Conference Overview

English Bay, Vancouver, BC
Photo by James Z via Flickr

The ASEE Annual Conference and Exposition is the only conference dedicated to all disciplines of engineering education.  It is committed to fostering the exchange of ideas, enhancing teaching methods and curriculum, and providing prime networking opportunities for engineering and technology education stakeholders such as deans, faculty members and industry and government representatives.

The ASEE Annual Conference & Exposition hosts over 400 technical sessions, with peer-reviewed papers spanning all disciplines of engineering education. Attendees include deans, faculty and researchers, students, and retirees. Distinguished lectures run throughout the conference, starting with the main plenary. In addition to various award receptions and banquets, ASEE hosts a complimentary "Meet the Board Forum," providing the opportunity for all registrants to meet with members of the ASEE Board of Directors and discuss current issues in engineering and technology. The spouse/guest tours help make the conference an event for the entire family. Other highlights include the "Greet the Stars" orientation for new ASEE members and first-time conference attendees, the ASEE Picnic, and the "Focus on Exhibits" Happy Hour and Brunch. The 2011 conference will be in Vancouver, B.C., Canada. We look forward to welcoming you there.

Conference Highlights

• ASEE’s Conference Connection Blog
  Recapping the events and happenings at the 2011 ASEE Annual Conference
• Conference Proceedings
• 2011 ASEE Campus Representative Awards
• 2011 ASEE Online Session Locator
• Main Plenary
• Distinguished Lectures June 28, 2011
• Distinguished Lectures June 29, 2011
• Awards Banquet
• Sponsors
• ELD Sponsors
• Exhibitors
• Corporate Sponsor Presentations - Global Pavilion
• Corporate Sponsor Presentations - Technical Sessions & Product Demonstrations
• Photo Slideshow

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Monday, June 27
Vancouver Convention Centre, West Ballrooms C & D
8:45 a.m. - 10:15 a.m.
View the videos

Presentation Materials and Videos

Karl A. Smith View (PDF: 565KB), video
Michael Prince View (PDF: 1.4MB), video
Khairiyah Mohd Yusof View (PDF: 1.1MB), video
Jacqueline Sullivan View (PDF: 2.4MB), video
Arnold Pears View (PDF: 424KB), video
David Darmofal View (PDF: 750KB), video
Anna Dollar View (PDF: 2.3MB), video

The Main Plenary is traditionally the most highly anticipated session at the ASEE Annual Conference, with more than 2,000 attendees enjoying this important keynote address.  Join your friends, colleagues, and industry partners for the official kickoff of the 118th Annual Conference and Exposition.  In previous conferences, ASEE has featured the participation of dynamic visionary leaders such as Charles M. Vest, President of the National Academy of Engineering; Carl B. Mack, Executive Director of the National Society of Black Engineers; Gu Binglin, President of Tsinghua University, and many others.

On the occasion of the 100th anniversary of the Journal of Engineering Education and the release of ASEE’s Phase II report Creating a Culture for Scholarly and Systematic Innovation in Engineering Education, the plenary will celebrate these milestones and demonstrate the inquiry-application-practice cycle in engineering education. This fast-paced plenary will energize the audience and set the tone for the conference. One of ASEE’s premier educators and researchers, Dr. Karl Smith will draw upon our roots in scholarship to set the stage and weave the transitions for six highlighted topics selected for their broad appeal across established, evolving, and emerging practices in engineering education.  The themes will be presented by educators, researchers, and practitioners in a style that will whet your appetite for more information and the desire to act. Join us for this session that demonstrates the interplay of research and practice in engineering.

This session is an extension of the main plenary that began with the 2006 Annual Conference when a Socratic Dialogue presented in-the-round in Chicago was used to begin the Year-of-Dialogue on engineering research. Two years later, a special plenary at the 2008 conference, Leah Jamieson and Jack Lohmann presented the Phase I report. Their presentation engaged the audience in a think-pair-share activity. Keeping with the tradition of those unique presentation formats, this 2011 plenary will provide a series of short presentations—hitting the highlights, and providing opportunities for the audience to reflect at key transitions so as to identify what they can use in their courses, how they can take these approaches back to their institution, and how they can be part of anything from enhancement strategies to transformational changes. To further encourage the adoption and exploration of these approaches post-conference and because the presenters are not going through the research in detail, supplementary references to support these themes will be available on the program CD proceedings.
           

KARL A. SMITH
Professor of Cooperative Learning in Engineering Education and Fellow of Discovery Center
View presentation materials (PDF: 565KB)

Dr. Karl A. Smith has been at the University of Minnesota since 1972 and is in phased retirement as Morse–Alumni Distinguished Teaching Professor and Professor of Civil Engineering. His research and development interests include building rigorous research capacity in engineering education; the role of cooperation in learning and design; problem formulation, modeling, and knowledge engineering; and project and knowledge management. His Bachelor's and Master's degrees are in Metallurgical Engineering from Michigan Technological University and his Ph.D. is in Educational Psychology from the University of Minnesota.

He is currently Co–PI on two NSF Center for Learning and Teaching (CLT) grants — Center for the Advancement of Engineering Education (CAEE) and National Center for Engineering and Technology Education (NCETE). He is also Co–PI on an NSF CCLI National Dissemination grant entitled "Rigorous Research in Engineering Education: Creating a Community of Practice."

He has written eight books including How to Model It:  Problem Solving for the Computer Age (with A.M. Starfield and A.L. Bleloch), published by McGraw-Hill in 1990 (and republished by Interaction Book Company in 1994); Cooperative Learning: Increasing College Faculty Instructional Productivity (with David and Roger Johnson), published by ASHE-ERIC Reports on Higher Education in 1991; Strategies for Energizing Large Classes: From Small Groups to Learning Communities (with James Cooper and Jean MacGregor) published in Jossey–Bass's New Direction for Teaching and Learning series in 2000; and Teamwork and Project Management, 3rd Ed. (with P.K. Imbrie) published in McGraw–Hill's BEST Series in 2007.

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T319 - Distinguished Lecture: The Sleeping Dragon is Waking

Vancouver Convention Centre, 122
10:30 a.m. - Noon

SESSION DESCRIPTION

STEM K-12 education in the United States has long been a sleeping dragon, and now the dragon stirs. Today, STEM learning and its economic benefits are headliners. Widespread national and global efforts are sparking a revolution in K-12 STEM education. Two nationally-prominent thought leaders will share the podium for this “Double-Header Distinguished Lecture” to share ideas and perspectives on projected demand for U.S. and global engineers as well as the educational transformation to meet future work force needs.

SPEAKERS

LINDA ROSEN, PH.D.,
CEO, Change the Equation

Dr. Linda Rosen’s professional career has focused on scaling up research-based best practices in science, technology, engineering and mathematics (STEM) learning and in helping states and localities adopt and adapt these practices to ensure long-term sustainability and success.
Dr. Rosen has a proven track record in providing leadership to the business community in its mission to improve STEM learning. She currently serves as the Chief Executive Officer of Change the Equation (CTEq), a non-profit, non-partisan CEO-led initiative focused on solving America’s innovation problem. As CEO of CTEq, she is leading a nationwide network of more than 110 CEOs who pledge to connect and align their work to transform STEM learning in the United States. She was also the Senior Vice President for the National Alliance of Business where she worked with companies to articulate their STEM vision for the original “No Child Left Behind” legislation.

Dr. Rosen’s discipline expertise is in math and she has taught from high school through graduate school. She served as Senior Advisor to Secretary Richard W. Riley on math and science by providing counsel department-wide on STEM initiatives. She led the National Commission on Mathematics and Science Teaching for the 21st Century (known as the John Glenn Commission) as Executive Director. Dr. Rosen was also the Executive Director of the National Council of Teachers of Mathematics, the largest professional association of teachers of math and teacher educators, and the National Academy of Sciences’ Associate Executive Director of the Mathematical Sciences Education Board.

Dr. Rosen credits her seventh-grade math teacher for sparking her excitement in the field and for dedicating her life’s work to improving STEM learning outcomes for all children, especially girls and students of color.

RICHARD "RICK" STEPHENS,
Senior Vice President, Human Resources and Administration
The Boeing Company

Richard (Rick) Stephens is senior vice president, Human Resources and Administration for The Boeing Company. Stephens, a 31-year Boeing veteran, also is a member of the Boeing Executive Council.

Named to this position in 2005, Stephens oversees all leadership development, training, employee relations, compensation, benefits, Global Corporate Citizenship, and diversity initiatives at Boeing, a $68.3 billion aerospace company with more than 157,000 employees.

Prior to this position, Stephens, 58, served as senior vice president of Internal Services. During his career he has led a number of business areas at sites across the U.S. and around the world including Homeland Security and Services, Space Shuttle, and Tactical Combat Systems.

Stephens serves on a number of nonprofit and business-focused boards and has been recognized for his longstanding leadership in local and national organizations. Passionate about improving education both inside and outside of the classroom, he works directly with community and education leaders towards common language, shared values, vision, and measures of success. This work furthers the goal of preparing a future workforce capable of complex critical thinking necessary to succeed in an ever-changing business environment.

Related to his education and future workforce efforts, Stephens currently serves on the National Governors Association Center for Best Practices Science, Technology, Engineering and Math (STEM) Advisory Committee designed to assist governors in developing comprehensive STEM agendas. He also serves on America’s Promise Alliance Board of Directors, the National Science Resources Center Advisory Board, the Business-Higher Education Forum’s Executive and STEM Committees, and the University of Southern California Engineering and Business School Corporate Advisory Boards. Additionally, he is chair of the Aerospace Industries Association Workforce Steering Committee. These diverse and related education experiences, along with his leadership in a major technology-based company, give him unique insights into how education can prepare students to be successful in the future job market.

Earlier, Stephens served on the Department of Homeland Security Advisory Council, the Secretary of Education's Commission on the Future of Higher Education, the President's Board of Advisors on Tribal Colleges and Universities, the National Academy of Engineering Committee on Science, Engineering, and Public Policy and the Association of Public and Land-Grant Universities Science and Mathematics Teacher Imperative Commission.

Stephens is a member of the Department of Health and Human Services Health IT Standards Committee, Fellow of the American Institute of Aeronautics and Astronautics, and chair of the Illinois Business Roundtable. Stephens also serves as the Boeing executive focal for the University of Southern California and is chair of Healthcare for the Orange County Business Council (Calif.).

Stephens received his Bachelor of Science degree in mathematics in 1974 from the University of Southern California and his Master of Science degree in computer science in 1984 from California State University, Fullerton.

Stephens is an enrolled member of the Pala Band of Mission Indians and served as its tribal chairman from 1988 to 1989. He is a former U.S. Marine Corps officer.

Sponsored by the Educational Research and Methods Division

T318 - Presentation Title: The Changing Employer Expectations: Under the Economic Turmoil a Skills Gap Simmers

Vancouver Convention Centre, 211
View presentation materials (PDF: 4.9MB)

Prior to the disruption within the U.S. economy in the fall of 2008, demand pressures were building within the college-educated labor market in response to companies desperately seeking talent to replace their aging Baby Boom workforce. The loss of organizational and technical knowledge that companies will continue to experience over the next decade will be extensive; and, this loss will be particularly significant within the STEM workforce. During this period of economic turmoil, unemployment rates in the United States continue to hover near the 10% mark. The unemployment rate for the college-educated workforce, however, has consistently remained below 5.0%.

During this same period, employer expectations of college graduates entering the workforce have changed significantly! Employer expectations of demonstrated competencies and abilities remain highly aligned with the ABET Engineering Accreditation Commission's Criterion 3 Program Outcomes; however, young adults competing for these entry level positions must come prepared by having already demonstrated these workplace competencies and abilities at a higher level than those who graduated five years ago. Additionally, employer expectations of entry-level professionals now include several new outcomes, outcomes not currently addressed in Criterion 3, and outcomes that just five years ago were the expectations of professionals with five to seven years of experience.

This paper describes our efforts to data mine competency and ability key word information from more than 20,000 employer entry level and experiential education (coop/intern) position descriptions over the 2003 to 2009 time period. Based on the observations of changing expectations defined in these position descriptions, employer responses were then gathered to survey questions designed to confirm these observations and to expand our understanding of these changes. Responses from nearly 900 companies were received.

The presentation will share our learning of these changing employer expectations. Not all competencies and abilities are valued equally; all are not changing at the same rate. Internships and co-ops are replacing the traditional staring job that most new college graduates entered just five years ago. Competency expectations have increased significantly across all sectors of the economy; skill and ability enhancement are no longer confined to the engineering, manufacturing and finance sectors, but are being pushed by firms from agriculture, professional and scientific services, health, education, entertainment, and non-profit organizations. New abilities aligned with these changing workplace needs are emerging and must be addressed within our learning outcomes, program objectives and continuous curriculum improvement processes.

Sponsored by the Cooperative and Experiential Education Division

T304A - Distinguished Lecture: ASEE International Partners

Vancouver Convention Centre, 306
View presentation materials (PDF: 11.6MB)

Over the past decade and a half, ASEE has developed important partnerships with the Japanese Society for Engineering Education (JSEE), the European Society for Engineering Education (SEFI) and most recently, the Korean Society of Engineering Education (KSEE). This Mini-Plenary brings together the key leadership of these partner organizations who will discuss the current state, development and impact of engineering education in their respective regions/countries and constituencies.

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W304A - Presentation Title: What kinds of skills are needed to address the challenges of the future and how do we enable students to acquire these?

Vancouver Convention Centre - 306

SHIRLEY M. MALCOM
Head, Education and Human Resources
American Association for the Advancement of Science
View presentation materials (PDF: 2.9MB)

Shirley M. Malcom, Ph.D. is Head of the Directorate for Education and Human Resources Programs of the American Association for the Advancement of Science (AAAS). The directorate includes AAAS programs in education, activities for underrepresented groups, and public understanding of science and technology. Dr. Malcom serves on several boards, including the Heinz Endowments and the H. John Heinz III Center for Science, Economics and the Environment, and is an honorary trustee of the American Museum of Natural History. In 2006 she was named as co-chair (with Leon Lederman) of the National Science Board Commission on 21st Century Education in STEM. She serves as a Regent of Morgan State University and as a trustee of Caltech. In addition, she has chaired a number of national committees addressing education reform and access to scientific and technical education, careers and literacy. Dr. Malcom is a former trustee of the Carnegie Corporation of New York. She is a fellow of the AAAS and the American Academy of Arts and Sciences. She served on the National Science Board, the policymaking body of the National Science Foundation, from 1994 to 1998, and from 1994 to 2001 served on the President's Committee of Advisors on Science and Technology. Dr. Malcom received her doctorate in ecology from Pennsylvania State University; master's degree in zoology from the University of California, Los Angeles; and bachelor's degree with distinction in zoology from the University of Washington. She also holds 15 honorary degrees. In 2003, Dr. Malcom received the Public Welfare Medal of the National Academy of Sciences, the highest award given by the Academy.

W304B - Presentation Title: Creating a Culture for Scholarly and Systematic Innovation in Engineering Education: Final Report of a Multi-year Initiative

Vancouver Convention Centre, 122
View presentation materials (PDF: 1.8MB)

This session brings to closure an ASEE initiative that began in 2004 which sought to address the question: “How could/should ASEE contribute to the national dialogue on preparing U.S. engineering graduates for the twenty-first century?” The engineering education community was engaged in the discussion at the 2006 ASEE Annual Conference with a highly-interactive main plenary entitled “Advancing Scholarship in Engineering Education,” which also launched a “Year of Dialogue” within the society and led to a focused report of key issues. The next step was a two-phase project that began in early 2008 with supplemental support from the U.S. National Science Foundation. The first phase involved further in-depth examination of the key issues by over 100 individuals drawn from the broader engineering and education communities which resulted in the Phase 1 report, “Creating a Culture for Scholarly and Systematic Innovation in Engineering Education.” The report was presented at another highly-interactive main plenary at the 2009 ASEE Annual Conference. Phase 2 involved a major national research survey of hundreds of engineering faculty, department chairs, and deans on the ideas and issues expressed in the Phase 1 report. The results of the survey will be presented and discussed at this session, including highlights of educational areas where the engineering education community is doing well, where it aspires to do better, and where it is at odds with recent national reports on the future of engineering and engineering education. The session will conclude with a discussion of the recommendations of the final report and a call to action.

LEAH H. JAMIESON
Leah Jamieson is John A. Edwardson Dean of Engineering at Purdue University, Ransburg Distinguished Professor of Electrical and Computer Engineering, and holds a courtesy appointment in Purdue's School of Engineering Education.  A co-founder of EPICS (Engineering Projects in Community Service), she was awarded NAE's 2005 Gordon Prize for Innovation in Engineering and Technology Education, the 2001 NSF Director's Award for Distinguished Teaching Scholars, and the Anita Borg Institute's Women of Vision Award for Social Impact. Jamieson served as 2007 IEEE President. She is a member of the National Academy of Engineering and a Fellow of the IEEE.

JACK R. LOHMANN
Dr. Lohmann is vice provost for Faculty and Academic Development and professor of Industrial and Systems Engineering at the Georgia Institute of Technology. He is also a member of the Board of Trustees of the Commission on Colleges/SACS. Dr. Lohmann has held appointments at the University of Michigan, the University of Southern California, I'Ecole Centrale Paris, and the National Science Foundation. Dr. Lohmann is editor of the Journal of Engineering Education, and a Fellow of the Institute of Industrial Engineers, the American Society of Engineering Education, and the European Society for Engineering Education.

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Wednesday, June 29
Vancouver Convention Centre, West Ballrooms C & D
7:00 p.m. – 10:00 p.m.

$85 on-site for attendees or registered attendees
$95 on-site for un-registered attendees
$20 for children 6-12 years old

Dine and celebrate with the recipients of ASEE’s Society Awards and the 2010 Annual Conference Best Paper Awards at the 117th ASEE Annual Awards Banquet.

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Sponsors

Visionary

Innovator

Pioneer

Mentor

BOEING

Educator

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2011 Engineering Libraries Division Sponsors

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Exhibitors

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