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).
Need assistance? CONTACT SLAYTE SUPPORT: firstname.lastname@example.org
The Aerospace Division of ASEE invites full length and work-in-progress papers for the 129th Annual Conference and Exposition. Aerospace and aviation educators, engineers, technologists, researchers in industry or agencies, and students from across the world are invited to submit papers on relevant topics in aviation, aeronautical, and aerospace engineering and technology education and pedagogy.
Suggested topics related to aerospace engineering or aviation science education include, but are not limited to:
1. Epistemologies. Research on what constitutes thinking and knowledge within social contexts now and in the future.
o Professional development of aerospace engineers, aviation science and engineering technologists
o Integration of professional skills into an engineering or engineering technology course
o Systems engineering in aviation and aerospace
2. Learning Systems and Pedagogy. Research on the methods, instructional culture, institutional infrastructure, and epistemology of educators.
o Effective and innovative teaching and projects
o Student industry and competition experiences
o Curriculum development or assessment
o Program accreditation
o Teaching strategies and lessons learned for effectively delivering courses and hands-on activities in remote/online settings
o Incorporation of hands-on learning experiences inside or outside the classroom
3. Diversity, Equity and Inclusiveness. Research on how diverse human talents contribute solutions to the social and global challenges and relevance of our profession
o K-12 outreach
o Student attrition, persistence, and resilience
o Women and under-represented groups in aerospace engineering in both academia and industry
4. Ecosystem. Research on the emerging boundaries and inclusion of systems in aviation or aerospace.
o New and emerging systems or categories in aviation and aerospace
o Integration of Unmanned Aerial Vehicles, CubeSats, or Nanosats in the curriculum
o Expanding commercial space industry and how academia could adapt to include new opportunities
The Aerospace Division invites students to submit student-authored papers in all areas related to aerospace engineering, aviation science and technology education. Turn your thoughts and observations into reality! Help shape the future of how engineering or technology is perceived and taught!
Requirements for student papers
• Work is mainly conducted by undergraduate or graduate student(s) in collaboration with a faculty advisor. The final paper of each accepted paper will list a student as the lead author and faculty advisor as a co-author.
• Each student presenter must register for the annual conference.
• Paper has a significant educational component.
Student Paper Awards
Up to 3 student papers will be recognized by cash awards, certificates, and a one-year student online membership to ASEE and the Aerospace division. Student membership includes free registration to the 2023 ASEE Annual Conference & Exposition.
Only the papers presented by a student author(s) or co-author(s) are eligible for student paper awards. Award money is split between student co-authors.
Membership in the Aerospace division is not required for winning the student paper awards, and has no bearing on the scoring. However, membership is encouraged.
Abstract Submission tips and guidelines
Abstracts, with approximately 500 words, must be submitted electronically through the ASEE paper submission system. The abstracts should contain enough detail on the topic of discussion, methodologies, preliminary results (if any) and expected outcomes to facilitate informed review of the abstract. 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.
• If the paper is a “Work-in-Progress”, please include that in the title.
• Please remember to remove all identifying information (author names, agencies, universities, etc.)
Questions regarding the abstract or paper submissions can be directed to the Aerospace Division Program Chair, Dr Tracy Yother, Purdue University by email: email@example.com.
Further details on Paper Management, Conference, Travel, Program Schedule and Registration can be found at ASEE’s 2022 Annual Conference and Exposition website: https://www.asee.org/annual-conference/2022
• Abstract Submission Open – October 11, 2021
• Abstract Submission Due – November 15, 2021
The Architectural Engineering Division seeks presentations and invites submission of abstracts for the 2022 ASEE Annual Conference in Minneapolis, Minnesota June 26-29, 2022. See the .pdf for a complete call for papers.
Abstract Submission opens on October 11, 2021.
Please consider submitting a paper on the following topics:
Topics of interest might include, but are not limited to, the following themes:
• Diversity in the Construction and Architectural Engineering Professions
• Gadgets and other props for Engineering Education (LowTech or HighTech)
• Mathematics Instruction for Construction-Architectural-Civil Engineering Students
• Attrition and Recruitment of Architectural Engineering Students
• Structures and Structural Engineering Education
• Construction Engineering Education
• MEP/HVAC Education
• Sustainability and/or Integrating LEED content/certification into learning outcomes
• Interiors in Architecture and Architectural Engineering coursework
• Instructional Strategies for B.I.M., Digital Design and Design Visualization
• Assessment of architectural/engineering courses, programs, instructional methods
• Innovative new courses or teaching methods
• Cooperative efforts between education and industry
• Integrating research and design
• Co-ops and Internships
• Capstone Design Projects
The Biological and Agricultural Engineering (BAE) division of the American Society for Engineering Education (ASEE) invites abstracts and subsequent papers for the 2022 ASEE 129th Annual Conference & Exposition being held in Minneapolis, Minnesota from June 26 to June 29, 2022.
Topics of interest include, but are not limited to:
• Innovative strategies and/or technology to enhance teaching and learning
• Integration of diversity and global issues in the classroom
• Design experiences in the curriculum
• Student recruitment, retention, placement, and first-year experiences
• Service-learning and experiential learning
• Extension engineering education
• Best practices for ABET
• Educational issues relevant to the Food, Energy, and Water Nexus
• New trends in Biological and Agricultural Engineering education
• Diversity, equity, and inclusion practices in the classroom
• Pedagogical strategies for remote and hybrid teaching and learning
The division accepts abstracts for:
1) Completed Paper. The criterion for a Complete Paper is that it represents, at the time of draft paper submission, work for which available results can be analyzed to yield supported and significant conclusions.
2) Work in Progress (WIP) Paper: A WIP reports on work that is still in the process of study and/or implementation for which results will not be available by the time of draft paper submission, for studies where the results are as yet inconclusive, and for studies at an early to intermediate stage for which authors are seeking feedback from the community.
For both tracks, an abstract must be submitted, and if accepted, a paper will be requested for peer review. A submission to the WIP track must include the phrase "Work in Progress" in the title. The division highly encourages submissions from members and non-members who have not presented at previous ASEE conferences, particularly for the WIP track.
The division also encourages proposals for a panel session or other special format technical sessions. The proposed topic may fall under one of the topic areas listed above or maybe something different of interest to the division. One potential special format is 5-Minute Work-in-Progress Postcard Session in which the authors of WIP papers pitch their work with a two-slide (back and front of a postcard) overview in five minutes or less. Attendees will have the opportunity to provide feedback and discuss the presented work during a group discussion or a gallery walk. If you have other ideas for a panel or special format technical session, please contact the program chair.
Find the deadlines of Abstract Submission by clicking on the “SUBMIT ABSTRACT HERE” button. All abstracts and papers must be submitted electronically via ASEE’s paper management system. You will be able to find submission deadlines, required formats, and other information via the main ASEE website: www.asee.org.
For questions and comments, please contact:
Youngmi Kim, Program Chair, Biological and Agricultural Engineering Division
Community Engagement Division
Call for Papers: 2022 Annual Conference
The ASEE Community Engagement Division (CED) is soliciting abstracts and papers for the June 2022 ASEE Annual Conference in Minneapolis, Minnesota. Find the deadlines of Abstract Submission by clicking on the “SUBMIT ABSTRACT HERE” button. Submitted abstracts and papers can take many forms: theoretical to practical, conceptual to experiential, 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 that address scholarly research on the impacts of community engagement on students, community partners, and/or faculty. Abstracts for this category will be accepted on, but are not limited to, research on the following topics:
• Educational research in the context of engineering education and community engagement.
• 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
• Perspectives of community partners
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 ongoing 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. The abstract and subsequent drafts should NOT include authors’ names or institutional affiliations nor should author names be in the file name or in document properties. It is not necessary to include references in the abstract. In addition, the submitter must 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:
Simon Ghanat, PhD, PE
Or Division Chair
Marybeth Lima, PhD
Louisiana State University
We look forward to your contributions to this new and quickly growing community within ASEE!
COMPUTERS IN EDUCATION DIVISION
2022 Call for Papers
The Computers in Education Division (CoED) invites the submission of both full papers and Work‐in‐Progress papers for the 2022 ASEE Annual Conference. CoED provides a broad‐based forum for exchanging ideas in all areas that involve computers and computational tools for education in engineering, technology, and computer science. Additionally, the division is well known for its diverse participation from all disciplines represented by ASEE. The CoED Program Committee encourages the submission of papers in any such computer‐related topic area, including but not limited to:
• mobile computing (Android, iPad, iPhone, Tablet PC, etc.)
• instrumentation and laboratory systems
• digital signal processing (DSP)
• educational tools (including classroom technology)
• social networking (Facebook, LinkedIn, etc.)
• mobile robots
• embedded computing (including microprocessor/microcontroller selection and applications)
• hardware descriptive language (HDL)
• software packages (including symbolic computing and equation solvers)
• simulation and animation
• computer architecture
• computing tools used in outreach programs
• internet applications in the classroom and/or laboratory
• IOT and IOT usage in the classroom
• computational thinking
• general computer‐related educational innovations and/or impacts (including computer science pedagogy)
• big data analysis of educational data
A submission can be made either as a full paper or as a “Work‐in‐Progress” paper. All accepted papers are published in the Conference Proceedings.
The criterion for a full paper is that it represents, at the time of draft paper submission, work that is complete, containing actual results for peer review. Full papers are expected to be no longer than 12 pages in length. Minor allowances may be made at the Program Chair’s discretion, but excessively long
papers may be rejected without review. Outstanding full papers will be considered for the division’s John A. Curtis Best Paper Award, and extended
versions may also be invited for publication in the CoED peer‐reviewed Computers in Education Journal.
Work‐in‐Progress submissions are for reporting on work that is still in the process of study and/or implementation for which results will not be available by the time of draft paper submission; abstracts and papers submitted in this category must have titles beginning with the phrase, “Work‐in‐Progress:
Title”. Please note that CoED will not accept as a full paper any submission judged to fall under the “Workin‐Progress” category. Work‐in‐Progress submissions are expected to be no more than 8 pages in length. Minor allowances may be made at the Program Chair’s discretion, but excessively long papers may be rejected without review.
All accepted Work‐in‐Progress papers will be presented as posters to allow authors maximum opportunity to have extended conversations regarding their ongoing research. Additionally, all such papers will be considered for the division’s Woody Everett Award for the best poster presentation.
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 website, for a copy of the official Abstract and Paper Format Guidelines. All submissions are expected to adhere to these specified formatting requirements. Additionally, abstracts submitted to CoED must not exceed one full page of text. Please note that abstract acceptance does not guarantee paper acceptance.
CoED is a “publish‐and‐review‐to‐present” division: to present at the conference, you must have your paper accepted for publication in the 2022 Annual Conference and Exposition Proceedings and have at least one author available to participate in the peer review process for both abstract and draft paper submissions.
ASEE Conference Workshops
Persons interested in proposing a workshop on a topic related to CoED should contact the Program Chair for information. If you have any questions, please contact the 2022 CoED Program Chair, Steven Barrett, at: firstname.lastname@example.org.
Key points from the ERM Call for Papers:
• ERM has 4 paper types - Research, Theory, Evidence-Based Practice, and Work in Progress (WIP). Tell us what type of paper you're submitting at every stage of the process to help reviewers, as well as 3-5 keywords following the abstract to aid in the review process.
• ERM is also looking for Workshops, Special Sessions, and Panels. See the Call for Proposals at the end of the document linked below.
• ERM encourages all presenters to use active engagement strategies when presenting their work at the Annual Conference. Please start thinking about how you will engage your audience now.
ERM Division accepts Paper, Special Session, Panel, and Workshop proposals on the topics of:
1. Learning and teaching in engineering education contexts
2. Increasing diversity, equity, and inclusion in engineering education
3. Innovative curriculum materials and techniques, sound instructional design and improved evaluation methodology; and
4. Enhancement of the status of teaching in the university and beyond.
There are super cute pictures of puppies in the detailed Call for Papers (linked below) - check them out and read more details around submitting with ERM!
Call for Papers
Dear Energy Conversion, Conservation and Nuclear Engineering Division (ECCNED) Members,
I hope that your semesters are off to a great start! Although the last two annual conferences were held online, we are planning to return to an in-person conference next year in Minneapolis, Minnesota. The conference will be held from June 26-29, 2022. The conference website is: https://www.asee.org/annual-conference/2022
If you are interested in organizing or participating in a workshop or panel session at the conference, please email me as soon as possible. Panels and Workshops must be requested no later than November 22, 2021. Panels must also submit an abstract, which will be used as the description for the panel session, and they may also submit a full paper.
Find the deadlines of Abstract Submission by clicking on the “SUBMIT ABSTRACT HERE” button. Abstracts should be 400 words or less and should include a brief introduction, a statement about the focus of the paper, the work which has been done, assessments, and a conclusion. All abstracts must be submitted via the ASEE paper management system and will be peer reviewed.
Topics may include (but are not limited to):
• Innovative research and its dissemination into grades P-20
• Innovative teaching and learning strategies
• Research methods to assess teaching pedagogy and learning strategies
• Curriculum content innovation
• Pandemic related changes to pedagogy
• Innovative remote learning teaching and learning strategies
• Hands-on Projects for grades P-20
• Novel experiments and use of laboratory equipment and their impact on learning
• Integrating research and engineering education
• Impact of problem-based learning, collaborative learning, cooperative learning, discovery learning and inverted learning
• Outreach programs that involve energy conversion and conservation industry
• Renewable Energy Sources
• Manufacturing – all processes including 3D printing
• Energy conversion technologies
• Energy storage technologies
• Engineering for sustainability and emissions reductions
• Worldwide energy supply/demand issues
• Electrical distribution and power systems
• Industrial and commercial scale energy conversion and conservation
• Nuclear engineering technologies
• Discipline-specific engineering research relating to energy conversion and conservation (electrical, mechanical, nuclear, chemical, aerospace, civil, computer, textile, petroleum, biological, agricultural, natural resources, etc.)
• Role of engineers in the formulation and enforcement of public policy related to energy
• Research Experiences for Undergraduates (REU) projects related to energy conversion or conservation.
In addition to traditional full conference papers, the ECCNED Division will be accepting Works in Progress (WIP). Work-in-Progress papers report on work that is in the process of study and/or implementation for which results will not be available by the time of draft paper submission, for studies that are as yet inconclusive, and for studies at an early to intermediate state for which authors are seeking feedback from the community. A submission of this paper type MUST have a title that begins with “Work-in-Progress:” with the colon separating the phrase from the remainder of the title. WIP papers may be assigned to a poster presentation session to allow authors to maximize the opportunity for extended conversations regarding their ongoing research. WIP papers are not eligible for the Division’s Best Paper Award.
The 2022 ASEE Annual Conference and Exposition Author's Kit, Plagiarism Guidelines, and Best Paper Rubric can be found on the “For Authors” section of ASEE conference website. All ASEE papers are published to present. Papers accepted for publication in the Proceedings must be presented by at least one registered conference participant in a designated technical session or poster session. ECCNED will not accept papers that overlap significantly in content that has been (or will be) published elsewhere. All authors are expected to adhere to the guidelines put forth in the Author’s Kit and Plagiarism Guidelines. Of particular importance is the “double-blind” requirement.
The ECCNED Division has a best paper award that is presented at the division’s business meeting at the annual conference. The division also participates in the conference best diversity paper award by the nomination of a paper submitted to the division.
If you are interested in reviewing abstracts and/or papers or have any questions about the submission process, please let me know by sending an email to email@example.com.
Thank you very much for your time and your participation! We welcome your wonderful ideas, and we look forward to seeing you in Minneapolis!
Matthew Aldeman, Ph.D.
Department of Technology
Illinois State University
ASEE Program Chair – Energy Conversion, Conservation, and Nuclear Engineering Division
The ASEE-Engineering and Public Policy Division (EPPD) invites abstracts for papers, proposals for full sessions, panel discussions and other session formats for the 2022 annual conference, to be held (hopefully!) in Minneapolis, Minnesota, June 26-29, 2022. 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.
The EPP Division is interested in sponsoring sessions that bring together different divisions to address common areas of policy implications, as well as sponsoring distinguished lecture or panel sessions germane to the division’s mission. Please contact the program chair, Beth Cady (firstname.lastname@example.org) with ideas or requests for co-sponsorship.
Engineering Ethics Division 2022 ASEE Annual Conference Call for Papers (CFP)
The Engineering Ethics Division invites abstracts for papers for the 2022 ASEE Annual Conference to be held in Minneapolis, Minnesota this upcoming June 26-29, 2022. We welcome papers and presentations that attend to topics within the broad conceptualization of engineering ethics including focus in theory, research, teaching, and professional development. We invite authors with diverse perspectives and approaches including students, researchers, faculty, administrators, institutional leaders, and industry practitioners.
Topics of Special Interest for 2022
In addition to seeking submissions that focus on the traditional topics represented in engineering ethics (e.g., ethics education and research initiatives), for the 2022 conference we are encouraging submissions that highlight an expanded scope of what engineering ethics includes. Of particular interest are the following topics:
● Engineering ethics considerations in emerging technologies (e.g., AI, big data)
● Examinations of ethical engineering in industry and applied contexts
● Student experiences in ethical engineering identity formation and development
● Philosophical contributions to engineering ethics
● Extensions of research methods applied to engineering ethics related questions, and
● Ethics in engineering as related to environmental and sustainability concerns
● Year of Impact - furthermore, while we customarily encourage engineering ethics submissions that highlight diversity, equity, inclusion, and social justice, this year we would like to support the ASEE’s Commission for Diversity Equity and Inclusion’s focus on the Year of Impact on Racial Equity. Therefore, the Engineering Ethics Division also invites submissions that highlight a “move beyond action to focus on the impacts of the actions we take” both in DEI ethics specific areas and in other engineering ethics considerations.
There are three types of submissions: Papers, Special Sessions, and Distinguished Lectures.
We accept the following types of traditional paper presentation submissions, please specify which type you are submitting.
● Research Papers: Complete or near complete research studies that are situated within a body of previous scholarship and utilized accepted research methodology. Results, conclusions, and future research will be presented.
● Theory Papers: A review paper or theory-focused paper; must include a review of relevant prior work in engineering ethics research or education and present important insights or theory for future evaluation or translation into practice.
● Evidence-Based Practice Papers: Instruction-focused papers about an educational project and its implications for engineering educators; must include presentation of pedagogical and/or ethical frameworks and relationship to prior work in ethics education. Relevant literature citations, methodology, and assessment results must be presented.
● Work in Progress (WIP) Papers: for research studies at an intermediate stage for which authors are seeking to present early findings and receive feedback from the community. Please indicate if you are submitting a WIP.
● Posters are best for early-stage projects or conceptual proposals that would benefit from more direct discussion and feedback from the ASEE audience and can include work-in-progress research presentations or educational interventions that have not yet developed into research. Please indicate if you are submitting for poster presentation only.
Additional Submission Options:
● Special Sessions can be interactive presentations, panels, or workshops on an ethics-related topic of interest to engineering/engineering technology and teaching professionals. Special sessions can be a group of four or five related papers on a topic of significance or a panel of several invited speakers*.
● Workshops are an alternative option and 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)*.
● Distinguished Speaker sessions or distinguished panel sessions also are very welcome each year for the Ethics Division. These sessions have a separate timeline for proposals and acceptance. Please see the ASEE website for details*.
*Please contact the division’s Program Chair to discuss special session proposals, pre-conference workshops, and/or Ethics Division Sponsorship (sole or joint) on distinguished speaker sessions before submitting your proposal to ASEE.
Papers submissions will be considered for a division Best Paper Award and a Best Diversity Paper award. The winning papers will be submitted as the divisions’ nominations for the greater ASEE paper awards in the respective contests. Reviewers will nominate papers for this award during the review process. Please review the best paper rubrics if these awards are of specific interest to you.
Initial submission abstracts should be approximately 300-500 words in length and include the following information: the type of paper, a clear statement of objective, the relevance of the work to ethics, analysis and/or assessment methods, results or findings, and next steps. Please provide a brief indication of the type of submission in brackets in the title (e.g., [Full Research Paper, Ethics of Emerging Technology]). Abstracts must be submitted electronically through the ASEE paper submission system. Find the deadlines of Abstract Submission by clicking on the “SUBMIT ABSTRACT HERE” button.
The Engineering Leadership Development Division (LEAD) of the American Society for Engineering Education (ASEE) seeks paper abstracts for the 2022 Annual Conference in Minneapolis, MN, June 26-29th, 2022. The LEAD division is committed to advancing our shared understanding of engineering leadership theory and practice to enhance the contributions of engineering students and professionals to their respective institutions, industries, and society. Integral to these objectives is our commitment to fostering the development of inclusive, diverse, and equitable engineering leaders, educators, and researchers.
All paper submissions are publish-to-present. Papers submitted to technical sessions are peer-reviewed through the LEAD Division, and those accepted will appear in the ASEE Conference Proceedings. The first step in proposing a paper is to submit an abstract to the ASEE paper management system. Abstracts should be 250-500 words and will be peer reviewed. If your abstract is accepted, the first draft paper deadline is Monday, February 7th, 2022. Paper submissions may include research studies, practice reports, or Works in Progress. We encourage papers that synthesize and identify trends in research of interest to the division, especially those aligned with the division’s four strategic initiatives:
Topic Area—The following topic areas align with our division’s four strategic initiatives:
1. Inform: Document the need for and value of engineering leadership (EL) education in university and workplace contexts.
2. Design: Demonstrate evidence-based practices for designing, implementing, and sustaining EL programs.
3. Explore: Examine leadership theory and/or practice in engineering education or workplace settings.
4. Assess: Evaluate the impact of curricular interventions, EL development models, or EL programs on engineering students and professionals.
The LEAD division accepts abstracts for the following two submission types:
1. Research papers present new findings, situated in the context of prior research and existing models to reveal relationships, patterns, or insights relevant to engineering leadership. Papers should include an introductory problem statement, review of relevant literature, description of the research methodology, results, and implications of the work in furthering the LEAD division’s strategic priorities. We encourage authors to consider aspects of diversity, equity and inclusion in their research design and reporting of results. Research papers may take the form of literature reviews, meta-analyses, empirical studies, or theory development. As the field of leadership studies is broad, we strongly encourage authors to cite research from fields outside of engineering, including but not limited to psychology, sociology, business, education, and the humanities.
2. Practice papers highlight and analyze innovative engineering leadership education practices in industry or classroom contexts. These papers are not required to include an exhaustive literature review, but authors are encouraged to cite relevant literature, theories, or frameworks that inform the highlighted practice. Authors should include some measure of effectiveness and identify implications for EL education and/or training in other contexts. Practice papers may take the form of case studies, curricular innovation, EL assessment tool development, or program evaluation. We encourage authors to consider aspects of diversity, equity and inclusion in their program design and reporting of results.
Both research and practice papers can be submitted as Work-in-Progress (WIP) papers. WIP papers are 3-5 page extended abstracts reporting on projects that are not yet fully developed and/or are only supported by preliminary data. For example, papers describing innovative practices without formal evaluation of effectiveness are acceptable as WIPs.
Full papers published in the ASEE conference proceedings are typically 10-15 pages long, while WIP papers are typically 3-5 pages long. Out of respect for our reviewers, please keep to these page limits. We encourage all authors to volunteer as reviewers.
Abstracts will be peer-reviewed by members of the LEAD community. They should be 250-500 words in length and include:
• Submission type (research, practice, WIP-research, or WIP-practice)
• LEAD Division strategic priority (inform, design explore, assess)
• Guiding question, problem statement, or key project objectives
• Project context
• Theoretical perspective, conceptual framework, or instructional approach being used
• Research methods, evaluation, or assessment practices
• Preliminary findings
• Implications for engineering leadership research and/or practice, and
• Significance to LEAD division members
Depending on the number of papers submitted, some papers, such as WIPs, may be moved to a poster-presentation format. We welcome studies utilizing quantitative, qualitative, or mixed research methods. Please refer to the ASEE paper rubric for important paper qualities. Stay tuned for the 2022 ASEE Author Kit for detailed formatting guidelines. In the meantime, use the 2021 ASEE Author’s Kit. The ASEE paper rubric is used to evaluate the Division’s Best Paper Award. One paper from our division will be submitted to the ASEE DEI committee for the Best DEI Paper Award. We seek high levels of relevance with our division’s interests and expect high standards of academic quality, especially with papers we eventually publish. We encourage student-authored papers.
Workshop proposals are also accepted by the division. General instructions for submitting and facilitating workshops at the annual conference are available here. Workshop proposals are due November 22nd, 2021. Please note that ASEE charges presenters a $150 application fee to offer a workshop. Limited slots for Workshops are available, so please contact program chairs early to discuss potential topics.
You can find the deadlines of Abstract Submission by clicking on the “SUBMIT ABSTRACT HERE” button. As our division’s Program Chair and Co-Chair, please feel free to contact us at email@example.com or firstname.lastname@example.org with questions.
Cindy Rottmann, Ph.D.
Program Chair, ASEE LEAD
Associate Director, Research
Troost Institute for Leadership Education in Engineering University of Toronto
Kim Graves Wolfinbarger, Ph.D.
Program Co-Chair, ASEE LEAD
Director, Jerry Holmes Leadership Program for Engineers & Scientists
Gallogly College of Engineering
University of Oklahoma
The Engineering Libraries Division (ELD) of the American Society for Engineering Education (ASEE) is seeking abstracts for consideration for presentation at the 2022 Annual Conference & Exposition in Minneapolis, MN, June 26 - 29.
ELD accepts abstracts for full-length presentations and posters from the ELD members and welcomes abstracts or joint presentations with members of other divisions.
Topics of interest include, but are not limited to:
Diversity & Inclusion
Libraries and the Global Engineering Issues
Outreach and Engagement
Research Support Services
Abstracts for papers and posters should be submitted through the ASEE Conference webpage. All paper submissions are publish-to-present. Papers submitted to technical sessions are peer-reviewed through the ELD review process, and those accepted will be published in the ASEE Proceedings and online on the ASEE PEER repository. From the accepted papers, ELD will select the division’s Best Paper and the Best Diversity Paper to participate in the Society’s selection for the respective categories.
You will find the deadlines of Abstract Submission by clicking on the “SUBMIT ABSTRACT HERE” button.
ELD also accepts suggestions/proposals for “Special Sessions,” e.g., panel discussions, workshops, and cross-divisional sessions. Based on the post-conference survey, topics of interest include but are not limited to conducting research, collection development (EDI, transformative agreements, management), career planning, outreach, technical standards, instruction, etc.
A proposal for a special session should include:
• description of the intended audience
• summary of the ideas to be explored and discussed
• outline of the session format, including strategies to engage those attending
• vision for the type of individuals who would present
• expected outcomes for the session
Submissions/proposals for the Special Sessions should be submitted to Daniela Solomon (email@example.com) before the November 15 deadline.
For questions or additional information, please contact
ASEE ELD Program Chair
Kelvin Smith Library
Case Western Reserve University
Amplifying the Value of Engineering Management Education
We aim to emphasize work in Diversity, Equity, and Inclusion and strategies in the classroom.
The Engineering Management Division (EMD) of ASEE seeks relevant abstracts for 1) paper presentations, 2) work in progress flash sessions, 3) workshops, 4) distinguished lecturers, and 5) special sessions.
1) Paper Presentations: We seek abstracts for research-based full papers. Accepted papers will be presented in EMD’s traditional technical sessions.
2) WIP Flash Sessions: Flash sessions will contain 7-8 brief (5 minute) presentations with time for discussions and networking afterward. These sessions can focus around a single theme or a medley of topics. Authors wishing to participate in a flash session should submit their abstracts with the title “WIP Flash:” followed by their title and mark the abstract as a work in progress. Authors with accepted abstracts must submit an extended abstract as their paper (3 – 5 pages recommended) per ASEE guidelines. Suggested themes include:
• Lessons Learned: Incorporating remote teaching/learning strategies when teaching face-to-face classes
• Innovative use of technology in teaching EM
• Experiential activities in teaching EM
• Best practices in administering EM programs
• Incorporating diversity, equity, and inclusion in teaching and learning.
3) Workshops: EMD seeks proposals for workshops to sponsor. Workshops are a great way to dive deeper into a topic and leave participants with tangible outcomes. Workshops typically take place before the conference and cost an additional fee to attend. EMD can sponsor workshops to subsidize their cost for participants. If you are interested in hosting a workshop, please email the program chairs a proposed title, description, and short speaker bios.
4) Distinguished Lecturers: Each year, ASEE requests proposals for speakers to serve as Distinguished Lecturers during mini-plenaries. PIC chairs look for speakers that will bring thought provoking new ideas and be of interest to a vast audience. EMD is able to propose and sponsor distinguished lecturer nominations. Please email the program chairs potential nominations with their name, brief description, and why you think they would be a great Distinguished Lecturer at the annual conference.
5) Special Sessions: We seek special session chairs interested in organizing panels, thematic sessions, workshops, or distinguished lecturers. These organizers are responsible for developing and organizing the session (panel, WIP flash, paper presentations, workshop, or distinguished lecturer) and includes recruiting authors/speakers for their session. Interested special session chairs should email the program chair their proposed session name, format (panel, WIP flash, paper session, workshop, or distinguished lecturer), brief description of theme, and brief description of sessions’ importance to engineering management education. Sessions using the WIP flash or presentation formats must have authors submit their work as stated above and notify the program chairs of the authors names and abstract titles. Panel and distinguished lecturer request must include proposed speaker(s) in the request and will be reviewed by the EMD leadership team for acceptance.
Submitted abstracts should be 200 - 300 words in length and will go through a blind review process. The abstract should provide a clear statement of the work's objective and its relevance to engineering management education. Authors should review the “For Author” section of the conference website for more information, which includes the “Author’s Kit”, plagiarism guidelines, best paper rubric, and more.
All abstract and paper submissions will be handled electronically through ASEE’s Paper Management System. 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 2022 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. This includes, 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, and diversity, equity and inclusion. Sessions may be jointly organized with the Engineering Economy, Industrial Engineering, and Systems Engineering Divisions.
All full paper 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.
We encourage authors to submit papers that may be nominated by reviewers for the ASEE Best Diversity, Equity, and Inclusion Award. Please review the award rubric before submitting (https://diversity.asee.org/deicommittee/best-paper-rubric/). Reviewers will nominate papers for this award during the review process. The EMD leadership team will review all nominated papers and select one to be considered by the Commission on Diversity, Equity, and Inclusion.
Authors submitting to EMD will be asked to review both abstracts and papers 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. EMD is a publish-to-present division. Both abstracts and papers must be accepted to present at the conference.
You can learn more by going to https://www.asee.org/annual-conference/2022/paper-management/important-deadlines.
For more information, please contact the Engineering Management Division Program Chairs Dr. Eric Specking and Dr. Jena Asgarpoor.
Eric Specking, Ph.D. Jena Asgarpoor, Ph.D.
Assistant Dean Professor of Practice & MEM Program Director
University of Arkansas University of Nebraska – Lincoln
Call for Papers
Engineering Technology Division
2022 ASEE Annual Conference June 26 - 29, 2022 Minneapolis, Minnesota
The ASEE 129th Annual Conference & Exposition (https://www.asee.org/annual-conference/2021) will be held in Minneapolis, Minnesota, June 26 - 29, 2022. This conference is dedicated to all disciplines of engineering and engineering technology education, and we hope you will consider submitting an abstract to the Engineering Technology Division (ETD) to share the great work you are doing to improve education in engineering technology. Papers and presentations concerning all areas of engineering technology education will be accepted for consideration. You may submit your abstract beginning on October 11, 2022.
Because engineering technology is rapidly changing, 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. Some topics for consideration include, but are not limited to:
● Curriculum (Course and Lab) innovation and development
● Current issues in ET and integration of those into ET curriculums (IoT, Industry 4.0, globalization, sustainability, ethics, alternative energy, etc.)
● Integrating NAE Grand Challenges for Engineering into ET education
● ET Pedagogical advancements and issues
● Developing interest and recruiting students into ET programs
● ETAC of ABET Accreditation strategies – assessment, evaluation, improvement
● Balancing theory and practical application in ET curriculums
● Capstone course implementation (concerns, issues, methods, use for assessment, etc.)
● Integration of computer simulation methods in ET education
● Collaboration with industry
● Student success (mentoring, tutoring, advising, etc.)
● Applied research and Integration of research into ET curriculums
● Undergraduate research opportunities and accomplishments in ET education
● ET Faculty career and continuing professional development
● Diversity in ET programs
The ASEE website https://www.asee.org/annual-conference/2022 includes an Author’s Kit in the “Paper Management” dropdown menu. This kit includes deadlines and instructions, ASEE format and guidelines for abstract submission, as well as all information you will need to guide you through the abstract submission and subsequent paper delivery process. The Author’s Kit can be found here: https://www.asee.org/annual-conference/2022/paper-management/for-authors
Please note that abstracts are to be 250-500 words in length, submitted via text box with the title included, and must have all identifying information removed for blind review. In addition, ASEE Annual is a publish-to-present conference. 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 November 15, 2021. Again, please consider sharing your work with your peers at this excellent conference venue. Please direct any questions you may have to:
2022 ETD Program Chair
Call for Papers
Entrepreneurship and Engineering Innovation Division
The ENTREPRENEURSHIP AND ENGINEERING INNOVATION DIVISION (ENT) invites abstracts for papers and posters to be presented at the 2022 Annual Conference & Exposition in Minneapolis, MN, June 26 - 29. The submission and review process are blind; please, do not include names of authors or institutions within the title or body of the Abstract. Abstracts are generally 250-500 words.
The ENT Division accepts full papers and works-in-progress for publication and presentation at the conference. Full papers represent work, that at the time of the draft paper submission, will present completed work that will allow for analysis of results and conclusions. Works-in-Progress (WIP) represent work that is not yet ready for a full paper but may be of interest to the ENT community. WIP may be presented as regular talks or as poster presentations. For WIP submissions the paper must have the phrase “Work-In-Progress: ” in front of the remainder of the title.
If an abstract is accepted, authors are invited to submit a full draft paper. Draft papers are reviewed and either accepted, accepted with further revisions, or rejected. If accepted, at least one author must pay the appropriate ASEE registration fees and attend the conference to present the paper. The ENT Division is Publish to Present. As in previous years, monetary awards are given to authors of the Entrepreneurship and Engineering Innovation Division best full papers. These awards are presented at the division reception held during the ASEE Conference.
We encourage authors to submit papers that may be nominated by reviewers for the ASEE Best Diversity, Equity, and Inclusion Award. Please review the award rubric before submitting (https://diversity.asee.org/deicommittee/best-paper-rubric/). Reviewers will nominate papers for this award during the review process.
Papers that address the following themes are invited:
1. Student Learning
• Teaching innovation or entrepreneurship as part of an engineering program
• Integrating innovation or entrepreneurship into core engineering courses
• Learning environments that foster innovation and entrepreneurship
• Engineering education and the entrepreneurial/innovative mindset
• Assessment of entrepreneurship and innovation competencies
• Entrepreneurial and innovative internships and co-op experiences
2. Diversity and Global Issues
• Enhancing diversity via entrepreneurship and innovation education
• Entrepreneurship and innovation as a means to empower underrepresented groups within engineering education
• Ethics associated with entrepreneurship and innovation education
• Engineering entrepreneurship/innovation in developing economies
• Sustainable entrepreneurship/innovation related issues and programs
3. Faculty and Programs
• New innovation and entrepreneurship programs and program models
• Strategies to teach innovative and entrepreneurial engineers
• Developing entrepreneurial and innovative faculty
• Cross campus collaboration beyond engineering (business, humanities, etc.)
• Assessment of innovation and entrepreneurship courses and programs
If you have questions on ENT papers or activities, please contact:
Sandra Clavijo, Program Chair, Stevens Institute of Technology, firstname.lastname@example.org
Nicholas Fila, Program Chair-elect, Iowa State University, email@example.com
ENVIRONMENTAL ENGINEERING DIVISION CALL FOR PAPERS
Abstracts are limited to 500 words and should provide a clear statement of the objectives of the work, its relevance to the environmental engineering community, assessment methods used, and major findings. The EED invites papers on the following topics:
TEACHING AND ENGAGEMENT
• Integration of sustainability and or resilience in courses, across curricula, across disciplines, in collaboration with industry, and in communities*
• Demonstrations of interactive and effective teaching activities in five minutes or less^
• Effects of COVID-19 on education: approaches, challenges, successes with the
impacts and changes to Environmental Engineering education during and after a global pandemic.
• Use of effective pedagogical methods (e.g., active learning, hybrid/hyflex courses, flipped classrooms, service-learning, etc.)*
• Innovative uses of current and emerging technologies (e.g., online case studies, light board, social media) in teaching environmental engineering courses
• Development of new, or cross-disciplinary, hybrid, lab, study away, or study abroad courses in environmental engineering, e.g., environmental biology, environmental security, environmental public health, environmental engineering in Island Nations.
• Interdisciplinary approaches to addressing Grand Challenges such as climate change, food-water-energy nexus;
UN Sustainable Development Goals (https://sdgs.un.org/goals),
National Academy Grand Challenges (http://www.engineeringchallenges.org/),
Environ. Engineering for the 21st Century (https://www.nap.edu/read/25121/chapter/1#xi)
• The experiences, and learning resulting from extracurricular student projects/contests in environmental engineering, e.g., people, prosperity and planet (P3), Engineerings without Borders, etc.
• Benefits of undergraduate environmental engineering research, capstone projects, or case studies with community and/or industry engagement
ASSESSMENT and ABET ACCREDITATION
• Ability to engage students in environmental lifelong learning
• Recruitment and retention of diverse students in environmental engineering
• Use of the American Academy of Environmental Engineers and Scientists Body of Knowledge at the course and/or curriculum level (http://www.aaees.org/publications/eebodyofknowledge.php);
• Experiences with accreditation and assessment, e.g., ABET, graduate program accreditation, etc.
• Challenges and implications of COVID-19 for ABET accreditation (https://www.abet.org/accreditation/accreditation-criteria/accreditation-changes/);
• Learnings from various career paths of environmental engineering faculty and effective resources that support professional development, e.g., training, mentorship, industry-academia transition
• Innovative development for tenured/tenure-track faculty and professional faculty (adjunct, non-tenure track such as teaching and research faculty)
Please note that some of the topics in our call may be selected for a joint session.
PANELS OR WORKSHOP PROPOSALS
The EED invites panel and/or workshop proposals on any of the topics described in the call for papers above, or other topics aligned with the paper call.
BEST PAPER AWARDS
Environmental Engineering Division awards a Best Paper, Early Career, and Best Student Paper Award every year. All full paper submissions are eligible (Work in Progress submissions are not eligible). The following criteria will be used by reviewers to evaluate papers, and to determine the EED paper awards on a 5-point scale: (1 = Poor; 3 = Good; 5 = Excellent)
• Significance and or importance to environmental engineering education, (5 points)
• Potential impact, applicability, and reproducibility of the proposed educational tools and or methods (5 points)
• Research quality, organization, and structure of content, and scholarly presentation (5 points)
• Quality of assessments of student learning, data processing and statistical methods (5 points)
The EED Early Career Faculty Awardee is determined by the EED Awards Committee formed by division officers and/or division directors and/or invited external judges as needed.
• Eligibility Criteria: The applicant will be within the first four years of academic experience as a non-tenure and/or tenure-track position, and un-tenured as of August 31, 2022. All years of academic experience count towards the time constraint. The applicant must teach at a four-year university that offers at least one environmental engineering course. Collaboration with senior or tenured faculty members is encouraged as long as the eligible faculty member(s) hold(s) the intellectual merit for the educational research or activity. In addition, the eligible faculty member(s) should be the lead author(s) and submit the manuscript to the division. Single authored papers are also accepted.
• Application Process: To apply, the last line of the abstract must read: “I am an untenured faculty member within the first four years of total academic experience, lead author of the paper, and eligible for the Environmental Engineering Division Early Career Faculty Award”. In addition, potential candidates should contact the program chair, Dr. David Sanchez, firstname.lastname@example.org, to confirm their tenure-track position status at their institution.
Questions may be addressed to the Environmental Engineering Division 2021-2022 Division Chair, Dr. Fethiye Ozis email@example.com or the 2021-2022 Program Chair, Dr. David Sanchez firstname.lastname@example.org.
• Find the deadlines of Abstract Submission by clicking on the “SUBMIT ABSTRACT HERE” button.
The Division of Experimentation and Laboratory-Oriented Studies (DELOS) invites abstracts for papers for the 2021 ASEE Annual Conference. DELOS is a multidisciplinary division devoted to innovations and best practices for laboratory instruction.
Papers addressing, but not limited to, the following topics are requested:
• computer-assisted data acquisition
• virtual and remote experiments and laboratory instruction
• unique, multidisciplinary laboratory experiments and programs
• laboratory exercises or design projects that use microprocessors (Arduino, Beagle Bone, Raspberry Pi, Android, etc.)
• horizontal or vertical curricular integration of laboratory experiments and courses
• inquiry-based laboratory exercises
• integration of laboratory experiments and courses in an online or MOOC environment
• and the pedagogy and best practices of laboratory courses.
Attendees at DELOS sessions have expressed strong interest in the hands-on aspects of instruction, which is especially relevant to laboratory instruction. Papers describing the implementation, assessment, and integration of hands-on exercises with laboratory or lecture-based classes are encouraged.
DELOS sponsors technical sessions with traditional stand-up presentations and Bring Your Own Experiment (BYOE) sessions at the ASEE Annual Conference. Papers considered for both types of sessions use the standard review process for ASEE Conference papers, but with slightly different review criteria. The BYOE sessions involve live demonstrations of laboratory exercises and equipment. The content of the papers in BYOE sessions focus more on implementation, which includes fabrication, deployment, and student usage in addition to the underlying pedagogy.
DELOS sponsors four (4) Best Paper Awards consisting of certificates and cash prizes. All papers submitted to the division, including BYOE papers, will be considered for these awards. Preliminary screening for Best Paper Awards will be based on the first full-length draft submitted for review after the abstract has been accepted.
Please see the 2021 Call for Papers for the most up-to-date information regarding abstract and paper submission.
Call for Technical Sessions Papers
Abstracts should be 500 words or less. Authors of accepted abstracts will be invited to submit full-length papers for peer review.
Abstracts will be reviewed against the following criteria:
a. Does the work fit with the theme of DELOS, i.e. does the paper concern experimental and or laboratory oriented learning experiences?
b. Does the content of the abstract suggest that a full paper is likely to be of sufficient merit to warrant review?
Papers for technical sessions will be reviewed against the following criteria:
a. Readability: Is the paper well written? Is it free of grammatical and spelling errors? Is the paper easy to read? Are the key findings made obvious to the reader?
b. Technical merit: Is the analysis sound and well documented? Are the measurement techniques carefully defined and appropriate to the quantities being measured and the appropriate units used? Do the discussion and conclusions follow from the data and analysis presented in the paper? Are assertions of improvements in education supported by rigorous assessment?
c. Use of Figures and Graphics: Are the figures and graphics clear and effective at illustrating the equipment and data? Do the figures and graphics support the discussion and conclusions? Are the figures and graphics sufficiently explained by discussion in the text of the paper? Are axes labeled properly and units indicated?
d. Innovation in Education: Does the paper describe an innovative approach to laboratory-based instruction? Does the paper contribute to the advancement of laboratory-based instruction?
e. Broad Interest: Is the paper of interest outside of a narrowly targeted audience? Is there potential for crossover of interest to other subject areas or audiences?
f. Significance and Impact: Is the paper of significance relative to other papers in the same field of interest? Will other researchers or instructors in the same field cite the paper? Is the paper likely to have an impact on the practice of engineering education, or on future research in engineering education?
g. References: Are there sufficient and appropriate references on prior research on engineering pedagogy applied by the authors and review of similar work carried out by other educators in the field?
Call for Bring Your Own Experiments (BYOE) Papers
BYOE sessions will be publish-to-present. BYOE abstracts must be submitted using ASEE Monolith. Submissions should be identified by including “BYOE” at the beginning of the title of the abstract. For example, a submission to demonstrate an experiment on optical encoders would be titled “BYOE: A Deconstructed Apparatus for Exploring Rotary Optical Encoders”.
Abstracts should be in the form of a one-page abstract that describes the experiment and its pedagogical components with a second page for supporting images.
The review process will follow the same deadlines as the standard ASEE abstract and manuscript process with peer review. Note that the BYOE paper should be in the form of a procedure description and instruction. The paper should be written in a manner that will allow others to easily duplicate the experiment, explain the motivation for the development of the experiment, and the expected learning outcomes. An example of a BYOE paper is posted at http://delos.asee.org/. BYOE papers that are selected for presentation after the review of the required paper will be published in the Proceedings of the ASEE Annual Conference.
BYOE Abstracts will be reviewed against the following criteria:
a. Is the motivation for the development of the experiment clearly explained?
b. Is the description of the experiment that will be demonstrated during the BYOE session sufficient?
c. Does the content of the abstract suggest that a full paper will be of interest to others in the field?
BYOE papers will be reviewed against the following criteria:
a. Readability: Is the paper well written? Is it free of grammatical and spelling errors? Is the paper easy to read? Is the experimental procedure made obvious to the reader such that a person in the field could adopt/adapt the experiment?
b. Technical merit: Is there sufficiently detailed information provided so that others can reproduce the experiment? Are the measurement techniques carefully defined and appropriate to the quantities being measured? Does the experiment achieve the stated educational objectives Are axes labeled properly and units indicated?
c. Use of Figures and Graphics: Are the figures and graphics clear and effective at illustrating the experimental apparatus? Are the figures and graphics sufficiently explained by description in the text of the paper? Are axes labeled properly and units indicated?
d. Innovation in Education: Does the paper describe an innovative approach to laboratory-based instruction or an approach that addresses a fundamental student misconception through a hands-on activity? Does the paper contribute to the advancement of laboratory-based instruction?
e. Broad Interest: Is the paper of interest outside of a narrowly targeted audience? Is there potential for crossover of interest to other subject areas or audiences?
f. Significance and Impact: Is the paper of significance relative to other papers in the same field of interest? Will other researchers or instructors in the same field cite the paper? Is the paper likely to have an impact on the practice of engineering education?
For more information, contact:
DELOS-2021 Program Technical Chair:
Dr. Jacob Bishop email@example.com (308) 201-0686
DELOS-2021 Division Chair:
Dr. Sally J. Pardue firstname.lastname@example.org (931) 372-3309
International Division Papers are being solicited for subjects in ALL engineering education areas that has an INTERNATIONAL dimension. That especially includes engineering educators from institutions abroad. An international dimension always adds new and different complexity to the general challenging world of engineering education. The International division provides that venue to discuss and share these challenges with other educators with similar international challenges. Common areas are study abroad and global faculty research and partnerships. 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:
Designing sustainable global engineering courses, programs, communities, and partnerships
Best Practices in Measuring and Assessing International Engineering Outcomes and Impact
Increasing Access, diversity, and inclusion in International Engineering Programs
International Engineering Perspectives: Racial Equity
Global Engineering and Humanitarian Design
Creating world-class STEM leaders in a globalized world
Enhancing Learning in Engineering Education Abroad: Study, Work, Intern, Volunteer, and Research Innovations
Integration of International Programs in the Engineering Curriculum (year long, semester, short term / study abroad, co‐op, and service learning)
Global Innovation and Trends in International Education and STEM Partnerships
Strategies for managing International Engineering Programs during and post-Covid-19
International Engineering Programs and Courses: Case Studies and Best Practices
Advancing Global Engineering Competencies without Travel
The Challenges and Opportunity of International Accreditation
The Impact of the COVID Realities on Study Abroad Models for Achieving Global Competencies
Collaborative Online International Learning
International Program Development, Language Integration, and Credit Transfer
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. “Work in Progress” papers are welcome. In addition, this division is interested in supporting sessions on special topics including panel discussions. Please contact the program chair to discuss and make arrangements.
Abstracts should be between 300 and 350 words.
At the top of your abstract, please indicate key words that could assist us in developing session topics relevant to your paper.
NOTICE: The International Division is giving two awards: one for best paper and one for best STUDENT paper. Both graduate and undergraduate students are eligible for this award. We strongly encourage students to submit papers to this division. Winners shall receive financial awards. The two requirements for student paper are that the student must be the first author and the student must be the presenter. Please put an alert on the top of your abstract that the paper is a STUDENT paper to help identify these papers and assist the reviewers appropriately.
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
Please direct questions to the International Division Program Chair:
Fulbright 75th Manager, Fulbright Student and Scholar
Lead, Global Fellowships & IIE Programs, Higher Education Initiatives
Manager, IIE Center for International Partnerships
Institute of International Education
One World Trade Center, 36th Floor | New York, NY 10007
Tel +1.212.984.5535 |Cell +1.646.703.1558
email@example.com • iie.org
IIE • The Power of International Education
Liberal Education/Engineering & Society (LEES) Division Call for Papers
The Liberal Education/Engineering & Society (LEES) Division invites abstracts for papers and poster proposals for full sessions, panel discussions, workshops, and non-traditional session formats for the ASEE Annual Conference, June 26 – 29, 2022 in Minneapolis, MN. LEES is concerned with the role of the humanities, arts, social sciences, and communication in engineering education. LEES welcomes proposals related to any of the diverse areas falling within the scope of our division. LEES members come from a diversity of experiences making a full accounting of our efforts impossible. As partial descriptors: we critically analyze the social and ethical dimensions of expertise and technoscience, build and maintain higher education programs, care for members of our communities, teach research and communication skills, act as experts outside of universities, study engineering communities, and situate engineering within larger social, historical, political, and cultural contexts. The following sections include ideas gathered from several of our members that we hope guide your consideration for the upcoming 2022 Annual Conference. Many thanks for those who have shared their insights and our communities ongoing care for our division.
Additional information will be shared to the listserv for current members and the LEES website as the year progresses.
Topics of Interest
Inequity, Culture, and Hegemonic Replication. What is the role of LEES members in critical interventions in a post-truth world and counter hegemonic sociotechnical institutions? How do we empower peoples of color, disabled people, LGBTQ communities, immigrants and children of immigrants beyond inadequate diversity and inclusion initiatives? We must name and then disturb the processes and people who implicitly or explicitly recreate minoritization, oppression, and exclusion. The scale of intervention can range from personal relationships to global scale, for example how can the emerging field of peace engineering better engage with the scholarship and current debates in STS, humanitarian engineering, and peacebuilding?
Praxis and empowerment. The first topic implies we can support justice and equity but we need to develop critical tools, new forms of engagement, and practice transforming ourselves. Explorations of practicing and theorizing for community organizing, reflection, dialogue, and conscientization (cf. Paolo Freire) that can help change higher educations’ structures (cf. Michael Apple) and help transform ourselves (cf. Henry Giroux) are encouraged. Please consider a variety of formats beyond papers: workshops, activities, local partnerships, and virtual engagements. Please consider incorporating standpoints from staff, students, faculty, administrators, comrades, and other kinships you live within (cf. Donna Haraway).
Deconstructing boundaries between technical and [everything else]. We obviously are not alone in rethinking what engineering if for and the artificial distinctions between social/technical, how do we help inform these discussions at different scales? Please consider building collaborations across ASEE divisions that might support our scholarship and capacity building. Several LEES members noted strong overlaps with, among others: Technological and Engineering Literacy/Philosophy of Engineering, Ethics, and Equity, Culture & Social Justice in Education Divisions.
The first step is submission of abstracts for papers, workshops, panels and special session requests by Oct 11th, 2021.
We have a wealth of incredible work developed by our own members across a spectrum of platforms, some of which can be accessed through conference proceedings and the LEES website. The officers of LEES will be working to build out a more robust communication and information sharing plan this year. In the interim, we can enable stronger support for one another while avoiding reproduction of fractured scholarship or exclusionary factions through critical reflection of existing projects and scholarship. Second, alternatives to traditional papers are encouraged and we will work to incorporate these into the peer review system, special sessions, or otherwise find a strategy of inclusion for the eventual conference. ASEE can be a bit conservative, but there isn’t a mandate to avoid alternative expressions. Here are several suggestions from our officers and members as encouragement: sessions of appreciation for those people and publications you have found personally inspiring or productive, thematic reflections/meta-analysis, poetry or spoken word, performance of papers, practicing organizing or inclusive dialogue, or active audience participation.
We welcome submissions that address topics and questions other than those included on this CfP, but hope the information helps orient new members or those who might consider participating in our division. Information for Authors will be posted by ASEE regarding submission times and uploading material. All paper submissions are publish-to-present and will be peer reviewed by the LEES Division process after submission to ASEE’s paper management system. Abstracts should be approximately 300-500 words long and will be peer reviewed.
In addition to technical papers, we also welcome proposals for partial or complete sessions. If you are proposing a paper as part of a partial or complete session (including but not limited to the themes listed above), please inform the Program Chair, Sean Ferguson, by email at firstname.lastname@example.org. Please provide the names of all authors intended to make up this partial or complete session.
Mon. October 11, 2021 Abstract Submission Open
Workshop Application Open
Distinguished Lecture Application Open
Panel Session Application Open
Session Requests Open
Abstract Reviewer Assignment Open
Mon. November 15, 2021 AUTHOR DEADLINE:
- Abstract Submission Closed
(Please Note: Draft Papers can be submitted as soon as Abstracts are accepted and would be most appreciated earlier than the deadline to help the reviewers manage their time.)
Mon. November 22, 2021 Abstract Review Deadline
Session Request Deadline
Workshop Request Deadline
Distinguished Lecture Deadline
Panel Session Request Deadline
Mon. December 6, 2021 PROGRAM CHAIR DEADLINE:
- Abstract Accept or Reject Notification to Author Deadline
NOTE: Papers published through LEES in the conference proceedings are typically 10-15 pages and include a substantial literature review reflecting on prior scholarship as a starting point for critique, synthesis, or lessons learned.
The Manufacturing Division of the American Society for Engineering Education invites abstract submissions of full length and work-in-progress papers for the 2022 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 manufacturing and technology related education.
Suggested topics include, but are not limited to:
• Design and development of innovative learning materials and teaching strategies for manufacturing education
• Advances in additive, hybrid, distributed and direct digital manufacturing 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, smart manufacturing facilities, IOT, Industry 4.0
• Implementation of instructional technology such as simulation tools, virtual, remote labs and distance learning
• Implementation of sustainability into manufacturing education, such as materials, sustainable product/process design, energy efficiency, waste recycle, life cycle assessment, and emerging potentials
• 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
Special Session: Make It!
Does your paper include something that you or your students made? If so, apply for the Make It Session! This hands-on session is organized by the Manufacturing Division and supported by other divisions of the ASEE. This session is open for faculty, students, and researchers. Accepted papers for the Make It session will be presented in form of posters. We encourage the authors to present their posters and accompany them along with 3D printed models, artistic works, fun projects, robotics, and unique materials. Abstracts to be considered 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 an overall best division paper. All full paper submissions to the division will be considered for the awards and will be announced at the division dinner. A certificate will be provided to awardees. Specific information about deadlines and guidelines will be available at https://www.asee.org/conferences-and-events/conferences. The submission and review processes are blind. Do not include the names of institutions or authors anywhere in the abstract. Please refer to the ASEE Author’s Kit for more information. Questions may be directed to the 2021‐2022 ASEE Manufacturing Division Program Chair:
Satya Aditya Akundi, Ph.D.
Department of Informatics and Engineering Systems
College of Engineering and Computer Science
The University of Texas Rio Grande Valley.
Tel: (956)-882-6678; e-mail: email@example.com
The Materials Division of the American Society for Engineering Education (ASEE) is soliciting papers for the 2022 ASEE Annual Conference being held in Minneapolis, Minnesota from June 26-29, 2022. See full call for papers for details.
The MILITARY AND VETERANS DIVISION (MVD), a committee of both civilian and military academics, invites papers for the June 26-29, 2022 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.
The MVD invites abstracts and papers that address issues including, but not limited to:
1. Hybrid and Distance Education – Lessons Learned
a. Best Practices in Online Engineering Education / Innovative Strategies
b. Student Veteran and Active Duty Impacts in Online Engineering Education
c. Virtual Collaboration Tools
d. At-home Learning Kits and Lab Alternatives
e. Contemporary Perspectives or New Advances in Student Veteran and Active Duty Education
2. Demonstrate – Beyond the Classroom: Active Duty and Veterans as Agents of Research and Engineering
a. DoD Research Exposure
b. Integrating Research and Education
c. Service Learning and Experiential Learning
d. Learning environments that foster active duty and veterans outside the classroom
e. Federally-funded engineering and/or engineering technology grant projects awarded to student veterans
3. Explore - Beyond the Uniform: Research and insight to Active Duty and Veterans pursuing engineering
a. Academic Reintegration
b. Models for Military Experience to Academic Recognition
c. Integrating Active Duty and Veteran Student Experience into the Classrooms and Programs
e. Specific issues pertaining to the veterans in their engineering educational timeline
f. Diversity, equity, and inclusion of active duty and veterans in engineering
4. Assess – Beyond Admission: Pedagogy and Support of Active Duty and Veterans in engineering
a. Institutional Veterans Support Programs
b. Innovative Teaching and Learning Approaches
c. Distance Education
d. Competency Based Education Models
e. Education Pedagogy
f. Cross-disciplinary and Multidisciplinary Course and Curriculum Assessment
MVD 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.
MVD is a “publish-and-review-to-present” committee. You must have your paper accepted for publication in the proceedings. 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.
By submitting an abstract, the authors agree that at least one author will participate in the peer review process for both abstract and draft paper submissions. Manuscripts whose authors do not agree to serve as reviewers will be immediately rejected.
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.
Works in progress will also be considered for publication.
Questions may be directed to the MVD Program Chair: Alyson Eggleston, The Citadel – The Military College of South Carolina, firstname.lastname@example.org, or to the MVD Chair: Blake Stringer, Kent State University, email@example.com.
The Minorities in Engineering Division (MIND) of the American Society for Engineering Education (ASEE) invites submissions for the 2022 ASEE Annual Conference. Representatives from academia, industry, nonprofits, and government are encouraged to submit abstracts for papers, special sessions, workshops, and works in progress based on, but not limited to, the topics below, whether or not representatives have previously attended MIND sessions or participated in MIND-related activities.
Abstracts must be submitted no later than the deadline printed on the ASEE website and authors must clearly indicate the paper type in the title of the submission.
Please read the full details in the 2022 MIND Call for Papers PDF below.
2022 ASEE Annual Conference Call for Papers
Multidisciplinary Engineering Division
ASEE 2022 is “The Year of Impact on Racial Equity.”
The Multidisciplinary Engineering Division (MULTI) invites abstracts on subjects of interest to those involved with multidisciplinary engineering programs, engineering programs without disciplinary tags, and the promotion of multidisciplinary approaches in engineering education. Multidisciplinary is interpreted here in the broadest sense to include education-related scholarly work that integrates various engineering disciplines as well as the sciences and liberal arts. MULTI accepts abstracts from a wide breadth of researchers, educators, and practitioners.
Authors should consider submitting technical papers for oral or poster presentations, as well as recommendations for interactive sessions and special panels.
Panel Interest Form:
If you are interested in volunteering to participate in a panel the division is organizing, or suggesting a panel topic, please fill out the Panel Interest Form by using this url: https://bit.ly/3n7N3Xh
Technical papers can be a Complete Paper or Work-in-Progress Paper (WIP):
Complete Paper: The criterion for a Complete Paper is that it represents, at the time of draft paper submission in early 2022, work for which available results can be analyzed to yield supported and significant conclusions. Complete Paper submissions may be reassigned to WIP if they are judged to fall under the WIP criteria.
Work-in-Progress (WIP) Paper: Work-in-Progress papers report on work that is in the process of study and/or implementation for which results will not be available by the time of draft paper submission, for studies that are as yet inconclusive, and for studies at an early to intermediate state for which authors are seeking feedback from the community. A submission of this paper type MUST have a title that begins with “Work-in-Progress:” with the colon separating the WIP phrase from the remainder of the title. WIP papers may be assigned to a poster presentation session to allow authors to maximize the opportunity for extended conversations regarding their ongoing research. WIP papers are not eligible for the Division’s Best Paper Award.
Subjects of particular interest include, but are not limited to, the following:
Mechatronics and Robotics
Innovative courses and curricula
Hardware and software platforms and environments
Assessment, evaluation, and accreditation
Outreach, competitions, industry partnerships, and community-building
Ethics, societal impact, and the future of work
Digital and Hybrid Teaching in multidisciplinary education
Strategies for effective teams in on-line and hybrid learning environments
Pedagogy related to on-line and hybrid learning environments, especially for traditional face to face courses and laboratory experiences
Challenges and creative solutions related to increased dependence on technology
Curricular designs that incorporate multidisciplinary aspects, particularly recent innovations that address the following:
Student learning related to ABET outcomes and to multidisciplinary teams
Evaluation of on-line and non-traditional programs and courses
Best practices for accreditation and assessment
Multidisciplinary approaches for incorporating the National Academy of Engineering Grand Challenges into pedagogy.
Multidisciplinary engineering course design, implementation, and assessment
Multidisciplinary capstone design experiences
Multidisciplinary service-learning courses and experiential learning approaches
Nano-technology courses and curriculum
Deep Learning / Machine Learning
Manufacturing emphases, particularly on additive manufacturing, that are multidisciplinary
The impact of multidisciplinary intracurricular and extracurricular experiences on student development such as self-efficacy, diversity, equity, inclusion, and/or social justice
Integration of engineering and the liberal arts
Best practices in fusing liberal arts and engineering in curricular and co-curricular activities
Assessment of current liberal arts and engineering curricular and co-curricular activities with emphasis on retention of students and ABET outcomes
Innovative approaches that intentionally promote development of professional, non-technical skills
Efforts on and studies of integrating engineering with general education
The Multidisciplinary Engineering Division has a best paper award that is presented at the business meeting at the annual conference. The division also participates in the conference best diversity paper award by the nomination of a paper submitted to the division. Submission deadlines will be announced on the ASEE website. Questions regarding abstract and paper submission may be directed to the Multidisciplinary Engineering Division Program Chair:
Dr. Lynn Albers (Lynn.Albers@hofstra.edu, 516-463-7392)
Hofstra University, Hempstead, NY 11549
Call for Papers
New Engineering Educators Division
2022 ASEE 129th Annual Conference
June 26 - 29, 2022 Minneapolis, Minnesota
NEE invites all ASEE members to submit proposals for papers, workshops, panels, or other special sessions.
NEE is focused on ensuring the long-term sustainability of engineering education with publications and presentations in areas of interest to engineering faculty that are within the first five years of their initial teaching appointment. We invite submissions from any division or major, and from contributors at any stage in their engineering career. Both new and established faculty are invited to share their ideas and results that would benefit the professional development of new faculty, especially in the areas of teaching, research, and service.
For more details and a list of suggested topics, please see the attached Call for Papers.
This is an invitation-only session for investigators with currently funded NSF projects in engineering education and closely related topics to share their work in a high visibility venue. PIs with eligible projects will receive an email invitation with directions for submission in early October. Programs represented in this session include IUSE, S-STEM, ATE, iTEST and others. To maintain a focus on results, only projects with a start date more than a year before the conference are allowed. Questions about the session or eligibility should be directed to Dr. Susan Gentry (firstname.lastname@example.org).
Call for Papers
Ocean and Marine Division
2022 ASEE Annual Conference
June 26 - 29, 2022 Minneapolis, Minnesota
The Ocean and Marine Engineering Division welcomes abstracts of 250-500 words in length in all areas related to ocean, marine, littoral, naval, and coastal engineering education. Engineers in academia and industry from across the world are encouraged to submit papers on relevant topics. Abstracts should include educational or academic aspects for consideration.
Topics of interest include, but are not limited to:
Ocean, marine or coastal engineering education subjects:
• Ocean or marine climate
• Ocean energy conversion
• Naval architecture and marine engineering
• Coastal or littoral environment
• Autonomous or remotely operated surface and submersible vessels
• Globalization of ocean and marine engineering education
• Machine learning and digital twins in the ocean and marine environment
Topics related to ocean, marine or coastal engineering education in these areas:
• New teaching and learning strategies and technologies
• Follow-on studies concerning new pedagogy initially used as pandemic responses
• Laboratory development and innovation
• Challenge or problem-based learning
• Capstone/senior design and project-based curriculum
• Best practices in curriculum/course development and industry needs
• Issues related to nontraditional and underrepresented students
• Student recruitment, outreach, and retention
• Pre-college engineering education outreach
• Efforts on racial equity to support the Commission on Diversity, Equity, and Inclusion’s year of impact
The division will accept both Complete or Work-in-Progress (WIP) technical papers
• Complete Paper: A Complete Paper represents, at the time of draft paper submission in early 2022, work for which available results can be analyzed to yield supported and significant conclusions. Complete Paper submissions may be reassigned to WIP if they are judged to fall under the WIP criteria.
• Work-in-Progress (WIP) Paper: Work-in-Progress papers report on work that is in the process of study and/or implementation for which results will not be available by the time of draft paper submission, for studies that are as yet inconclusive, and for studies at an early to intermediate state for which authors are seeking feedback from the community. A submission of this paper type MUST have a title that begins with “Work-in-Progress:” with the colon separating the WIP phrase from the remainder of the title. WIP papers may be assigned to a poster presentation session to allow authors to maximize the opportunity for extended conversations regarding their ongoing research. WIP papers are not eligible for the Division’s Best Paper Award.
Abstracts should provide a clear description of the objectives and motivation, relevant background, any assessment methods used, and results. Abstracts MUST be submitted electronically via ASEE's online system. The submission and review processes are blind. Do not include the names of institutions or authors anywhere in the abstract. For additional information, including the Author's Kit with deadlines, instructions and formatting guidelines, and to upload your abstract, please go to www.asee.org. Paper submission is a two-step review process consisting of abstract submission, review and acceptance, followed by a full manuscript submission, review and acceptance. Only accepted papers will be presented at the conference.
Paper Awards - All accepted papers that are not WIP will be considered for the OMED Best Paper, and Best Diversity Paper. Recipients must present their paper in an OMED session to qualify for the awards.
If you have any questions, please contact our
• Program Chair, Bob Kidd, SUNY Maritime College, email@example.com
• Division Chair, Lynn A. Albers, Hofstra University, Lynn.Albers@hofstra.edu
• Past Division Chair, Vukica Jovanovic, Old Dominion University, firstname.lastname@example.org
Dear Pre-college Engineering Education Authors,
Please review our 2022 Call for Papers for information about paper types, mandatory paper type indicators in the paper titles, and rubrics for abstracts and draft papers. It also discusses special session and workshop proposals and how to learn more about Best Diversity, Equity, and Inclusion Paper Awards.
The 2022 PCEE Call for Papers is here:
Please contact the 2022 PCEE Paper Chair Dr Manuel Alejandro Figueroa (email@example.com) if you have any questions.
The Technological and Engineering Literacy – Philosophy of Engineering (TELPhE) Division of ASEE invites authors to submit abstracts for papers for consideration for presentation at the 2022 ASEE Annual Conference & Exposition in Minneapolis, Minnesota. Technological and engineering literacy and the philosophy of engineering encompass a host of multidisciplinary topics, that are both “outward facing” from higher education and consider how engineering and technology interface with complex systems and emergent phenomena of our social life but also “inward looking” and ask fundamental questions that open up a unique space for examining the ideas, precepts, and principles that despite their nearness to our practices and embodiment in our interactions, remain elusive if noticed at all. We therefore invite submission of papers in the following thematic areas.
• Exploring the ways in which engineering and technology can contribute to social justice
• The impact of engineering and technological advancements in an increasingly globalized setting on society, public life, and individual experiences
• Developments in the teaching of engineering and technology to non-engineers
• Models and methods for developing educational continuums in engineering and technology, including the integration of engineering and technology topics with education majors
• Historical and philosophical perspectives in engineering and technology
• Perspectives on the engineering education, including consideration of its subject matter and content, forms of pedagogy and instruction, ethics and culture
• Best practices learned from successful engineering or technological literacy programs at colleges and universities
• Reflections on how engineering and technological literacy and the philosophy of engineering develop distinct capacities to understand, evaluate and use technology
• Works-in-Progress: The division is also interested in papers describing work in progress. If submitting a paper of this nature, please note in the title that this is a “work in progress” to be considered in 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. 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 many disciplines, including education, engineering, engineering technology, business, history of technology, ethics, philosophy, and the study of science, technology, and society (STS).
ABSTRACTS SHOULD BE SUBMITTED TO THE ASEE CONFERENCE WEBSITE AND PLEASE SPECIFY THE TECHNOLOGICAL AND ENGINEERING LITERACY – PHILOSOPHY OF ENGINEERING (TELPhE) DIVISION.
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 2022 conference.
All paper submissions are publish-to-present. Paper submission involves a two-step review process consisting of an abstract submission (250-350 words in length) for review and potential acceptance, followed by a full manuscript submission for review and potential acceptance. 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 must register for and present at the conference.
The TELPhE Division also welcomes proposals for non-traditional sessions at the ASEE Annual Conference. If you would like to propose such a session, please contact one of the program co-Chairs listed below.
For more information, please contact the Technological and Engineering Literacy – Philosophy of Engineering Division Program co-Chairs:
Soheil Fatehiboroujeni Carl O. Hilgarth
Postdoctoral Fellow, Sibley School of Professor Emeritus
Mechanical and Aerospace Engineering Industrial and Engineering Technologies
Cornell University Shawnee State University
Ithaca, NY, USA Portsmouth, OH, USA
Phone: 209-291-9749 Phone: 740-352-3246
E-mail: firstname.lastname@example.org E-mail: email@example.com
The TWO-YEAR COLLEGE DIVISION (TYCD) is composed of faculty and administrators from two- year colleges that have programs in Engineering, Engineering Science and/or Engineering Technology, and other parties interested in two-year college issues. The TYCD invites submission of paper and/or poster presentation abstracts from academia and industry on any topic that may benefit and interest two- year institutions. Topics of particular interest include, but are not limited to the following:
• Student recruitment and retention at two-year colleges.
• Student persistence and completion in two-year engineering technology programs and/or 2+2 programs.
• Innovative teaching methods and support programs at two-year colleges
• Articulation agreements: high school/two-year and two-year/four-year institutions.
• Issues related to student transfer from two-year to four-year programs.
• Job placement strategies for Engineering Technicians.
• Innovation and updates in curriculum and laboratory development, for engineering technician programs.
• Issues facing two-year colleges with Youth and Adult apprenticeship programs.
• High school dual credit students in engineering transfer, engineering technology and engineering technician programs at two-year colleges.
• Microcontrollers, data acquisition, and/or embedded control courses and content delivered in two- year engineering technology programs. Share your experiences with Arduinos, Galileos, PICs, Launch Pads, and other platforms.
• Mechatronics and Industrial Controls for engineering technicians.
• Student Learning Outcomes Assessment, at two-year institutions.
• ABET, ATMAE (or other) accreditation at two-year institutions.
• Federally-funded engineering and/or engineering technology grant projects awarded to two-year colleges.
• Strategies for recruitment, retention and professional growth of new faculty at two-year colleges to replace retiring faculty.
• Other topics of relevance to two-year engineering, engineering technology and engineering technician programs.
Paper submission is a three-step process: (1) submission of an abstract; (2) submission of a draft of the full paper; and (3) submission of the final paper. All abstracts must be submitted through the Monolith abstract & paper submission portal. Please check the ASEE website for final versions of the 2021 paper Author’s Kit, Publish-to-Present information, paper and poster guidelines, and deadlines.
Abstracts shall be 250–500 words in length and provide a clear statement of the paper’s objective, relevance to two-year colleges, assessment methods, and results. Abstracts will each receive at least one blind review. Authors of accepted abstracts will prepare a draft of the full paper for blind peer review; at least three reviewers will review the draft. To aid both the reviewers and the readers, papers in the TYCD should be limited to 15 pages, including references.
The division strongly encourages that authors conduct meaningful assessment of outcomes and report on the results of this assessment. Papers which provide little or no assessment of the activities described should be marked as “Work in Progress” in Monolith upon submission. As there is a limited number of technical sessions in the TYCD, Work in Progress papers, or multiple papers by the same author(s), or papers that do not suit the content of a technical session, may be assigned to the conference poster session.
Draft papers should be well-developed so that the reviewer has a sufficient understanding of the paper’s goals and content, as well as any research questions, data, etc., that may appear in the final paper. Reviewers may return drafts for revision if, among other issues, the narrative or other content needs clarification, the draft has grammatical and/or spelling errors (the reviewer will not correct the errors), lacks references, etc. Reviewers may also reject the draft. As necessary, authors should respond to all comments provided by each reviewer as part of the revision process.
Upon acceptance of the draft, the final paper will be submitted, which will be reviewed again. Acceptance of both the abstract and the final full manuscript is required for presentation in TYCD sessions and for inclusion in the conference proceedings (publish to present).
Papers accepted for publication must be presented by at least one registered conference participant in a designated technical session, or at a poster session held in the Exhibit Hall, as designated at the time of final submission.
For further information, prospective authors and presenters may contact the TYCD Program Chair:
ASEE 2021 Two-Year College Program Chair
Program Coordinator Electronics Engineering Technology
Trident Technical College
7000 Rivers Ave., Charleston Sc 29406
The WOMEN IN ENGINEERING DIVISION (WIED) is seeking papers for the 2022 ASEE Annual Conference in Minneapolis, Minnesota, June 26-29, 2022. You can find the deadlines of Abstract Submission by clicking on the “SUBMIT ABSTRACT HERE” button. Papers that focus on diversity, equity and inclusion on topics related to women and gender issues in engineering, computing and/or technology are strongly encouraged. This work might include outreach and recruitment of K-12 students, faculty recruitment and retention, innovative student retention programs and assessment. Topics that concern mentoring, recruitment, retention, leadership and professional development for women and gender-diverse faculty and administrators (for example, work/life balance and dual-career issues) are relevant and timely. Other topics might include workplace climate, university programs, policies, reports on initiatives, and considerations of intersectionality (e.g., gender and race). Transformative research that informs the development of impactful and forward-thinking programs and policies also are of high relevance. Popular sessions at recent conferences have included panels focused on a variety of topics, including improving the experience of marginalized students on engineering design teams, advocacy for gender equity, listening and negotiation, well-being, interactive theater to promote difficult dialogues about inequities in engineering education, managing dual careers, work/life integration issues, care for family members, and academic leadership strategies. If you have ideas for panels and/or would be willing to help organize a panel, please contact the program chair. Panels that can be co-sponsored with other divisions are strongly encouraged.
Authors should submit an abstract of 300 words or less on their paper topic. All ASEE divisions are publish to present. Authors of accepted abstracts must submit a full paper for review and acceptance in order to be included in the WIED program at the conference and in the conference proceedings. Panels must also submit an abstract and may optionally submit a full paper. Please note that there are two levels of review: first a review of the abstract, then a review of the submitted paper (submission deadline is February 7, 2022). The review processes are double blind – therefore please do not include names of authors or institutions within the title or body of the abstract or paper. The final paper with blind indicators removed is due May 16, 2022. The author’s kit is found here: https://www.asee.org/annual-conference/2022/paper-management/for-authors. Authors should also review the plagiarism policy: https://www.asee.org/public/conferences/172/papers/plagarism_policy
For additional information, please contact Kristi J. Shryock, WIED Program Chair, College of Engineering, Texas A&M University, College Station, TX 77843. Email: firstname.lastname@example.org.