiences, Partnerships, Service Learning
Capacity building in engineering in developing countries
Convergence of curricular approaches around the globe/Best practices, models for engineering education internationally
Convergence of quality assurance systems around the globe
Needs of multinational companies
Socratic discussion on international engineering education
Teaching entrepreneurship to engineering students in developing countries
International Exchange/Joint Programs in engineering education
Global Research Opportunities in Engineering and Engineering-related fields
International Research Compliance- Guidelines and Rules of the Game
Foreign Language and Cultural Understanding in Engineering Curricula
Diversity: Women and Minorities in Engineering Education around the globe
Needs, Opportunities, and Challenges for Global Engineering Education
Abstracts will be reviewed as they are received, so it is strongly recommended that you submit your abstract early. This will also allow time to revise and resubmit your abstract if necessary. Please contact me with questions or if you are interested in proposing a session or a workshop on the weekend before the conference technical sessions begin.
Phillip A. Sanger
Programs Chair, ASEE 2016 Annual Conference
Professor, School of Engineering Technology
Purdue Polytechnic Institute
401 N. Grant
Lafayette, IN 47907
The Liberal Education/Engineering & Society (LEES) Division invites abstracts for papers and poster proposals for full sessions, panel discussions, and innovative session formats for the ASEE Annual Conference, June 25 – 28, 2017 in Columbus, Ohio. LEES is concerned with the role of the humanities, arts, social sciences, and communication in engineering education. LEES members help students develop the ability to communicate effectively, critically analyze the social and ethical dimensions of technology, fulfill professional responsibilities, and situate engineering within larger social, historical, political, and cultural contexts. LEES welcomes proposals related to any of the diverse areas that fall within the scope of our division. Example topics include the following:
• Strategies for and challenges in the integration of engineering and liberal education
• New strategies for enhancing communication practices and competence
• P-12 education
• Communication as performance – what can engineering communicators learn from the worlds of theatre and music?
• What is the purpose of engineering education?
• Liberal education in action! Service learning, design, multidisciplinary projects, ethics, etc.
• The role of the engineer on a multi‐disciplinary team
• Critical assessments of efforts to broaden engineering education
• Mixing engineering and liberal arts students—experiences and reflections
• Pursuing social justice through engineering
• Design as a social intervention
• Deepening student experiences through communication and the humanities
• Placing engineering education reform efforts in historical perspective
• Assessment experiences and perspectives, especially in light of recent proposed changes to ABET
• A joint session proposal on any relevant theme with one or more other ASEE divisions
All paper submissions are publish‐to‐present. Submissions may include research reports, classroom applications, exploratory topics, and works in progress. Recommended paper length is 3 – 15 pages in ASEE conference proceedings format. All abstracts must be submitted through the ASEE paper management system between September 6, 2017 and October 16, 2017. If you have further questions or would like to submit a panel, full (or partial) session, or non‐traditional session proposal for the 2017 ASEE Annual Conference, please contact the LEES Program Chair, Shane Cotter, Union College, firstname.lastname@example.org.
Call for Papers – ASEE Manufacturing Division
ASEE Annual Conference & Exposition, Columbus, Ohio, June 25 – 28, 2017
The Manufacturing Division of the American Society for Engineering Education invites abstract submissions for the 2017 ASEE Annual Conference. Papers and presentations related to manufacturing education, practice and assessment in all areas of manufacturing, with particular attention to new and emerging topics of manufacturing education will be considered. Submissions must include content related to educational issues. Suggested topics include, but are not limited to:
• Design and development of innovative learning materials and teaching strategies for manufacturing education
• Advances in additive and hybrid manufacturing for education
• Four‐pillars of manufacturing engineering
• Implementation of new technology into manufacturing education, such as nano/micro‐manufacturing, biomedical manufacturing, automation and robotics, additive manufacturing, energy manufacturing, and digital manufacturing
• Integration of current issues into manufacturing education, such as globalization, lean/green manufacturing, alternative energy resources, supply chain
• Implementation of sustainability into manufacturing education, such as materials, sustainable product/process design, energy efficiency, waste recycle, life cycle assessment, and emerging potentials
• Implementation of instructional technology such as simulation tools, virtual, remote labs and distance learning
• Integration of research and development into manufacturing programs
• Industry‐based projects and capstone experiences
• STEM integration in the classroom, laboratory, and projects from design to prototype and manufacturing
• P16 STEM projects and integration of manufacturing engineering into K‐12 curricula
• Entrepreneurship and engineering innovation
• Government policy and manufacturing education
• ABET and ATMAE Accreditation related topics
• Successful stories and best practices in Manufacturing Innovation
Make It! This hands-on session is organized by the Manufacturing Division but supported by other divisions of the ASEE. Poster presentations often include 3D printed models, artistic works, fun projects, robotics, and unique projects. Eclectic and multidisciplinary submissions are encouraged. A paper is required but may be written in the form of a how-to that allows others to reproduce the work. Abstracts for this session should begin with the word 'MAKER:' in upper case. This is an excellent venue for personal hobbies and student projects.
The ASEE Manufacturing Division is a publish-to-present division which selects an overall best division presentation and overall best division paper. A certificate or plaque will be provided to awardees. Specific information about deadlines and guidelines will be available at http://www.asee.org/ conferences‐and‐ events/conferences. Questions may be directed to the 2016‐2017 ASEE Manufacturing Division Program
Tzu-Liang (Bill) Tseng, Ph.D., CMfgE
Professor and Chair
Department of Industrial, Manufacturing and Systems Engineering (IMSE)
The University of Texas at El Paso
El Paso, TX 79968
Tel: 915-747-7990 E-Mail: email@example.com
2017 Mechanical Engineering Division Call for Papers
2017 Call for Papers
124th Annual Conference & Exposition
June 25-28, 2017
The ASEE Mechanics Division solicits papers for the Annual Conference & Exposition to be held in Columbus, OH, June 25-28, 2017. Areas of interest include theory, practice, assessment, in all areas of engineering mechanics education, ranging from the foundational courses Statics, Dynamics, Mechanics of Materials, and Fluid Mechanics, to advanced-level topics such as Finite Element Analysis, Fracture Mechanics, Vibrations, and Acoustics. Suggested topics, as they pertain to mechanics education, include, but are not limited to:
• projects, laboratories, experiments, or demonstrations
• assessment of teaching and learning
• horizontal or vertical curricular integration of mechanics
• development and deployment of innovative teaching methods or practices
• integration of emerging topics and/or implementation of best practices
Abstracts should be approximately 500 words in length and provide a clear statement of the objective, relevance to mechanics education, assessment methods, and results. Authors of accepted abstracts will be required to prepare a full paper for peer review prior to publication in the conference proceedings. To be successful a paper must demonstrate an appropriate level of scholarship.
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 Exhibits Hall, as designated at the time of final submission. Potential exists for joint sessions with the Mechanical and Civil Engineering Divisions should sufficient cross-over occur to justify these sessions.
In addition, the Division will sponsor its annual Classroom Demonstrations Session, which will feature presentations by mechanics instructors of some of the toys and demonstrations that they use to illustrate concepts and energize their classes. Presenters will be asked to upload documentation of their demonstrations to the Division’s Hands-On Mechanics website (http://www.handsonmechanics.org/). Proposals for demonstrations should include a brief description of the classroom demonstration and how it will be presented at the conference; these are not submitted as papers via Monolith, but rather by direct communication with the Division Program Chair by the Draft Paper deadline that occurs approximately in April prior to the conference.
Submission deadlines are announced at the ASEE website:
Inquiries and questions may be directed to the 2016-17 Mechanics Division Program Chair:
Department of Mechanical Engineering
Milwaukee School of Engineering
firstname.lastname@example.org , 414-277-7451
The MILITARY AND VETERANS CONSTITUENT COMMITTEE (MVCC), a committee of both civilian and military academics, invites papers for the 2017 ASEE Annual Conference in all areas of engineering education that address topics of interest to active duty military and veterans in their pursuit of careers in the engineering profession. These can include Academic Reintegration; Education Pedagogy; Innovative Teaching and Learning Approaches; Models for Military Experience to Academic Recognition; Use of Big Data; Integrating Active Duty and Veteran Student Experience into the Classrooms and Programs; Course and Curriculum Assessment; Integrating Research and Education; Distance Education; Competency Based Education Models; DoD Research Exposure; Communication; and Institutional Veterans Support Programs.
MVCC sponsors a Best Paper award consisting of a plaque. The committee also issues official certificates in recognition of papers nominated for the Best Paper award. For more information on the award and application deadlines, please consult the award’s area of the ASEE website.
MVCC is a “publish-and-review-to-present” committee. 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 in order to present at the conference. In order for the paper to remain in the conference proceedings, at least one registered conference participant must present the accepted paper in a designated technical session or the poster session held in the exhibits hall.
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 may result in the rejection of the submission. Please refer to the author’s kit, 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.
Questions may be directed to the MVCC Program Chair: Keith Landry, Georgia Southern University; email email@example.com or to the MVCC Chair: Oscar Barton, Jr. George Mason University; email firstname.lastname@example.org
Following the success of the ASEE Year of Action on Diversity, the Minorities in Engineering Division (MIND) of the American Society for Engineering Education (ASEE) seeks papers and proposals for panels, workshops, and sessions for the 2017 ASEE Annual Conference. Representatives from academia, industry, non-profits, and government are encouraged to submit abstracts. Abstracts must be submitted no later than the deadline printed on the ASEE website.
Empirical and descriptive papers addressing the following topics are of particular interest:
• New research and trends related to underrepresented groups (e.g. women, Latinos/Hispanics, Black/African Americans, Native Americans/Pacific Islanders, LGBT, veterans, persons with disabilities) in engineering.
• Examples of practitioners and researchers working in collaboration to advance the participation of underrepresented groups in engineering
• Establishing metrics for studying non-cognitive factors and their impact on pursuit and persistence in engineering among underrepresented groups across the K-20 continuum
• Attracting young MINDS - outreach and recruitment of underrepresented engineering students, including students in K-12
• Innovative retention and development programs for undergraduate engineering students, including bridge and cohort programs
• Innovative methods to teach engineering to underrepresented groups, including students in K-12
• Issues related to recruiting, building, and enabling diversity in engineering graduate education (calling special attention to partnerships between majority and minority serving institutions)
• Recruitment and development of underrepresented faculty and administrators (including issues related to effective mentoring, promotion & tenure, senior leadership)
• Policy implications (i.e., Title IX, gender pay equity, sexual harassment) of research, outreach, and initiatives that focus on broadening participation of underrepresented groups in engineering
• Integrating social justice into curricular and co-curricular activities by acknowledging the social and technical impact engineering education can have on our communities and that open possibilities for social justice movements to help shape engineering and engineering technology
• Other relevant MIND topics
Please adhere to the 500 words limit.
Proposals for new SESSION TOPICS, WORKSHOPS, and/or PANELS are also encouraged. Please submit your new proposals through the on-line system, and be sure to preface the title with “NEW SESSION TOPIC,” “WORKSHOP,” or “PANEL.”
MIND uses a blind review process when reviewing abstracts and papers. Acceptance of a peer-reviewed abstract leads to the invitation to submit a full paper. Acceptance of the final paper is dependent on a successful peer review. All abstracts and papers must be submitted through the on-line system by the posted submission deadlines.
For more information, contact:
Rochelle L. Williams, Ph.D.
2017 ASEE MIND Program Chair
The Nuclear & Radiological Engineering Division (NRE) invites papers for the 2017 ASEE Annual Conference in all areas of Nuclear & Radiological Engineering and Nuclear & Radiological Engineering Education that involve the following topics: innovative teaching and learning strategies; course and curriculum assessment and improvement strategies; laboratory courses (including experiments) and hands-on projects; capstone design programs and design throughout the curriculum; integrating research and education; integrating interdisciplinary activities into the engineering curriculum; faculty career management; industry involvement in academia; outreach programs; and other related nuclear & radiological engineering education topics.
SEE the link for additional details and submission requirements.
SWDIV 2017 ASEE Annual Conference Call for Papers
Deadline for abstract submission is Oct. 16, 2016
All abstracts must be submitted via ASEE Monolith System and will be peer reviewed
The Software Engineering Division (SWDIV) invites abstracts for papers, workshops and special sessions for the 2017 American Society for Engineering Education (ASEE) annual conference to be held in Columbus, OH, June 25-28, 2017. 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 (WIP) by including a WIP designation in the title of the abstract.
Abstracts must be submitted through the ASEE’s Monolith system by Oct. 16, 2016. 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/2017/papers-management/for-authors) for additional information about submission procedures.
The SWDIV seeks proposals for software engineering-related workshops and special sessions for the 2017 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: Barbara V. Bernal (email@example.com)
2017 ASEE Annual Conference & Exposition, Columbus, OH June 25-28, 2017
Systems Engineering Division (SED) Call for Papers
The Systems Engineering Division (SED) invites proposals for tutorial/workshops, abstracts for
papers, proposals for full sessions (4 papers), and panel discussions for the ASEE Annual
Conference to be held in Columbus, OH in June 25-28, 2017. 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 submissions that address many aspects of systems engineering education, including but not
• New or innovative approaches for teaching systems engineering.
• Collaborative efforts and initiatives with industry or government partners.
• Real-world systems engineering: development, design, and 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, and 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 (sebokwiki.org).
• Visions and roles for systems engineering education.
o Program/curriculum development.
o Collaboration with the industry, internships, certifications.
o Progression from high school to 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 for presentation at the conference and for inclusion in the conference proceedings. At
least one author for each paper is expected to register for and present the paper at the conference.
Submission guidelines and deadlines, along with other pertinent information, are available on the
ASEE 2017 Annual Conference website.
For more information, please contact:
Dr. Radu Babiceanu, Systems Engineering Division Program Chair, at firstname.lastname@example.org
Call for Abstracts: ASEE 2017 Conference and Exposition
Technological and Engineering Literacy – Philosophy of Engineering Division
Columbus, Ohio June 25 – 28
Technological and Engineering Literacy - Philosophy of Engineering Division (TELPhE Division) invites authors to submit abstracts for papers related to:
• Engineering for Everyone / Engineering for Non-Engineers.
• Best Practices - Results from Successful Engineering or Technological Literacy Programs at Community Colleges and Universities.
• Minors in Engineering or Technological Literacy.
• Teaching the Teachers: Engineering for Education Majors.
• Linking K-12, Community College, and University Programs in Technological Literacy.
• Helping Engineering Students Achieve a Broad Understanding of Technology.
• The Relationship Between Technology, Engineering, and Science.
• Technology and Society: Social, Political, and Economic Issues.
• Engineering Design as a Liberal Art.
• What the History of Technology Can Teach Us About People and Technology.
• Perspectives and Issues Concerning Women and Minorities.
• Learning Objectives and Student Outcomes / Relevant Assessment Tools and Techniques.
• Concepts and Philosophy in Engineering Literacy.
• Defining Engineering Education.
• Assessing the infiltration of technology (drones, personal lasers, 3-D printing, 3-D scanning, nano-technology, smart phones/smart cards) into the public domain and the understanding of technology.
• Engineering for non-engineers as part of the general education curriculum.
• The philosophy of engineering and technological literacy as a function of the educational process.
• Rationale for how such a philosophy can help develop a deeper understanding of technological and engineering literacy as an educational field.
• Reflecting how engineering and technological literacy and the philosophy of engineering develop our capacity to use, understand, and evaluate technology and the technological principles and strategies needed to develop solutions and achieve goals.
• The philosophy of engineering and technology as a function of gender.
• Reflective writing for learning, teaching, and professional insight to facilitate technological literacy and to foster the development of a philosophy of engineering.
• Works in Progress: The division is also interested in papers describing work in progress – projects designed or begun but not yet complete in their data and conclusions. If submitting a paper of this nature, please note in the title and/or abstract that this is a ‘work in progress’ to be considered for this category.
The TELPhE division seeks to promote a community of scholarship in these areas, to identify research issues, and to highlight best practices for enhancing engineering and technological understanding in society. Technological and engineering and literacy and the philosophy of engineering encompass a host of multidisciplinary topics. While a major thrust of the division is to increase the understanding of engineering by the general public, member interests also include concepts emerging from the evolution of Science, Technology, Engineering, and Mathematics (STEM) education.
Contributions are welcome from authors in disciplines including education, engineering, engineering technology, humanities and social sciences, business, history of technology, the study of science, technology, and society, ethics, and philosophy.
SUBMIT ABSTRACTS TO THE ASEE CONFERENCE WEBSITE AND SPECIFY THE TECHNOLOGICAL AND ENGINEERING LITERACY - PHILOSOPHY OF ENGINEERING DIVISION (TELPhE)
Submissions must be completed electronically. Due dates and times indicated on the ASEE website will be followed. For additional information including deadlines and guidelines, refer to http://www.asee.org for the upcoming 2017 conference in Columbus, Ohio.
The Author's Kit, located in the Annual Conference section of the ASEE website under ‘Call for Papers,’ has information needed, from the abstract submission process through paper delivery. The link to the Author’s Kit is: http://www.asee.org/documents/conferences/annual/2017/2017_Authors_Kit.pdf
All paper submissions are publish-to-present. Paper submission is a two-step review process consisting of an abstract submission (Abstracts shall be 250-350 words in length.) for review and potential acceptance, followed by a full manuscript submission for 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.
For more information, please contact the Technology Literacy Division - Philosophy of Engineering Division Program co-Chairs:
Stephen T. Frezza
Professor of Software Engineering
109 University Square, MB3181
Erie, PA 16541 USA
John Krupczak, Jr.
Professor of Engineering
Department of Engineering
Holland, MI 49423 USA
Abstract Submission for the 2017 ASEE Annual Conference and Exposition (Columbus, OH) will
open September 6, 2016. The deadline for submitting abstracts is October 16, 2016 (23:59
The WOMEN IN ENGINEERING DIVISION (WIED) is seeking papers for the 2017 ASEE annual
conference. Popular sessions at recent conferences include the following areas related to
women in engineering, computing and/or technology in the United States and/or globally, such
as outreach, mentoring and recruitment of K-12 students; 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); listening and negotiation; 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 published 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 Sandra D. Eksioglu, WIED Program Chair, Industrial
Engineering, Clemson University, 277C Freeman Hall, Clemson, SC-29634, Phone: (864) 6565-
7889, Fax (864) 656-0795, email@example.com.