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Abstracts are now OPEN for the 2023 Annual Conference!

Visit our 2023 conference "For Authors" page to learn how to submit your abstract to the 2023 ASEE Annual Conference and Exposition.

Calls for Papers

Program chairs will be uploading 2023 ASEE Annual Conference Call for Papers starting Saturday, September 24, 2022.

This Call for Papers page will be updated as Program Chairs add their Calls.

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The Aerospace Division of ASEE invites full-length and work-in-progress papers for the 130th 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 current papers on relevant topics in aviation, aeronautical, and aerospace engineering and technology education and pedagogy.
 
Suggested topics related to aviation or aerospace engineering education include, but are not limited to:
 
1. Epistemologies. Research on what constitutes thinking and knowledge within social contexts now and in the future.
  • Professional development of aviation and aerospace engineers and engineering technologists
  • Integration of professional skills into an engineering or engineering technology course
  • Systems engineering in aviation and aerospace
2. Learning Systems and Pedagogy. Research on the methods, instructional culture, institutional infrastructure, and epistemology of educators.
  • Effective and innovative teaching and projects
  • Student industry and competition experiences
  • Curriculum development or assessment
  • Program accreditation
  • Teaching strategies and lessons learned for effectively delivering courses and hands-on activities in remote/online settings
  • 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
  • K-12 outreach
  • Student attrition, persistence, and resilience
  • 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.
  • New and emerging systems or categories in aviation and aerospace
  • Integration of Unmanned Aerial Vehicles, CubeSats, or Nanosats in the curriculum
  • Expanding commercial space industry and how academia could adapt to include new opportunities

Student Papers
The Aerospace Division invites students to submit student-authored papers in all areas related to aerospace engineering and technology education. Turn your thoughts and observations into reality! Help shape the future of how engineering or technology is perceived and taught!
 
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 a faculty advisor as a co-author.
  • Student presenters 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 2024 ASEE Annual Conference & Exposition. Only the papers presented by a student author(s) or co-author(s) are eligible for student paper awards. The award money is split between student co-authors.
  • Superior: $500
  • Distinguished: $300
  • Meritorious: $200
 
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.
 
Young Investigator Award
The Aerospace Division is investigating the possibility of the Young Investigator Award for early career investigators. More information to follow.  
 
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 an 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 on the ASEE Annual Conference website, for additional information.
  • If the paper is a "Work-in-Progress" paper, please include that in the title.
  • Please remember to remove all identifying information (author names, universities, etc.)
 
Questions regarding the abstract or paper submissions can be directed to the Aerospace Division Program Chair, Dr. Waterloo Tsutsui, by email at wtsutsui@purdue.edu.
 
Further details on paper Management, conference, travel, program schedule, and registration can be found at ASEE's 2023 Annual Conference and Exposition website: https://www.asee.org/events/conferences-and-meetings/2023-annual-conference
 
Important Dates
  • Abstract submission open: October 3, 2022
  • Abstract submission due: October 31, 2022

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The Architectural Engineering Division seeks presentations and invites submission of abstracts for the 2023 ASEE Annual Conference in Baltimore, Maryland June 25-28, 2023.
Anticipate abstract submissions to open October 2022.
 
Abstracts from academia and industry related to the teaching of architectural engineering, engineering technology and building science are highly encouraged. The Architectural Engineering Division encompasses Construction, MEP, and Structural disciplines. The AE Division of ASEE has a Publish-to-Present requirement, and both abstract and paper submissions are subject to a blind peer review process. Papers without a clear link to education and academics will not be accepted.
 
While papers submitted are often descriptive, we value research based on quantitative/qualitative methodologies related to architectural/engineering education. Topics that emphasize diversity and inclusiveness in architecture/architectural engineering education are highly encouraged. 
 
There is an option to submit papers describing ‘work in progress’ – these are research/design projects not yet complete in their data and conclusions while substantive in content. If submitting a paper of this nature, it must be noted in the title and/or abstract as a ‘work in progress’ to be considered for this category. These papers may be accepted for posters based on number of accepted papers.
 
Topics of interest might include, but are not limited to, the following themes: 
•         Diversity in the Architectural Engineering Professions 
•         Attrition and Recruitment of Architectural Engineering Students
•         Engineering Education in Construction, MEP/HVAC and Structures 
•         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 division will be hosting a diversity panel at the 2023 conference.
 
Please submit a blinded 200 - 400 word abstract electronically through the ASEE Conferences website for review. Provide a clear statement of the paper objective, the topical area, relevance to the Architectural Engineering educational community, a demonstration of how the proposed paper adds to the knowledge base. Authors of accepted abstracts will be invited to prepare a full paper for blind peer review and publication in the conference proceedings. Papers must demonstrate an appropriate level of scholarship and should incorporate solid research methodologies. White papers or papers to sell products are typically not accepted.
** All corresponding authors will be asked to serve as reviewers. Please update your reviewer status when you submit a paper.**
 
Paper presentations will be assigned to either poster, panel or presentation sessions at the discretion of the Program Chair. For more information, please contact the Program Chair: Rachel Mosier (Rachel.Mosier@okstate.edu)
Submit abstracts to the ASEE Conference website and specify ARCHITECTURAL ENGINEERING DIVISION. Submissions must be completed electronically, and due dates and times are indicated on the ASEE website (https://www.asee.org/events/Conferences-and-Meetings). 

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2023 ASEE Annual Conference Call for Papers

The Biological and Agricultural Engineering (BAE) division of the American Society for Engineering Education (ASEE) invites abstracts and subsequent papers for the 2023 ASEE 130th Annual Conference & Exposition being held in Baltimore, Maryland on June 25-28, 2023. 
 
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 Papers highlight investigations into research for improving learning in traditional and non-traditional classroom settings.  Content should include a research question or problem statement, a review of relevant literature, methodology, results, and implications. 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.  
 
3) Practice Papers highlight teaching approaches, technologies in an instructional context, proposed learning strategies, and assessment practices.  Content should include the motivation for conducting the work, background information, approach for determining success, anticipated outcomes, and the future direction of this type of effort.
 
4) Special Topic or Panel Sessions: 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, such as the history of different BAE departments. One potential special format is a 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. Other possible format ideas can be found at https://tinyurl.com/ASEE-Conference-Playbook If you have other ideas for a panel or special format technical session, please contact the program chair.
 
For all 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. We also highly encourage students and/or new BAE faculty to submit their work or experience. 
 
Abstract submissions begin on October 3, 2022 and will continue through October 31st. 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:

Qualla Ketchum, Program Chair, Biological and Agricultural Engineering Division
qualla@vt.edu
 


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2023 ASEE Biomedical Engineering Division – Call for Papers
 
The Biomedical Engineering Division (BED) of the American Society for Engineering Education (ASEE) invites papers for the 2023 Annual Conference and Exposition in Baltimore, Maryland June 25-28, 2023. Note the following submission schedule:
●        Abstract Submissions Open – Monday, October 3, 2022
●        Abstract Submissions Due – Monday, October 31, 2022
●        Draft Paper (for abstracts that are accepted) Due – Tuesday, January 31, 2023
●        Revised Paper (for draft papers that are accepted) Due – Tuesday, March 21, 2023
●        Finalized, Unblinded Paper Upload Due – Sunday, April 30, 2023
This schedule is subject to change. Please refer to ASEE’s “Important Dates and Deadlines” webpage for the most current information. 
 
Summary Points for this Call for Papers
●        The Biomedical Engineering Division encourages submissions related to biomedical engineering education and research
●        We accept three types of papers: work in progress (WIP) papers, evidence-based practice papers, research papers.
 
Please consider submitting papers on topics relevant to biomedical engineering (BME) education and joining us at this exceptional conference. Authors are encouraged to submit papers on any relevant topic in BME education. Sessions in typical years have included papers on: 
●        BME design, entrepreneurship, and commercialization
●        BME courses & curriculum, laboratories & modules, teaching interventions & pedagogy, and assessment
●        Professional development, and industry and clinical engagement
●        BME education research
●        Diversity, equity, and inclusion
 
Paper Submissions

Submissions can be targeted at one of two tracks: 1) full paper or 2) work in progress. All papers should include a brief review of the current state of the education literature with regards to the submitted work and data that support conclusions.

1. Full paper track: There are two types of full paper submissions: educational research and evidence-based practice. When submitting either type of paper, you should be confident that you meet the following:

a)   Educational research topics: these submissions should have a defined research question and results that address the question. The quality of the research data should support a clear conclusion and outline the connection to theory, either in the framing or interpretation of the study. 

b)   Evidence-based practice topics: these submissions should have a clearly stated intervention and related assessment data that evaluates the impact of the intervention. The quality of the assessment data should support a clear conclusion regarding the impact of the intervention. 

Full papers may present either a platform presentation, or, depending on the themes that emerge from accepted papers, may be invited to one of the innovative panel session styles outlined in the 2019 ASEE Conference Playbook. (e.g.: Engineering Shark Tank, Question the Method, etc.). 


2. Work in Progress (WIP) track: WIP submissions describe an ongoing effort in educational research or evidence-based practice specific to BME education. A submission falls into this category because ideas have yet to be put into practice or because assessment data is still in the process of being collected and analyzed for impact. Works in Progress have a strict 3-page limit (not including references or appendices). At the conference, WIP submissions are presented in either a poster or postcard session. 

a)   Poster Session – These submissions will be presented during the division’s poster session in the convention hall. The poster session format provides authors with a venue to present research and course innovations in a public setting. Authors are expected to stand near their poster for the entire session to engage with poster session attendees.

b)   Postcard Session – This is a novel session type in which authors pitch their work in only two slides, and within five minutes or less. After the pitch is made, attendees will have the opportunity to engage with and provide feedback to the authors in an open session format. Presentations in this format will be judged for the “Best Work in Progress Award”.

Accepted WIP submissions will be designated as postcard or poster session by the Program Chair-Elect based on reviewers’ evaluations of novelty, technical merit, outcomes, and relevance to biomedical engineering education. In either format, the WIP track gives authors an opportunity to receive feedback from the BME education community on ongoing efforts. If you go on to collect additional data and draw a clear conclusion, you are strongly encouraged to resubmit the same topic as a full paper in a future conference year. When submitting a paper to this track, you must start your title with "Work in Progress:" and select the “Work in Progress” checkbox in the online submission system.

The submission portal system will ask you to check a box if you would like your work to be presented as a poster. For the Biomedical Engineering Division, this checkbox does not apply to our review or decision process.

Review to Publish
ASEE BED has implemented a “review to present” requirement. It is expected that the submitting (primary) author will support the division by reviewing both abstracts and papers for the division. If the submitting author is a student, they should designate a co-author to fulfill their review requirement. Note that primary authors submitting more than one abstract will not receive an increased review load. Those who are unable to fulfil this commitment by the timelines required may have their own papers rejected by the session chair, regardless of paper quality.
 
 Abstract submission 
  1. For both tracks, you must submit an abstract by the posted ASEE deadline. Abstracts typically consist of up to 1 full page of text (750 words maximum). 
  2. Abstracts should follow the guidelines specified in the ASEE author's kit (see link below). 
  3. Because ASEE uses a double-blind review process, be sure to omit any information in your abstract or references that identifies you or your institution.
  4. If the program chair determines that your full paper submission does not meet the criteria for that track, your submission may be reclassified into the WIP track.
  5. Reviewers will evaluate your abstract based on the criteria listed below.
Draft and revised paper submission
  1. If your abstract is accepted, please note the reviewer comments as you draft your paper ahead of the posted ASEE draft paper deadline. Also, note that acceptance of your abstract does not guarantee that your paper will be accepted.
  2. Draft papers must not exceed 3 pages for WIP submissions (excluding references and appendices); they are usually 8 pages or longer for full papers (there is no limit for full papers).
  3. Because ASEE uses a double-blind review process, authors’ names or institutional names should not be included in the abstract, references, filename, or document properties.
  4. Reviewers will evaluate your paper based on the best paper rubric (summarized criteria listed below).
  5. Authors should submit a 1-page summary of changes in response to reviewer feedback as well as a track-changed document for revised papers.
  6. If the program chair determines that your full paper submission does not meet the criteria for that track, your submission may be reclassified into the WIP track.
Reviewers will evaluate your submission based on the following criteria
●        Originality – does this describe an innovative treatment or perspective?
●        Scholarship – does this review and build on appropriate prior work?
●        Goals – are the goals strongly developed and explicitly stated?
●        Research approach – is the approach novel, sophisticated, and/or appropriate?
●        Results – are data collection and assessment results clear and logical?
●        Conclusions – are the conclusions well formulated? If this is a full paper submission, are there sufficient results to strongly support the conclusions?
●        Relevance – does this paper make a significant contribution to the field of engineering education?
●        Order – are the ideas presented in a clear and logical manner?
●        Style – is the writing clear, concise, consistent, and easy to read? 
●        Writing mechanics – is the writing free of grammatical, spelling, and proofreading errors?
 
All abstracts and papers must be submitted electronically via ASEE’s New Monolith (NEMO) paper submission system. Authors are expected to consult the Author’s Kit at the link below before submitting. You will be able to find submission deadlines, required formats, and other information via the ASEE website under Paper Management, For Authors
 
If you have questions regarding the abstract and paper submission, please contact:
●         BED Program Chair, Dr. Sarah I. Rooney, University of Delaware, sirooney@udel.edu
●         BED Program Chair-Elect, Dr. Rachel Childers, The Ohio State University, childers.73@osu.edu
 
Come to Baltimore in June 2023 to see and present cutting-edge work in Biomedical Engineering education! We hope to see you there. 

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The Chemical Engineering Division (ChED) of ASEE invites papers for the 2023 Annual Conference and Exposition in Baltimore, Maryland (June 25-28, 2023). While all topics on Chemical Engineering education will be considered, papers on the following general topics are strongly encouraged:  
  • Early impacts of the 2022 Chemical Engineering Summer School 
  • Diversity, Equity, and Inclusion initiatives on all fronts – (race, gender, etc.) in chemical engineering programs 
  • Incorporating safety and regulatory compliance in chemical engineering curricula 
  • Teaching chemical engineering solutions to address ABET outcomes 2 & 4: global, societal, environmental, and economic contexts 
  • Non-traditional learning experiences in chemical engineering such as experiential, inquiry-based, and immersive learning  
  • Bring-your-own-experiment/demos in chemical engineering (hands-on, online, and virtual) 
  • Works-in-progress you would like to discuss or solicit for feedback
  • Learning outcomes, assessment, and accreditation of chemical engineering programs
  • How are we helping our students with mental health issues – everything from recognition to resources and strategies
  • Contemporary perspectives (or new advances) in chemical engineering education
  • Teaching professional skills in chemical engineering courses - critical thinking, creativity, communication, and collaboration
  • Business and entrepreneurship literacy in chemical engineering
  • All other topics related to chemical engineering education
 In addition, suggestions/proposals for panel discussions, workshops, and cross-divisional sessions are welcome. We will consider all ideas submitted for workshop proposals and select the most appropriate to be presented during the Sunday workshop sessions.

Deadlines:
  • Abstract Submission Opens:  Monday, October 3, 2022
  • Abstract Submission Closes:  Monday, October 31, 2022
  • Notification on Acceptance/Rejection of Abstracts:  Monday, November 21, 2022

Author Guidelines:
  • Please note that both abstract and draft paper reviews are double-blind, so do not include personal or institutional identification.
  • Abstracts: Submitted abstracts should be approximately one page or less in length, with a suggestion of 250-500 words. (See Appendix B of the Author Kit for details.)
  • Paper Submissions: Full paper submissions should be approximately 10-20 pages in length, inclusive of figures and other graphical elements. (See Appendix B of the Author Kit for details.)  Please limit Work-in-Progress papers to 3-5 pages (see below).
  • ASEE Author Kit: Please make sure to follow the abstract and paper submission guidelines, available at: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors 

Work-in-Progress Papers:
Papers describing ongoing work (“work-in-progress”) are welcome in all sessions, including the poster session. Please title your WiP Papers in the format of “Work-in-Progress: Title of your project” in addition to indicating it is a WiP by checking the appropriate box as part of abstract submission. This will help us easily identify these submissions.  The Works-in-Progress oral sessions will include shorter presentations with time allotted to meet and exchange ideas with session attendees.

Poster Presentations:
Poster papers can be in any topic related to chemical engineering education including the list above, including works-in-progress. If you would like to submit a paper to the poster session directly, please clearly designate this request by checking the appropriate box as part of abstract submission.  Please note that poster papers will go through ASEE’s double-blind review process.

Conference paper submission is a two-step process: 
1.     Abstract submission, review, and acceptance, followed by
2.     Paper submission, review, and acceptance.
A diagram to help visualize this process is available in the PDF version of the Call for Papers.

As stated above, since reviews are double-blind, please do not include the names of authors or institutions anywhere in the abstract or draft paper. At the end of your abstract, please state if you would particularly like your paper to be in a regular session or a poster session. Abstracts will be reviewed, and if accepted, authors are then invited to complete full papers for further review. The ChED is a “publish-to-present” division: to present at the conference, you must have your paper accepted for publication and have at least one author participate in the peer review.

For questions regarding paper submission and review, and also suggestions for panels, workshops, or other non-traditional sessions or interdivisional sessions, please contact the 2023 ASEE ChED Program Chair, Janie Brennan, jbrennan@wustl.edu.  

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Call for Papers

The CIVIL ENGINEERING (CE) DIVISION seeks papers for presentation at the 2023 ASEE Annual Conference and Exposition to be held in Baltimore, Maryland, June 25-28, 2023. At any time, contact our Program Chair (Jenny Retherford, jqretherford@utk.edu) with questions.

Please access the PDF for comprehensive information about authoring and reviewing in the Civil Division.


Major Takeaways
  1. The CE Division seeks papers supporting our five Standing Committees: ASCE, Effective Teaching, Professional Practice, Instructional Technology, and Educational Policy.
  2. The CE Division is excited to offer engaging and active sessions. Authors are encouraged to review the details included herein to recognize some unique sessions being planned for the upcoming conference.
  3. Work-In-Progress and Case Study papers are accepted in our Division, but should be labeled in the paper’s title so review strategies can be adjusted accordingly.
Author Information
Please include “Work-In-Progress” or “(WIP)” in your paper’s title to improve the quality of review for work with limited or no assessment data
Include “Case Study” in your paper’s title for papers without assessment plans, but with relevant scholarly information and detailed summaries of outcomes or observations.

ASCE Liaison Committee

Chair: Leslie Nolen (lnolen@asce.org)
Co-Chair: Scott Hamilton (shamilton@ycp.edu)
Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE. 
This session will explore several of the important issues being addressed (or should be addressed) by ASCE.  Authors are not required to be representatives of an ASCE organizational unit.  Topics might include, but are not limited to, the following:
  • The new Civil Engineering Program Criteria for 2024
  • Changes to ABET EAC Criterion 5: How are we embracing diversity, equity, and inclusion as a profession?
  • Preparing the future civil engineer; partnering with industry and academia to mentor students
  • New initiatives from the Civil Engineering Education Summit Action Plan and the Committee on Reform of Structural Engineering Education (CROSEE2).
  • Trends around declining professional participation: society membership, licensure, practicing engineers.
  • Using ASCE’s Future World Vision in the Classroom

Committee on Effective Teaching

Chair: Anuja Kamat (kamata@wit.edu), Manish Roy (manish.roy@uconn.edu)
Co-Chairs: Joan Carter (jcarter@inverhills.edu), Led Klosky (ledlie.klosky@westpoint.edu), Jakob Bruhl (jakob.bruhl@westpoint.edu), Shannon Parks (shannon.parks@pitt.edu), Ismail Halts (ismailhaltas@kings.edu), Anthony Battistini (anthony.battistini@angelo.edu), Jim Hanson (hanson@rose-hulman.edu)
The Telltale Grade: Exploring New Assessment Strategies
This session seeks papers sharing best practices related to mastering grading efforts. Topics of interest include (but are not limited to): academic integrity, grade inflation, un-grading methods, professional skill development assignments, specifications grading or other evidence-based techniques.
Means and Methods for Deliberately Developing Creative and Innovative Engineers 
Invited panelists will participate with attendees in an interactive, open-format discussion session focused on practical ways to integrate creativity in the curriculum. Discussion will include curricular and classroom techniques for growing creative and innovative engineers, sharing ideas for classroom activities and assignments, strategies for assessing student work, and techniques to create an organizational culture that encourages and celebrates creativity. Panelists will include a diverse group of professionals from engineering, architecture, and the fine arts. The session is intended to serve as a sharing ground for those seeking to develop student creativity, assign grades to creative activities, build consensus around creativity in the curriculum, and avoid common pitfalls experienced by both faculty and students. Attendees will leave with practical ideas to implement in their own courses and programs. Contact Led or Jakob for more information about being involved in this session.
Nevermore: Reimagining the Classroom Experience Part 1
Papers focused on new curriculum and teaching techniques are sought for this session aimed at sharing new means for effective teaching and learning. Topics may include focus on curricular changes, innovations in education on topics such as sustainability and other professional skills, and improvements to the classroom environment to enhance student learning.
SPECIAL NOTE for “Part 1”: Please submit a standard Abstract and full paper to participate in this session. Format for this session is intended to be a traditional podium or poster style. Contact the Program Chair (Jenny, jqretherford@utk.edu) to express interest in participating in a “mini-class demo” session.
Nevermore: Reimagining the Classroom Experience Part 2
In this engaging session, presenters are asked to demonstrate a mini-class and share methods used to effectively teach their students. 
SPECIAL NOTE for “Part 2”: Please submit a standard Abstract to participate in this session and include “Mini-Class Demo” or similar language in the paper’s title; please limit paper length to two pages and focus content on the supporting literature, teaching concept, and means or mechanisms to implement the strategy. Selected authors will be provided more specific session instruction prior to the annual conference, but should anticipate offering a short demonstration/explanation and engaging in small group discussions.

Committee on Professional Practice

Chair: Joel Sloan (joel.sloan@afacademy.af.edu
Co-Chairs: Paul McMullin (pmcmullin@uvu.edu)   
Real Examples: Integration of Industry Professionals in Learning Activities
This session will be used to exchange ideas and best practices related to industry/professional interactions in classroom experiences and other learning activities. Topics may include strategies for initiating and maintaining relationships with partners, techniques to manage long-term programs such as capstone experiences, and may extend not only to best practices but unexpected failures. Rather than hypothetical or generic ideas, real examples of partnerships with detailed strategies for success are sought.
SPECIAL NOTE: Full papers are requested to build the scholarship of knowledge in this realm, but the session is intended to be hosted in a small group discussion style to facilitate conversations with authors. Ideally, collaboration between academics and professionals is desired for the paper and participation by representatives from both sides of partnerships in the conference session is requested.

Committee on Instructional Technology

Chair: Kevin McMullen (kevin.mcmullen@westpoint.edu
Co-Chairs: Shinae Jang (shinae.jang@uconn.edu), Jacob Henschen (jhensche@illinois.edu)
Teaching without Technology? Nevermore!
This session invites papers incorporating integration of innovative technology in the classroom for better student engagement. Topics include, but are not limited to: 
  • Use of mobile devices and apps
  • Social media for student engagement
  • Augmented or virtual reality
  • Digital codes for design practices 
  • Mobile sensors and digital image correlation (DIC)
  • 3D printing for design and demonstration
Other efforts to link technology to creative design or classroom demonstrations are welcomed.


Committee on Educational Policy

Chair: Aaron Hill (aaron.hill@westpoint.edu)
Co-Chairs: Jerry Wang (gjwang@cmu.edu), Mary Katherine Watson (mwatson9@citadel.edu), Tonya Nilsson (tnilsson@scu.edu
Unique Pillars of Your Curriculum
This session looks for a broad discussion of unique programs or methods of integrating broader topics into our classrooms, our departments, and our curricula. Topics may include:
  • Common themes/threads/pillars developed throughout your curriculum, especially those connecting professional skills such as leadership, unity, equity, ethics, inclusion, accessibility, sustainability, etc.
  • Themes of Humanitarian Engineering
  • Professional certifications or Minor programs
  • Alignments between curriculum designs and department/college/university strategic plans, ABET requirements, quality enhancement plans, regional industry needs, school mission statements, and other drivers
Old Bay? Holistically Seasoning Students and Faculty
This session seeks insights on systems and programs used to holistically develop faculty and/or students as whole persons and whole engineers. Topics may include:
  • Mentorship programs
  • Self-directed learning
  • Leadership development
  • Community and team building
  • Diversity, inclusion, and equity learning and support programs
  • Intrinsic motivation frameworks in application


Closing Remarks

The Civil Engineering Division requires podium and poster presenters to publish their papers in the ASEE conference proceedings. Additionally, the papers and presentations are expected to contain assessment methods and results, unless otherwise noted in the session description.

Please include the phrase “Work-In-Progress”/“(WIP)” or “Case Study in the title of papers to improve the review process and session planning. The Division sees value in these contributions to scholarship and is excited to learn from a variety of engineering educators. The rigorous review process needs to adjust to these different scholarship types and the titles improve the effectiveness and efficiency for our reviewers and conference planners.

Review of Draft and Final papers will be performed considerate of these traits:
  • All papers submitted at the Draft phase should be in final form. Authors should not leave significant content unfinished at this review stage.
  • Work-In-Progress and Case Study papers should clearly articulate the relevance to scholarship within the CE Division. Backgrounds and literature reviews should be included in the work. Please limit lengths of these types of papers to 5 pages (not including references) and write concisely.
  • All papers should include appropriate citations and bibliographies demonstrating the clear historical status and thereby developing the value of the work contained in the paper.
  • Work should demonstrate appropriate engineering processes and research strategies. Assessment plans should be clearly defined and objective conclusions expressed. Biased or subjective content should be avoided.

Anticipated Timeline (visit the ASEE Conference website for precise dates):
●       Abstract Submission: Open – October 3rd, 2022
●       Abstract Submission: Due – October 31st, 2022
●       Draft Paper Due – January 31st, 2023
●       Revised Paper Due – March 21st, 2023

Contact Information:
For additional information, please contact:
CE Division 2022-2023 Division Chair: Tonya Nilsson, tnilsson@scu.edu
CE Division 2022-2023 Program Chair: Jenny Retherford, jqretherford@utk.edu 

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Community Engagement Division

Call for Papers: 2023 Annual Conference
 The ASEE Community Engagement Division (COMMENG) is soliciting abstracts and papers for the June 2023 ASEE Annual Conference in Baltimore, Maryland.  Abstract submissions open October 3rdand close October 31st, 2022.  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 (COMMENG) 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 COMMENG is a scholarly community for faculty and practitioners 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 importance of diversity, equity, and inclusion in successful community engagement
 
The Engagement in Practice (Work in Progress) 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.  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
·       Include a title that starts with “Engagement in Practice:  ...“
·       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.
 
The Community Engagement Division sponsors a Best Paper Award and a Best Diversity Paper Award.  All presented papers submitted to the division are considered for both awards.  The division’s best papers are forwarded on for PIC Best Paper Award and ASEE’s Best Diversity Paper Award (https://diversity.asee.org/deicommittee/best-paper/).
 
Individuals interested in participating in the peer-review process should contact the program chair (e-mail is preferred).
 
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 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 ideas for panels/workshops or any questions about possible papers, panels, co-sponsoring with divisions or other special session ideas please contact the program chair:

Libby Jones, PhD
Professor, Civil & Environmental Engineering
University of Nebraska-Lincoln
 
Or Division Chair
Malini Natarajarathinam, PhD
Associate Professor, Engineering Technology & Industrial Distribution
Texas A&M University
 
We look forward to your contributions to this new and quickly growing community within ASEE!

COMPUTERS IN EDUCATION DIVISION
2023 Call for Papers

The Computers in Education Division (CoED) invites the submission of both full papers and Work-in-Progress papers for the 2023 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 educational topic area, including but not limited to:
  • advances in computer science, computer engineering, and programming pedagogy
  • educational data mining / big data analysis of educational data / learning analytics 
  • educational tools (including classroom technology)
  • teaching computational thinking 
  • mobile computing (Android, iPad, iPhone, Tablet PC, etc.) supported learning
  • IOT and IOT usage in the classroom
  • computing to support outreach programs
  • internet applications in the classroom and/or laboratory
  • computer‐driven educational innovations and/or impacts 
  • instrumentation and laboratory systems
  • applications in computing-related courses (e.g., programming, digital signal processing, robotics, computer architecture)
  • design of embedded computing courses, including microprocessor/microcontroller selection and applications
  • hardware descriptive language (HDL)
  • use of social networking (Facebook, LinkedIn, etc.) in educational applications 
  • software packages (including symbolic computing and equation solvers)
  • simulation and animation tools and applications
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.


Full Papers
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. The maximum length for Full Paper submissions is 10 pages (including references). Minor allowances may be made at the Program Chair’s discretion, but excessively long papers will be rejected without review.

Outstanding full papers will be considered for the division’s John A. Curtis Best Lecture Award, and extended versions may also be invited for publication in the CoED peer-reviewed Computers in Education Journal (coed.asee.org).


Work-in-Progress Papers
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. The purpose of Work-in-Progress papers is to provide a forum for feedback on early-stage projects that may not have substantive results yet.

The title for abstracts and papers submitted in this category must begin with “Work in progress:” before the title of the work. The maximum length for Work-in-Progress submissions is 5 pages (including references). Minor allowances may be made at the Program Chair’s discretion, but excessively long papers may be rejected without review.

Accepted Work-in-Progress papers are typically 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.


Review Process
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.

Abstracts submitted to CoED should be a detailed abstract. The abstract should contain sufficient information to enable reviewers to determine the suitability of the work for presentation in the Division. The maximum length for Abstracts submitted to CoED is 600 words.

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 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 2023 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 2023 CoED Program Chair, Jean Mohammadi-Aragh, at jean@ece.msstate.edu.
 



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                                                                          ASEE Annual Conference 2023
                                                       Computing and Information Technology Division
                                                                                    Call for Papers
 
The COMPUTING AND INFORMATION TECHNOLOGY DIVISION (CIT) invites abstracts and subsequent papers for the 2023 ASEE Annual Conference being held in Baltimore, Maryland, June 25 - 28, 2023. CIT is a multidisciplinary group with interests in education in computing and information technology, applied information engineering, systems integration, and information technology management. Papers that are accepted by the CIT division are automatically considered eligible for the CIT Best Paper Award. The CIT Best Paper is then considered for the ASEE Annual Conference Best Paper award, competing against the Best Papers from other divisions.
 
The CIT division encourages contributors from any discipline to submit relevant abstracts for the 2023 ASEE Annual Conference. CIT Division also accepts research articles under “Work in Progress” category. Topics of interest to CIT include, but are not limited to, the following areas:
 
High Performance Computing:
  • Cloud Computing
  • Cyberinfrastructure Systems
  • Virtualization 
  • Operating Systems for Parallel and Distributed Systems
  • Cluster Computing
  • Fault Tolerance and Testing in Computing
  • Parallel Computing
  • Teaching Parallel Application Development
  • Multicore Computing
  • Multi-tier and Enterprise Processing
  • Grid Computing
  • Computing in Healthcare System
  • Computing in Biology
  • Bioinformatics
 
Networking and Security:
 | · Robotic Networking | ·       Local and Global Privacy and Security Standards
 | · Network Security | ·       Designing Security into Integrated Systems
 | · Embedded Security | ·       Information Assurance and Security
 | · Wired and Wireless Networking | ·       Web Services and Internet Computing
 
Database Systems: 
 | · Parallel Databases | ·       Data Mining and Warehousing
 | · Mobile Database | ·       Distributed Databases
 | · Data Engineering | ·       Embedded Databases
 | · Big-Data Analysis |  
 
Embedded and Cyber-Physical Systems: 
 | ·       Real-Time Systems | ·       Mobile and Ubiquitous Computing
 | ·       Mobile Applications ·       Smart Cities | ·       Wireless Sensor Networks ·       Smart Grids 
 | ·       Mobile Systems |  
 
 
Student Recruitment, Curriculum, and Other Issues in Computing and Information Technology Education:
 | ·       Women in Computing | ·       Computer Science & Information Systems Student Recruitment Activities
 | ·       K-12 to College Computing Curricula | ·       Capstone Experiences in Information and Computing Curricula
 | ·       Assessment Approaches for the Computing Curricula | ·       Computer Science and Information Technology Education
 | ·       Innovation in Computing Systems in Education | ·       Undergraduate Research Involving Information and Computing
 | ·       Novel Uses of Information Technology for Instruction |  
 
Miscellaneous Areas of Interest:
 | ·       Artificial Intelligence | ·       Human Computer Interaction and Visualization
 | ·       Software Defined Radio | ·       Enterprise Systems Architecture / Administration
 | ·       Nanotechnology | ·       Infrastructure for Remote Education
 | ·       Internet of Things | ·       Remote Access Laboratories
 | ·       Computational Intelligence |  
 
Abstracts should be submitted through www.asee.org conference papers management link. 
 
IMPORTANT DEADLINES:
 | Monday October 3, 2022. | Abstract Submission Open Panel Session Application Open
| Monday October 31, 2022. | Abstract Submission Closed (Please Note: Draft Papers can be submitted as soon as Abstracts are accepted)
| Monday November 21, 2022. | Abstract Accept or Reject Notification to Author Deadline
| Tuesday January 31, 2023. | Author Deadline: Draft Paper Submission
 
Authors of accepted abstracts will be invited to prepare a full paper for peer review for publication in the conference proceedings. The CIT has a Publish-to-Present policy which states that a paper must be both submitted and accepted for publication in order to present at the annual conference. 
 
Please contact any of the following for questions and clarifications 
 
  •  2023 CIT Division Chair:  Afsaneh Minaie, Ph.D. Professor of Computer Engineering Department of Engineering, Utah Valley University 800 W. University Parkway Orem, UT, 84058 Phone: 801-863-6393 Email: minaieaf@uvu.edu
  • 2023 CIT Program Chair:  Mudasser F. Wyne, Ph.D. Professor of Computer Science, College of Professional Studies, National University, 9388 Lightwave Avenue, San Diego, CA-92123 Phone: (619) 430 3496, Email: mwyne@nu.edu  
 

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Call for Abstracts – 2023 ASEE Annual Conference and Expo, Baltimore, MD, June 25-28 2023

The Construction Engineering Division seeks presentations and invites submission of abstracts for the 2023 ASEE Annual Conference that will take place in Baltimore, MD, from June 25 through June 28, 2023.

Abstract submission dates

Abstract submission will open in October 2022, as ASEE transitions to the new Monolith paper management system

Abstract/Paper topics

Papers related to construction engineering and management education, partnerships between industry and academics, and the results of innovative or technological based educational practices will be considered. Works-in-progress will also be considered. Papers without a clear link to education and academics will not be accepted.

Topics of particular interest to the division include:

·         Women in the Construction and Engineering Profession
·         Gadgets and other props for Construction Engineering Education (LowTech or HighTech)
·         Mathematics Instruction for Construction-Architectural-Civil Engineering Students
·         Assessment practices for course and student learning outcomes
·         Building information modeling (BIM) and other virtual simulation technologies
·         Capstone, experiential, and project-based courses and activities
·         Case studies in construction education and industry practice
·         Construction law and ethics
·         Course delivery and instructional technologies
·         Graduate education and strategies for integrating research into the classroom
·         Industry collaboration and advisory boards
·         Integrated project delivery (IPD) and other alternative project delivery methods
·         K-12 outreach

The division will be co-hosting a diversity panel at the 2023 conference.

Guidelines

Regarding submission guidelines and format, please refer to the ASEE website: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors

Submit abstracts to the ASEE Conference website and specify CONSTRUCTION ENGINEERING DIVISION. Submissions must be completed electronically, and due dates and times are indicated on the ASEE website (https://www.asee.org/events/Conferences-and-Meetings).

Abstracts must be BLIND and should be approximately 500 words in length and should include: 

·         a clear statement of the paper objective 
·         a clear statement of topical area
·         a demonstration of relevance to the construction educational community
·         a demonstration of how the proposed paper adds to the knowledge base
·         a statement of whether or not it is a work in progress

Authors of accepted abstracts will be invited to prepare a full paper for blind peer review and publication in the conference proceedings. Papers must demonstrate an appropriate level of scholarship and should incorporate solid research methodologies. 

ALL AUTHORS WILL BE ASKED TO REVIEW ABSTRACTS AND PAPERS

Final Papers must be BLIND and will be evaluated on the following criteria:

·         Rationale: Clearly state purpose and relevance to Construction Division
·         Originality: Is the study original and innovative
·         Literature: Reference and build upon relevant body of knowledge
·         Method: Clearly describe research method or framework
·         Results and Discussion: Clear and coherent
·         Conclusion: Supported by results
·         Overall Quality: Grammar, spelling, and clear & coherent.

Paper presentations will be assigned to either poster, panel or presentation sessions at the discretion of the Program Chair.

For more information, please contact the Program Chair: Nicholas Tymvios (nicholas.tymvios@bucknell.edu)

 

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DEED members,
We look forward to seeing you all in Baltimore, Maryland for ASEE 2023!
 Please note the submission schedule below in the DEED Call for Papers.
Jeremy Edmondson
 2023 Program Chair
Samuel Dickerson 
 2023 Program Chair Elect
******************************************************************************
 The Design in Engineering Education Division (DEED) invites abstracts for papers to be presented at the 2023 ASEE Annual Conference to be held June 25 - 28, 2023, in Baltimore, Maryland. Abstracts may be submitted on topics related to the role of design in engineering education.
Abstract Submissions Open – October 3rd, 2022
 Abstract Submissions Due – October 31st, 2022
 Draft Paper (for accepted abstracts) Due - January 31st, 2023
The purpose of DEED is to disseminate knowledge, learning and best-practice experiences that improve the quality of engineering design education proficiencies and pedagogy. This division is relevant and inclusive to both engineering design instructors and research practitioners. DEED defines relevant and inclusive as applicable and comprehensive through the education and research processes to the design education community.
DEED seeks contributions on topics that include, but are not limited to:

·       First-year Engineering Design 
·       Capstone Design
·       Innovation in Design Education 
·       Design Instruction and Pedagogy
·       Teams and Teamwork in Design Education
·       Design for Community
·       Interdisciplinary and Multidisciplinary Design 
·       Enhancing Design Education through Technology[1]
·       Sustainable Design
·       Design for “X”
·       Assessment of Design Activities
·       Design Realization
·       Design Methodology including Design-based Entrepreneurial Mindset
·       Case Studies, Reflections, or Interventions for remote, distant or hybrid mode Engineering Design Projects
·       Exploring the intersection of Engineering Design and Social Justice
·       Papers at intersections between the aforementioned topics and equity, access, diversity, and inclusion

Papers related to diversity, inclusion, and equity qualify for submission to a conference-wide best paper award.
Authors are encouraged to submit work that is beneficial to other design educators and to suggest strategies for transferability and/or implementation. Assessment of work is strongly encouraged, when possible, but not compulsory if it’s not suitable for the topic at hand. DEED is also requesting proposals for Workshops, Panels, Special Sessions, new session topics and new session.
Please review the ASEE DEED Paper Guidelines for DEED-specific details related to manuscript submissions. The ASEE DEED Paper Guidelines will be used as a basis for all manuscript reviews. The 2023 ASEE DEED Paper Guidelines will be posted on the DEED website at http://deed.asee.org/index.php/conference-info/.
Podium, Postcard and Poster Sessions
DEED accepts both completed research efforts and those that are a “Work in Progress” for inclusion as peer-reviewed papers in the annual conference. “Work in Progress” is a mechanism/forum for authors to share and receive feedback on preliminary work. “Work in Progress” submissions are identified both through the submission system and through their title, are included in the conference proceedings, and are typically presented in the DEED Poster or Postcard sessions. Accepted final papers will be published in the proceedings and presented in one of three different types of sessions: Podium sessions, Postcard sessions, and Poster sessions. Each are described briefly below:
1) Podium Sessions are traditional research presentations and will occur during division technical sessions. The podium talk format gives authors of papers an opportunity to provide a detailed overview of a research project or curricular innovation. Approximately six papers will be grouped thematically in technical sessions lasting 90 minutes giving each work about 10 minutes for presentation and 5 minutes for Q&A.
2) Postcard Sessions are a novel session type designed to report important innovations and current research efforts and open conversations. The postcard format gives authors of papers the opportunity to pitch their work with a two-slide (postcard back and front) overview of their work in five minutes or less. After the pitch is made, attendees will have the opportunity to talk with the authors and revisit their postcards while authors receive project feedback from interested viewers. Approximately 8 papers are grouped thematically in Postcard sessions.
3) Poster Session will occur over lunch during the division’s poster session in the convention hall. The poster session format gives authors a large format venue to present research and course innovations in a public setting. Authors are expected to stand near their poster for the entire session to engage with poster session attendees.
 
 All DEED papers will be placed in either a podium session or a postcard poster session by default with preference to the podium session slots being given to full papers and preference for postcard poster session slots begin given to Work-in-Progress papers. Authors may optionally select to present in the Poster Session by contacting the Program Chair and requesting placement in a Poster Session. Any accepted paper may be assigned to either a Podium or Postcard Session (even when the paper is not a “Work in Progress”).
Publish to Present and Review to Publish Criteria
In addition to the ASEE “Publish to Present” requirements, DEED requires the support of its authors in “Review to Publish” at both the abstract and manuscript stages. Abstracts for review will be assigned November 3 and are due no later than November 14. Blind manuscript reviews will be assigned February 3 and are due no later than February 14.
Workshop, Panel and Special Sessions
DEED accepts proposals for sessions in the areas listed for paper submissions. An individual abstract for these sessions is required. Persons wishing to organize a DEED session should (1) contact the Program Chair via email to describe their intent to submit a session proposal AND (2) submit a paper abstract in Monolith providing the following: description of the topic of the session, format for the session, and proposed panelists. DEED officers and directors will review the submissions for appropriate content and (if required) recommend the session to ASEE. To be considered, proposals must be submitted before paper abstract submission deadline (October 3rd).
1) Workshop Sessions may be proposed in the areas listed for paper submissions. The abstract must include the following: workshop title, objective, description, speakers/facilitators, estimated head count, and whether or not this workshop was similar to a prior ASEE workshop including the name of the prior workshop as this is the information required by the online form in Monolith. Workshops submitted directly on the ASEE site, prior to DEED approval, will not be recommended to conference organizers for inclusion.
2) Panel and Special Sessions may be proposed in the areas listed for paper submissions. These sessions differ from organized sessions in that they are not publish to present; however, an individual abstract for the panel session is required. The abstract must include the following: description of the topic of the panel, format for the panel session, and proposed panelists.

For information about any submission, see the ASEE website: http://www.asee.org.
 
For questions or ideas concerning DEED topics or sessions, contact:

 Program Chair:                      Jeremy Edmondson (jedmond2@ncsu.edu), 
                                                North Carolina State University, Raleigh, North Carolina
 
Program Chair Elect:            Samuel Dickerson (dickerson@pitt.edu
                                                University of Pittsburgh, Pittsburg, Pennsylvania
 
Not a member of DEED? Why not join us when you renew?
http://www.asee.org/memberresources/groups/divisions
 



[1] Including innovative uses computational tools such as CAE and CAD (e.g., generative design, human-machine collaborations, etc.)

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The Educational Research and Methods Division for ASEE is now accepting abstracts that will lead to papers for the ASEE Annual Conference & Exhibition in June.  There are several stages of the process that require peer review. If you submit to this division, it is expected that you will also review for the division (commensurate with the number of submissions) to support the number of reviewers required for each paper. ERM upholds standards for professionalism and quality in engineering education research, that is supported by a high quality and thoughtful peer review process. These standards of excellence also extend to the presentation of papers at the conference: Consider how your work can be presented in a way that both celebrates high-quality scholarship and engages the audience. 
 
ERM Division accepts Paper, Special Session, Panel, and Workshop proposals on the topics related to the primary objectives of the ERM division, which may include:
• Promoting, using, and developing high quality educational research methodologies on engineering formation, learning, and instruction 
• Spreading knowledge on the scholarship of engineering teaching and learning 
• Research related to improving engineering instruction through development of innovative materials and techniques, sound instructional design, novel programmatic structures, and improved evaluation methodologies 
• Research on diversity, equity, inclusion, and justice in engineering education

ERM has four paper types - Research, Theory/Method, Evidence-Based Practice, and Work in Progress (WIP). At each stage of the process, please include the type of paper you're submitting to help reviewers, as well as 3-5 keywords following the abstract to aid in the review process. If your paper can fit multiple types, please choose the one that is best aligned. All WIPs should be classified as such regardless of their topic or orientation.

Please see the ERM Call for Papers PDF for extensive instructions on abstract and paper criteria for authors and evaluation. 

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ECE Division Call for Papers
The Electrical and Computer Engineering Division (ECE) invites the submission of both full papers and Work-in-Progress papers for the 2023 ASEE Annual Conference and Exposition to be held in Baltimore, MD, USA, June 25-28, 2023. Acceptable topics include ECE educational research, classroom practice, innovative curriculum design and laboratory development, or any other appropriate ECE related engineering education topic. We encourage you to share your experiences and ideas in such related topics including, but not limited to: 
  • Student recruitment, retention, and outreach;
  • New teaching and learning strategies (active learning, blended learning, flipped classrooms, online labs, technologies); 
  • Accreditation:
    • Novel approaches and methods for addressing ABET accreditation criteria; 
  • Curriculum
    • Course and curriculum design, improvement, and assessment; 
    • Laboratory development and innovation; 
    • Capstone/senior design and project-based curriculum; 
    • ECE for non-engineers and K-12 students; 
    • Current ECE issues and integration into the curriculum (Alternative Energy, AI/ML, Grand Challenges, Industry 4.0, etc.);
    • Creative uses of technology in the ECE classroom (AI, big data, IoT, ML, real-time analytics, etc.); 
    • Current topics such as smart cities, smart grids, wireless sensor networks, ubiquitous computing, vehicular networks, etc;
  • Equity, diversity and inclusion awareness in the ECE classroom and in classroom techniques; 
  • Undergraduate research and the integration of research and education (Research Experiences for Undergraduates and Research Experience for Teachers); 
  • Professional Development (Mentoring of ECE graduate students; Preparation of future ECE faculty members; ECE faculty career and professional development);
  • Other topics as it pertains to ECE 
    • Transfer pathways from community colleges & international universities;
    • Workforce development models;
    • Micro-credentials & Stackable Credentials; 
    • Industry-University Cooperative Research;
    • Globalization of engineering education; 
    • Service-learning projects.
 
Abstract Requirements:
Abstracts must include the following information.
  1. plan of submission for full paper, 
  2. a description of any assessment methods used to evaluate the effectiveness of the contribution,
  3. a statement of results, and
  4. topic (from the list above) that your submission will address. 
Work-in-Progress submissions must include “WIP” or “Work-in-Progress” wording before the paper’s main title. All accepted papers will appear in the conference proceedings. 
 
The full paper must contain a clear description of the objectives, motivation for the contribution to ECE education, research question, relevant background including literature review, any assessment or survey results pertaining to student learning outcomes, and a statement of results.
 
The review process is double-blind, names of authors and institutions MUST NOT appear anywhere in the abstract and draft contents of the paper. Abstracts/papers that are not anonymized will be rejected without review. At the end of the abstract, indicate your preference for a regular or poster session presentation. Abstracts must be submitted through the ASEE website at https://www.asee.org/public/conferences/293/papers by the paper abstract deadline. The abstract submission will open on October 01, 2022.
 
Mode of Presentation:
  • All Works-in-progress (WIP) papers will be assigned to the division Poster Session.
  • All other regular papers will be assigned to the division technical session and will be required to make an Oral Presentation.
 
Important dates and deadlines: 
Abstract submission opens: October 01, 2022
Abstract submission closes: October 31, 2022
Abstract Accept or Reject Notification: November 21, 2022
Draft Paper Submission: January 31, 2023
Draft Decision: February 28, 2023
Anonymous Paper with applicable requested revisions: March 21, 2023



ECE Division Call for Workshops and Special Sessions
 
The ECE Division also invites proposals for workshops and special sessions. The proposals applications should include the following information. 
  • Author/speaker information including full name, email addresses, and institution affiliation
  • Objective of the workshop
  • Primary topic (choose one):
  • Secondary topic (choose one):
  • Will the event be ticketed? What will be the ticket price?
  • Provide a billing address for any expenses that might be incurred (food, services, room technology etc.)
Tutorial Workshops – Presenters are encouraged to supplement workshop fees with grants and subsidies. The Program Chair reserves the right to cancel any accepted workshop that is likely to incur financial losses. 

Special Sessions – Non-traditional format sessions such as panel discussions. 
 
Proposals or intent to present for special sessions and workshops must be e-mailed to the ECE Division Program Chair, Kumar Yelamarthi at kyelamarthi@tntech.edu by the paper abstract deadline Oct 31, 2022. 
 
Important dates and deadlines:
Proposal or intent to present deadline: Oct 31, 2022
 
The ECE Division Call for Papers can be found at the ASEE conference website under the “Annual Conference” menu link: 
 
Details for submission can be found in the conference author’s kit at https://www.asee.org/events/conferences-and-meetings/2023-annual-conference 
 
We look forward to receiving your contributions for peer review and hope to see you next summer in Baltimore, MD. 
 
Kumar Yelamarthi, Ph.D., P.E
ASEE ECE Division Program Chair 
Associate Dean, College of Engineering
Tennessee Tech University
Cookeville, TN

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Call for Papers: 2023 ASEE Annual Conference
Energy Conversion, Conservation and Nuclear Engineering Division (ECCNED)
 
The Energy Conversion, Conservation and Nuclear Engineering Division (ECCNED) of the American Society for Engineering Education (ASEE) invites the submission of both Full papers and Work-in-Progress (WIP) papers for the 130th ASEE Annual Conference and Exposition to be held in Baltimore, Maryland, USA from June 25–28, 2023. 

The conference website is: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference. ECCNED encourages the submission of papers related to conventional, renewable, and nuclear energy engineering education in the following topic areas, including but not limited to:
•         Innovative teaching & learning strategies (including remote & hybrid teaching/learning) 
•         Research methods to assess teaching pedagogy and learning strategies
•         Experiments and use of laboratory equipment and their impact on learning
•         Integrating research into energy engineering education
•         Service-learning projects
•         Curriculum content innovation 
•         Impact of problem-based learning, collaborative learning, cooperative learning, discovery learning and inverted learning
•         Renewable energy sources and systems
•         Energy storage technologies
•         Energy conservation and smart energy management using emerging IoT technologies
•         Distributed generation and smart grids
•         Engineering for energy sustainability and emissions reduction
•         Nuclear energy engineering education  
•         Emerging energy harvesting 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.)
•         Outreach programs involving energy conversion and conservation
•         Innovative research and its dissemination into grades P-20
•         Hands-on projects for grades P-20 
•         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.
 
Important Note: Both abstract and draft paper review processes are double‐blind. Therefore, please omit names of authors and institutions (and any other identifying information) from the abstract and the draft paper. 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 2023 Annual Conference website, for the Abstract and Draft Paper Format Guidelines. All submissions are expected to adhere to the specified formatting requirements.
 
Workshops and Panel Sessions: If you are interested in organizing or participating in a workshop or a panel session at the conference, please email your proposal to the ECCNED Program Chair, Dr. Sandip Das at sdas2@kennesaw.edu as soon as possible. Workshops must be requested no later than December 5, 2022. Panels must submit an abstract (by the abstract submission deadline), which will be used as the description for the panel session, and they may also submit a full paper. All workshop hosts and panelists must be registered for the conference in order to conduct the proposed session.
 
The ECCNE Division will accept abstracts for:
1)      Full Paper: The criterion for a full paper is that it represents, at the time of draft paper submission, work that is complete, containing actual results and analysis to support significant conclusions 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. 

2)      Work-in-Progress (WIP) Paper: In addition to traditional full conference papers, the ECCNE Division will accept Work-in-Progress (WIP) papers. WIP 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. 
 
For both the above-mentioned tracks, an abstract must be submitted. If the abstract is accepted, then a draft paper submission will be requested for peer review. Note that abstract acceptance does not guarantee paper acceptance. The ECCNE Division highly encourages submissions from members and non-members who have not presented at previous ASEE conferences, particularly for the WIP track. 
 
Abstract submission will open on October 3, 2022 and will close on October 31, 2022. ASEE’s paper submission process and timelines are explicit, and the program chair CANNOT override them. Abstracts submitted to ECCNED should be between 250–500 words 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 (double-blinded). All important dates and deadlines for authors can be found at the conference website. The 2023 ASEE Annual Conference and Exposition Author's Kit, Plagiarism Guidelines, Paper Procedures, and other important information can be found at the “For Authors” section (under ‘Paper Management’) of the conference website. All ASEE papers are published to present. Papers accepted for publication in the ASEE Conference Proceedings must be presented by at least one registered conference participant in a designated technical or poster session. All authors are expected to adhere to the guidelines put forth in the Author’s Kit and Plagiarism Guidelines. 
 
The ECCNE Division has a best paper award that is presented at the Division’s business meeting during the annual conference. The Division also participates in the conference best diversity paper award by nominating a paper submitted to the ECCNED. 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: sdas2@kennesaw.edu 
 
Thank you very much for your time and your participation! We welcome your wonderful ideas and look forward to seeing you in Baltimore!

Sincerely,
Sandip Das, Ph.D.
Associate Professor
Department of Electrical and Computer Engineering
Kennesaw State University, GA, USA
ASEE Program Chair – Energy Conversion, Conservation, and Nuclear Engineering Division

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The Engineering Economy Division (EED) of ASEE seeks papers for presentation at the 2023 ASEE Annual Conference and Exposition being held in Baltimore, Maryland, June 24-28, 2023.

We seek relevant abstract submissions for research-based, full and work-in-progress papers for our traditional Technical Sessions
covering a broad spectrum of engineering economy topics including, but not limited to:

ECONOMIC ANALYSIS ACROSS ENGINEERING DISCIPLINES
- Innovative teaching methods for engineering economy
- Integrating engineering economy research into the classroom
- Case studies for the classroom
- International aspects of engineering economy education
- Course adaptations due to the COVID-19 pandemic
- Diversity, equity, and inclusion in engineering economy education

In addition to the technical session, we seek submissions for two Special Sessions designed to uncover and explore the state-of-the-art of engineering economy education by bringing together new and seasoned engineering economy educators in an engaging, low-risk, high-reward way:
- Course Strategies for Engineering Economy Instruction, and
- Curriculum Elements for Innovation Teaching

COURSE STRATEGIES FOR ENGINEERING ECONOMY INSTRUCTION
Interactive, panel-type session addressing effective strategies for teaching engineering economy. From large lecture halls, to online courses, to smaller traditional classrooms, the panel will use submitted papers to frame the discussion and draw insights about what really works in engineering economy education. This session is perfect for new educators, those just beginning to teach EE, anyone considering redesigning or updating their course, and experienced educators who have their course strategy for engineering economy down to a science. 

Abstract format: Submit an abstract with the title “Course Strategy” followed by a descriptor (e.g., Course Strategy: Managing High- Enrollment Online Courses) and a bulleted outline of the elements requested in for the paper itself (see below). The abstract should be approximately 1 page.

Paper format: Submit a paper (3-5 pages) addressing the following elements: Instructional Environment (department, student audience, school size, etc.), Delivery Method (lecture, hybrid, online, etc.), Approach to Instruction and Technology (spreadsheets, case studies, tables/equations/calculators, etc.), Topics Covered, Assessment (grade elements, paper/online/mixed), Rationale for the approach, and Lessons Learned.

Conference Session format: Panel discussion with a dynamic, expert moderator. Contributed papers will drive the discussion topics and authors will have the opportunity to highlight key points and rationale behind their strategy. Paper contributors may be invited to be a member of the panel, and all in attendance will be included in the conversation.

CURRICULUM ELEMENTS FOR INNOVATIVE TEACHING
- Do you have a curriculum element that you want to share?
- Include real-world scenarios in a case study? 
- Use technology to improve group projects conducted remotely?
- Use online assessment for quizzes and tests?
- Have a technique for teaching financial risk using simulation?

This session will feature a collection of the very best in innovative teaching in engineering economy. You will have the opportunity to share your technique with everyone and then dive deeper with those who are most interested in learning more. The 2022 curriculum elements section calls for a focus on real-world case studies used in class. Consider including the case study, implementation plan, student feedback, and lessons learned.

Abstract format: Submit an abstract with the title “Curriculum Element” followed by a descriptor (e.g., Case Studies from Current Events, Curriculum Element: Crafting Meaningful) and a bulleted outline of the elements requested in for the paper itself (see below). The abstract should be approximately 1 page.

Paper format: Submit a paper (3-5 pages) addressing the following elements: Objectives, Content, Delivery, and Assessment. Include the complete curriculum element where relevant to help others emulate or adopt your technique.

Conference Session format: Rapid fire presentations (3-5 minutes) by all authors, then rotating breakout sessions to discuss detail of curriculum elements. Your curriculum element and supporting materials will also be featured on the division’s website for maximum impact. If you would prefer to submit a full paper, please submit to the technical session above. 

Authors of accepted abstracts will be invited to submit papers for peer review and inclusion in the conference proceedings. All accepted papers are eligible for the EED Best Paper Award. We encourage submissions from new educators who are eligible for our $1,000 New Engineering Economy Educator Award1. In addition, authors submitting to the special sessions may be eligible for a $250-500 Travel Sponsorship2 to help defray the cost of attending the conference. 

If you have questions or would like additional information, contact the engineering economy Division Program Co-Chair, John Leonard at jdleonard@vcu.edu, or Division Chair, Ona Egbue at egbueo@uscupstate.edu

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The Engineering Leadership Development Division (LEAD) of the American Society for Engineering Education (ASEE) seeks paper abstracts for the 2023 Annual Conference in Baltimore, MD, June 26-29, 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 by Monday, October 31, 2022. Abstracts should be 250-500 words and will be peer reviewed. If your abstract is accepted, the first draft paper deadline is Tuesday, January 31, 2023. Paper submissions may include researchstudies or practice reports. We accept works in progress. We encourage papers that synthesize and identify trends in research of interest to the Division, especially those aligned with our four strategic initiatives: Inform, Design, Explore, and Assess.
 
Topic Area—The following topic areas align with our Division’s four strategic initiatives and current research trends and needs. For each of the Key Question areas, papers should include more than simple descriptions of programs. Evaluations, assessments, and studies are of particular interest for the 2023 conference.
 
1.     Inform: Document the need for and value of engineering leadership (EL) education in university and workplace contexts. Key Question for 2023: How is EL being integrated across the curriculum?
2.     Design: Demonstrate evidence-based practices for designing, implementing, and sustaining EL programs. Key Question for 2023: What diverse models/theories of leadership are being incorporated into EL programs or curricula?
3.     Explore: Examine leadership theory and/or practice in engineering education or workplace settings. Key Question for 2023: How do you describe, assess, and/or test the transfer of EL development from academic settings to the workplace?
4.     Assess: Evaluate the impact of curricular interventions, EL development models, or EL programs on engineering students and professionals. Key Question for 2023: What assessment tools are EL programs using, and what are the findings from applying those assessment tools?
 
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; a review of relevant literature; a 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 a 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 pageslong. Out of respect for our reviewers, please keep to these page limits. 
 
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). WIPs should include “Work in Progress” in the title using the following form: [TITLE]: A Work in Progress.
·       LEAD Division strategic priority (Inform, Design, Explore, or 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 and follow the formatting guidelines detailed in the 2023 ASEE Author’s Kit. 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. Papers will be evaluated according to the ASEE paper rubric and relevance to the LEAD strategic priorities.
 
Submitted papers may be considered for the Division’s Best Paper Award and for the Society’s Best DEI Paper Award. Draft papers that adhere to formatting guidelines have a higher likelihood of selection for these awards.
 
Expectation to Review: We encourage all authors to volunteer as reviewers. A call for reviewers will be circulated soon.
 
Workshop proposals are due November 7, 2022; instructions can be found on the ASEE website. If you plan to submit a workshop proposal that aligns with the LEAD Division objectives, please contact the program chairs.
 
Abstract submissions will be open between October 3 and October 31. You are welcome to contact us with questions.
 
Best regards,

Kim Graves Wolfinbarger, Ph.D.
Program Chair, ASEE LEAD
Director, Jerry Holmes Leadership Program
for Engineers & Scientists
Assistant Professor, Engineering Pathways
Gallogly College of Engineering
University of Oklahoma
kimw@ou.edu

Meg Handley, PhD, BCC
Program Co-Chair, ASEE LEAD
Associate Director of Engineering Leadership Undergraduate Programs
Associate Teaching Professor
College of Engineering
School of Engineering Design Technology & Professional Programs
Penn State University
mhh11@psu.edu

 

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The Engineering Libraries Division (ELD) of the American Society for Engineering Education (ASEE) is seeking abstracts for consideration for presentation at the 2023 Annual Conference & Exposition in Baltimore, MD, June 25-28, 2023.

Papers/Posters
ELD accepts abstracts for full-length presentations and posters from the ELD members and welcomes abstracts or joint presentations with members of other divisions.

Abstract submission will be open October 3 - October 31
 
Topics of interest include, but are not limited to:
  • Assessment
  • Collection Development
  • Diversity, Equity & Inclusion
  • Early Career
  • Libraries and the Global Engineering Issues
  • Instruction
  • Open Science
  • Outreach and Engagement
  • Research Support Services
  • Scholarly Communication
  • Technical Standards
  • Technical Skills and Engineering Librarianship

Abstracts for papers and posters should be submitted through the ASEE Conference webpage. All 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.

Special Sessions
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, diversity and inclusion, open science, research support services, and/or instruction.
 
Special session proposals should include:
  • description of the intended audience
  • description of possible panelists and their expertise
  • summary of the ideas to be explored and discussed
  • outline of the session format, including strategies to engage those attending
  • expected outcomes for the session

Submissions/proposals for the Special Sessions should be submitted to Lisa Ngo (lngo@berkeley.edu) by Monday, November 21. Note that this is two weeks earlier than the posted ASEE deadline of December 5 - this is to give our planning committee time to do our own selection before submission to ASEE.
 
For questions or additional information, please contact
Lisa Ngo
2023 ASEE ELD Program Chair
Kresge Engineering Library
University of California, Berkeley


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Engineering Management Division: Call for Papers
The Engineering Management Division (EMD) of the American Society for Engineering Education (ASEE) seeks paper abstracts for the 2023 Annual Conference in Baltimore, MD. EMD is a publish-to-present division. Both abstracts and papers must be accepted to be eligible for presentation at the conference. Submissions are blind reviewed through EMD and accepted papers are published in the ASEE Conference Proceedings.
We invite you to be active in the planning process and help us make this an engaging and successful conference for us all. You can start by forwarding this call to all your colleagues, even those who are not active in or a member of ASEE. We value collaborative, multi-authored submissions. 
Theme -- Workforce Readiness: Preparing our graduates for the jobs of today & tomorrow

The first step is to submit an abstract (250 – 500 words)  by October 31, 2022 through ASEE’s Paper Management System for authors. The abstract should provide a clear statement of the work's objective and its relevance to engineering management education. 
 
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 welcomed including, but not limited to: Leadership and Organizational Management, Strategic Planning, Financial Resource Management, Project Management, Supply Chain Management, Management of Technology, etc. Suggested topics in education include, but are not limited to: engineering management program organization, approaches to outcome assessment and program/course effectiveness, workplace applications of engineering management skills and concepts with educational implications (including academic-industry collaboration), engineering management education success stories, innovative teaching practices in engineering management, asynchronous or synchronous learning networks, diversity, equity and inclusion. Sessions may be jointly organized with these divisions: Engr. Economy, Industrial Engr., Systems Engr.
EMD accepts these submission types:
1.     Research paper - Informed by a review of the literature, it follows the scientific method, states research questions, collects data and performs qualitative, or quantitative, or mixed methods analysis to make original contribution to the literature in the form of new model, process, theory, predictions, or inferences.
2.     Practice paper - Presents novel practice and innovative strategies in engineering management education, supported by relevant measures and metrics for effectiveness and supported by citations from the literature. Some examples are: case studies, research-based instructional strategies, active-learning assignments, project-based learning, laboratory experiments, course and program evaluation methods.
Both Research and Practice papers can be submitted either as a Full or Work in Progress (WIP) paper to be presented in a Technical Session. Paper lengths are listed below.
  • Full paper is 10 – 15 pages.
  • WIP paper is a 3 – 5 page extended abstract.
Reviewers are volunteers. Please respect their time by complying with the stated page limits.
 
All full paper submissions to the division may be considered for 3 awards which will be celebrated at the division dinner and recognized with a framed award certificate.
  • EMD Best Paper: Will enter as EMD’s nominee for PIC II Best Paper competition. See Rubric
  • EMD Best DEI Paper: Will enter as EMD’s nominee for CDEI Best Paper competition. See Rubric
  • EMD Best Presentation: Will be announced at the division dinner during next year’s conference. See Rubric
Authors submitting to EMD will each be asked to review two abstracts and two papers for each of their submissions. Those who are unable to fulfill this commitment by the timelines required may have their own papers rejected by the Program Chair, regardless of paper quality.
 
Abstracts and papers must be submitted and are managed electronically through ASEE’s Paper Management System for authors. This site lists all due dates/times which are imposed by ASEE and must be met without exception. Deadlines are at Midnight, Eastern Standard Time on the days listed.
 
In addition to submitting abstracts for papers, you can help shape the program in the following ways:
1.     Be a special session chair to organize panels or thematic sessions. You will be responsible for developing and organizing a session (panel, paper session, or WIP flash session) and will recruit authors/speakers for the session. If you are interested to serve as a special session chair, email the program chair your proposed session name, format (panel, WIP flash, or paper session), brief description of theme, and brief description of sessions’ importance to engineering management education.
  • Panel session: Contact EMD Program Chair to propose organizing/moderating a panel. If some of your panelists can’t attend the conference, we will look for ways to facilitate remote participation. Proposals will be reviewed by the EMD leadership team for acceptance. Think of a topic and write to us.
  • Paper session: Recruit colleagues to submit abstracts related to a central theme. Notify Program Chair of the names of the authors and titles for their submissions.
  • WIP Flash Session: Flash sessions will contain 6-8 brief (5 minute) presentations with time for discussion and networking afterward. These sessions can focus on a single theme or a medley of topics. Coordinate with colleagues and propose a flash session to us. Alternatively, you may submit an abstract with the title “WIP Flash:” followed by your preferred title and mark the abstract as a work in progress. If your abstract is accepted you (and your collaborators) must submit an extended abstract as your paper (3 – 5 pages recommended) per ASEE guidelines. If you want to organize a Flash session, send us the topic and names/contact information of those in the session.
2.     Workshops: ASEE has guidelines for workshops and the PIC chairs must review proposals and approve them. Deadline for workshop proposals is November 7. Send your proposal to us and we will forward them to our PIC chair for consideration.
 
2023 EMD Program Officers are listed below. Please send your questions and proposals to us.
 
Jena Asgarpoor, Ph.D.
Program Chair, ASEE EMD
Professor of Practice & MEM Director
University of Nebraska – Lincoln
jshafai@unl.edu
Cell: 402-4402626
Work: 402-472-3166

Ekaterina Koromyslova, Ph. D.
Program Co-Chair, ASEE EMD
Assistant Professor
South Dakota State University
ekaterina.koromyslova@sdstate.edu  

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ENGINEERING PHYSICS & PHYSICS DIVISION EP2D 

Greetings, 

The Engineering Physics and Physics Division (EP2D – http://ep2d.asee.org) of the ASEE seeks abstracts for papers to be presented at the ASEE Annual Conference: The Harbor of Engineering Education for 130 Years in Baltimore, Maryland, on June 25 – 28, 2023. While membership in EP2D is not a requirement to submit an abstract or manuscript, please consider joining. We are a fun group! 

Topics of particular interest include: 
  • Innovative curriculum, pedagogy, and assessment. 
  • Novel approaches and methods for addressing ABET criteria. 
  • Diversity, inclusion, equity, and access in the physics classroom/laboratory. 
  • Unique historical perspectives highlighting physics education. 
  • Physics and P-12 STEAM education. 
  • Innovative laboratory curriculum and instruction 
  • Student research. 
  • Assessment of teaching and learning. 
  • Novel approaches and methods for addressing student recruitment and retention. 
  • Emerging areas such as nanotechnology, biomedical engineering and the life sciences. 
  • Other topics of general interest in engineering physics and physics education/research will also be considered. 
Abstract submissions of 200 – 300 words will begin on October 3, 2022 and will be accepted through October 31, 2022. All abstracts and papers must be submitted electronically via ASEE’s NEMO (https://nemo.asee.org/) paper management system. Please note that only plain text abstracts are to be submitted via the text box on the appropriate page. No identifying information should be included. Authors of accepted abstracts will be invited to submit a double blind, peer-reviewed manuscript for inclusion in the conference proceedings. 

At least one author must register for the conference and present the paper for the manuscript to be included in the proceedings. Papers must be submitted and accepted for publication in order to be presented at the conference. Access the web link: https://nemo.asee.org/ for updates and additional information. 

Proposals for special sessions, workshops, or panel discussions, and individuals interested in moderating a session or participating in the peer review process please contact the Program Chair Carl Frederickson at: carlf@uca.edu

Thank you.
Carl Frederickson, PhD                                                                                        501-450-5900 (office)
EP2D Program Chair 2023                                                                                              carlf@uca.edu
Professor and Chair, Department of Physics and Astronomy
University of Central Arkansas, 201 Donaghey Ave, Conway, AR 72035-0001


Call for Abstracts

Engineering Technology Division

2023 ASEE Annual Conference June 25 - 28, 2023 Baltimore, MD
 
The ASEE 130th Annual Conference & Exposition will be held in Baltimore, MD, June 25 - 28, 2023. 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. Engineering Technology Division is home of all engineering technology programs irrespective of your engineering discipline. You may submit your abstract beginning on October 03, 2022. The primary criterion for the paper is; it must have some educational components. ASEE/ETD membership is not required for abstract/paper submission.
 
Because engineering and  technologies are 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 of the 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
●        ET related graduate programs
 
The ASEE website https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors  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. 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 October 31, 2022. Again, please consider sharing your work with your peers at this excellent conference venue. Please direct any questions you may have to:
Dr, Amit Bandyopadhyay, PE
2023 ETD Program Chair
 

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The ENTREPRENEURSHIP AND ENGINEERING INNOVATION DIVISION (ENT) invites abstracts for papers and posters to be presented at the 2023 Annual Conference & Exposition in Baltimore, MD, June 25 - 28. 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, or related, themes are invited:
 
1.     Student Learning 
1.     Teaching innovation or entrepreneurship as part of an engineering program 
2.     Integrating innovation or entrepreneurship into core engineering courses 
3.     Learning environments that foster innovation and entrepreneurship 
4.     Engineering education and the entrepreneurial/innovative mindset 
5.     Assessment of entrepreneurship and innovation competencies 
6.     Entrepreneurial and innovative internships and co-op experiences 
2.     Diversity and Global Issues 
1.     Enhancing diversity via entrepreneurship and innovation education 
2.     Entrepreneurship and innovation as a means to empower underrepresented groups within engineering education 
3.     Ethics associated with entrepreneurship and innovation education 
4.     Engineering entrepreneurship/innovation in developing economies 
5.     Sustainable entrepreneurship/innovation related issues and programs 
3.     Faculty and Programs 
1.     New innovation and entrepreneurship programs and program models 
2.     Strategies to teach innovative and entrepreneurial engineers 
3.     Developing entrepreneurial and innovative faculty 
4.     Cross campus collaboration beyond engineering (business, humanities, etc.) 
5.     Assessment of innovation and entrepreneurship courses and programs

We encourage papers that include either a quantitative or a qualitative research approach. All abstracts and papers must be submitted through ASEE’s Monolith system. Conference and submission information is available through the ASEE website:  https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference.

If you have questions on ENT papers or activities, please contact:
Nicholas Fila, Program Chair, Iowa State University, nfila@iastate.edu 

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2023 ASEE 130th Annual Conference and Exposition
Baltimore, MD
June 25-28, 2023

ENVIRONMENTAL ENGINEERING DIVISION CALL FOR PAPERS

The Environmental Engineering Division (EED) of ASEE invites papers for the 2023 Annual Conference to be held in Baltimore, MD. All oral and poster presenters are required to publish their papers in the ASEE conference proceedings. Paper publication is a two-step process: 

(Step 1) Abstract submission, review, and acceptance; and 
(Step 2) Paper submission, review, and acceptance.

The submission and the review process are double blind; do not include names of authors or institutions within the title or body of the abstract or paper. Papers and presentations must contain assessment methods and results.  Works in progress or papers without assessment may be considered for poster presentations. 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 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
  • Ongoing 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 courses, flipped classrooms, service-learning, etc.) in teaching environmental engineering courses
  • 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, hyflex, 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: 
  • The experiences and learning resulting from extracurricular student projects/contests in environmental engineering, e.g., people, prosperity and planet (P3), Engineering without Borders, etc. 
  • Benefits and case studies of undergraduate environmental engineering research or capstone projects with community and/or industry engagement
*Sessions may be organized to allow for substantial discussions by limiting presentation time and facilitating round-table or full-room discussion.
^Session may be organized to highlight multiple in-class demonstrations by limiting presentation time.

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.

FACULTY/CAREER
  • 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.
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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.

A “Sabbaticals” Panel is planned as a joint session with the New Engineering Educators Division for the 2023 Annual Conference.  Panelists are invited to describe sabbatical projects in environmental engineering and/or engineering education, the sabbatical process, and requirements.  Email the 2022-2023 Program Chair, Dr. Shannon Parks at shannon.parks@pitt.edu if you are interested in serving as a panelist.

EED AWARDS
The Environmental Engineering Division awards a Best Faculty Paper, Early Career, Best Student Paper, and Best Diversity Paper Award every year. All full paper submissions are eligible (Work in Progress is not). 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)
 
EED Best Faculty Paper
  • This award recognizes the best paper submitted to the Division. The author must be a current member of ASEE and of the Environmental Engineering Division. The author (not a graduate student or colleague) must present the paper. For multiple authors, at least one author must be a division member, and the presentation at the conference must be made by a division member. 
  • The prize for winning Best Faculty Paper Award is dinner for the winner(s) up to three authors, recognition at the Division dinner, and one plaque.
EED Early Career Award
  • 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, 2023. 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 Award”. In addition, potential candidates should contact the Program Chair, Dr. Shannon Parks at shannon.parks@pitt.edu, to confirm their tenure-track position status at their institution.
  • The prize for winning the Early Career Award is dinner for the winner(s) up to three authors, recognition at the Division dinner, and one plaque.
Best Student Paper
  • This award recognizes the best paper written by a student. The first author of the paper must be an undergraduate or graduate student, must be an EED member, and must present the paper at the Annual Conference. Faculty may be co-authors. The paper must focus on pedagogical issues. 
  • The Division will award a $500 travel award to the presenting student-author, recognition at the Division dinner, and one plaque.
Best Diversity Paper 
  • This award recognizes the best paper submitted to the Division highlighting diversity. The author must be a current member of the ASEE Environmental Engineering Division and must present the paper at the Annual Conference. For multiple authors, at least one author must be a division member, and the presentation at the conference must be made by a division member. To apply, the last line of the abstract must read: “This paper highlights diversity in environmental engineering, and is eligible for the Environmental Engineering best diversity paper award”.
  • The prize for winning Best Diversity Paper Award is dinner for the winner(s) up to three authors, recognition at the Division dinner, and one plaque.
Questions may be addressed to the Environmental Engineering Division 2022-2023 Division Chair, Dr. David Sanchez at david.sanchez@pitt.edu or the 2022-2023 Program Chair, Dr. Shannon Parks at shannon.parks@pitt.edu

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Experimentation and Lab-Oriented Studies Division
Call for Papers for the 2023 ASEE Annual Conference
 
The Experimentation and Laboratory-Oriented Studies (ELOS) Division invites abstracts for papers for the 2023 ASEE Annual Conference.  ELOS is a multidisciplinary division devoted to innovations and best practices for laboratory instruction.
 
Papers addressing, but not limited to, the following topics are requested:
 
  • Pedagogy and best practices of laboratory courses
  • Inquiry-based experiential learning
  • Laboratory exercises using augmented reality (AR)/virtual reality (VR)
  • Unique, multidisciplinary laboratory experiments and programs
  • Computer-assisted data acquisition
  • Virtual and remote experiments and laboratory instruction
  • 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
  • Integration of laboratory experiments and courses in an online environment
  • Pedagogy and best practices for undergraduate research projects 
 
Attendees at ELOS 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.
 
ELOS 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 focuses more on implementation, which includes fabrication, deployment, and student usage in addition to the underlying pedagogy.  Work-in-progress papers will also be considered. 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. 
 
Student Papers
The division strongly encourages student authors to submit papers for either the traditional or BYOE sessions.  Student papers should have a student first author and a faculty member as a co-author, and students are expected to present at the conference.  Student paper submissions should follow the guidelines for technical session papers or BYOE sessions, as appropriate.
 
Work-in-progress Papers
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”.  

Awards
ELOS sponsors four (4) Best Paper Awards and a Best Student Paper Award consisting of certificates and cash prizes of $450 each.  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.
 
Technical Sessions Papers
Abstracts should be 500 words or less. Authors of accepted abstracts will be invited to submit full-length or work-in-progress papers for peer review.  
 
Abstracts will be reviewed against the following criteria:
  1. Does the work fit with the theme of ELOS, i.e. does the paper concern experimental and/or Laboratory-oriented learning experiences?
  2. 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:
  1.  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?
  2. 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?
  3. 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 a discussion in the text of the paper? Are axes labeled properly and units indicated?
  4.  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?
  5. Broad Interest: Is the paper of interest outside of a narrowly targeted audience? Is there a potential crossover of interest to other subject areas or audiences?
  6. 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 future research in engineering education?
  7. 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?
 
Bring Your Own Experiments (BYOE) Papers
 
BYOE sessions will be publish-to-present. BYOE abstracts must be submitted using the ASEE submission portal. 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”.
 
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, and 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.
 

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FACULTY DEVELOPMENT DIVISION CALL FOR PAPERS 

Please note that we would like to encourage anyone who has questions or concerns about submitting to this call to contact Homero Murzi, program chair (hmurzi@vt.edu) or Michelle Soledad, program chair-elect (soledadmm@vt.edu).  
                                                            
Summary Points from this Call for Papers: 
●      The Faculty Development Division (FDD) encourages submissions related to faculty and faculty development. 
●      The type of paper MUST be listed in the first sentence of your abstract. We accept multiple types of papers including: Work in Progress Papers, Lessons Learned Papers (4-page limit each), Evidence-based Practice Papers, Research Papers, Theory Papers, and Panel Papers (12-page limit each). See more details here.
●      The preferred presentation style MUST be listed in the last line of your abstract. It is expected that these papers will catalyze engagement with our community, hence, we are encouraging authors to consider the format of the paper presentation early in the creation process. Multiple presentation suggestions are listed in the Call. See more details here.
●      The FDD is also looking for Workshops and Special Sessions. To submit a proposal for a workshop or special session, email the FDD Program Chair (hmurzi@vt.edu). Details on Workshop and Special Session proposals can be found here.
                   
The Faculty Development Division (FDD) seeks Paper, Special Session, and Workshop proposals on topics related to the FDD’s primary objectives.  These objectives are: Laying a foundation for increased engagement and advancement as a community of practice and scholarship; Aiding in the research-to-practice cycle through faculty development; Furthering faculty development community discussion and plans toward addressing the community’s emergent interests; Sharing knowledge relevant to our professions as faculty developers and faculty development programs; and Generating ideas for collaborations in meeting challenges, interests, and goals
 
“Faculty Development” is a common term within academia to describe professions, practices, and initiatives which are intended to foster the professional learning and growth of educators. Our division subscribes to this view and wants to foster a community of all educators who influence the learning of engineers along with those who have formal faculty appointments. We also honor the breadth of professions and roles that contribute formally and informally to the faculty development of engineering educators: administrators, educators, researchers, mentors, peers, as well as those with explicit roles as faculty developers. We would like to highlight that faculty development is generally thought of as teaching development, but can also include research, service, leadership, or equity, diversity, and inclusion development as well. The FDD encourages submissions around all aspects of faculty development.
 

Presentation Formats

One of the goals of the FDD is to encourage innovative dissemination of research and practice through non-traditional presentations at ASEE. We encourage all authors to consider including different engagement strategies such as interactive discussions and live audience engagement (e.g., using polls) in their ASEE presentations, and to keep that goal in mind when writing your paper. To further this purpose, we would like authors to think about how they will present their paper while writing their paper. We are requiring authors to identify their preferred presentation method in the last line of their abstract. This will help the program chair to arrange papers into sessions. 
 
Some suggested presentation methods include:
●  Round table discussion: Presenters present to those seated at their table, leaving ample time for discussion among those at the table. 
●  Lightning talk: Presenters only have about 5 minutes to present their paper. Questions and discussion will be saved for the send of all presentations. A general overview is available here: https://www.unicef.org/knowledge-exchange/files/Lightning_Talks_production.pdf 
●  Poster: Presenters will provide an overview of their paper, using a poster to foster dialogue. 
●  Mini-demonstration: Using your presentation time to have an active demonstration of the key elements from your paper. 
●  Traditional lecture: You have 12–20 minutes to present and make the audience want to read your paper. 
●  Other (please specify in your abstract): Be creative! We’re open to other strategies to present your work. Just tell us a little bit about it. Please feel free to consult the ASEE Presentation Playbook for more ideas!
                
We also encourage you to collaborate with colleagues to create panels or special sessions that highlight research or practice around faculty and faculty development. If you are interested in a non-traditional session, please contact the FDD Program Chair, Homero Murzi (hmurzi@vt.edu). 
                 

Submission categories

There are three categories of submissions: Paper, Special Session, and Workshop.
                                     
1.      Papers: Manuscripts that further the FDD objectives stated above. There are six types of papers that will be considered. The type of paper should be included in the first line of your abstract. Minor allowances may be made at the Program Chair’s discretion, but excessively long papers may be rejected without review.
 
o  Work in Progress (WIP) Paper: These short papers (4 page limit) are on studies at an early to intermediate stage for which authors are seeking feedback from the community. WIPs will be presented as a poster or a lightning talk. Please specify your preference in the last line of your abstract. 
o  Lessons Learned Paper: These short papers (4 page limit) should highlight practices that faculty developers would like to share with their colleagues. They should be short summaries of the practice and the lessons learned by the faculty developers. Lessons Learned papers will be presented as a poster or a lightning talk. Please specify your preference in the last line of your abstract.
o  Research Paper: Research studies should provide a complete description of a research study including motivation and background, purpose, relevant prior work, theoretical framework(s), methods, results, and implications (12 page limit). 
▪   Research paper topics may include but are not limited to: faculty-centered studies that help explore the faculty experience; faculty perceptions of teaching, research, or service; studies about faculty developers and their experience.
o  Theory Paper: Review or theory-focused paper; must include relevant prior work and literature citations (12 page limit). 
▪   Theory paper topics may include but are not limited to: theoretical models for change, faculty development, educational development; literature reviews and exploratory papers that bring forward or synthesize a new idea that is relevant to the faculty or faculty development profession and/or practice.
o  Evidence-Based Practice Paper: Instruction-focused paper about a faculty development project and its implications for other engineering faculty developers and faculty. Consider including relevant prior work and literature citations, an outline of the practice, implementation recommendations, and any assessment results (12 page limit).
▪   Evidence-Based Practice Paper topics may include but are not limited to: Practice techniques across a variety of genres - workshop, consultation, facilitation, learning community, any intervention; highlighting effective research-to-practice translations; center models, strategies, and organizational problem solving; the use of university data or local research in faculty development.
o  Panel Papers: In an effort to have more innovative presentations at ASEE, we are encouraging informal panel sessions. To do this, you will need to seek out colleagues (use of the Engr-POD listserv is encouraged) who are willing to write a paper around a panel topic of your choosing. A panel may focus on similar practice or opinion (based on research) papers. Four to six authors will need to write independent papers, which will be peer reviewed. At the session, all authors will serve on a panel during the presentation time in place of traditional paper presentations (12 page limit). You will need to identify the panel title in the first sentence of your abstract. You are also encouraged to provide a common panel summary paragraph in the introduction of your paper to help readers and reviewers contextualize the papers as part of a panel session.
▪     Panel paper topics may include but are not limited to: Faculty Development Center models; Administrative concerns around faculty development; Structuring Communities of Practice; Strategies for encouraging faculty participation in faculty development.
 
The type of paper (WIP, Lessons Learned, Research, Theory, Evidence-Based Practice, or Panel) MUST be identified in the first sentence of the abstract. All Papers will be “publish-to-present,” meaning:
o  All abstracts and papers must be submitted through ASEE’s System. 
o  A favorable peer-review of a submitted abstract will lead to an invitation to submit a short/full paper. A favorable peer review of a submitted paper will lead to acceptance.
o  Only accepted papers will be considered for inclusion to be presented at the Conference.
o  Presentation of the paper at the Conference is required for publication of the paper in the Conference proceedings. Formats for presentations are encouraged to be interactive. Presenters are encouraged to practice the strategies they are presenting about to engage the audience.
o  Authors of accepted Research, Theory, or Evidence-Based Practice Papers must identify their preferred presentation method in the last line of their abstract.
o  All WIP and Lesson Learned papers will be assigned to a poster session or lightning talk to facilitate discussions. Authors should note their preference in the last line of the paper abstract. FDD Poster Sessions may or may not be at the same time as other poster sessions during the conference.                     
  1. Special Sessions: 90-minute sessions with non-traditional formats occurring during the regular Conference program that explore a topic in depth. Special Sessions should have explicitly stated learning goals that cannot be met in a traditional paper presentation. Special sessions are 90 minutes in length. They do not require a paper submission. A limited number of FDD Special Sessions will be accepted for the Conference program.
  2. Workshops: 2-hour or 4-hour sessions on the Wednesday of the Conference. Workshops provide attendees an opportunity to learn about a topic in depth and ways to apply the knowledge to their own settings.
 

Guidelines for Submissions

Considerations for abstracts
Abstracts and Papers should follow the ASEE Abstract Format guidelines (https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors). The abstract should contain sufficient information to enable reviewers to determine its suitability for presentation in the FDD. FDD uses a blind review process when reviewing abstracts and papers, and it is the authors’ responsibility to ensure that the requirements for blind review are met. Authors’ names and institutions should not be included in the text, file name, or document properties of an abstract or paper submitted for review.
 
There are six types of paper submissions: Work in Progress (WIP), Lessons Learned, Research, Theory, Evidence-Based Practice, or Panel. YOU MUST INCLUDE THE TYPE OF PAPER YOU ARE PROPOSING IN THE FIRST SENTENCE OF YOUR ABSTRACT. (For example, “This research paper describes the study of…” or “This work in progress describes a proposal for studying...”). As noted above, FDD also requires authors to identify their preferred presentation method in the last line of their abstract. For panel papers, you must also include the panel topic for grouping by the program chair.
 
1)     Work in Progress (WIP): These short papers (4 page limit) are on studies that are at an early to intermediate stage for which authors are seeking feedback from the community. WIP abstracts should address the motivation and background of the work, methods, results (or anticipated results), and significance. WIPs MUST also include the abbreviation “WIP: ” at the beginning of the title.
2)    Lessons Learned: These short papers (4 page limit) should highlight practices that faculty developers would like to share with their colleagues. They should be short summaries of the practice and the lessons learned by the faculty developers. Lessons Learned MUST also include the words “Lessons Learned” at the beginning of the title. 
3)    Research: New findings, situated in the context of prior findings and models, including motivation and background of the work, methods, results, and implications of the work and/or future directions for research (12 page limit).
4)    Theory: Reviews, meta-analyses or other theory-focused work, situated in the context of previous literature to reveal relationships, patterns or models, or extend existing theories. Theory abstracts should address the motivation and background of the work, theoretical framework(s) and sources, and significance (12 page limit). 
5)    Evidence-based Practice: Analysis of one or more engineering education practices, including teaching approaches, uses of instructional technologies, institutional strategies to support student success, etc.), including design rationale, assessment methods, evidence of effectiveness and/or achievement of desired outcomes (12 page limit).
6)    Panel: Opinion, example practice, model or other individual topic that will be grouped by topic with other submissions self-identified for panel presentation (12 page limit). 
 
The criteria for abstracts listed above serve as the review criteria within each category. Literature citations should not be included in the abstract. Authors’ names or institution names should not be included in the abstract, filename, or document properties. It is the author’s responsibility to ensure that the requirements for blind review are met.
 
Considerations for paper drafts
Authors of accepted abstracts will be required to submit a full paper manuscript that should meet ASEE Paper Format guidelines (https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors) Papers will be evaluated using criteria within each type as listed above, and the general criteria in the list below. Papers that fail to meet all of the criteria may still be considered acceptable based on potential to further the FDD objectives. General evaluation criteria for all paper types:
●    The submission is complete. Authors should not expect to make substantial changes in a manuscript following its acceptance.
●    The submission is likely to interest a broad group of engineering education faculty development researchers and/or practitioners or has broad implications for the engineering education faculty development community.
●    The submission builds upon relevant references and bodies of knowledge.
●    The findings or ideas presented are generalizable or transferable to other settings.
●    The submission is clear and coherent. 
●    The submission is original and innovative.
●    The submission advances engineering education research and/or practice.
 
WIPs and Lessons Learned short papers are expected to be no more than 4 pages in length and full papers are expected to be no more than 12 pages in length. 
 
Special Session Proposals
Proposals for Special Sessions submitted through the FDD should be sent directly to the FDD Program Chair (hmurzi@vt.edu) and not through the ASEE system. The deadline for submitting special session proposals is going to be in December. Proposals should include the following information:
●      A description of the session, including its purpose, format, learning goals, content, and activities.
●      An explanation of why the non-traditional format is needed to accomplish the learning goals.
●      A list of presenters/facilitators and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals.
 
Workshop Proposals
Proposals for Workshops submitted through the FDD should be sent directly to the FDD Program Chair (hmurzi@vt.edu) and not through the ASEE system. The deadline for submitting workshop proposals is going to be in December. Proposals will be reviewed and selected by FDD to be forwarded for further consideration by ASEE, which makes the final decision. Acceptance of a Workshop proposal by FDD does not guarantee that it will appear in the final program. Proposals should include the following information:
●      A description of the session, including its purpose, format, learning goals, content, and activities.
●      A schedule.
●      A list of presenters/facilitators and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals.
 
If you would like a 4-hour workshop spanning both session times, you must also include an explicit justification for why the longer session is necessary.
 
If the workshop is approved by FDD reviewers, it is then submitted to ASEE by the Program Chair. The submission to ASEE will include additional information such as estimated attendance, estimated ticket cost and responsible party to subsidize the expense if tickets don’t cover the entire cost of the event (ASEE charges for the room, audio-visual, etc.), expected food and beverage requests, and audio-visual needs.
 
For more information, please contact the Program Chair or Program Chair-elect:
 
Homero Murzi, Ph.D.
Virginia Tech, Department of Engineering Education
FDD Program Chair 2022-2023
 
Michelle Soledad, Ph.D.
Virginia Tech, Department of Engineering Education
FDD Program Chair-elect

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The First-Year Programs Division (FPD) seeks paper and workshop proposals on topics related to FPD’s primary objective: scholarly work relating to educational activities associated with first-year engineering students, including freshmen and transfer students.

TYPES OF SUBMISSIONS
There are four types of submissions: Complete Paper, Work in Progress Paper, Great Ideas for Teaching (and Talking With) Students (GIFTS) Paper, and Workshop. 
 
  1. Complete Paper: The criterion for a Complete Paper is that it represents, at the time of draft paper submission, work for which available results can be analyzed to yield supported and significant conclusions. There are three subcategories for Complete Papers. 
    • Research papers present new findings, situated in the context of prior findings and models, including motivation and background of the work, methods, results, and implications of the work and/or future directions for research.
    • Theory papers provide reviews, meta-analyses or other theory-focused work, situated in the context of previous literature to reveal relationships, patterns or models, or extend existing theories. 
    • Evidence-based practice papers provide analysis of one or more engineering education practice, including teaching approaches, instructional technology uses, and institutional strategies to support student success.

      There is a 15-page limit for the body of the paper (excluding references and appendices). Complete Paper sessions will be a mix of traditional presentation sessions and non-traditional sessions with shorter presentations and more interactive discussion; details will be shared later in the paper review process.
  2. Work in Progress (WIP) Paper: Work in Progress Papers report 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.

    Each submission in this category must have a title beginning with “Work in Progress:” with the colon separating the WIP phrase from the remainder of the title.

    All WIP Papers accepted for publication will be assigned to either (1) a poster or (2) a postcard session to allow their authors maximum opportunity for extended conversations regarding their ongoing research. Please note that FPD will not accept as a Complete Paper any submission judged to fall under the WIP criteria and may reassign such papers as WIP submissions.

    There is an 8-page limit for the body of a WIP paper (excluding references and appendices) 
  3. Great Ideas for Teaching Students (GIFTS) Paper: The Great Ideas for Teaching (and Talking with) Students (GIFTS) papers describe short curriculum units, professional development activities, or advising methods including motivations, objectives, implementation guide, and assessment methods. The paper should demonstrate transfer from research to practice and provide sufficient detail for readers to adapt the innovation for their own classrooms. The work does not have to be completed but should be at a phase where meaningful information can be presented.

    Each submission in this category must have a title beginning with “GIFTS:” with the colon separating GIFTS from the remainder of the title.

    All GIFTS Papers accepted for publication will be assigned to a curriculum exchange session with short presentations, followed by round table discussions, where the presenters facilitate the discussion of how their best practices could be implemented in other institutions. Please note that FPD will not accept as a Complete Paper any submission judged to fall under the GIFTS criteria and may reassign such papers as GIFTS submissions.

    There is a 4-page limit for the body of GIFTS papers (excluding references and appendices). 
  4. Workshop: Workshops are scheduled as sessions of either 2 or 4 hours in length and will be held on the Sunday morning of the conference. Workshops provide attendees an opportunity to learn about a topic in depth and ways to apply the knowledge to their own settings. 
It is expected that the author(s) of a submission will support the Division by reviewing both abstracts and manuscripts submitted for the Annual Conference 
 
GUIDELINES FOR SUBMISSION 
 
Abstracts for Paper Proposals - Deadline – October 31, 2022.
Due to the competitiveness of publication in the First-Year Programs Division, the quality of a submitted abstract is of utmost importance. The abstract should contain sufficient information to enable reviewers to determine the suitability of the work for presentation in the Division and the likely impact of the results to be presented. 
 
Therefore, abstracts must meet the following four (4) minimum requirements to be considered: 
  1. You must include the type of paper submission you are proposing (Complete Research, Complete Theory, Complete Evidence-based Practice, Work in Progress, or GIFTS) in the first sentence of your abstract (e.g., “This Work in Progress paper will describe … ”, “This Complete Research paper will describe … ”). WIP and GIFTS Paper submissions must also include the appropriate label in the paper title.
  2. Submissions must follow the ASEE Abstract Format guidelines with the exception that FPD requires a longer, detailed abstract (see #3, below).  
  3. FPD customarily uses detailed abstracts for the abstract review process. Detailed abstracts are generally one full page of text (600-750 words maximum) and include the following: a motivation, a brief background on the problem being addressed or the theory being used to address a problem, methods/assessment, and results (or anticipated results). Abstracts are required to be text-only, so please save your figures and tables for the draft paper submission. 
  4. Abstracts and manuscripts are reviewed using an anonymous process. Do not include the names of authors or of institutions anywhere in the body of the submitted document or its headings, in any figures/images or references provided, or in the file name or document properties. 
Failure to follow the above guidelines may result in rejection of your submission. 
Authors of accepted Complete Paper, WIP Paper, and GIFTS Paper abstracts will be required to submit a full paper manuscript that meets the ASEE Paper Format guidelines provided in the Authors Kit, plus any additional guidelines put forward by the Division. These submissions will be evaluated using a detailed set of criteria to be provided at the time of abstract acceptance. Please note that abstract acceptance does not guarantee subsequent paper acceptance. 
 
Workshop Proposals: 
Proposals for Workshops submitted through the First-Year Program Division are to be sent directly to the FPD Program Chair, Blake Hylton (j-hylton@onu.edu); DO NOT submit workshop proposals through the paper management system. The Division’s deadline for submitting workshop proposals is October 31, 2022. Proposals selected by FPD will be forwarded for further consideration by ASEE, which makes the final decision. Acceptance of a workshop proposal by FPD does not guarantee that it will appear in the final program. Workshop proposals must include the following information: 
  • A description of the session, including its purpose, format, learning goals, content, and activities;
  • A schedule (i.e., something describing the general flow of the 2 hour or 4 hour workshop);
  • A list of presenters/facilitators and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals. 
If the workshop is approved by FPD reviewers, it is then submitted to ASEE. The submission to ASEE will include additional information such as estimated attendance, estimated ticket cost, and responsible party to subsidize the expense if ticket revenue does not cover the entire cost of the event: ASEE charges for the room, expected food and beverage requests, and audio-visual needs. 
 
If you have any questions, please feel free to contact the 2023 Program Chair for the First-Year Programs Division, Blake Hylton (j-hylton@onu.edu). 

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Industrial Engineering Division Call for Papers

2023 IED Theme: Sustainability and Industrial Engineering Education

The Industrial Engineering Division (IED) of the American Society for Engineering Education (ASEE) seeks papers for presentation at the 130th ASEE Annual Conference and Exposition in Baltimore, Maryland June 25 - 28, 2023.

Relevant submissions are welcome from all engineering disciplines.  Considerations for acceptance include the level of innovation, technical merit, demonstrated outcomes and relevance to industrial engineering education.  Authors are encouraged to submit work that could be useful to other IE faculty, including strategies for implementation.  The IED strongly encourages submissions of diversity, equity, and inclusion-related papers.  Purely technical papers that have no educational component or papers describing courses that will or have not been taught will most likely not be accepted.

Topics of interest include, but are not limited to:                

·         Sustainability and Industrial Engineering Education
·         Data science and IE curriculum
·         Analytics and novel IE curriculum
·         Industry 4.0 and novel IE curricula
·         Methods for developing and assessing industrial engineering competency
·         IE laboratory development
·         Application of innovative approaches to IE education (e.g. flipped classes, problem based learning, and use of emerging technologies)
·         Educational resources such as case studies, web-based course modules, and lab materials for teaching IE topics
·         IE Design throughout the curriculum
·         Outstanding IE outreach programs
·         Successful IE internship and/or co-op programs
·         Involving undergraduates in IE related research
·         Success with adapting to new IE ABET outcomes
·         Diversity, equity and inclusion in IE: IED would be pleased to submit papers for ASEE’s Best Diversity, Equity, and Inclusion Paper Award (ASEE Best Diversity Paper – DEIcommittee).  Learn more about how to address these issues in your work here:  Diversity Paper Resources – DEIcommittee (asee.org).


The IED is a publish-to-present division.  At least one author for each paper must register for and present at the conference.  Authors of accepted abstracts will be invited to submit full-length papers for peer review.  Papers addressing "work in progress" will be considered.  The submission and review process are blind.  Do not include the names of institutions or authors anywhere in the abstract or draft paper.  All abstracts and papers must be loaded electronically through the ASEE paper management system.  Abstracts submitted for the 2023 conference should be extended abstracts providing sufficient detail on the proposed work for reviewers to evaluate.   Additional information, including the Author's Kit with deadlines and formatting instructions, can be downloaded from the ASEE website. In addition to the ASEE "Publish to Present" requirements, IED requires the support of its authors in "Review to Publish" at both the abstract and manuscript stages.
 
IED also supports workshops in the areas listed for paper submissions.  Persons wishing to have IED promote a workshop for the 2023 Annual Conference should submit their responses to the ASEE workshop form to the program chair to be reviewed for appropriate content.
 
IED Paper Awards and Travel Grant:
•         All accepted papers will be considered for the IED Best Paper Award. The award includes a plaque of recognition for first place, and a letter of recognition for second place (runner-up), when appropriate. There is an honorarium monetary award of $250 for the first author of the winning paper. 
•         Qualified authors will be considered for the New IE Educator Outstanding Paper Award. New IE educators with fewer than seven years of full-time teaching experience. The recipient will be awarded $250 per author, up to $500 per paper. Senior faculty are eligible for the award as co-authors, but not for the monetary award. The award also includes a plaque of recognition.
•         Student-authored papers are eligible for IED Outstanding Student Paper Award. The recipient will be awarded $250 per author, up to $500 per paper. Faculty are eligible for the award as co-authors, but not for the monetary award. The award also includes a certificate of recognition. 
•         IED members who have not attended an ASEE Annual Conference may be eligible for the $500 IE Travel Grant for New Attendees. Recipients must present their paper in an IED session and can collaborate with other faculty who are active in ASEE. Email the Program Chair at landrum@ise.ufl.edu if you are interested in applying for the travel grant.
 
Please forward this message to persons that may be interested in presenting their work, hosting a workshop, or formulating a panel at the 2023 Conference. If you are not a member of the Industrial Engineering Division (IED), please add the IED to your ASEE membership renewal. If you have any questions, please contact the program chair.
 
McKenzie Landrum
Program Chair, ASEE Industrial Engineering Division
Instructional Assistant Professor
Herbert Wertheim College of Engineering 
University of Florida
 

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Call for Papers
2023 ASEE Annual Conference INSTRUMENTATION DIVISION June 25—28, 2023 Baltimore, Maryland
The INSTRUMENTATION DIVISION of ASEE seeks abstracts on all instrumentation related activities.
The committee is interested in papers which present the results of a research, educational activities, innovative applications, and state-of-the-art instrumentation solution on any topic falling within the broad scope of Instrumentation in industry, laboratory, research, and controls. Topics for papers include, but are not limited to innovative education usage of all forms of instruments and instrumentation systems:
√ Educational experience in instrumentation in Engineering and Engineering Technology programs
√ Successful Instrumentation methods in Laboratory and Projects for on-line and distance education
√ Instrumentation for research activities
√ Instrumentation aspects of industrial control applications
√ Data acquisition and processing instrumentations
 √ Computer-based measurements and controls
√ Computer-based direct control applications
√ Internet-based and online measurements and controls
√ Applications of virtual instrumentation for laboratory, research and developments activities
√ Embedded control and related instrumentation
√ Applications of software tools for industrial controls
√ Industrial process control instrumentation systems
√ Wireless control instrumentation
√ Industrial networking and controlling instrumentation and control buses
√ Instrumentation in packaging and machinery industry especially for high-speed applications
√ Applications of Mechatronics systems in controls
√ Remote monitoring and controlling of industrial processes
√ Human Machine Interface (HMI) and its applications in industry
√ Programmable Logic Controllers (PLCs) and its applications in industry
√ Instrumentation-related technologies for educational institutions
√ Modeling and simulation of mechatronics devices and systems
√ High speed camera vision systems and their industrial applications
√ Industry 4.0 technologies such as Internet of Things (IoT), Industrial Internet of Things (IIoT), digital twins, or machine learning

The deadline for submitting abstracts on the ASEE website is October 31, 2022. Abstracts of 200-300 words in length should be submitted via the ASEE web site. For formatting and submission instructions and important details and updates, please visit: https://nemo.asee.org/ Log into the system using your ASEE login credentials. Then click on 2023 Annual Conference. Then select Author’s Webpage. For a paper to be published in the conference proceedings, at least one author for each paper must register for the conference. The Instrumentation Division also seeks proposals for Instrumentation education-related workshops, panel sessions, special sessions, and topical plenary speakers for the 2023 Annual Conference. Proposals containing the following information are due October 31, 2022 by email to the Program Chair (hhess@uidaho.edu ): • Describe the purpose, format, learning goals, content, and activities. • Explain why a workshop or special session is necessary to achieve the learning goals. • Propose a schedule or agenda for the session, describing its general flow. • Identify presenters, facilitators, and their contact information and appropriate qualifications; Include a brief appropriate justification of their ability to successfully accomplish the session’s purpose, goals, and activities. • Limited to two pages. The Instrumentation Division will sponsor session(s) where instrument manufacturers and vendors who are registered for the Annual Conference may present new products for educational use, improvements in Instrumentation technology and methods, and programs to encourage educational use of their products. These sessions may be up to the conference session length of 90 minutes. The Instrumentation Division sponsors a Best Paper Award consisting of an instrument from a sponsor and a cash prize. All presented papers submitted to the division are considered for the award. Individuals interested in participating in the peer-review process should contact the program chair (e-mail is preferred). 

Please direct questions to the Instrumentation Division Program Chair: 
Herbert L. Hess, 
Professor Department of Electrical and Computer Engineering 
University of Idaho MS 1023 875 Perimeter Drive Moscow, ID 83844-1023 Phone: (208) 885-4341 Email: hhess@uidaho.edu 

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 25 – 28, 2023 in Baltimore, MD. LEES is interested in the role of the humanities, arts, social sciences, identity studies, and communication in engineering education, and with the role of engineering in broad and relevant liberal education. LEES welcomes proposals related to any of the diverse areas falling within the scope of our division, including but not limited to: critical analysis of social and ethical dimensions of technoscience; situation of engineering within larger social, historical, political, and cultural contexts; course- and curricular-level integration of engineering and the humanities, arts, and social sciences; and development, study, and transformation of engineering education programs. 

LEES welcomes papers on any topic pertaining to the broader division goals, but is especially
encouraging papers pertaining to the following specific themes for the 2023 conference. Engineering processes and products are value-laden; work in LEES calls attention to implicit and explicit values in engineering education.

  1. Liberatory Engineering Education /Centering Justice in Engineering Education: We seek stories of efforts to ensure that engineering education advances values of justice: anti-racism, anti-sexism, anti-homophobia; social, economic, and environmental justice. Efforts centering justice and liberation are distinct from conservative/assimilationist structures that maintain the status quo. Explorations of practicing and theorizing for community organizing, activism, reflection, dialogue, and conscientization (cf. Paolo Freire, bell hooks) are encouraged. Please consider a variety of formats beyond papers: workshops, activities, local partnerships, and virtual engagements.
  2. Minoritization Processes in Engineering Education: There is a critical need for additional work on minoritization processes in engineering education. LEES seeks papers with (but not limited to) the following domains: (1) experiences of people with disabilities, LGBTQ communities, or low-income and first generation students in engineering education and practice; (2) intersectional approaches to identity; (3) discriminatory disciplinary chauvinism such as the categorization of “rigor” or “soft skills” (note that LEES does not condone the usage of this term); (4) the implications of prevailing framings of ‘diversity’ and ‘inclusion’ for education research and practice.
  3. Personal and Institutional Experiences with Integrating Liberal Arts and Engineering: LEES leads efforts to critique and dissolve the artificial boundaries between “social” and “technical” to show that engineering is always a sociotechnical endeavor and that engineers are accountable for understanding how to bridge this “divide.” 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.
  4. Global Responsibility of Engineers: Engineering and engineers are implicated in global challenges such as climate change, the energy crisis, and military actions including those in Ukraine that may expand the reach and dominance of the military-industrial-academic complex. These crises have disproportionate impacts on vulnerable communities and populations historically neglected and marginalized by engineering “solutions.” What responsibilities do we have as LEES scholars to educate engineers on the role of engineering in these problems, and their responsibilities to address, ameliorate, and mitigate human impacts?    

The first step is submission of abstracts for papers, workshops, panels, and special session requests by Oct 31st, 2022. Abstracts should be approximately 300-500 words long and will be peer reviewed. We encourage “nontraditional” papers and panels, and we will work to incorporate these into the peer review system with appropriately chosen reviewers, designate them as special sessions, or otherwise find a strategy of inclusion for the eventual conference. LEES sessions are designed to foster discussion among authors, often functioning like panel discussions of common themes and relevant issues. 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

Information for Authors will be posted by ASEE regarding submission times and uploading instructions. 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 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. Additional information will be shared to the listserv for current members and the LEES website as the year progresses.

To share ideas for panels/workshops or any questions about possible papers, panels, co-sponsoring with other divisions or other special session concepts, or to express interest in serving as a peer reviewer or session moderator,  please contact the program chair:

Jenn Rossmann
Professor of Mechanical Engineering
Lafayette College

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Manufacturing Division – Call for Papers

ASEE Annual Conference & Exposition,
Baltimore, Maryland, June 25-28, 2023


The Manufacturing Division of the American Society for Engineering Education invites abstract submissions of full length and work-in-progress papers for the 2023 ASEE Annual Conference, which will be held at Baltimore, MD, June 25-28, 2023. The abstract submission starts on October 3, 2022. 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
• Manufacturing education for defense and aerospace industry
• 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/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors   . 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 2022-2023 ASEE Manufacturing Division Program Chair:

Zhenhua (David) Wu, Ph.D.
Pronouns: He/Him/His
Associate Professor of Manufacturing Engineering
Virginia State University
Petersburg, VA 23806
Tel: 804-524-1079; Email: zwu@vsu.edu
Laboratory: https://vsucybermanu.wixsite.com/home 

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MATERIALS DIVISION CALL FOR PAPERS
 
The Materials Division invites paper submissions for the 2023 Annual American Society for Engineering (ASEE) Conference in Baltimore, Maryland. Papers will be accepted on a publish-to-present basis. The Materials Division accepts papers ranging from detailed research projects to scholarship of teaching papers. Works in Progress are welcome; please denote as such when submitting an abstract.
 
Papers that address issues relevant to materials education including, but not limited to, the topics listed below are welcome for submission.
  • General pedagogical innovations in materials teaching (i.e. active learning, project-based learning, problem-based learning)
  •  Advances in materials laboratory courses (i.e. experiment design, report writing)
  • Application of materials concepts in the context of other disciplines: integration of materials education in design projects or typically non-materials courses
  • Personalized learning
  • Academia-industry collaboration
  • Incorporation of technology and computational tools in the materials classroom
  • Online learning strategies for materials education
  • Innovations and best practices in introductory materials courses
  • Introducing topics of sustainability and life cycle within materials curriculum
  • Materials in K-12 education and outreach
Abstracts and subsequent papers should be submitted via the ASEE paper management system. At least one author for each accepted paper is required to register for and present the paper at the conference. Author guidelines and author kit can also be found on the ASEE website. 
 
Key Deadlines
  • October 3rd, 2022- Abstract submissions open
  • October 31st, 2022- Abstract submissions close
  • January 31, 2023- Draft submissions close
  • April 30, 2023 - Final paper submissions close

Author Guidelines: 
Please contact the Program Chair Kaitlin Tyler (kaitlin.tyler@ansys.com) with any questions.
 
We are also accepting nominations for the New Materials Educator and Michael Ashby Outstanding Materials Educator Awards. Please check our website for more information and contact our Awards Chair Prof. Alison Polasik (polasik@campbell.edu) with any questions.

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2023 ASEE Annual Conference & Exposition
Baltimore, MD, June 25-28, 2023
Mechanical Engineering Division Call for Papers
 
The MECHANICAL ENGINEERING DIVISION (ME) invites papers for the 2023 ASEE Annual Conference in all areas of mechanical engineering education involving the following topics:
 ·         Innovative teaching and learning techniques
·         Assessment, improvement, and ABET strategies
·         Laboratory courses and hands-on learning
·         Capstone design programs
·         Curriculum redesign
·         Flipping the classroom (inverted learning)
·         Adding design to the curriculum
·         Integrating other subjects into the ME curriculum (math, physical sciences, humanities, ...)
·         Diversity and inclusion
·         Student success and retention
·         Distance education
·         Outreach programs
·         Industry involvement in academia
·         Integrating research & education
·         Faculty career management / mentoring
·         Other trends in ME education

  Other areas of interest include, but are not limited to the educational aspects of:
 
·         Thermal/fluids systems
·         MEMS
·         Computers and info. tech.
·         Mechanical systems
·         Mechatronics
·         Sustainable design
·         Smart materials & structures
·         Nano / biomechanical systems
·         Additive manufacturing
 
The ME Division seeks both Full Papers and Work-in-Progress Papers. Work-in-progress papers present topics that are still in process where full results will not be available by the time of draft paper submissions but where community feedback is sought. All work-in-progress papers accepted for publication will be assigned to either a poster session or a postcard session. A poster session does not include a formal presentation; a postcard session reduces the presentation lengths to allow for more extended conversations between authors and attendees.
 
Both abstracts and draft papers must be redacted of any identifying information of author or institutional affiliation before submission. Abstracts and draft papers are reviewed using a double-blind process. Submissions may be rejected if they contain information which would allow identification of the authors. Please refer to the Author’s Kit,also available at the ASEE Annual Conference 2022 web site, for the abstract and paper formats which must be followed. Abstract acceptance does not guarantee paper acceptance.
 
Anyone wishing to conduct a special session or workshop at the 2023 ASEE Annual Conference should contact the program chair, Dr. Brian Novoselich (brian.novoselich@westpoint.edu) with details about the session to include proposed title and descriptive paragraph.
 
The ME Division is a “publish-and-review-to-present” division: to present at the conference, papers must be released for publication in the Proceedings and at least one author must participate in the peer review process for both abstract and draft paper submissions. Any author teams that do not fulfill their review obligations may be removed from the proceedings.
 
ME Division Sponsored Awards:
·      Best Paper award: plaque and cash prize for winner, official certificates for nominated papers
·      Best Poster/Postcard award
·      Ralph Coats Roe Award for Excellence in Engineering Education
·      Outstanding New Mechanical Engineering Educator Award
 
Program Chair: Brian Novoselich (brian.novoselich@westpoint.edu)
ME Division Chair: Anna Howard (anna_howard@ncsu.edu)
 
**Abstracts and manuscripts are reviewed using a double-blind process. Do not include the names of authors or of institutions anywhere in the body of the submitted document or its headings, in any figures/images or references provided, or in the file name or document properties. **
 
There are two types of paper submissions: Full Paper and Work-in-Progress Paper.
•         Full Paper: Full papers include results which can be analyzed for significant conclusions at the time of draft paper submission. Accepted full papers will be assigned to technical sessions for traditional presentations.
•         Work in Progress (WIP) Papers: Work-in-progress papers present topics that are still in process where full results will not be available by the time of draft paper submissions but where community feedback is sought. All work-in-progress papers accepted for publication will be assigned to either a poster session or a postcard session. A poster session does not include a formal presentation; a postcard session reduces the presentation lengths to allow for more extended conversations between authors and attendees.
 
Please see the 2023 ME Division Call For Papers to review the list of topics of interest.
 
Submissions must follow the ASEE Abstract Format guidelines – please see the Authors Kit https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors) for details.
 
Submissions may be rejected if they contain information which would allow identification of the authors or which ignore the formatting guidelines. Abstract acceptance does not guarantee paper acceptance.

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2023 Annual Conference: Baltimore, MD, June 25-28, 2023
Minorities in Engineering Division (MIND) Call for Abstracts

The MIND Division of the American Society for Engineering Education invites abstract submissions of full length and work-in-progress papers for the 2023 ASEE Annual Conference. The abstract submission starts on October 3, 2022; the deadline for submitting abstracts is October 31, 2022. Papers and presentations should address practice and assessment in all areas of minorities in education. 
The MIND Division seeks both Full and Work-in-Progress Papers. Work-in-progress papers present topics that are still in process where full results will not be available by the time of draft paper submissions but where community feedback is sought. All work-in-progress papers accepted for publication and may be assigned to either a poster session or a presentation session. A poster session does not include a formal presentation.

The MIND Division is a “publish-and-review-to-present” division: to present at the conference, papers must be released for publication in the Proceedings and at least one author must participate in the peer review process for both abstract and draft paper submissions. Any author teams that do not fulfill their review obligations may be removed from the proceedings. Both abstracts and draft papers must be redacted of any identifying information of author or institutional affiliation before submission.

If you have any questions, feel free to contact us:

Program Chair: Ali Shaykhian (gshaykhi@fit.edu)
MIND Division Chair: Diane Elisa Golding (degolding@utep.edu)

Information for Authors, including the Author’s Kit for paper submissions, can be found here:
 https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors

2023 ASEE Annual Conference Call for Papers
Multidisciplinary Engineering Division

ASEE 2023 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 Sessions:
If you are interested in volunteering to participate in a panel the division is organizing, or suggesting a panel topic, please email Lynn.Albers@hofstra.edu


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 2023, 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
    • Capstone design
    • 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
    • Integration of technical communication skill development
  • 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.
    • Self-efficacy
    • Diversity
    • Equity
    • Inclusion
    • 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 respects and adheres to the double-blind review process established by ASEE. Please note that the abstract and draft paper are blind (i.e. no names, universities or identifying information). You will be able to add this information into the final paper if accepted.

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


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New Engineering Educators Division
2023 ASEE 130th Annual Conference & Exposition
Baltimore, Maryland
June 25-28, 2023

This year we will have a very special annual conference celebrating 130 years of ASEE as “The Harbor of Engineering Education” in the beautiful city of Baltimore, Maryland. There are many changes to the schedule of the conference so be on the lookout for emails from ASEE and NEE. We are seeking contributions to the New Engineering Educators (NEE) Division. This division is UNIQUE because we invite papers, workshops, talks and panel sessions from any division or major and from contributors at any stage in their engineering career. This division is a great fit for all regardless of your specialty. There are always experiences to share and new innovations and ideas to present. Potential topics for submissions to NEE can be found in the “ABSTRACT” section below. 
 
NEE MEMBERSHIP: This division is where many teaching innovations and career tips are disseminated! You are a great fit for NEE regardless of your role/level in engineering education or major interest areas. This is your opportunity to share, give, grow and gain new perspective. Consider joining New Engineering Educators even if you are not NEW or an engineering educator.
 
ABSTRACTS:  We invite abstracts for papers, and proposals to the Program Chair for special panel sessions, workshops and the NEW “topical plenaries” on topics of interest to new engineering faculty, faculty mentors, and experienced faculty looking to revive their courses and work life, as well as administrators of all engineering faculty for the 2023 ASEE 130th Annual Conference.  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 academic appointment.  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.  Contributions are welcomed on topics that include, but are not limited to:
·        Advice on writing technical papers
·        Seeking and obtaining grant funding
·        New faculty development/mentoring
·        Managing parental leave
·        Career planning and dual-career issues
·        Work-life balance and time management
·        Managing multi-lecturer design courses
·        Efficient course preparation and grading
·        Novel and compelling classroom techniques
·        Integration of technology into the classroom
·        Pedagogy for new and experienced engineering faculty
·        Aspects of managing classroom and research-group activities
·        Advice on developing and organizing research ideas in proposals 
·        Tenure dossier preparation or other tenure and promotion issues
·        Tools and approaches for online or hybrid learning
 
Note: NEE accepts Work-in-Progress (WIP) papers.  Please indicate such proposals by including “WIP” in the submission title.
 
 
PAPERS:  Interested authors should submit an abstract of 250-500 words through ASEE’s paper management system. To aid in the review process, please include three to five relevant keywords/search words for your paper. Authors of accepted abstracts will be invited to submit full-length papers for peer review. All abstracts and papers must be loaded electronically through the ASEE paper management system. Additional information, including the Author's Kit with deadlines and formatting instructions, are available via the ASEE website. All accepted papers will be considered for the NEE Best Paper Award and the Best Diversity Paper Award.
            Important paper dates
                           Abstract submission opens October 3, 2022
                           Abstract submission deadline October 31, 2022
 
SPECIAL SESSIONS:  Abstracts are also encouraged for special sessions. These sessions may involve non-traditional formats, such as panels, discussions, debates, activities and other methods of exploring a relevant issue in depth.  Submit proposals no later than October 31, 2022. A proposal for a panel 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
 
WORKSHOPS:   Those interested in proposing workshops on topics related to faculty development or other topics of interest to NEE membership should contact the Program Chair, Dr. Rossana Villa-Rojas directly (rvillarojas2@unl.edu ), no later than October 31, 2022.
 
TOPICAL PLENARIES (NEW): This type of session replaces the distinguished lecturer session. We may only submit one per division. Submit any nominations no later than October 31, 2022 directly to the Program Chair, Dr. Rossana Villa-Rojas directly (rvillarojas2@unl.edu ). All nominations should have: session title, a paragraph describing the presentation/topic and a one page biography of the lecturer. The Program Chair will select the top 3 candidates for the Division Chair to select form. If your speaker is nominated, we will need a commitment from the speaker by November 4, 2022 before submitting the request to PIC Chairs.
 
PUBLISH-to-PRESENT:  The 2023 ASEE Conference is publish-to-present.  All papers must pass the entire review process in order to be presented. All accepted papers will be published in the ASEE Conference Proceedings. Papers accepted for publication and presentation in the NEE program are eligible for the NEE Division Best Paper Award and the Best Diversity Paper Award. The authors of papers selected for awards are expected to become members of the NEE Division. Please note that abstract acceptance does not guarantee paper acceptance. 
 
REVIEW-to-PRESENT: The New Engineering Educators division is review-to-present. To present your work, it is expected that at least one author from the paper is willing to participate in the review process for both abstracts and papers.
 
REVIEWERS:  We would like to have your professional expertise in reviewing abstracts.   If you are willing to be a reviewer, please contact the Program Chair, Dr. Rossana Villa-Rojas directly (rvillarojas2@unl.edu ), by October 21, 2022.
 
SUBMISSIONS:  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, at For Authors (asee.org) for a copy of the official Abstract and Paper Format Guidelines. All submissions are expected to adhere to the specified formatting requirements set out in the Author’s Kit.

 UPDATES and DEADLINES:  As of the creation of this document, the submission deadline for paper and special session abstracts is October 31, 2022.  As this may change, please refer to the ASEE 2023 Call for Papers at 2023 Annual Conference (asee.org) for the most up-to-date information. If you have questions, please contact the 2023 NEE Program Chair, Dr. Rossana Villa-Rojas by email (rvillarojas2@unl.edu ).

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Presentation in the NSF Grantees' poster session is by invitation only.  Presenters are invited to share the results of their current NSF-funded grants in the engineering education space.  To ensure presenters have enough time to obtain meaningful results, projects must have started at least a year before the date of the conference.

If you are the PI on a project you believe to be eligible and have not received an email invitation by October 15, please contact the program chair.

Call for Papers
Ocean and Marine Division
2023 ASEE Annual Conference 
June 25th-28th, 2023 Baltimore Convention Center, MD.
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 to be followed with full papers. 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.

  • Abstract Submission: Opens October 3, 2022
  • Abstract Submission: Closes October 31, 2022
  • Draft Paper Due - January 31, 2023
  • Revised Paper Due - March 21, 2023
  • Final Paper Due – April 20, 2023

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
  • Predictive models
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 to support the Commission on Diversity, Equity, and Inclusion

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. 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. Abstracts and papers are reviewed using a double-blind process. Do not include the names of authors or of institutions anywhere in the body of the submitted document or its headings, in any figures/images or references provided, or in the file name or document properties. If the paper is accepted, this information can be returned to the final paper after all reviews are completed.

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. The Author’s Kit can also be accessed here: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors.

 
Paper Awards - All accepted papers that are not WIP will be considered for the OMED Best Paper, and Best Diversity Paper. The OMED Best Paper rubric can be found here: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Reviewers. The Best Diversity Paper rubric can be found here: https://diversity.asee.org/deicommittee/best-paper-rubric/. Recipients must present their paper in an OMED session to qualify for the awards.
 
If you have any questions, please contact our

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Pre-College Engineering Education Division Call for Papers 

The Pre-College Engineering Education (PCEE) Division invites submissions for the ASEE Annual Conference to be held June 2023 in Baltimore, MD. The Division provides a rich and vibrant forum for the exchange of ideas, research, and experiences in pre-college engineering education. By “pre-college engineering education,” we mean engineering education that directly impacts preschool through high school instruction in either formal or informal learning environments.

For more information please refer to either the pdf (See Download PDF at the bottom) attachment or use the direct link in the google drive.
https://docs.google.com/document/d/1GQ1dwkiofbKyaDGhxf8HDayzmWeNbNhr73ngtsjxt_M/edit?usp=sharing

This call contains information on proposal submissions for Papers, Special Sessions, and Workshops. You may review past ASEE proceedings (https://peer.asee.org) and other literature sources to identify previous work in your area and to find information and instruments that may be helpful in conducting and assessing your work.

Workshops- Sunday at the main Conference (See section IV in the PDF attachment or please use this link https://docs.google.com/document/d/1GQ1dwkiofbKyaDGhxf8HDayzmWeNbNhr73ngtsjxt_M/edit?usp=sharing 
Additionally: We are seeking Workshops for the ASEE conference.
Note this is different from our Pre-College Conference held on Saturday. Dr. Meredith Portsmore, Merredith.Portsmore@tufts.edu will be providing more information in the near future. 

Topics for Paper submissions (this includes Research to Practice, fundamental, Evaluation, Work in Progress, and Resource Exchange) 
Possible topics included in this division may include but not limited to: 
  • Marginalized communities 
  • Diversity, Equity and Inclusion in P12
  • Social Justice/Ethics in P-12 engineering classroom  
  • Teacher Professional Development
  • Computational thinking in P-12 engineering 
  • Engineering Design Process
  • Pre-service teacher education
  • STEM Teacher Self Efficacy in engineering
  • Failure
  • Argumentation
  • Engineering Habits of Mind
  • Identity Formation
  • Curriculum (e4USA, PLTW, EIE, etc)
  • Summer Camps
  • Informal Learning 
  • Accessibility for low economic environments 

For more information please refer to either the pdf (See Download PDF at the bottom) attachment or use the direct link in the google drive.
https://docs.google.com/document/d/1GQ1dwkiofbKyaDGhxf8HDayzmWeNbNhr73ngtsjxt_M/edit?usp=sharing


Program Chair:
Dr. Jamie Gurganus
Jgurganus@umbc.edu

Program Chair Elect:
Dr. Marcelo Caplan 
mcaplan@colum.edu

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The Software Engineering Division (SWDIV) invites abstracts for papers, workshops, and special sessions for the 2023 American Society for Engineering Education (ASEE) annual conference to be held in Baltimore, Maryland, June 25 – 28, 2023. Papers that are accepted by the SWDIV division are automatically considered eligible for the SWDIV Best Paper Award. The SWDIV Best Paper is then considered for the ASEE Annual Conference Best Paper award, competing against the best papers from other divisions.  
 
The Software Engineering Division encourages contributors from any discipline to submit relevant abstracts for the 2023 ASEE Annual Conference.  Authors may submit abstracts on any topic related to software engineering and computing education and research including
·        improving diversity, equity, inclusion, and retention within software engineering and computing programs,
·        software engineering and computing curriculum development, assessment, and accreditation,
·        teaching tools and practices at all levels including K-12, undergraduate, graduate, and practicing professionals,
·        novel approaches to teaching software engineering and related computing courses,
·        courseware supporting software development,
·        processes and tools, including those related to system security, privacy, and other aspects of robust software systems,
·        interaction with computer science and computer engineering programs,
·        interdisciplinary projects and courses which include a significant element of designing software subsystems,
·        capstone experiences and undergraduate research in software engineering and computing,
·        embedded software development,
·        wireless sensor networks and the internet of things,
·        computational intelligence,
·        engineering large-scale software-intensive systems such as smart cities, smart grids, and
·        building software systems in which data science, artificial intelligence, and related technologies play a key role.
 
We encourage submissions from authors not directly in software engineering and computing whose work describes educational approaches for teaching software development within their discipline.  Authors can submit work that is not fully developed as a work-in-progress (WIP) by including a WIP designation in the title.
 
Abstracts must be submitted through the ASEE’s submission system by October 31st, 2022. Each abstract should be approximately 500 words. Authors are encouraged to read the Author's Kit available on the conference website (For Authors (asee.org)) for additional information about submission procedures.
 
SWDIV also seeks proposals for workshops and special sessions related to software engineering and computing for the annual conference. These workshops and sessions should be of interest to engineering educators and are intended to be highly interactive. Special sessions can take the form of a discussion panel or a group of papers on a topic of significance. Please submit proposals to the program chair.
 
Please contact the program chair, Dr. Afsaneh Minaie for additional information.
 
2023 SWDIV Program Chair:
Afsaneh Minaie, Ph.D.
Professor of Computer and Electrical Engineering
Department of Engineering,
Utah Valley University
800 W. University Parkway
Orem, UT, 84058
Phone: 801-863-6393
Email: minaieaf@uvu.edu   
 

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The ASEE Student Division invites submissions for papers and posters to be submitted for presentation at the 2023 ASEE Annual Conference to be held in Baltimore, Maryland, USA, June 25th-28th. Abstract submission opens October 3rd and closes on October 31st, 2022. If your abstracts were accepted, please submit your full paper draft by January 31st, 2023. If revisions were needed, you need to work on it and resubmit the draft by March 21st, 2023. Finally, by April 30, 2023, your accepted paper needs to be finalized and uploaded by April 30th, 2023. 

Serving as a means for students to become involved and engaged with ASEE, the Student Division aims to provide multiple sessions and events that encourage publication and presentation of student research, enhance student professional development, and promote communication between students and the greater engineering education community.

Undergraduate or Graduate students should consider submitting papers that are relevant to addressing problems and sharing experiences within undergraduate or graduate school related to engineering, innovations in engineering teaching practices or student-led research on engineering education. If you choose to submit, do note that this year the lead author for each paper must serve as a reviewer for at least one abstract submission and two other paper submissions. We also recommend that authors review successful paper submissions in past years in the ASEE Peer Document Repository.

Lastly, there will be a cash reward for the division’s overall Best Paper and Best Diversity Paper, as there was for the 2022 conference. The award recipient(s) will also be acknowledged to Student Division members and sponsors at the division’s social event for dinner. By doing so, we hope to encourage more submissions, better quality through friendly competition, and increased conference attendance. 

The division is particularly interested in receiving papers/abstracts for (1) Research Papers (2) Work-In- Progress Papers and (3) Posters. In order to be accepted, all papers must contain an educational component—for example, papers only discussing engineering project content are not acceptable.

Research Papers

Research papers are full papers that typically fall within 15-page length, and address scholarly research in any of the topics following:

(1)“Tricks of the Trade” papers should focus on addressing problems and sharing experiences within undergraduate or graduate school, specifically regarding tricks of the trade or lessons learned along the way. The papers should follow typical research paper formats and be centered around tips and tricks that students have accumulated through their own education that can help guide other students who may be going through similar experiences. These papers should be well informed by published literature and follow formal writing procedures with the inclusion of a thesis or central argument. Topics of interest for this category include but are not limited to:

  • Communicating to an audience/writing for publication
  • Advice for new graduate students/mentoring – choosing a committee, work life balance, stress management; Advice and best practices for new instructors
  • Experiences related to writing a senior thesis, master’s thesis, or dissertation
  • Tips for new ASEE student chapters – lessons learned from your own student chapter on campus or advice for other students looking to start a chapter

(2) “Innovation in Engineering Teaching Practices” papers should focus on disseminating student-led research on innovative teaching, curricular, or co-curricular efforts. The papers should follow typical research paper formats and center around analyzing the impact or describing the innovation of new educational practices. These papers should be well informed by published literature and follow formal writing procedures with the inclusion of a thesis or central argument. Topics of interest for this category include but are not limited to:

  • Research on an innovative academic or outreach experience contributing to the success of graduate or undergraduate students
  • Research on experiences related to being a teaching assistant, lecturer, or course tutor
  • Research on innovative, educational, diversity, or other events hosted by an ASEE student chapter

(3) “Student-Led Research on Engineering Education” papers are also welcomed as an opportunity for students to publish research on any other diverse educational topics where a student (graduate or undergraduate) is the primary author and has conducted a significant portion of the research related to the field of engineering education. Sometimes we, as students, are less confident in our ability to publish work that is not as heavily guided and co-produced with a faculty member, so these papers help those ideas be heard and developed in a lower stakes setting. Topics include but are not limited to those detailed in the call for posters (see below).

Work in Progress (WIP) Papers

WIP papers are shorter papers, which must NOT exceed 6 pages, excluding references. Reviewers are not expected to read your papers after 6 pages. You could consider putting important but not critical materials in appendix. These papers are intended to be submitted by students working on studies at an EARLY to INTERMEDIATE stage for which authors are seeking feedback from the community. Papers in this category must have Work in Progress as the first part of the title of their paper, ex: Work in Progress: Lessons Learned from University X’s Engineering Service-Learning Program. WIP in this division are NOT eligible for Best Paper Award, but eligible for Best Diversity Paper Award.

Posters

Posters are a great way to present research papers or works in progress papers to the larger ASEE community, as well as, an opportunity to receive feedback and insight from others in the field. Abstracts in this category must have Poster as the first part of the title, ex: Poster: Lessons Learned from University X’s Engineering Service-Learning Program. Topics of interest are open to all areas of engineering education including but, not limited to:
  • Assessment
  • Collaboration
  • Design
  • Diversity and Equity
  • Educational Technology
  • Instruction
  • Learning Outcomes
  • Professional Practice 
  • Recruitment and Retention
  • Identity and Culture
For further research topics to consider, see: http://taxonomy.engin.umich.edu/activities/2013-fie-draft-taxonomy-v5/ ..

Abstract Review Process
Submitted abstracts (250-500 words) must indicate to which category the submitted paper is in the first word of the title, full paper (don’t need to mention), work in progress, or poster. (e.g. Title (xxx), WIP: Title (xxx), Poster: Title(xxx)). Abstracts will receive a double-blind peer review. Pending abstract acceptance, authors will submit a full paper that will receive a separate, double-blind peer review. The reviews are primarily conducted for the benefit of the author and are intended to give the author feedback on research methods and writing style. For more information about FORMAT and abstract submissions, see: (https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference#).

Paper Draft Review Process
Submitted papers must indicate to which category the submitted paper is in the first word of the title, full paper (don’t need to mention), work in progress, or poster. (e.g. Title (xxx), WIP: Title (xxx), Poster: Title(xxx)). Paper drafts will receive a double-blind peer review based on the following criteria: originality, research approach, result, scholarship, relevance, goals, paper structure, conclusion, and style. Pending acceptance of the paper or poster, authors must present to publish at the conference.For more information about FORMAT and abstract submissions, see: (https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference#).


For more information, please contact the Student Division Program Chair:
Siqing Wei
Purdue University 
School of Engineering Education

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Systems Engineering Division

The Systems Engineering Division (SED) promotes education in systems thinking, systems engineering, and systems science at all levels of education and for different delivery modes, including distance education, hybrid, and traditional classroom delivery. SED invites abstracts for papers and proposals for sessions, including technical sessions, workshops, panel discussions, and distinguished speakers.
The Systems Engineering Division is looking for standard submissions that address one or more aspects of systems engineering education, including but not limited to:
  • Systems thinking applications in non-SE courses or SE courses,
  • Collaboration between SE educators and those in non-SE disciplines, 
  • Use of SE representation and modeling tools in SE or non-SE classrooms, 
  • Outreach of SE programs to the K-12 community,
  • Curricular strategies, advancements, and lessons learned to foster SE integration,
  • Case studies of ABET/EAC accreditation for SE programs,
  • Incorporating real-world SE challenges into the SE curriculum,
  • Case study of interdisciplinary capstone courses that include SE students, 
  • Case study of systems engineering leadership and systems engineering management-related programs and courses that encompass both the technical and professional competencies,
  • Emerging trends: cyber security integration, artificial intelligence, socio-technical systems, etc., 
  • Position papers on issues of current weight for SE education broadly, and
  • Other - this category emphasizes other well-justified topics of interest for SED members. 
SED work-in-progress (WIP)  papers will be submitted under general ASEE guidelines. WIP papers will be presented in a special format:
  • Feedback-Intensive format for Work-In-Progress (WIP) submissions:  This format allows authors to pitch their work with a two-slide (back and front of a postcard) overview of work in five minutes or less. After presenters complete their pitches, attendees can visit with and give feedback to the authors.
One special session will focus on issues with Diversity, Equity, and Inclusion(DEI). 
  • Focused session topic on DEI issues: Authors from SED plus IE and EM divisions are encouraged to submit papers focusing on Diversity, Equity, and Inclusion issues, including position papers that map possible paths to strengthening DEI topic penetration in our SE classrooms. 
Submissions that leverage SE principles, tools, or techniques as part of a curriculum are welcome.  All paper submissions are publish-to-present. Submission may include classroom applications, exploratory topics, research reports, and works in progress (WIP). Abstracts shall be 250-350 words in length. Paper submission is a two-step review process consisting of abstract submission, review, and potential acceptance, followed by a full manuscript submission and review. At least one author for each paper must register for and present the paper at the conference. Submission guidelines, deadlines, and other pertinent information are available on the ASEE 2023 Annual Conference website.
All paper submissions will be considered for the SED Best Paper Award.
 
Contact:  Jon Sticklen,  Systems Engineering Division Program Chair, at sticklen@mtu.edu.
=====================

This call can be downloaded using the LINK just below. 

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The TWO-YEAR COLLEGE DIVISION (TYCD) is composed of faculty and administrators from two-year colleges that have programs in Engineering, Engineering Science, and Engineering Technology, and other parties interested in two-year college issues. The TYCD invites the 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 authors to conduct meaningful assessments of outcomes and report on the results of this assessment. Papers that 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, 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 and 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
Philip Regalbuto ASEE 2023 
Two-Year College Program Chair Program
 Coordinator Electronics Engineering Technology Trident Technical College 
7000 Rivers Ave., Charleston Sc 29406 
843-574-6019
philip.regalbuto@tridenttech.edu

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The WOMEN IN ENGINEERING DIVISION (WIED) is seeking papers for the 2023 ASEE Annual Conference in Baltimore, Maryland, June 25-28, 2023. Abstract submission opens October 3, 2022, and the deadline for submission is October 31, 2022. 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 January 31, 2023). The review processes are double blind – therefore please do not include names of authors or institutions within the title or body of the abstract or paper. The final paper with blind indicators removed is due April 30, 2023. The author’s kit is found here: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors. Authors should also review the plagiarism policy at that same link.

For additional information, please contact Brian Kirkmeyer, WIED Program Chair, College of Engineering and Computing, Miami University, Oxford, OH  45056. Email: kirkmebp@miamioh.edu.


Author Guidelines
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 January 31, 2023). The review processes are double blind – therefore please do not include names of authors or institutions within the title or body of the abstract or paper. The final paper with blind indicators removed is due April 30, 2023. The author’s kit is found here: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors. Authors should also review the plagiarism policy at that same link.

Abstract Review Guidelines
The abstract instructions direct the author to "provide sufficient detail on the proposed work for reviewers to evaluate." As reviewer, you will have two fields where you can provide comments -- one that is seen by the author and one that is seen by the program chair. Your role in reviewing is to provide the author with feedback on their abstract  and to alert the program chair if you find the abstract to be unsuitable for potential consideration of publication in the Women in Engineering Division.

Draft Paper Review Guidelines
The draft paper instructions direct the author to "provide sufficient detail on the proposed work for reviewers to evaluate." As reviewer, you will have two fields where you can provide comments -- one that is seen by the author and one that is seen by the program chair. Your role in reviewing is to provide the author with feedback on their draft paper and to alert the program chair if you find the draft paper to be unsuitable for potential publication in the Women in Engineering Division.


The Aerospace Division of ASEE invites full-length and work-in-progress papers for the 130th 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 current papers on relevant topics in aviation, aeronautical, and aerospace engineering and technology education and pedagogy.
 
Suggested topics related to aviation or aerospace engineering education include, but are not limited to:
 
1. Epistemologies. Research on what constitutes thinking and knowledge within social contexts now and in the future.
  • Professional development of aviation and aerospace engineers and engineering technologists
  • Integration of professional skills into an engineering or engineering technology course
  • Systems engineering in aviation and aerospace
2. Learning Systems and Pedagogy. Research on the methods, instructional culture, institutional infrastructure, and epistemology of educators.
  • Effective and innovative teaching and projects
  • Student industry and competition experiences
  • Curriculum development or assessment
  • Program accreditation
  • Teaching strategies and lessons learned for effectively delivering courses and hands-on activities in remote/online settings
  • 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
  • K-12 outreach
  • Student attrition, persistence, and resilience
  • 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.
  • New and emerging systems or categories in aviation and aerospace
  • Integration of Unmanned Aerial Vehicles, CubeSats, or Nanosats in the curriculum
  • Expanding commercial space industry and how academia could adapt to include new opportunities

Student Papers
The Aerospace Division invites students to submit student-authored papers in all areas related to aerospace engineering and technology education. Turn your thoughts and observations into reality! Help shape the future of how engineering or technology is perceived and taught!
 
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 a faculty advisor as a co-author.
  • Student presenters 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 2024 ASEE Annual Conference & Exposition. Only the papers presented by a student author(s) or co-author(s) are eligible for student paper awards. The award money is split between student co-authors.
  • Superior: $500
  • Distinguished: $300
  • Meritorious: $200
 
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.
 
Young Investigator Award
The Aerospace Division is investigating the possibility of the Young Investigator Award for early career investigators. More information to follow.  
 
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 an 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 on the ASEE Annual Conference website, for additional information.
  • If the paper is a "Work-in-Progress" paper, please include that in the title.
  • Please remember to remove all identifying information (author names, universities, etc.)
 
Questions regarding the abstract or paper submissions can be directed to the Aerospace Division Program Chair, Dr. Waterloo Tsutsui, by email at wtsutsui@purdue.edu.
 
Further details on paper Management, conference, travel, program schedule, and registration can be found at ASEE's 2023 Annual Conference and Exposition website: https://www.asee.org/events/conferences-and-meetings/2023-annual-conference
 
Important Dates
  • Abstract submission open: October 3, 2022
  • Abstract submission due: October 31, 2022

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The Architectural Engineering Division seeks presentations and invites submission of abstracts for the 2023 ASEE Annual Conference in Baltimore, Maryland June 25-28, 2023.
Anticipate abstract submissions to open October 2022.
 
Abstracts from academia and industry related to the teaching of architectural engineering, engineering technology and building science are highly encouraged. The Architectural Engineering Division encompasses Construction, MEP, and Structural disciplines. The AE Division of ASEE has a Publish-to-Present requirement, and both abstract and paper submissions are subject to a blind peer review process. Papers without a clear link to education and academics will not be accepted.
 
While papers submitted are often descriptive, we value research based on quantitative/qualitative methodologies related to architectural/engineering education. Topics that emphasize diversity and inclusiveness in architecture/architectural engineering education are highly encouraged. 
 
There is an option to submit papers describing ‘work in progress’ – these are research/design projects not yet complete in their data and conclusions while substantive in content. If submitting a paper of this nature, it must be noted in the title and/or abstract as a ‘work in progress’ to be considered for this category. These papers may be accepted for posters based on number of accepted papers.
 
Topics of interest might include, but are not limited to, the following themes: 
•         Diversity in the Architectural Engineering Professions 
•         Attrition and Recruitment of Architectural Engineering Students
•         Engineering Education in Construction, MEP/HVAC and Structures 
•         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 division will be hosting a diversity panel at the 2023 conference.
 
Please submit a blinded 200 - 400 word abstract electronically through the ASEE Conferences website for review. Provide a clear statement of the paper objective, the topical area, relevance to the Architectural Engineering educational community, a demonstration of how the proposed paper adds to the knowledge base. Authors of accepted abstracts will be invited to prepare a full paper for blind peer review and publication in the conference proceedings. Papers must demonstrate an appropriate level of scholarship and should incorporate solid research methodologies. White papers or papers to sell products are typically not accepted.
** All corresponding authors will be asked to serve as reviewers. Please update your reviewer status when you submit a paper.**
 
Paper presentations will be assigned to either poster, panel or presentation sessions at the discretion of the Program Chair. For more information, please contact the Program Chair: Rachel Mosier (Rachel.Mosier@okstate.edu)
Submit abstracts to the ASEE Conference website and specify ARCHITECTURAL ENGINEERING DIVISION. Submissions must be completed electronically, and due dates and times are indicated on the ASEE website (https://www.asee.org/events/Conferences-and-Meetings). 

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2023 ASEE Annual Conference Call for Papers

The Biological and Agricultural Engineering (BAE) division of the American Society for Engineering Education (ASEE) invites abstracts and subsequent papers for the 2023 ASEE 130th Annual Conference & Exposition being held in Baltimore, Maryland on June 25-28, 2023. 
 
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 Papers highlight investigations into research for improving learning in traditional and non-traditional classroom settings.  Content should include a research question or problem statement, a review of relevant literature, methodology, results, and implications. 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.  
 
3) Practice Papers highlight teaching approaches, technologies in an instructional context, proposed learning strategies, and assessment practices.  Content should include the motivation for conducting the work, background information, approach for determining success, anticipated outcomes, and the future direction of this type of effort.
 
4) Special Topic or Panel Sessions: 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, such as the history of different BAE departments. One potential special format is a 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. Other possible format ideas can be found at https://tinyurl.com/ASEE-Conference-Playbook If you have other ideas for a panel or special format technical session, please contact the program chair.
 
For all 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. We also highly encourage students and/or new BAE faculty to submit their work or experience. 
 
Abstract submissions begin on October 3, 2022 and will continue through October 31st. 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:

Qualla Ketchum, Program Chair, Biological and Agricultural Engineering Division
qualla@vt.edu
 


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2023 ASEE Biomedical Engineering Division – Call for Papers
 
The Biomedical Engineering Division (BED) of the American Society for Engineering Education (ASEE) invites papers for the 2023 Annual Conference and Exposition in Baltimore, Maryland June 25-28, 2023. Note the following submission schedule:
●        Abstract Submissions Open – Monday, October 3, 2022
●        Abstract Submissions Due – Monday, October 31, 2022
●        Draft Paper (for abstracts that are accepted) Due – Tuesday, January 31, 2023
●        Revised Paper (for draft papers that are accepted) Due – Tuesday, March 21, 2023
●        Finalized, Unblinded Paper Upload Due – Sunday, April 30, 2023
This schedule is subject to change. Please refer to ASEE’s “Important Dates and Deadlines” webpage for the most current information. 
 
Summary Points for this Call for Papers
●        The Biomedical Engineering Division encourages submissions related to biomedical engineering education and research
●        We accept three types of papers: work in progress (WIP) papers, evidence-based practice papers, research papers.
 
Please consider submitting papers on topics relevant to biomedical engineering (BME) education and joining us at this exceptional conference. Authors are encouraged to submit papers on any relevant topic in BME education. Sessions in typical years have included papers on: 
●        BME design, entrepreneurship, and commercialization
●        BME courses & curriculum, laboratories & modules, teaching interventions & pedagogy, and assessment
●        Professional development, and industry and clinical engagement
●        BME education research
●        Diversity, equity, and inclusion
 
Paper Submissions

Submissions can be targeted at one of two tracks: 1) full paper or 2) work in progress. All papers should include a brief review of the current state of the education literature with regards to the submitted work and data that support conclusions.

1. Full paper track: There are two types of full paper submissions: educational research and evidence-based practice. When submitting either type of paper, you should be confident that you meet the following:

a)   Educational research topics: these submissions should have a defined research question and results that address the question. The quality of the research data should support a clear conclusion and outline the connection to theory, either in the framing or interpretation of the study. 

b)   Evidence-based practice topics: these submissions should have a clearly stated intervention and related assessment data that evaluates the impact of the intervention. The quality of the assessment data should support a clear conclusion regarding the impact of the intervention. 

Full papers may present either a platform presentation, or, depending on the themes that emerge from accepted papers, may be invited to one of the innovative panel session styles outlined in the 2019 ASEE Conference Playbook. (e.g.: Engineering Shark Tank, Question the Method, etc.). 


2. Work in Progress (WIP) track: WIP submissions describe an ongoing effort in educational research or evidence-based practice specific to BME education. A submission falls into this category because ideas have yet to be put into practice or because assessment data is still in the process of being collected and analyzed for impact. Works in Progress have a strict 3-page limit (not including references or appendices). At the conference, WIP submissions are presented in either a poster or postcard session. 

a)   Poster Session – These submissions will be presented during the division’s poster session in the convention hall. The poster session format provides authors with a venue to present research and course innovations in a public setting. Authors are expected to stand near their poster for the entire session to engage with poster session attendees.

b)   Postcard Session – This is a novel session type in which authors pitch their work in only two slides, and within five minutes or less. After the pitch is made, attendees will have the opportunity to engage with and provide feedback to the authors in an open session format. Presentations in this format will be judged for the “Best Work in Progress Award”.

Accepted WIP submissions will be designated as postcard or poster session by the Program Chair-Elect based on reviewers’ evaluations of novelty, technical merit, outcomes, and relevance to biomedical engineering education. In either format, the WIP track gives authors an opportunity to receive feedback from the BME education community on ongoing efforts. If you go on to collect additional data and draw a clear conclusion, you are strongly encouraged to resubmit the same topic as a full paper in a future conference year. When submitting a paper to this track, you must start your title with "Work in Progress:" and select the “Work in Progress” checkbox in the online submission system.

The submission portal system will ask you to check a box if you would like your work to be presented as a poster. For the Biomedical Engineering Division, this checkbox does not apply to our review or decision process.

Review to Publish
ASEE BED has implemented a “review to present” requirement. It is expected that the submitting (primary) author will support the division by reviewing both abstracts and papers for the division. If the submitting author is a student, they should designate a co-author to fulfill their review requirement. Note that primary authors submitting more than one abstract will not receive an increased review load. Those who are unable to fulfil this commitment by the timelines required may have their own papers rejected by the session chair, regardless of paper quality.
 
 Abstract submission 
  1. For both tracks, you must submit an abstract by the posted ASEE deadline. Abstracts typically consist of up to 1 full page of text (750 words maximum). 
  2. Abstracts should follow the guidelines specified in the ASEE author's kit (see link below). 
  3. Because ASEE uses a double-blind review process, be sure to omit any information in your abstract or references that identifies you or your institution.
  4. If the program chair determines that your full paper submission does not meet the criteria for that track, your submission may be reclassified into the WIP track.
  5. Reviewers will evaluate your abstract based on the criteria listed below.
Draft and revised paper submission
  1. If your abstract is accepted, please note the reviewer comments as you draft your paper ahead of the posted ASEE draft paper deadline. Also, note that acceptance of your abstract does not guarantee that your paper will be accepted.
  2. Draft papers must not exceed 3 pages for WIP submissions (excluding references and appendices); they are usually 8 pages or longer for full papers (there is no limit for full papers).
  3. Because ASEE uses a double-blind review process, authors’ names or institutional names should not be included in the abstract, references, filename, or document properties.
  4. Reviewers will evaluate your paper based on the best paper rubric (summarized criteria listed below).
  5. Authors should submit a 1-page summary of changes in response to reviewer feedback as well as a track-changed document for revised papers.
  6. If the program chair determines that your full paper submission does not meet the criteria for that track, your submission may be reclassified into the WIP track.
Reviewers will evaluate your submission based on the following criteria
●        Originality – does this describe an innovative treatment or perspective?
●        Scholarship – does this review and build on appropriate prior work?
●        Goals – are the goals strongly developed and explicitly stated?
●        Research approach – is the approach novel, sophisticated, and/or appropriate?
●        Results – are data collection and assessment results clear and logical?
●        Conclusions – are the conclusions well formulated? If this is a full paper submission, are there sufficient results to strongly support the conclusions?
●        Relevance – does this paper make a significant contribution to the field of engineering education?
●        Order – are the ideas presented in a clear and logical manner?
●        Style – is the writing clear, concise, consistent, and easy to read? 
●        Writing mechanics – is the writing free of grammatical, spelling, and proofreading errors?
 
All abstracts and papers must be submitted electronically via ASEE’s New Monolith (NEMO) paper submission system. Authors are expected to consult the Author’s Kit at the link below before submitting. You will be able to find submission deadlines, required formats, and other information via the ASEE website under Paper Management, For Authors
 
If you have questions regarding the abstract and paper submission, please contact:
●         BED Program Chair, Dr. Sarah I. Rooney, University of Delaware, sirooney@udel.edu
●         BED Program Chair-Elect, Dr. Rachel Childers, The Ohio State University, childers.73@osu.edu
 
Come to Baltimore in June 2023 to see and present cutting-edge work in Biomedical Engineering education! We hope to see you there. 

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The Chemical Engineering Division (ChED) of ASEE invites papers for the 2023 Annual Conference and Exposition in Baltimore, Maryland (June 25-28, 2023). While all topics on Chemical Engineering education will be considered, papers on the following general topics are strongly encouraged:  
  • Early impacts of the 2022 Chemical Engineering Summer School 
  • Diversity, Equity, and Inclusion initiatives on all fronts – (race, gender, etc.) in chemical engineering programs 
  • Incorporating safety and regulatory compliance in chemical engineering curricula 
  • Teaching chemical engineering solutions to address ABET outcomes 2 & 4: global, societal, environmental, and economic contexts 
  • Non-traditional learning experiences in chemical engineering such as experiential, inquiry-based, and immersive learning  
  • Bring-your-own-experiment/demos in chemical engineering (hands-on, online, and virtual) 
  • Works-in-progress you would like to discuss or solicit for feedback
  • Learning outcomes, assessment, and accreditation of chemical engineering programs
  • How are we helping our students with mental health issues – everything from recognition to resources and strategies
  • Contemporary perspectives (or new advances) in chemical engineering education
  • Teaching professional skills in chemical engineering courses - critical thinking, creativity, communication, and collaboration
  • Business and entrepreneurship literacy in chemical engineering
  • All other topics related to chemical engineering education
 In addition, suggestions/proposals for panel discussions, workshops, and cross-divisional sessions are welcome. We will consider all ideas submitted for workshop proposals and select the most appropriate to be presented during the Sunday workshop sessions.

Deadlines:
  • Abstract Submission Opens:  Monday, October 3, 2022
  • Abstract Submission Closes:  Monday, October 31, 2022
  • Notification on Acceptance/Rejection of Abstracts:  Monday, November 21, 2022

Author Guidelines:
  • Please note that both abstract and draft paper reviews are double-blind, so do not include personal or institutional identification.
  • Abstracts: Submitted abstracts should be approximately one page or less in length, with a suggestion of 250-500 words. (See Appendix B of the Author Kit for details.)
  • Paper Submissions: Full paper submissions should be approximately 10-20 pages in length, inclusive of figures and other graphical elements. (See Appendix B of the Author Kit for details.)  Please limit Work-in-Progress papers to 3-5 pages (see below).
  • ASEE Author Kit: Please make sure to follow the abstract and paper submission guidelines, available at: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors 

Work-in-Progress Papers:
Papers describing ongoing work (“work-in-progress”) are welcome in all sessions, including the poster session. Please title your WiP Papers in the format of “Work-in-Progress: Title of your project” in addition to indicating it is a WiP by checking the appropriate box as part of abstract submission. This will help us easily identify these submissions.  The Works-in-Progress oral sessions will include shorter presentations with time allotted to meet and exchange ideas with session attendees.

Poster Presentations:
Poster papers can be in any topic related to chemical engineering education including the list above, including works-in-progress. If you would like to submit a paper to the poster session directly, please clearly designate this request by checking the appropriate box as part of abstract submission.  Please note that poster papers will go through ASEE’s double-blind review process.

Conference paper submission is a two-step process: 
1.     Abstract submission, review, and acceptance, followed by
2.     Paper submission, review, and acceptance.
A diagram to help visualize this process is available in the PDF version of the Call for Papers.

As stated above, since reviews are double-blind, please do not include the names of authors or institutions anywhere in the abstract or draft paper. At the end of your abstract, please state if you would particularly like your paper to be in a regular session or a poster session. Abstracts will be reviewed, and if accepted, authors are then invited to complete full papers for further review. The ChED is a “publish-to-present” division: to present at the conference, you must have your paper accepted for publication and have at least one author participate in the peer review.

For questions regarding paper submission and review, and also suggestions for panels, workshops, or other non-traditional sessions or interdivisional sessions, please contact the 2023 ASEE ChED Program Chair, Janie Brennan, jbrennan@wustl.edu.  

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Call for Papers

The CIVIL ENGINEERING (CE) DIVISION seeks papers for presentation at the 2023 ASEE Annual Conference and Exposition to be held in Baltimore, Maryland, June 25-28, 2023. At any time, contact our Program Chair (Jenny Retherford, jqretherford@utk.edu) with questions.

Please access the PDF for comprehensive information about authoring and reviewing in the Civil Division.


Major Takeaways
  1. The CE Division seeks papers supporting our five Standing Committees: ASCE, Effective Teaching, Professional Practice, Instructional Technology, and Educational Policy.
  2. The CE Division is excited to offer engaging and active sessions. Authors are encouraged to review the details included herein to recognize some unique sessions being planned for the upcoming conference.
  3. Work-In-Progress and Case Study papers are accepted in our Division, but should be labeled in the paper’s title so review strategies can be adjusted accordingly.
Author Information
Please include “Work-In-Progress” or “(WIP)” in your paper’s title to improve the quality of review for work with limited or no assessment data
Include “Case Study” in your paper’s title for papers without assessment plans, but with relevant scholarly information and detailed summaries of outcomes or observations.

ASCE Liaison Committee

Chair: Leslie Nolen (lnolen@asce.org)
Co-Chair: Scott Hamilton (shamilton@ycp.edu)
Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE. 
This session will explore several of the important issues being addressed (or should be addressed) by ASCE.  Authors are not required to be representatives of an ASCE organizational unit.  Topics might include, but are not limited to, the following:
  • The new Civil Engineering Program Criteria for 2024
  • Changes to ABET EAC Criterion 5: How are we embracing diversity, equity, and inclusion as a profession?
  • Preparing the future civil engineer; partnering with industry and academia to mentor students
  • New initiatives from the Civil Engineering Education Summit Action Plan and the Committee on Reform of Structural Engineering Education (CROSEE2).
  • Trends around declining professional participation: society membership, licensure, practicing engineers.
  • Using ASCE’s Future World Vision in the Classroom

Committee on Effective Teaching

Chair: Anuja Kamat (kamata@wit.edu), Manish Roy (manish.roy@uconn.edu)
Co-Chairs: Joan Carter (jcarter@inverhills.edu), Led Klosky (ledlie.klosky@westpoint.edu), Jakob Bruhl (jakob.bruhl@westpoint.edu), Shannon Parks (shannon.parks@pitt.edu), Ismail Halts (ismailhaltas@kings.edu), Anthony Battistini (anthony.battistini@angelo.edu), Jim Hanson (hanson@rose-hulman.edu)
The Telltale Grade: Exploring New Assessment Strategies
This session seeks papers sharing best practices related to mastering grading efforts. Topics of interest include (but are not limited to): academic integrity, grade inflation, un-grading methods, professional skill development assignments, specifications grading or other evidence-based techniques.
Means and Methods for Deliberately Developing Creative and Innovative Engineers 
Invited panelists will participate with attendees in an interactive, open-format discussion session focused on practical ways to integrate creativity in the curriculum. Discussion will include curricular and classroom techniques for growing creative and innovative engineers, sharing ideas for classroom activities and assignments, strategies for assessing student work, and techniques to create an organizational culture that encourages and celebrates creativity. Panelists will include a diverse group of professionals from engineering, architecture, and the fine arts. The session is intended to serve as a sharing ground for those seeking to develop student creativity, assign grades to creative activities, build consensus around creativity in the curriculum, and avoid common pitfalls experienced by both faculty and students. Attendees will leave with practical ideas to implement in their own courses and programs. Contact Led or Jakob for more information about being involved in this session.
Nevermore: Reimagining the Classroom Experience Part 1
Papers focused on new curriculum and teaching techniques are sought for this session aimed at sharing new means for effective teaching and learning. Topics may include focus on curricular changes, innovations in education on topics such as sustainability and other professional skills, and improvements to the classroom environment to enhance student learning.
SPECIAL NOTE for “Part 1”: Please submit a standard Abstract and full paper to participate in this session. Format for this session is intended to be a traditional podium or poster style. Contact the Program Chair (Jenny, jqretherford@utk.edu) to express interest in participating in a “mini-class demo” session.
Nevermore: Reimagining the Classroom Experience Part 2
In this engaging session, presenters are asked to demonstrate a mini-class and share methods used to effectively teach their students. 
SPECIAL NOTE for “Part 2”: Please submit a standard Abstract to participate in this session and include “Mini-Class Demo” or similar language in the paper’s title; please limit paper length to two pages and focus content on the supporting literature, teaching concept, and means or mechanisms to implement the strategy. Selected authors will be provided more specific session instruction prior to the annual conference, but should anticipate offering a short demonstration/explanation and engaging in small group discussions.

Committee on Professional Practice

Chair: Joel Sloan (joel.sloan@afacademy.af.edu
Co-Chairs: Paul McMullin (pmcmullin@uvu.edu)   
Real Examples: Integration of Industry Professionals in Learning Activities
This session will be used to exchange ideas and best practices related to industry/professional interactions in classroom experiences and other learning activities. Topics may include strategies for initiating and maintaining relationships with partners, techniques to manage long-term programs such as capstone experiences, and may extend not only to best practices but unexpected failures. Rather than hypothetical or generic ideas, real examples of partnerships with detailed strategies for success are sought.
SPECIAL NOTE: Full papers are requested to build the scholarship of knowledge in this realm, but the session is intended to be hosted in a small group discussion style to facilitate conversations with authors. Ideally, collaboration between academics and professionals is desired for the paper and participation by representatives from both sides of partnerships in the conference session is requested.

Committee on Instructional Technology

Chair: Kevin McMullen (kevin.mcmullen@westpoint.edu
Co-Chairs: Shinae Jang (shinae.jang@uconn.edu), Jacob Henschen (jhensche@illinois.edu)
Teaching without Technology? Nevermore!
This session invites papers incorporating integration of innovative technology in the classroom for better student engagement. Topics include, but are not limited to: 
  • Use of mobile devices and apps
  • Social media for student engagement
  • Augmented or virtual reality
  • Digital codes for design practices 
  • Mobile sensors and digital image correlation (DIC)
  • 3D printing for design and demonstration
Other efforts to link technology to creative design or classroom demonstrations are welcomed.


Committee on Educational Policy

Chair: Aaron Hill (aaron.hill@westpoint.edu)
Co-Chairs: Jerry Wang (gjwang@cmu.edu), Mary Katherine Watson (mwatson9@citadel.edu), Tonya Nilsson (tnilsson@scu.edu
Unique Pillars of Your Curriculum
This session looks for a broad discussion of unique programs or methods of integrating broader topics into our classrooms, our departments, and our curricula. Topics may include:
  • Common themes/threads/pillars developed throughout your curriculum, especially those connecting professional skills such as leadership, unity, equity, ethics, inclusion, accessibility, sustainability, etc.
  • Themes of Humanitarian Engineering
  • Professional certifications or Minor programs
  • Alignments between curriculum designs and department/college/university strategic plans, ABET requirements, quality enhancement plans, regional industry needs, school mission statements, and other drivers
Old Bay? Holistically Seasoning Students and Faculty
This session seeks insights on systems and programs used to holistically develop faculty and/or students as whole persons and whole engineers. Topics may include:
  • Mentorship programs
  • Self-directed learning
  • Leadership development
  • Community and team building
  • Diversity, inclusion, and equity learning and support programs
  • Intrinsic motivation frameworks in application


Closing Remarks

The Civil Engineering Division requires podium and poster presenters to publish their papers in the ASEE conference proceedings. Additionally, the papers and presentations are expected to contain assessment methods and results, unless otherwise noted in the session description.

Please include the phrase “Work-In-Progress”/“(WIP)” or “Case Study in the title of papers to improve the review process and session planning. The Division sees value in these contributions to scholarship and is excited to learn from a variety of engineering educators. The rigorous review process needs to adjust to these different scholarship types and the titles improve the effectiveness and efficiency for our reviewers and conference planners.

Review of Draft and Final papers will be performed considerate of these traits:
  • All papers submitted at the Draft phase should be in final form. Authors should not leave significant content unfinished at this review stage.
  • Work-In-Progress and Case Study papers should clearly articulate the relevance to scholarship within the CE Division. Backgrounds and literature reviews should be included in the work. Please limit lengths of these types of papers to 5 pages (not including references) and write concisely.
  • All papers should include appropriate citations and bibliographies demonstrating the clear historical status and thereby developing the value of the work contained in the paper.
  • Work should demonstrate appropriate engineering processes and research strategies. Assessment plans should be clearly defined and objective conclusions expressed. Biased or subjective content should be avoided.

Anticipated Timeline (visit the ASEE Conference website for precise dates):
●       Abstract Submission: Open – October 3rd, 2022
●       Abstract Submission: Due – October 31st, 2022
●       Draft Paper Due – January 31st, 2023
●       Revised Paper Due – March 21st, 2023

Contact Information:
For additional information, please contact:
CE Division 2022-2023 Division Chair: Tonya Nilsson, tnilsson@scu.edu
CE Division 2022-2023 Program Chair: Jenny Retherford, jqretherford@utk.edu 

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Community Engagement Division

Call for Papers: 2023 Annual Conference
 The ASEE Community Engagement Division (COMMENG) is soliciting abstracts and papers for the June 2023 ASEE Annual Conference in Baltimore, Maryland.  Abstract submissions open October 3rdand close October 31st, 2022.  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 (COMMENG) 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 COMMENG is a scholarly community for faculty and practitioners 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 importance of diversity, equity, and inclusion in successful community engagement
 
The Engagement in Practice (Work in Progress) 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.  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
·       Include a title that starts with “Engagement in Practice:  ...“
·       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.
 
The Community Engagement Division sponsors a Best Paper Award and a Best Diversity Paper Award.  All presented papers submitted to the division are considered for both awards.  The division’s best papers are forwarded on for PIC Best Paper Award and ASEE’s Best Diversity Paper Award (https://diversity.asee.org/deicommittee/best-paper/).
 
Individuals interested in participating in the peer-review process should contact the program chair (e-mail is preferred).
 
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 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 ideas for panels/workshops or any questions about possible papers, panels, co-sponsoring with divisions or other special session ideas please contact the program chair:

Libby Jones, PhD
Professor, Civil & Environmental Engineering
University of Nebraska-Lincoln
 
Or Division Chair
Malini Natarajarathinam, PhD
Associate Professor, Engineering Technology & Industrial Distribution
Texas A&M University
 
We look forward to your contributions to this new and quickly growing community within ASEE!

COMPUTERS IN EDUCATION DIVISION
2023 Call for Papers

The Computers in Education Division (CoED) invites the submission of both full papers and Work-in-Progress papers for the 2023 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 educational topic area, including but not limited to:
  • advances in computer science, computer engineering, and programming pedagogy
  • educational data mining / big data analysis of educational data / learning analytics 
  • educational tools (including classroom technology)
  • teaching computational thinking 
  • mobile computing (Android, iPad, iPhone, Tablet PC, etc.) supported learning
  • IOT and IOT usage in the classroom
  • computing to support outreach programs
  • internet applications in the classroom and/or laboratory
  • computer‐driven educational innovations and/or impacts 
  • instrumentation and laboratory systems
  • applications in computing-related courses (e.g., programming, digital signal processing, robotics, computer architecture)
  • design of embedded computing courses, including microprocessor/microcontroller selection and applications
  • hardware descriptive language (HDL)
  • use of social networking (Facebook, LinkedIn, etc.) in educational applications 
  • software packages (including symbolic computing and equation solvers)
  • simulation and animation tools and applications
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.


Full Papers
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. The maximum length for Full Paper submissions is 10 pages (including references). Minor allowances may be made at the Program Chair’s discretion, but excessively long papers will be rejected without review.

Outstanding full papers will be considered for the division’s John A. Curtis Best Lecture Award, and extended versions may also be invited for publication in the CoED peer-reviewed Computers in Education Journal (coed.asee.org).


Work-in-Progress Papers
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. The purpose of Work-in-Progress papers is to provide a forum for feedback on early-stage projects that may not have substantive results yet.

The title for abstracts and papers submitted in this category must begin with “Work in progress:” before the title of the work. The maximum length for Work-in-Progress submissions is 5 pages (including references). Minor allowances may be made at the Program Chair’s discretion, but excessively long papers may be rejected without review.

Accepted Work-in-Progress papers are typically 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.


Review Process
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.

Abstracts submitted to CoED should be a detailed abstract. The abstract should contain sufficient information to enable reviewers to determine the suitability of the work for presentation in the Division. The maximum length for Abstracts submitted to CoED is 600 words.

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 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 2023 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 2023 CoED Program Chair, Jean Mohammadi-Aragh, at jean@ece.msstate.edu.
 



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                                                                          ASEE Annual Conference 2023
                                                       Computing and Information Technology Division
                                                                                    Call for Papers
 
The COMPUTING AND INFORMATION TECHNOLOGY DIVISION (CIT) invites abstracts and subsequent papers for the 2023 ASEE Annual Conference being held in Baltimore, Maryland, June 25 - 28, 2023. CIT is a multidisciplinary group with interests in education in computing and information technology, applied information engineering, systems integration, and information technology management. Papers that are accepted by the CIT division are automatically considered eligible for the CIT Best Paper Award. The CIT Best Paper is then considered for the ASEE Annual Conference Best Paper award, competing against the Best Papers from other divisions.
 
The CIT division encourages contributors from any discipline to submit relevant abstracts for the 2023 ASEE Annual Conference. CIT Division also accepts research articles under “Work in Progress” category. Topics of interest to CIT include, but are not limited to, the following areas:
 
High Performance Computing:
  • Cloud Computing
  • Cyberinfrastructure Systems
  • Virtualization 
  • Operating Systems for Parallel and Distributed Systems
  • Cluster Computing
  • Fault Tolerance and Testing in Computing
  • Parallel Computing
  • Teaching Parallel Application Development
  • Multicore Computing
  • Multi-tier and Enterprise Processing
  • Grid Computing
  • Computing in Healthcare System
  • Computing in Biology
  • Bioinformatics
 
Networking and Security:
 | · Robotic Networking | ·       Local and Global Privacy and Security Standards
 | · Network Security | ·       Designing Security into Integrated Systems
 | · Embedded Security | ·       Information Assurance and Security
 | · Wired and Wireless Networking | ·       Web Services and Internet Computing
 
Database Systems: 
 | · Parallel Databases | ·       Data Mining and Warehousing
 | · Mobile Database | ·       Distributed Databases
 | · Data Engineering | ·       Embedded Databases
 | · Big-Data Analysis |  
 
Embedded and Cyber-Physical Systems: 
 | ·       Real-Time Systems | ·       Mobile and Ubiquitous Computing
 | ·       Mobile Applications ·       Smart Cities | ·       Wireless Sensor Networks ·       Smart Grids 
 | ·       Mobile Systems |  
 
 
Student Recruitment, Curriculum, and Other Issues in Computing and Information Technology Education:
 | ·       Women in Computing | ·       Computer Science & Information Systems Student Recruitment Activities
 | ·       K-12 to College Computing Curricula | ·       Capstone Experiences in Information and Computing Curricula
 | ·       Assessment Approaches for the Computing Curricula | ·       Computer Science and Information Technology Education
 | ·       Innovation in Computing Systems in Education | ·       Undergraduate Research Involving Information and Computing
 | ·       Novel Uses of Information Technology for Instruction |  
 
Miscellaneous Areas of Interest:
 | ·       Artificial Intelligence | ·       Human Computer Interaction and Visualization
 | ·       Software Defined Radio | ·       Enterprise Systems Architecture / Administration
 | ·       Nanotechnology | ·       Infrastructure for Remote Education
 | ·       Internet of Things | ·       Remote Access Laboratories
 | ·       Computational Intelligence |  
 
Abstracts should be submitted through www.asee.org conference papers management link. 
 
IMPORTANT DEADLINES:
 | Monday October 3, 2022. | Abstract Submission Open Panel Session Application Open
| Monday October 31, 2022. | Abstract Submission Closed (Please Note: Draft Papers can be submitted as soon as Abstracts are accepted)
| Monday November 21, 2022. | Abstract Accept or Reject Notification to Author Deadline
| Tuesday January 31, 2023. | Author Deadline: Draft Paper Submission
 
Authors of accepted abstracts will be invited to prepare a full paper for peer review for publication in the conference proceedings. The CIT has a Publish-to-Present policy which states that a paper must be both submitted and accepted for publication in order to present at the annual conference. 
 
Please contact any of the following for questions and clarifications 
 
  •  2023 CIT Division Chair:  Afsaneh Minaie, Ph.D. Professor of Computer Engineering Department of Engineering, Utah Valley University 800 W. University Parkway Orem, UT, 84058 Phone: 801-863-6393 Email: minaieaf@uvu.edu
  • 2023 CIT Program Chair:  Mudasser F. Wyne, Ph.D. Professor of Computer Science, College of Professional Studies, National University, 9388 Lightwave Avenue, San Diego, CA-92123 Phone: (619) 430 3496, Email: mwyne@nu.edu  
 

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Call for Abstracts – 2023 ASEE Annual Conference and Expo, Baltimore, MD, June 25-28 2023

The Construction Engineering Division seeks presentations and invites submission of abstracts for the 2023 ASEE Annual Conference that will take place in Baltimore, MD, from June 25 through June 28, 2023.

Abstract submission dates

Abstract submission will open in October 2022, as ASEE transitions to the new Monolith paper management system

Abstract/Paper topics

Papers related to construction engineering and management education, partnerships between industry and academics, and the results of innovative or technological based educational practices will be considered. Works-in-progress will also be considered. Papers without a clear link to education and academics will not be accepted.

Topics of particular interest to the division include:

·         Women in the Construction and Engineering Profession
·         Gadgets and other props for Construction Engineering Education (LowTech or HighTech)
·         Mathematics Instruction for Construction-Architectural-Civil Engineering Students
·         Assessment practices for course and student learning outcomes
·         Building information modeling (BIM) and other virtual simulation technologies
·         Capstone, experiential, and project-based courses and activities
·         Case studies in construction education and industry practice
·         Construction law and ethics
·         Course delivery and instructional technologies
·         Graduate education and strategies for integrating research into the classroom
·         Industry collaboration and advisory boards
·         Integrated project delivery (IPD) and other alternative project delivery methods
·         K-12 outreach

The division will be co-hosting a diversity panel at the 2023 conference.

Guidelines

Regarding submission guidelines and format, please refer to the ASEE website: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors

Submit abstracts to the ASEE Conference website and specify CONSTRUCTION ENGINEERING DIVISION. Submissions must be completed electronically, and due dates and times are indicated on the ASEE website (https://www.asee.org/events/Conferences-and-Meetings).

Abstracts must be BLIND and should be approximately 500 words in length and should include: 

·         a clear statement of the paper objective 
·         a clear statement of topical area
·         a demonstration of relevance to the construction educational community
·         a demonstration of how the proposed paper adds to the knowledge base
·         a statement of whether or not it is a work in progress

Authors of accepted abstracts will be invited to prepare a full paper for blind peer review and publication in the conference proceedings. Papers must demonstrate an appropriate level of scholarship and should incorporate solid research methodologies. 

ALL AUTHORS WILL BE ASKED TO REVIEW ABSTRACTS AND PAPERS

Final Papers must be BLIND and will be evaluated on the following criteria:

·         Rationale: Clearly state purpose and relevance to Construction Division
·         Originality: Is the study original and innovative
·         Literature: Reference and build upon relevant body of knowledge
·         Method: Clearly describe research method or framework
·         Results and Discussion: Clear and coherent
·         Conclusion: Supported by results
·         Overall Quality: Grammar, spelling, and clear & coherent.

Paper presentations will be assigned to either poster, panel or presentation sessions at the discretion of the Program Chair.

For more information, please contact the Program Chair: Nicholas Tymvios (nicholas.tymvios@bucknell.edu)

 

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DEED members,
We look forward to seeing you all in Baltimore, Maryland for ASEE 2023!
 Please note the submission schedule below in the DEED Call for Papers.
Jeremy Edmondson
 2023 Program Chair
Samuel Dickerson 
 2023 Program Chair Elect
******************************************************************************
 The Design in Engineering Education Division (DEED) invites abstracts for papers to be presented at the 2023 ASEE Annual Conference to be held June 25 - 28, 2023, in Baltimore, Maryland. Abstracts may be submitted on topics related to the role of design in engineering education.
Abstract Submissions Open – October 3rd, 2022
 Abstract Submissions Due – October 31st, 2022
 Draft Paper (for accepted abstracts) Due - January 31st, 2023
The purpose of DEED is to disseminate knowledge, learning and best-practice experiences that improve the quality of engineering design education proficiencies and pedagogy. This division is relevant and inclusive to both engineering design instructors and research practitioners. DEED defines relevant and inclusive as applicable and comprehensive through the education and research processes to the design education community.
DEED seeks contributions on topics that include, but are not limited to:

·       First-year Engineering Design 
·       Capstone Design
·       Innovation in Design Education 
·       Design Instruction and Pedagogy
·       Teams and Teamwork in Design Education
·       Design for Community
·       Interdisciplinary and Multidisciplinary Design 
·       Enhancing Design Education through Technology[1]
·       Sustainable Design
·       Design for “X”
·       Assessment of Design Activities
·       Design Realization
·       Design Methodology including Design-based Entrepreneurial Mindset
·       Case Studies, Reflections, or Interventions for remote, distant or hybrid mode Engineering Design Projects
·       Exploring the intersection of Engineering Design and Social Justice
·       Papers at intersections between the aforementioned topics and equity, access, diversity, and inclusion

Papers related to diversity, inclusion, and equity qualify for submission to a conference-wide best paper award.
Authors are encouraged to submit work that is beneficial to other design educators and to suggest strategies for transferability and/or implementation. Assessment of work is strongly encouraged, when possible, but not compulsory if it’s not suitable for the topic at hand. DEED is also requesting proposals for Workshops, Panels, Special Sessions, new session topics and new session.
Please review the ASEE DEED Paper Guidelines for DEED-specific details related to manuscript submissions. The ASEE DEED Paper Guidelines will be used as a basis for all manuscript reviews. The 2023 ASEE DEED Paper Guidelines will be posted on the DEED website at http://deed.asee.org/index.php/conference-info/.
Podium, Postcard and Poster Sessions
DEED accepts both completed research efforts and those that are a “Work in Progress” for inclusion as peer-reviewed papers in the annual conference. “Work in Progress” is a mechanism/forum for authors to share and receive feedback on preliminary work. “Work in Progress” submissions are identified both through the submission system and through their title, are included in the conference proceedings, and are typically presented in the DEED Poster or Postcard sessions. Accepted final papers will be published in the proceedings and presented in one of three different types of sessions: Podium sessions, Postcard sessions, and Poster sessions. Each are described briefly below:
1) Podium Sessions are traditional research presentations and will occur during division technical sessions. The podium talk format gives authors of papers an opportunity to provide a detailed overview of a research project or curricular innovation. Approximately six papers will be grouped thematically in technical sessions lasting 90 minutes giving each work about 10 minutes for presentation and 5 minutes for Q&A.
2) Postcard Sessions are a novel session type designed to report important innovations and current research efforts and open conversations. The postcard format gives authors of papers the opportunity to pitch their work with a two-slide (postcard back and front) overview of their work in five minutes or less. After the pitch is made, attendees will have the opportunity to talk with the authors and revisit their postcards while authors receive project feedback from interested viewers. Approximately 8 papers are grouped thematically in Postcard sessions.
3) Poster Session will occur over lunch during the division’s poster session in the convention hall. The poster session format gives authors a large format venue to present research and course innovations in a public setting. Authors are expected to stand near their poster for the entire session to engage with poster session attendees.
 
 All DEED papers will be placed in either a podium session or a postcard poster session by default with preference to the podium session slots being given to full papers and preference for postcard poster session slots begin given to Work-in-Progress papers. Authors may optionally select to present in the Poster Session by contacting the Program Chair and requesting placement in a Poster Session. Any accepted paper may be assigned to either a Podium or Postcard Session (even when the paper is not a “Work in Progress”).
Publish to Present and Review to Publish Criteria
In addition to the ASEE “Publish to Present” requirements, DEED requires the support of its authors in “Review to Publish” at both the abstract and manuscript stages. Abstracts for review will be assigned November 3 and are due no later than November 14. Blind manuscript reviews will be assigned February 3 and are due no later than February 14.
Workshop, Panel and Special Sessions
DEED accepts proposals for sessions in the areas listed for paper submissions. An individual abstract for these sessions is required. Persons wishing to organize a DEED session should (1) contact the Program Chair via email to describe their intent to submit a session proposal AND (2) submit a paper abstract in Monolith providing the following: description of the topic of the session, format for the session, and proposed panelists. DEED officers and directors will review the submissions for appropriate content and (if required) recommend the session to ASEE. To be considered, proposals must be submitted before paper abstract submission deadline (October 3rd).
1) Workshop Sessions may be proposed in the areas listed for paper submissions. The abstract must include the following: workshop title, objective, description, speakers/facilitators, estimated head count, and whether or not this workshop was similar to a prior ASEE workshop including the name of the prior workshop as this is the information required by the online form in Monolith. Workshops submitted directly on the ASEE site, prior to DEED approval, will not be recommended to conference organizers for inclusion.
2) Panel and Special Sessions may be proposed in the areas listed for paper submissions. These sessions differ from organized sessions in that they are not publish to present; however, an individual abstract for the panel session is required. The abstract must include the following: description of the topic of the panel, format for the panel session, and proposed panelists.

For information about any submission, see the ASEE website: http://www.asee.org.
 
For questions or ideas concerning DEED topics or sessions, contact:

 Program Chair:                      Jeremy Edmondson (jedmond2@ncsu.edu), 
                                                North Carolina State University, Raleigh, North Carolina
 
Program Chair Elect:            Samuel Dickerson (dickerson@pitt.edu
                                                University of Pittsburgh, Pittsburg, Pennsylvania
 
Not a member of DEED? Why not join us when you renew?
http://www.asee.org/memberresources/groups/divisions
 



[1] Including innovative uses computational tools such as CAE and CAD (e.g., generative design, human-machine collaborations, etc.)

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The Educational Research and Methods Division for ASEE is now accepting abstracts that will lead to papers for the ASEE Annual Conference & Exhibition in June.  There are several stages of the process that require peer review. If you submit to this division, it is expected that you will also review for the division (commensurate with the number of submissions) to support the number of reviewers required for each paper. ERM upholds standards for professionalism and quality in engineering education research, that is supported by a high quality and thoughtful peer review process. These standards of excellence also extend to the presentation of papers at the conference: Consider how your work can be presented in a way that both celebrates high-quality scholarship and engages the audience. 
 
ERM Division accepts Paper, Special Session, Panel, and Workshop proposals on the topics related to the primary objectives of the ERM division, which may include:
• Promoting, using, and developing high quality educational research methodologies on engineering formation, learning, and instruction 
• Spreading knowledge on the scholarship of engineering teaching and learning 
• Research related to improving engineering instruction through development of innovative materials and techniques, sound instructional design, novel programmatic structures, and improved evaluation methodologies 
• Research on diversity, equity, inclusion, and justice in engineering education

ERM has four paper types - Research, Theory/Method, Evidence-Based Practice, and Work in Progress (WIP). At each stage of the process, please include the type of paper you're submitting to help reviewers, as well as 3-5 keywords following the abstract to aid in the review process. If your paper can fit multiple types, please choose the one that is best aligned. All WIPs should be classified as such regardless of their topic or orientation.

Please see the ERM Call for Papers PDF for extensive instructions on abstract and paper criteria for authors and evaluation. 

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ECE Division Call for Papers
The Electrical and Computer Engineering Division (ECE) invites the submission of both full papers and Work-in-Progress papers for the 2023 ASEE Annual Conference and Exposition to be held in Baltimore, MD, USA, June 25-28, 2023. Acceptable topics include ECE educational research, classroom practice, innovative curriculum design and laboratory development, or any other appropriate ECE related engineering education topic. We encourage you to share your experiences and ideas in such related topics including, but not limited to: 
  • Student recruitment, retention, and outreach;
  • New teaching and learning strategies (active learning, blended learning, flipped classrooms, online labs, technologies); 
  • Accreditation:
    • Novel approaches and methods for addressing ABET accreditation criteria; 
  • Curriculum
    • Course and curriculum design, improvement, and assessment; 
    • Laboratory development and innovation; 
    • Capstone/senior design and project-based curriculum; 
    • ECE for non-engineers and K-12 students; 
    • Current ECE issues and integration into the curriculum (Alternative Energy, AI/ML, Grand Challenges, Industry 4.0, etc.);
    • Creative uses of technology in the ECE classroom (AI, big data, IoT, ML, real-time analytics, etc.); 
    • Current topics such as smart cities, smart grids, wireless sensor networks, ubiquitous computing, vehicular networks, etc;
  • Equity, diversity and inclusion awareness in the ECE classroom and in classroom techniques; 
  • Undergraduate research and the integration of research and education (Research Experiences for Undergraduates and Research Experience for Teachers); 
  • Professional Development (Mentoring of ECE graduate students; Preparation of future ECE faculty members; ECE faculty career and professional development);
  • Other topics as it pertains to ECE 
    • Transfer pathways from community colleges & international universities;
    • Workforce development models;
    • Micro-credentials & Stackable Credentials; 
    • Industry-University Cooperative Research;
    • Globalization of engineering education; 
    • Service-learning projects.
 
Abstract Requirements:
Abstracts must include the following information.
  1. plan of submission for full paper, 
  2. a description of any assessment methods used to evaluate the effectiveness of the contribution,
  3. a statement of results, and
  4. topic (from the list above) that your submission will address. 
Work-in-Progress submissions must include “WIP” or “Work-in-Progress” wording before the paper’s main title. All accepted papers will appear in the conference proceedings. 
 
The full paper must contain a clear description of the objectives, motivation for the contribution to ECE education, research question, relevant background including literature review, any assessment or survey results pertaining to student learning outcomes, and a statement of results.
 
The review process is double-blind, names of authors and institutions MUST NOT appear anywhere in the abstract and draft contents of the paper. Abstracts/papers that are not anonymized will be rejected without review. At the end of the abstract, indicate your preference for a regular or poster session presentation. Abstracts must be submitted through the ASEE website at https://www.asee.org/public/conferences/293/papers by the paper abstract deadline. The abstract submission will open on October 01, 2022.
 
Mode of Presentation:
  • All Works-in-progress (WIP) papers will be assigned to the division Poster Session.
  • All other regular papers will be assigned to the division technical session and will be required to make an Oral Presentation.
 
Important dates and deadlines: 
Abstract submission opens: October 01, 2022
Abstract submission closes: October 31, 2022
Abstract Accept or Reject Notification: November 21, 2022
Draft Paper Submission: January 31, 2023
Draft Decision: February 28, 2023
Anonymous Paper with applicable requested revisions: March 21, 2023



ECE Division Call for Workshops and Special Sessions
 
The ECE Division also invites proposals for workshops and special sessions. The proposals applications should include the following information. 
  • Author/speaker information including full name, email addresses, and institution affiliation
  • Objective of the workshop
  • Primary topic (choose one):
  • Secondary topic (choose one):
  • Will the event be ticketed? What will be the ticket price?
  • Provide a billing address for any expenses that might be incurred (food, services, room technology etc.)
Tutorial Workshops – Presenters are encouraged to supplement workshop fees with grants and subsidies. The Program Chair reserves the right to cancel any accepted workshop that is likely to incur financial losses. 

Special Sessions – Non-traditional format sessions such as panel discussions. 
 
Proposals or intent to present for special sessions and workshops must be e-mailed to the ECE Division Program Chair, Kumar Yelamarthi at kyelamarthi@tntech.edu by the paper abstract deadline Oct 31, 2022. 
 
Important dates and deadlines:
Proposal or intent to present deadline: Oct 31, 2022
 
The ECE Division Call for Papers can be found at the ASEE conference website under the “Annual Conference” menu link: 
 
Details for submission can be found in the conference author’s kit at https://www.asee.org/events/conferences-and-meetings/2023-annual-conference 
 
We look forward to receiving your contributions for peer review and hope to see you next summer in Baltimore, MD. 
 
Kumar Yelamarthi, Ph.D., P.E
ASEE ECE Division Program Chair 
Associate Dean, College of Engineering
Tennessee Tech University
Cookeville, TN

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Call for Papers: 2023 ASEE Annual Conference
Energy Conversion, Conservation and Nuclear Engineering Division (ECCNED)
 
The Energy Conversion, Conservation and Nuclear Engineering Division (ECCNED) of the American Society for Engineering Education (ASEE) invites the submission of both Full papers and Work-in-Progress (WIP) papers for the 130th ASEE Annual Conference and Exposition to be held in Baltimore, Maryland, USA from June 25–28, 2023. 

The conference website is: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference. ECCNED encourages the submission of papers related to conventional, renewable, and nuclear energy engineering education in the following topic areas, including but not limited to:
•         Innovative teaching & learning strategies (including remote & hybrid teaching/learning) 
•         Research methods to assess teaching pedagogy and learning strategies
•         Experiments and use of laboratory equipment and their impact on learning
•         Integrating research into energy engineering education
•         Service-learning projects
•         Curriculum content innovation 
•         Impact of problem-based learning, collaborative learning, cooperative learning, discovery learning and inverted learning
•         Renewable energy sources and systems
•         Energy storage technologies
•         Energy conservation and smart energy management using emerging IoT technologies
•         Distributed generation and smart grids
•         Engineering for energy sustainability and emissions reduction
•         Nuclear energy engineering education  
•         Emerging energy harvesting 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.)
•         Outreach programs involving energy conversion and conservation
•         Innovative research and its dissemination into grades P-20
•         Hands-on projects for grades P-20 
•         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.
 
Important Note: Both abstract and draft paper review processes are double‐blind. Therefore, please omit names of authors and institutions (and any other identifying information) from the abstract and the draft paper. 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 2023 Annual Conference website, for the Abstract and Draft Paper Format Guidelines. All submissions are expected to adhere to the specified formatting requirements.
 
Workshops and Panel Sessions: If you are interested in organizing or participating in a workshop or a panel session at the conference, please email your proposal to the ECCNED Program Chair, Dr. Sandip Das at sdas2@kennesaw.edu as soon as possible. Workshops must be requested no later than December 5, 2022. Panels must submit an abstract (by the abstract submission deadline), which will be used as the description for the panel session, and they may also submit a full paper. All workshop hosts and panelists must be registered for the conference in order to conduct the proposed session.
 
The ECCNE Division will accept abstracts for:
1)      Full Paper: The criterion for a full paper is that it represents, at the time of draft paper submission, work that is complete, containing actual results and analysis to support significant conclusions 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. 

2)      Work-in-Progress (WIP) Paper: In addition to traditional full conference papers, the ECCNE Division will accept Work-in-Progress (WIP) papers. WIP 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. 
 
For both the above-mentioned tracks, an abstract must be submitted. If the abstract is accepted, then a draft paper submission will be requested for peer review. Note that abstract acceptance does not guarantee paper acceptance. The ECCNE Division highly encourages submissions from members and non-members who have not presented at previous ASEE conferences, particularly for the WIP track. 
 
Abstract submission will open on October 3, 2022 and will close on October 31, 2022. ASEE’s paper submission process and timelines are explicit, and the program chair CANNOT override them. Abstracts submitted to ECCNED should be between 250–500 words 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 (double-blinded). All important dates and deadlines for authors can be found at the conference website. The 2023 ASEE Annual Conference and Exposition Author's Kit, Plagiarism Guidelines, Paper Procedures, and other important information can be found at the “For Authors” section (under ‘Paper Management’) of the conference website. All ASEE papers are published to present. Papers accepted for publication in the ASEE Conference Proceedings must be presented by at least one registered conference participant in a designated technical or poster session. All authors are expected to adhere to the guidelines put forth in the Author’s Kit and Plagiarism Guidelines. 
 
The ECCNE Division has a best paper award that is presented at the Division’s business meeting during the annual conference. The Division also participates in the conference best diversity paper award by nominating a paper submitted to the ECCNED. 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: sdas2@kennesaw.edu 
 
Thank you very much for your time and your participation! We welcome your wonderful ideas and look forward to seeing you in Baltimore!

Sincerely,
Sandip Das, Ph.D.
Associate Professor
Department of Electrical and Computer Engineering
Kennesaw State University, GA, USA
ASEE Program Chair – Energy Conversion, Conservation, and Nuclear Engineering Division

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The Engineering Economy Division (EED) of ASEE seeks papers for presentation at the 2023 ASEE Annual Conference and Exposition being held in Baltimore, Maryland, June 24-28, 2023.

We seek relevant abstract submissions for research-based, full and work-in-progress papers for our traditional Technical Sessions
covering a broad spectrum of engineering economy topics including, but not limited to:

ECONOMIC ANALYSIS ACROSS ENGINEERING DISCIPLINES
- Innovative teaching methods for engineering economy
- Integrating engineering economy research into the classroom
- Case studies for the classroom
- International aspects of engineering economy education
- Course adaptations due to the COVID-19 pandemic
- Diversity, equity, and inclusion in engineering economy education

In addition to the technical session, we seek submissions for two Special Sessions designed to uncover and explore the state-of-the-art of engineering economy education by bringing together new and seasoned engineering economy educators in an engaging, low-risk, high-reward way:
- Course Strategies for Engineering Economy Instruction, and
- Curriculum Elements for Innovation Teaching

COURSE STRATEGIES FOR ENGINEERING ECONOMY INSTRUCTION
Interactive, panel-type session addressing effective strategies for teaching engineering economy. From large lecture halls, to online courses, to smaller traditional classrooms, the panel will use submitted papers to frame the discussion and draw insights about what really works in engineering economy education. This session is perfect for new educators, those just beginning to teach EE, anyone considering redesigning or updating their course, and experienced educators who have their course strategy for engineering economy down to a science. 

Abstract format: Submit an abstract with the title “Course Strategy” followed by a descriptor (e.g., Course Strategy: Managing High- Enrollment Online Courses) and a bulleted outline of the elements requested in for the paper itself (see below). The abstract should be approximately 1 page.

Paper format: Submit a paper (3-5 pages) addressing the following elements: Instructional Environment (department, student audience, school size, etc.), Delivery Method (lecture, hybrid, online, etc.), Approach to Instruction and Technology (spreadsheets, case studies, tables/equations/calculators, etc.), Topics Covered, Assessment (grade elements, paper/online/mixed), Rationale for the approach, and Lessons Learned.

Conference Session format: Panel discussion with a dynamic, expert moderator. Contributed papers will drive the discussion topics and authors will have the opportunity to highlight key points and rationale behind their strategy. Paper contributors may be invited to be a member of the panel, and all in attendance will be included in the conversation.

CURRICULUM ELEMENTS FOR INNOVATIVE TEACHING
- Do you have a curriculum element that you want to share?
- Include real-world scenarios in a case study? 
- Use technology to improve group projects conducted remotely?
- Use online assessment for quizzes and tests?
- Have a technique for teaching financial risk using simulation?

This session will feature a collection of the very best in innovative teaching in engineering economy. You will have the opportunity to share your technique with everyone and then dive deeper with those who are most interested in learning more. The 2022 curriculum elements section calls for a focus on real-world case studies used in class. Consider including the case study, implementation plan, student feedback, and lessons learned.

Abstract format: Submit an abstract with the title “Curriculum Element” followed by a descriptor (e.g., Case Studies from Current Events, Curriculum Element: Crafting Meaningful) and a bulleted outline of the elements requested in for the paper itself (see below). The abstract should be approximately 1 page.

Paper format: Submit a paper (3-5 pages) addressing the following elements: Objectives, Content, Delivery, and Assessment. Include the complete curriculum element where relevant to help others emulate or adopt your technique.

Conference Session format: Rapid fire presentations (3-5 minutes) by all authors, then rotating breakout sessions to discuss detail of curriculum elements. Your curriculum element and supporting materials will also be featured on the division’s website for maximum impact. If you would prefer to submit a full paper, please submit to the technical session above. 

Authors of accepted abstracts will be invited to submit papers for peer review and inclusion in the conference proceedings. All accepted papers are eligible for the EED Best Paper Award. We encourage submissions from new educators who are eligible for our $1,000 New Engineering Economy Educator Award1. In addition, authors submitting to the special sessions may be eligible for a $250-500 Travel Sponsorship2 to help defray the cost of attending the conference. 

If you have questions or would like additional information, contact the engineering economy Division Program Co-Chair, John Leonard at jdleonard@vcu.edu, or Division Chair, Ona Egbue at egbueo@uscupstate.edu

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The Engineering Leadership Development Division (LEAD) of the American Society for Engineering Education (ASEE) seeks paper abstracts for the 2023 Annual Conference in Baltimore, MD, June 26-29, 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 by Monday, October 31, 2022. Abstracts should be 250-500 words and will be peer reviewed. If your abstract is accepted, the first draft paper deadline is Tuesday, January 31, 2023. Paper submissions may include researchstudies or practice reports. We accept works in progress. We encourage papers that synthesize and identify trends in research of interest to the Division, especially those aligned with our four strategic initiatives: Inform, Design, Explore, and Assess.
 
Topic Area—The following topic areas align with our Division’s four strategic initiatives and current research trends and needs. For each of the Key Question areas, papers should include more than simple descriptions of programs. Evaluations, assessments, and studies are of particular interest for the 2023 conference.
 
1.     Inform: Document the need for and value of engineering leadership (EL) education in university and workplace contexts. Key Question for 2023: How is EL being integrated across the curriculum?
2.     Design: Demonstrate evidence-based practices for designing, implementing, and sustaining EL programs. Key Question for 2023: What diverse models/theories of leadership are being incorporated into EL programs or curricula?
3.     Explore: Examine leadership theory and/or practice in engineering education or workplace settings. Key Question for 2023: How do you describe, assess, and/or test the transfer of EL development from academic settings to the workplace?
4.     Assess: Evaluate the impact of curricular interventions, EL development models, or EL programs on engineering students and professionals. Key Question for 2023: What assessment tools are EL programs using, and what are the findings from applying those assessment tools?
 
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; a review of relevant literature; a 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 a 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 pageslong. Out of respect for our reviewers, please keep to these page limits. 
 
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). WIPs should include “Work in Progress” in the title using the following form: [TITLE]: A Work in Progress.
·       LEAD Division strategic priority (Inform, Design, Explore, or 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 and follow the formatting guidelines detailed in the 2023 ASEE Author’s Kit. 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. Papers will be evaluated according to the ASEE paper rubric and relevance to the LEAD strategic priorities.
 
Submitted papers may be considered for the Division’s Best Paper Award and for the Society’s Best DEI Paper Award. Draft papers that adhere to formatting guidelines have a higher likelihood of selection for these awards.
 
Expectation to Review: We encourage all authors to volunteer as reviewers. A call for reviewers will be circulated soon.
 
Workshop proposals are due November 7, 2022; instructions can be found on the ASEE website. If you plan to submit a workshop proposal that aligns with the LEAD Division objectives, please contact the program chairs.
 
Abstract submissions will be open between October 3 and October 31. You are welcome to contact us with questions.
 
Best regards,

Kim Graves Wolfinbarger, Ph.D.
Program Chair, ASEE LEAD
Director, Jerry Holmes Leadership Program
for Engineers & Scientists
Assistant Professor, Engineering Pathways
Gallogly College of Engineering
University of Oklahoma
kimw@ou.edu

Meg Handley, PhD, BCC
Program Co-Chair, ASEE LEAD
Associate Director of Engineering Leadership Undergraduate Programs
Associate Teaching Professor
College of Engineering
School of Engineering Design Technology & Professional Programs
Penn State University
mhh11@psu.edu

 

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The Engineering Libraries Division (ELD) of the American Society for Engineering Education (ASEE) is seeking abstracts for consideration for presentation at the 2023 Annual Conference & Exposition in Baltimore, MD, June 25-28, 2023.

Papers/Posters
ELD accepts abstracts for full-length presentations and posters from the ELD members and welcomes abstracts or joint presentations with members of other divisions.

Abstract submission will be open October 3 - October 31
 
Topics of interest include, but are not limited to:
  • Assessment
  • Collection Development
  • Diversity, Equity & Inclusion
  • Early Career
  • Libraries and the Global Engineering Issues
  • Instruction
  • Open Science
  • Outreach and Engagement
  • Research Support Services
  • Scholarly Communication
  • Technical Standards
  • Technical Skills and Engineering Librarianship

Abstracts for papers and posters should be submitted through the ASEE Conference webpage. All 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.

Special Sessions
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, diversity and inclusion, open science, research support services, and/or instruction.
 
Special session proposals should include:
  • description of the intended audience
  • description of possible panelists and their expertise
  • summary of the ideas to be explored and discussed
  • outline of the session format, including strategies to engage those attending
  • expected outcomes for the session

Submissions/proposals for the Special Sessions should be submitted to Lisa Ngo (lngo@berkeley.edu) by Monday, November 21. Note that this is two weeks earlier than the posted ASEE deadline of December 5 - this is to give our planning committee time to do our own selection before submission to ASEE.
 
For questions or additional information, please contact
Lisa Ngo
2023 ASEE ELD Program Chair
Kresge Engineering Library
University of California, Berkeley


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Engineering Management Division: Call for Papers
The Engineering Management Division (EMD) of the American Society for Engineering Education (ASEE) seeks paper abstracts for the 2023 Annual Conference in Baltimore, MD. EMD is a publish-to-present division. Both abstracts and papers must be accepted to be eligible for presentation at the conference. Submissions are blind reviewed through EMD and accepted papers are published in the ASEE Conference Proceedings.
We invite you to be active in the planning process and help us make this an engaging and successful conference for us all. You can start by forwarding this call to all your colleagues, even those who are not active in or a member of ASEE. We value collaborative, multi-authored submissions. 
Theme -- Workforce Readiness: Preparing our graduates for the jobs of today & tomorrow

The first step is to submit an abstract (250 – 500 words)  by October 31, 2022 through ASEE’s Paper Management System for authors. The abstract should provide a clear statement of the work's objective and its relevance to engineering management education. 
 
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 welcomed including, but not limited to: Leadership and Organizational Management, Strategic Planning, Financial Resource Management, Project Management, Supply Chain Management, Management of Technology, etc. Suggested topics in education include, but are not limited to: engineering management program organization, approaches to outcome assessment and program/course effectiveness, workplace applications of engineering management skills and concepts with educational implications (including academic-industry collaboration), engineering management education success stories, innovative teaching practices in engineering management, asynchronous or synchronous learning networks, diversity, equity and inclusion. Sessions may be jointly organized with these divisions: Engr. Economy, Industrial Engr., Systems Engr.
EMD accepts these submission types:
1.     Research paper - Informed by a review of the literature, it follows the scientific method, states research questions, collects data and performs qualitative, or quantitative, or mixed methods analysis to make original contribution to the literature in the form of new model, process, theory, predictions, or inferences.
2.     Practice paper - Presents novel practice and innovative strategies in engineering management education, supported by relevant measures and metrics for effectiveness and supported by citations from the literature. Some examples are: case studies, research-based instructional strategies, active-learning assignments, project-based learning, laboratory experiments, course and program evaluation methods.
Both Research and Practice papers can be submitted either as a Full or Work in Progress (WIP) paper to be presented in a Technical Session. Paper lengths are listed below.
  • Full paper is 10 – 15 pages.
  • WIP paper is a 3 – 5 page extended abstract.
Reviewers are volunteers. Please respect their time by complying with the stated page limits.
 
All full paper submissions to the division may be considered for 3 awards which will be celebrated at the division dinner and recognized with a framed award certificate.
  • EMD Best Paper: Will enter as EMD’s nominee for PIC II Best Paper competition. See Rubric
  • EMD Best DEI Paper: Will enter as EMD’s nominee for CDEI Best Paper competition. See Rubric
  • EMD Best Presentation: Will be announced at the division dinner during next year’s conference. See Rubric
Authors submitting to EMD will each be asked to review two abstracts and two papers for each of their submissions. Those who are unable to fulfill this commitment by the timelines required may have their own papers rejected by the Program Chair, regardless of paper quality.
 
Abstracts and papers must be submitted and are managed electronically through ASEE’s Paper Management System for authors. This site lists all due dates/times which are imposed by ASEE and must be met without exception. Deadlines are at Midnight, Eastern Standard Time on the days listed.
 
In addition to submitting abstracts for papers, you can help shape the program in the following ways:
1.     Be a special session chair to organize panels or thematic sessions. You will be responsible for developing and organizing a session (panel, paper session, or WIP flash session) and will recruit authors/speakers for the session. If you are interested to serve as a special session chair, email the program chair your proposed session name, format (panel, WIP flash, or paper session), brief description of theme, and brief description of sessions’ importance to engineering management education.
  • Panel session: Contact EMD Program Chair to propose organizing/moderating a panel. If some of your panelists can’t attend the conference, we will look for ways to facilitate remote participation. Proposals will be reviewed by the EMD leadership team for acceptance. Think of a topic and write to us.
  • Paper session: Recruit colleagues to submit abstracts related to a central theme. Notify Program Chair of the names of the authors and titles for their submissions.
  • WIP Flash Session: Flash sessions will contain 6-8 brief (5 minute) presentations with time for discussion and networking afterward. These sessions can focus on a single theme or a medley of topics. Coordinate with colleagues and propose a flash session to us. Alternatively, you may submit an abstract with the title “WIP Flash:” followed by your preferred title and mark the abstract as a work in progress. If your abstract is accepted you (and your collaborators) must submit an extended abstract as your paper (3 – 5 pages recommended) per ASEE guidelines. If you want to organize a Flash session, send us the topic and names/contact information of those in the session.
2.     Workshops: ASEE has guidelines for workshops and the PIC chairs must review proposals and approve them. Deadline for workshop proposals is November 7. Send your proposal to us and we will forward them to our PIC chair for consideration.
 
2023 EMD Program Officers are listed below. Please send your questions and proposals to us.
 
Jena Asgarpoor, Ph.D.
Program Chair, ASEE EMD
Professor of Practice & MEM Director
University of Nebraska – Lincoln
jshafai@unl.edu
Cell: 402-4402626
Work: 402-472-3166

Ekaterina Koromyslova, Ph. D.
Program Co-Chair, ASEE EMD
Assistant Professor
South Dakota State University
ekaterina.koromyslova@sdstate.edu  

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ENGINEERING PHYSICS & PHYSICS DIVISION EP2D 

Greetings, 

The Engineering Physics and Physics Division (EP2D – http://ep2d.asee.org) of the ASEE seeks abstracts for papers to be presented at the ASEE Annual Conference: The Harbor of Engineering Education for 130 Years in Baltimore, Maryland, on June 25 – 28, 2023. While membership in EP2D is not a requirement to submit an abstract or manuscript, please consider joining. We are a fun group! 

Topics of particular interest include: 
  • Innovative curriculum, pedagogy, and assessment. 
  • Novel approaches and methods for addressing ABET criteria. 
  • Diversity, inclusion, equity, and access in the physics classroom/laboratory. 
  • Unique historical perspectives highlighting physics education. 
  • Physics and P-12 STEAM education. 
  • Innovative laboratory curriculum and instruction 
  • Student research. 
  • Assessment of teaching and learning. 
  • Novel approaches and methods for addressing student recruitment and retention. 
  • Emerging areas such as nanotechnology, biomedical engineering and the life sciences. 
  • Other topics of general interest in engineering physics and physics education/research will also be considered. 
Abstract submissions of 200 – 300 words will begin on October 3, 2022 and will be accepted through October 31, 2022. All abstracts and papers must be submitted electronically via ASEE’s NEMO (https://nemo.asee.org/) paper management system. Please note that only plain text abstracts are to be submitted via the text box on the appropriate page. No identifying information should be included. Authors of accepted abstracts will be invited to submit a double blind, peer-reviewed manuscript for inclusion in the conference proceedings. 

At least one author must register for the conference and present the paper for the manuscript to be included in the proceedings. Papers must be submitted and accepted for publication in order to be presented at the conference. Access the web link: https://nemo.asee.org/ for updates and additional information. 

Proposals for special sessions, workshops, or panel discussions, and individuals interested in moderating a session or participating in the peer review process please contact the Program Chair Carl Frederickson at: carlf@uca.edu

Thank you.
Carl Frederickson, PhD                                                                                        501-450-5900 (office)
EP2D Program Chair 2023                                                                                              carlf@uca.edu
Professor and Chair, Department of Physics and Astronomy
University of Central Arkansas, 201 Donaghey Ave, Conway, AR 72035-0001


Call for Abstracts

Engineering Technology Division

2023 ASEE Annual Conference June 25 - 28, 2023 Baltimore, MD
 
The ASEE 130th Annual Conference & Exposition will be held in Baltimore, MD, June 25 - 28, 2023. 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. Engineering Technology Division is home of all engineering technology programs irrespective of your engineering discipline. You may submit your abstract beginning on October 03, 2022. The primary criterion for the paper is; it must have some educational components. ASEE/ETD membership is not required for abstract/paper submission.
 
Because engineering and  technologies are 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 of the 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
●        ET related graduate programs
 
The ASEE website https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors  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. 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 October 31, 2022. Again, please consider sharing your work with your peers at this excellent conference venue. Please direct any questions you may have to:
Dr, Amit Bandyopadhyay, PE
2023 ETD Program Chair
 

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The ENTREPRENEURSHIP AND ENGINEERING INNOVATION DIVISION (ENT) invites abstracts for papers and posters to be presented at the 2023 Annual Conference & Exposition in Baltimore, MD, June 25 - 28. 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, or related, themes are invited:
 
1.     Student Learning 
1.     Teaching innovation or entrepreneurship as part of an engineering program 
2.     Integrating innovation or entrepreneurship into core engineering courses 
3.     Learning environments that foster innovation and entrepreneurship 
4.     Engineering education and the entrepreneurial/innovative mindset 
5.     Assessment of entrepreneurship and innovation competencies 
6.     Entrepreneurial and innovative internships and co-op experiences 
2.     Diversity and Global Issues 
1.     Enhancing diversity via entrepreneurship and innovation education 
2.     Entrepreneurship and innovation as a means to empower underrepresented groups within engineering education 
3.     Ethics associated with entrepreneurship and innovation education 
4.     Engineering entrepreneurship/innovation in developing economies 
5.     Sustainable entrepreneurship/innovation related issues and programs 
3.     Faculty and Programs 
1.     New innovation and entrepreneurship programs and program models 
2.     Strategies to teach innovative and entrepreneurial engineers 
3.     Developing entrepreneurial and innovative faculty 
4.     Cross campus collaboration beyond engineering (business, humanities, etc.) 
5.     Assessment of innovation and entrepreneurship courses and programs

We encourage papers that include either a quantitative or a qualitative research approach. All abstracts and papers must be submitted through ASEE’s Monolith system. Conference and submission information is available through the ASEE website:  https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference.

If you have questions on ENT papers or activities, please contact:
Nicholas Fila, Program Chair, Iowa State University, nfila@iastate.edu 

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2023 ASEE 130th Annual Conference and Exposition
Baltimore, MD
June 25-28, 2023

ENVIRONMENTAL ENGINEERING DIVISION CALL FOR PAPERS

The Environmental Engineering Division (EED) of ASEE invites papers for the 2023 Annual Conference to be held in Baltimore, MD. All oral and poster presenters are required to publish their papers in the ASEE conference proceedings. Paper publication is a two-step process: 

(Step 1) Abstract submission, review, and acceptance; and 
(Step 2) Paper submission, review, and acceptance.

The submission and the review process are double blind; do not include names of authors or institutions within the title or body of the abstract or paper. Papers and presentations must contain assessment methods and results.  Works in progress or papers without assessment may be considered for poster presentations. 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 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
  • Ongoing 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 courses, flipped classrooms, service-learning, etc.) in teaching environmental engineering courses
  • 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, hyflex, 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: 
  • The experiences and learning resulting from extracurricular student projects/contests in environmental engineering, e.g., people, prosperity and planet (P3), Engineering without Borders, etc. 
  • Benefits and case studies of undergraduate environmental engineering research or capstone projects with community and/or industry engagement
*Sessions may be organized to allow for substantial discussions by limiting presentation time and facilitating round-table or full-room discussion.
^Session may be organized to highlight multiple in-class demonstrations by limiting presentation time.

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.

FACULTY/CAREER
  • 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.
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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.

A “Sabbaticals” Panel is planned as a joint session with the New Engineering Educators Division for the 2023 Annual Conference.  Panelists are invited to describe sabbatical projects in environmental engineering and/or engineering education, the sabbatical process, and requirements.  Email the 2022-2023 Program Chair, Dr. Shannon Parks at shannon.parks@pitt.edu if you are interested in serving as a panelist.

EED AWARDS
The Environmental Engineering Division awards a Best Faculty Paper, Early Career, Best Student Paper, and Best Diversity Paper Award every year. All full paper submissions are eligible (Work in Progress is not). 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)
 
EED Best Faculty Paper
  • This award recognizes the best paper submitted to the Division. The author must be a current member of ASEE and of the Environmental Engineering Division. The author (not a graduate student or colleague) must present the paper. For multiple authors, at least one author must be a division member, and the presentation at the conference must be made by a division member. 
  • The prize for winning Best Faculty Paper Award is dinner for the winner(s) up to three authors, recognition at the Division dinner, and one plaque.
EED Early Career Award
  • 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, 2023. 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 Award”. In addition, potential candidates should contact the Program Chair, Dr. Shannon Parks at shannon.parks@pitt.edu, to confirm their tenure-track position status at their institution.
  • The prize for winning the Early Career Award is dinner for the winner(s) up to three authors, recognition at the Division dinner, and one plaque.
Best Student Paper
  • This award recognizes the best paper written by a student. The first author of the paper must be an undergraduate or graduate student, must be an EED member, and must present the paper at the Annual Conference. Faculty may be co-authors. The paper must focus on pedagogical issues. 
  • The Division will award a $500 travel award to the presenting student-author, recognition at the Division dinner, and one plaque.
Best Diversity Paper 
  • This award recognizes the best paper submitted to the Division highlighting diversity. The author must be a current member of the ASEE Environmental Engineering Division and must present the paper at the Annual Conference. For multiple authors, at least one author must be a division member, and the presentation at the conference must be made by a division member. To apply, the last line of the abstract must read: “This paper highlights diversity in environmental engineering, and is eligible for the Environmental Engineering best diversity paper award”.
  • The prize for winning Best Diversity Paper Award is dinner for the winner(s) up to three authors, recognition at the Division dinner, and one plaque.
Questions may be addressed to the Environmental Engineering Division 2022-2023 Division Chair, Dr. David Sanchez at david.sanchez@pitt.edu or the 2022-2023 Program Chair, Dr. Shannon Parks at shannon.parks@pitt.edu

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Experimentation and Lab-Oriented Studies Division
Call for Papers for the 2023 ASEE Annual Conference
 
The Experimentation and Laboratory-Oriented Studies (ELOS) Division invites abstracts for papers for the 2023 ASEE Annual Conference.  ELOS is a multidisciplinary division devoted to innovations and best practices for laboratory instruction.
 
Papers addressing, but not limited to, the following topics are requested:
 
  • Pedagogy and best practices of laboratory courses
  • Inquiry-based experiential learning
  • Laboratory exercises using augmented reality (AR)/virtual reality (VR)
  • Unique, multidisciplinary laboratory experiments and programs
  • Computer-assisted data acquisition
  • Virtual and remote experiments and laboratory instruction
  • 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
  • Integration of laboratory experiments and courses in an online environment
  • Pedagogy and best practices for undergraduate research projects 
 
Attendees at ELOS 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.
 
ELOS 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 focuses more on implementation, which includes fabrication, deployment, and student usage in addition to the underlying pedagogy.  Work-in-progress papers will also be considered. 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. 
 
Student Papers
The division strongly encourages student authors to submit papers for either the traditional or BYOE sessions.  Student papers should have a student first author and a faculty member as a co-author, and students are expected to present at the conference.  Student paper submissions should follow the guidelines for technical session papers or BYOE sessions, as appropriate.
 
Work-in-progress Papers
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”.  

Awards
ELOS sponsors four (4) Best Paper Awards and a Best Student Paper Award consisting of certificates and cash prizes of $450 each.  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.
 
Technical Sessions Papers
Abstracts should be 500 words or less. Authors of accepted abstracts will be invited to submit full-length or work-in-progress papers for peer review.  
 
Abstracts will be reviewed against the following criteria:
  1. Does the work fit with the theme of ELOS, i.e. does the paper concern experimental and/or Laboratory-oriented learning experiences?
  2. 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:
  1.  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?
  2. 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?
  3. 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 a discussion in the text of the paper? Are axes labeled properly and units indicated?
  4.  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?
  5. Broad Interest: Is the paper of interest outside of a narrowly targeted audience? Is there a potential crossover of interest to other subject areas or audiences?
  6. 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 future research in engineering education?
  7. 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?
 
Bring Your Own Experiments (BYOE) Papers
 
BYOE sessions will be publish-to-present. BYOE abstracts must be submitted using the ASEE submission portal. 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”.
 
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, and 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.
 

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FACULTY DEVELOPMENT DIVISION CALL FOR PAPERS 

Please note that we would like to encourage anyone who has questions or concerns about submitting to this call to contact Homero Murzi, program chair (hmurzi@vt.edu) or Michelle Soledad, program chair-elect (soledadmm@vt.edu).  
                                                            
Summary Points from this Call for Papers: 
●      The Faculty Development Division (FDD) encourages submissions related to faculty and faculty development. 
●      The type of paper MUST be listed in the first sentence of your abstract. We accept multiple types of papers including: Work in Progress Papers, Lessons Learned Papers (4-page limit each), Evidence-based Practice Papers, Research Papers, Theory Papers, and Panel Papers (12-page limit each). See more details here.
●      The preferred presentation style MUST be listed in the last line of your abstract. It is expected that these papers will catalyze engagement with our community, hence, we are encouraging authors to consider the format of the paper presentation early in the creation process. Multiple presentation suggestions are listed in the Call. See more details here.
●      The FDD is also looking for Workshops and Special Sessions. To submit a proposal for a workshop or special session, email the FDD Program Chair (hmurzi@vt.edu). Details on Workshop and Special Session proposals can be found here.
                   
The Faculty Development Division (FDD) seeks Paper, Special Session, and Workshop proposals on topics related to the FDD’s primary objectives.  These objectives are: Laying a foundation for increased engagement and advancement as a community of practice and scholarship; Aiding in the research-to-practice cycle through faculty development; Furthering faculty development community discussion and plans toward addressing the community’s emergent interests; Sharing knowledge relevant to our professions as faculty developers and faculty development programs; and Generating ideas for collaborations in meeting challenges, interests, and goals
 
“Faculty Development” is a common term within academia to describe professions, practices, and initiatives which are intended to foster the professional learning and growth of educators. Our division subscribes to this view and wants to foster a community of all educators who influence the learning of engineers along with those who have formal faculty appointments. We also honor the breadth of professions and roles that contribute formally and informally to the faculty development of engineering educators: administrators, educators, researchers, mentors, peers, as well as those with explicit roles as faculty developers. We would like to highlight that faculty development is generally thought of as teaching development, but can also include research, service, leadership, or equity, diversity, and inclusion development as well. The FDD encourages submissions around all aspects of faculty development.
 

Presentation Formats

One of the goals of the FDD is to encourage innovative dissemination of research and practice through non-traditional presentations at ASEE. We encourage all authors to consider including different engagement strategies such as interactive discussions and live audience engagement (e.g., using polls) in their ASEE presentations, and to keep that goal in mind when writing your paper. To further this purpose, we would like authors to think about how they will present their paper while writing their paper. We are requiring authors to identify their preferred presentation method in the last line of their abstract. This will help the program chair to arrange papers into sessions. 
 
Some suggested presentation methods include:
●  Round table discussion: Presenters present to those seated at their table, leaving ample time for discussion among those at the table. 
●  Lightning talk: Presenters only have about 5 minutes to present their paper. Questions and discussion will be saved for the send of all presentations. A general overview is available here: https://www.unicef.org/knowledge-exchange/files/Lightning_Talks_production.pdf 
●  Poster: Presenters will provide an overview of their paper, using a poster to foster dialogue. 
●  Mini-demonstration: Using your presentation time to have an active demonstration of the key elements from your paper. 
●  Traditional lecture: You have 12–20 minutes to present and make the audience want to read your paper. 
●  Other (please specify in your abstract): Be creative! We’re open to other strategies to present your work. Just tell us a little bit about it. Please feel free to consult the ASEE Presentation Playbook for more ideas!
                
We also encourage you to collaborate with colleagues to create panels or special sessions that highlight research or practice around faculty and faculty development. If you are interested in a non-traditional session, please contact the FDD Program Chair, Homero Murzi (hmurzi@vt.edu). 
                 

Submission categories

There are three categories of submissions: Paper, Special Session, and Workshop.
                                     
1.      Papers: Manuscripts that further the FDD objectives stated above. There are six types of papers that will be considered. The type of paper should be included in the first line of your abstract. Minor allowances may be made at the Program Chair’s discretion, but excessively long papers may be rejected without review.
 
o  Work in Progress (WIP) Paper: These short papers (4 page limit) are on studies at an early to intermediate stage for which authors are seeking feedback from the community. WIPs will be presented as a poster or a lightning talk. Please specify your preference in the last line of your abstract. 
o  Lessons Learned Paper: These short papers (4 page limit) should highlight practices that faculty developers would like to share with their colleagues. They should be short summaries of the practice and the lessons learned by the faculty developers. Lessons Learned papers will be presented as a poster or a lightning talk. Please specify your preference in the last line of your abstract.
o  Research Paper: Research studies should provide a complete description of a research study including motivation and background, purpose, relevant prior work, theoretical framework(s), methods, results, and implications (12 page limit). 
▪   Research paper topics may include but are not limited to: faculty-centered studies that help explore the faculty experience; faculty perceptions of teaching, research, or service; studies about faculty developers and their experience.
o  Theory Paper: Review or theory-focused paper; must include relevant prior work and literature citations (12 page limit). 
▪   Theory paper topics may include but are not limited to: theoretical models for change, faculty development, educational development; literature reviews and exploratory papers that bring forward or synthesize a new idea that is relevant to the faculty or faculty development profession and/or practice.
o  Evidence-Based Practice Paper: Instruction-focused paper about a faculty development project and its implications for other engineering faculty developers and faculty. Consider including relevant prior work and literature citations, an outline of the practice, implementation recommendations, and any assessment results (12 page limit).
▪   Evidence-Based Practice Paper topics may include but are not limited to: Practice techniques across a variety of genres - workshop, consultation, facilitation, learning community, any intervention; highlighting effective research-to-practice translations; center models, strategies, and organizational problem solving; the use of university data or local research in faculty development.
o  Panel Papers: In an effort to have more innovative presentations at ASEE, we are encouraging informal panel sessions. To do this, you will need to seek out colleagues (use of the Engr-POD listserv is encouraged) who are willing to write a paper around a panel topic of your choosing. A panel may focus on similar practice or opinion (based on research) papers. Four to six authors will need to write independent papers, which will be peer reviewed. At the session, all authors will serve on a panel during the presentation time in place of traditional paper presentations (12 page limit). You will need to identify the panel title in the first sentence of your abstract. You are also encouraged to provide a common panel summary paragraph in the introduction of your paper to help readers and reviewers contextualize the papers as part of a panel session.
▪     Panel paper topics may include but are not limited to: Faculty Development Center models; Administrative concerns around faculty development; Structuring Communities of Practice; Strategies for encouraging faculty participation in faculty development.
 
The type of paper (WIP, Lessons Learned, Research, Theory, Evidence-Based Practice, or Panel) MUST be identified in the first sentence of the abstract. All Papers will be “publish-to-present,” meaning:
o  All abstracts and papers must be submitted through ASEE’s System. 
o  A favorable peer-review of a submitted abstract will lead to an invitation to submit a short/full paper. A favorable peer review of a submitted paper will lead to acceptance.
o  Only accepted papers will be considered for inclusion to be presented at the Conference.
o  Presentation of the paper at the Conference is required for publication of the paper in the Conference proceedings. Formats for presentations are encouraged to be interactive. Presenters are encouraged to practice the strategies they are presenting about to engage the audience.
o  Authors of accepted Research, Theory, or Evidence-Based Practice Papers must identify their preferred presentation method in the last line of their abstract.
o  All WIP and Lesson Learned papers will be assigned to a poster session or lightning talk to facilitate discussions. Authors should note their preference in the last line of the paper abstract. FDD Poster Sessions may or may not be at the same time as other poster sessions during the conference.                     
  1. Special Sessions: 90-minute sessions with non-traditional formats occurring during the regular Conference program that explore a topic in depth. Special Sessions should have explicitly stated learning goals that cannot be met in a traditional paper presentation. Special sessions are 90 minutes in length. They do not require a paper submission. A limited number of FDD Special Sessions will be accepted for the Conference program.
  2. Workshops: 2-hour or 4-hour sessions on the Wednesday of the Conference. Workshops provide attendees an opportunity to learn about a topic in depth and ways to apply the knowledge to their own settings.
 

Guidelines for Submissions

Considerations for abstracts
Abstracts and Papers should follow the ASEE Abstract Format guidelines (https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors). The abstract should contain sufficient information to enable reviewers to determine its suitability for presentation in the FDD. FDD uses a blind review process when reviewing abstracts and papers, and it is the authors’ responsibility to ensure that the requirements for blind review are met. Authors’ names and institutions should not be included in the text, file name, or document properties of an abstract or paper submitted for review.
 
There are six types of paper submissions: Work in Progress (WIP), Lessons Learned, Research, Theory, Evidence-Based Practice, or Panel. YOU MUST INCLUDE THE TYPE OF PAPER YOU ARE PROPOSING IN THE FIRST SENTENCE OF YOUR ABSTRACT. (For example, “This research paper describes the study of…” or “This work in progress describes a proposal for studying...”). As noted above, FDD also requires authors to identify their preferred presentation method in the last line of their abstract. For panel papers, you must also include the panel topic for grouping by the program chair.
 
1)     Work in Progress (WIP): These short papers (4 page limit) are on studies that are at an early to intermediate stage for which authors are seeking feedback from the community. WIP abstracts should address the motivation and background of the work, methods, results (or anticipated results), and significance. WIPs MUST also include the abbreviation “WIP: ” at the beginning of the title.
2)    Lessons Learned: These short papers (4 page limit) should highlight practices that faculty developers would like to share with their colleagues. They should be short summaries of the practice and the lessons learned by the faculty developers. Lessons Learned MUST also include the words “Lessons Learned” at the beginning of the title. 
3)    Research: New findings, situated in the context of prior findings and models, including motivation and background of the work, methods, results, and implications of the work and/or future directions for research (12 page limit).
4)    Theory: Reviews, meta-analyses or other theory-focused work, situated in the context of previous literature to reveal relationships, patterns or models, or extend existing theories. Theory abstracts should address the motivation and background of the work, theoretical framework(s) and sources, and significance (12 page limit). 
5)    Evidence-based Practice: Analysis of one or more engineering education practices, including teaching approaches, uses of instructional technologies, institutional strategies to support student success, etc.), including design rationale, assessment methods, evidence of effectiveness and/or achievement of desired outcomes (12 page limit).
6)    Panel: Opinion, example practice, model or other individual topic that will be grouped by topic with other submissions self-identified for panel presentation (12 page limit). 
 
The criteria for abstracts listed above serve as the review criteria within each category. Literature citations should not be included in the abstract. Authors’ names or institution names should not be included in the abstract, filename, or document properties. It is the author’s responsibility to ensure that the requirements for blind review are met.
 
Considerations for paper drafts
Authors of accepted abstracts will be required to submit a full paper manuscript that should meet ASEE Paper Format guidelines (https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors) Papers will be evaluated using criteria within each type as listed above, and the general criteria in the list below. Papers that fail to meet all of the criteria may still be considered acceptable based on potential to further the FDD objectives. General evaluation criteria for all paper types:
●    The submission is complete. Authors should not expect to make substantial changes in a manuscript following its acceptance.
●    The submission is likely to interest a broad group of engineering education faculty development researchers and/or practitioners or has broad implications for the engineering education faculty development community.
●    The submission builds upon relevant references and bodies of knowledge.
●    The findings or ideas presented are generalizable or transferable to other settings.
●    The submission is clear and coherent. 
●    The submission is original and innovative.
●    The submission advances engineering education research and/or practice.
 
WIPs and Lessons Learned short papers are expected to be no more than 4 pages in length and full papers are expected to be no more than 12 pages in length. 
 
Special Session Proposals
Proposals for Special Sessions submitted through the FDD should be sent directly to the FDD Program Chair (hmurzi@vt.edu) and not through the ASEE system. The deadline for submitting special session proposals is going to be in December. Proposals should include the following information:
●      A description of the session, including its purpose, format, learning goals, content, and activities.
●      An explanation of why the non-traditional format is needed to accomplish the learning goals.
●      A list of presenters/facilitators and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals.
 
Workshop Proposals
Proposals for Workshops submitted through the FDD should be sent directly to the FDD Program Chair (hmurzi@vt.edu) and not through the ASEE system. The deadline for submitting workshop proposals is going to be in December. Proposals will be reviewed and selected by FDD to be forwarded for further consideration by ASEE, which makes the final decision. Acceptance of a Workshop proposal by FDD does not guarantee that it will appear in the final program. Proposals should include the following information:
●      A description of the session, including its purpose, format, learning goals, content, and activities.
●      A schedule.
●      A list of presenters/facilitators and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals.
 
If you would like a 4-hour workshop spanning both session times, you must also include an explicit justification for why the longer session is necessary.
 
If the workshop is approved by FDD reviewers, it is then submitted to ASEE by the Program Chair. The submission to ASEE will include additional information such as estimated attendance, estimated ticket cost and responsible party to subsidize the expense if tickets don’t cover the entire cost of the event (ASEE charges for the room, audio-visual, etc.), expected food and beverage requests, and audio-visual needs.
 
For more information, please contact the Program Chair or Program Chair-elect:
 
Homero Murzi, Ph.D.
Virginia Tech, Department of Engineering Education
FDD Program Chair 2022-2023
 
Michelle Soledad, Ph.D.
Virginia Tech, Department of Engineering Education
FDD Program Chair-elect

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The First-Year Programs Division (FPD) seeks paper and workshop proposals on topics related to FPD’s primary objective: scholarly work relating to educational activities associated with first-year engineering students, including freshmen and transfer students.

TYPES OF SUBMISSIONS
There are four types of submissions: Complete Paper, Work in Progress Paper, Great Ideas for Teaching (and Talking With) Students (GIFTS) Paper, and Workshop. 
 
  1. Complete Paper: The criterion for a Complete Paper is that it represents, at the time of draft paper submission, work for which available results can be analyzed to yield supported and significant conclusions. There are three subcategories for Complete Papers. 
    • Research papers present new findings, situated in the context of prior findings and models, including motivation and background of the work, methods, results, and implications of the work and/or future directions for research.
    • Theory papers provide reviews, meta-analyses or other theory-focused work, situated in the context of previous literature to reveal relationships, patterns or models, or extend existing theories. 
    • Evidence-based practice papers provide analysis of one or more engineering education practice, including teaching approaches, instructional technology uses, and institutional strategies to support student success.

      There is a 15-page limit for the body of the paper (excluding references and appendices). Complete Paper sessions will be a mix of traditional presentation sessions and non-traditional sessions with shorter presentations and more interactive discussion; details will be shared later in the paper review process.
  2. Work in Progress (WIP) Paper: Work in Progress Papers report 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.

    Each submission in this category must have a title beginning with “Work in Progress:” with the colon separating the WIP phrase from the remainder of the title.

    All WIP Papers accepted for publication will be assigned to either (1) a poster or (2) a postcard session to allow their authors maximum opportunity for extended conversations regarding their ongoing research. Please note that FPD will not accept as a Complete Paper any submission judged to fall under the WIP criteria and may reassign such papers as WIP submissions.

    There is an 8-page limit for the body of a WIP paper (excluding references and appendices) 
  3. Great Ideas for Teaching Students (GIFTS) Paper: The Great Ideas for Teaching (and Talking with) Students (GIFTS) papers describe short curriculum units, professional development activities, or advising methods including motivations, objectives, implementation guide, and assessment methods. The paper should demonstrate transfer from research to practice and provide sufficient detail for readers to adapt the innovation for their own classrooms. The work does not have to be completed but should be at a phase where meaningful information can be presented.

    Each submission in this category must have a title beginning with “GIFTS:” with the colon separating GIFTS from the remainder of the title.

    All GIFTS Papers accepted for publication will be assigned to a curriculum exchange session with short presentations, followed by round table discussions, where the presenters facilitate the discussion of how their best practices could be implemented in other institutions. Please note that FPD will not accept as a Complete Paper any submission judged to fall under the GIFTS criteria and may reassign such papers as GIFTS submissions.

    There is a 4-page limit for the body of GIFTS papers (excluding references and appendices). 
  4. Workshop: Workshops are scheduled as sessions of either 2 or 4 hours in length and will be held on the Sunday morning of the conference. Workshops provide attendees an opportunity to learn about a topic in depth and ways to apply the knowledge to their own settings. 
It is expected that the author(s) of a submission will support the Division by reviewing both abstracts and manuscripts submitted for the Annual Conference 
 
GUIDELINES FOR SUBMISSION 
 
Abstracts for Paper Proposals - Deadline – October 31, 2022.
Due to the competitiveness of publication in the First-Year Programs Division, the quality of a submitted abstract is of utmost importance. The abstract should contain sufficient information to enable reviewers to determine the suitability of the work for presentation in the Division and the likely impact of the results to be presented. 
 
Therefore, abstracts must meet the following four (4) minimum requirements to be considered: 
  1. You must include the type of paper submission you are proposing (Complete Research, Complete Theory, Complete Evidence-based Practice, Work in Progress, or GIFTS) in the first sentence of your abstract (e.g., “This Work in Progress paper will describe … ”, “This Complete Research paper will describe … ”). WIP and GIFTS Paper submissions must also include the appropriate label in the paper title.
  2. Submissions must follow the ASEE Abstract Format guidelines with the exception that FPD requires a longer, detailed abstract (see #3, below).  
  3. FPD customarily uses detailed abstracts for the abstract review process. Detailed abstracts are generally one full page of text (600-750 words maximum) and include the following: a motivation, a brief background on the problem being addressed or the theory being used to address a problem, methods/assessment, and results (or anticipated results). Abstracts are required to be text-only, so please save your figures and tables for the draft paper submission. 
  4. Abstracts and manuscripts are reviewed using an anonymous process. Do not include the names of authors or of institutions anywhere in the body of the submitted document or its headings, in any figures/images or references provided, or in the file name or document properties. 
Failure to follow the above guidelines may result in rejection of your submission. 
Authors of accepted Complete Paper, WIP Paper, and GIFTS Paper abstracts will be required to submit a full paper manuscript that meets the ASEE Paper Format guidelines provided in the Authors Kit, plus any additional guidelines put forward by the Division. These submissions will be evaluated using a detailed set of criteria to be provided at the time of abstract acceptance. Please note that abstract acceptance does not guarantee subsequent paper acceptance. 
 
Workshop Proposals: 
Proposals for Workshops submitted through the First-Year Program Division are to be sent directly to the FPD Program Chair, Blake Hylton (j-hylton@onu.edu); DO NOT submit workshop proposals through the paper management system. The Division’s deadline for submitting workshop proposals is October 31, 2022. Proposals selected by FPD will be forwarded for further consideration by ASEE, which makes the final decision. Acceptance of a workshop proposal by FPD does not guarantee that it will appear in the final program. Workshop proposals must include the following information: 
  • A description of the session, including its purpose, format, learning goals, content, and activities;
  • A schedule (i.e., something describing the general flow of the 2 hour or 4 hour workshop);
  • A list of presenters/facilitators and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals. 
If the workshop is approved by FPD reviewers, it is then submitted to ASEE. The submission to ASEE will include additional information such as estimated attendance, estimated ticket cost, and responsible party to subsidize the expense if ticket revenue does not cover the entire cost of the event: ASEE charges for the room, expected food and beverage requests, and audio-visual needs. 
 
If you have any questions, please feel free to contact the 2023 Program Chair for the First-Year Programs Division, Blake Hylton (j-hylton@onu.edu). 

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Industrial Engineering Division Call for Papers

2023 IED Theme: Sustainability and Industrial Engineering Education

The Industrial Engineering Division (IED) of the American Society for Engineering Education (ASEE) seeks papers for presentation at the 130th ASEE Annual Conference and Exposition in Baltimore, Maryland June 25 - 28, 2023.

Relevant submissions are welcome from all engineering disciplines.  Considerations for acceptance include the level of innovation, technical merit, demonstrated outcomes and relevance to industrial engineering education.  Authors are encouraged to submit work that could be useful to other IE faculty, including strategies for implementation.  The IED strongly encourages submissions of diversity, equity, and inclusion-related papers.  Purely technical papers that have no educational component or papers describing courses that will or have not been taught will most likely not be accepted.

Topics of interest include, but are not limited to:                

·         Sustainability and Industrial Engineering Education
·         Data science and IE curriculum
·         Analytics and novel IE curriculum
·         Industry 4.0 and novel IE curricula
·         Methods for developing and assessing industrial engineering competency
·         IE laboratory development
·         Application of innovative approaches to IE education (e.g. flipped classes, problem based learning, and use of emerging technologies)
·         Educational resources such as case studies, web-based course modules, and lab materials for teaching IE topics
·         IE Design throughout the curriculum
·         Outstanding IE outreach programs
·         Successful IE internship and/or co-op programs
·         Involving undergraduates in IE related research
·         Success with adapting to new IE ABET outcomes
·         Diversity, equity and inclusion in IE: IED would be pleased to submit papers for ASEE’s Best Diversity, Equity, and Inclusion Paper Award (ASEE Best Diversity Paper – DEIcommittee).  Learn more about how to address these issues in your work here:  Diversity Paper Resources – DEIcommittee (asee.org).


The IED is a publish-to-present division.  At least one author for each paper must register for and present at the conference.  Authors of accepted abstracts will be invited to submit full-length papers for peer review.  Papers addressing "work in progress" will be considered.  The submission and review process are blind.  Do not include the names of institutions or authors anywhere in the abstract or draft paper.  All abstracts and papers must be loaded electronically through the ASEE paper management system.  Abstracts submitted for the 2023 conference should be extended abstracts providing sufficient detail on the proposed work for reviewers to evaluate.   Additional information, including the Author's Kit with deadlines and formatting instructions, can be downloaded from the ASEE website. In addition to the ASEE "Publish to Present" requirements, IED requires the support of its authors in "Review to Publish" at both the abstract and manuscript stages.
 
IED also supports workshops in the areas listed for paper submissions.  Persons wishing to have IED promote a workshop for the 2023 Annual Conference should submit their responses to the ASEE workshop form to the program chair to be reviewed for appropriate content.
 
IED Paper Awards and Travel Grant:
•         All accepted papers will be considered for the IED Best Paper Award. The award includes a plaque of recognition for first place, and a letter of recognition for second place (runner-up), when appropriate. There is an honorarium monetary award of $250 for the first author of the winning paper. 
•         Qualified authors will be considered for the New IE Educator Outstanding Paper Award. New IE educators with fewer than seven years of full-time teaching experience. The recipient will be awarded $250 per author, up to $500 per paper. Senior faculty are eligible for the award as co-authors, but not for the monetary award. The award also includes a plaque of recognition.
•         Student-authored papers are eligible for IED Outstanding Student Paper Award. The recipient will be awarded $250 per author, up to $500 per paper. Faculty are eligible for the award as co-authors, but not for the monetary award. The award also includes a certificate of recognition. 
•         IED members who have not attended an ASEE Annual Conference may be eligible for the $500 IE Travel Grant for New Attendees. Recipients must present their paper in an IED session and can collaborate with other faculty who are active in ASEE. Email the Program Chair at landrum@ise.ufl.edu if you are interested in applying for the travel grant.
 
Please forward this message to persons that may be interested in presenting their work, hosting a workshop, or formulating a panel at the 2023 Conference. If you are not a member of the Industrial Engineering Division (IED), please add the IED to your ASEE membership renewal. If you have any questions, please contact the program chair.
 
McKenzie Landrum
Program Chair, ASEE Industrial Engineering Division
Instructional Assistant Professor
Herbert Wertheim College of Engineering 
University of Florida
 

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Call for Papers
2023 ASEE Annual Conference INSTRUMENTATION DIVISION June 25—28, 2023 Baltimore, Maryland
The INSTRUMENTATION DIVISION of ASEE seeks abstracts on all instrumentation related activities.
The committee is interested in papers which present the results of a research, educational activities, innovative applications, and state-of-the-art instrumentation solution on any topic falling within the broad scope of Instrumentation in industry, laboratory, research, and controls. Topics for papers include, but are not limited to innovative education usage of all forms of instruments and instrumentation systems:
√ Educational experience in instrumentation in Engineering and Engineering Technology programs
√ Successful Instrumentation methods in Laboratory and Projects for on-line and distance education
√ Instrumentation for research activities
√ Instrumentation aspects of industrial control applications
√ Data acquisition and processing instrumentations
 √ Computer-based measurements and controls
√ Computer-based direct control applications
√ Internet-based and online measurements and controls
√ Applications of virtual instrumentation for laboratory, research and developments activities
√ Embedded control and related instrumentation
√ Applications of software tools for industrial controls
√ Industrial process control instrumentation systems
√ Wireless control instrumentation
√ Industrial networking and controlling instrumentation and control buses
√ Instrumentation in packaging and machinery industry especially for high-speed applications
√ Applications of Mechatronics systems in controls
√ Remote monitoring and controlling of industrial processes
√ Human Machine Interface (HMI) and its applications in industry
√ Programmable Logic Controllers (PLCs) and its applications in industry
√ Instrumentation-related technologies for educational institutions
√ Modeling and simulation of mechatronics devices and systems
√ High speed camera vision systems and their industrial applications
√ Industry 4.0 technologies such as Internet of Things (IoT), Industrial Internet of Things (IIoT), digital twins, or machine learning

The deadline for submitting abstracts on the ASEE website is October 31, 2022. Abstracts of 200-300 words in length should be submitted via the ASEE web site. For formatting and submission instructions and important details and updates, please visit: https://nemo.asee.org/ Log into the system using your ASEE login credentials. Then click on 2023 Annual Conference. Then select Author’s Webpage. For a paper to be published in the conference proceedings, at least one author for each paper must register for the conference. The Instrumentation Division also seeks proposals for Instrumentation education-related workshops, panel sessions, special sessions, and topical plenary speakers for the 2023 Annual Conference. Proposals containing the following information are due October 31, 2022 by email to the Program Chair (hhess@uidaho.edu ): • Describe the purpose, format, learning goals, content, and activities. • Explain why a workshop or special session is necessary to achieve the learning goals. • Propose a schedule or agenda for the session, describing its general flow. • Identify presenters, facilitators, and their contact information and appropriate qualifications; Include a brief appropriate justification of their ability to successfully accomplish the session’s purpose, goals, and activities. • Limited to two pages. The Instrumentation Division will sponsor session(s) where instrument manufacturers and vendors who are registered for the Annual Conference may present new products for educational use, improvements in Instrumentation technology and methods, and programs to encourage educational use of their products. These sessions may be up to the conference session length of 90 minutes. The Instrumentation Division sponsors a Best Paper Award consisting of an instrument from a sponsor and a cash prize. All presented papers submitted to the division are considered for the award. Individuals interested in participating in the peer-review process should contact the program chair (e-mail is preferred). 

Please direct questions to the Instrumentation Division Program Chair: 
Herbert L. Hess, 
Professor Department of Electrical and Computer Engineering 
University of Idaho MS 1023 875 Perimeter Drive Moscow, ID 83844-1023 Phone: (208) 885-4341 Email: hhess@uidaho.edu 

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 25 – 28, 2023 in Baltimore, MD. LEES is interested in the role of the humanities, arts, social sciences, identity studies, and communication in engineering education, and with the role of engineering in broad and relevant liberal education. LEES welcomes proposals related to any of the diverse areas falling within the scope of our division, including but not limited to: critical analysis of social and ethical dimensions of technoscience; situation of engineering within larger social, historical, political, and cultural contexts; course- and curricular-level integration of engineering and the humanities, arts, and social sciences; and development, study, and transformation of engineering education programs. 

LEES welcomes papers on any topic pertaining to the broader division goals, but is especially
encouraging papers pertaining to the following specific themes for the 2023 conference. Engineering processes and products are value-laden; work in LEES calls attention to implicit and explicit values in engineering education.

  1. Liberatory Engineering Education /Centering Justice in Engineering Education: We seek stories of efforts to ensure that engineering education advances values of justice: anti-racism, anti-sexism, anti-homophobia; social, economic, and environmental justice. Efforts centering justice and liberation are distinct from conservative/assimilationist structures that maintain the status quo. Explorations of practicing and theorizing for community organizing, activism, reflection, dialogue, and conscientization (cf. Paolo Freire, bell hooks) are encouraged. Please consider a variety of formats beyond papers: workshops, activities, local partnerships, and virtual engagements.
  2. Minoritization Processes in Engineering Education: There is a critical need for additional work on minoritization processes in engineering education. LEES seeks papers with (but not limited to) the following domains: (1) experiences of people with disabilities, LGBTQ communities, or low-income and first generation students in engineering education and practice; (2) intersectional approaches to identity; (3) discriminatory disciplinary chauvinism such as the categorization of “rigor” or “soft skills” (note that LEES does not condone the usage of this term); (4) the implications of prevailing framings of ‘diversity’ and ‘inclusion’ for education research and practice.
  3. Personal and Institutional Experiences with Integrating Liberal Arts and Engineering: LEES leads efforts to critique and dissolve the artificial boundaries between “social” and “technical” to show that engineering is always a sociotechnical endeavor and that engineers are accountable for understanding how to bridge this “divide.” 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.
  4. Global Responsibility of Engineers: Engineering and engineers are implicated in global challenges such as climate change, the energy crisis, and military actions including those in Ukraine that may expand the reach and dominance of the military-industrial-academic complex. These crises have disproportionate impacts on vulnerable communities and populations historically neglected and marginalized by engineering “solutions.” What responsibilities do we have as LEES scholars to educate engineers on the role of engineering in these problems, and their responsibilities to address, ameliorate, and mitigate human impacts?    

The first step is submission of abstracts for papers, workshops, panels, and special session requests by Oct 31st, 2022. Abstracts should be approximately 300-500 words long and will be peer reviewed. We encourage “nontraditional” papers and panels, and we will work to incorporate these into the peer review system with appropriately chosen reviewers, designate them as special sessions, or otherwise find a strategy of inclusion for the eventual conference. LEES sessions are designed to foster discussion among authors, often functioning like panel discussions of common themes and relevant issues. 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

Information for Authors will be posted by ASEE regarding submission times and uploading instructions. 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 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. Additional information will be shared to the listserv for current members and the LEES website as the year progresses.

To share ideas for panels/workshops or any questions about possible papers, panels, co-sponsoring with other divisions or other special session concepts, or to express interest in serving as a peer reviewer or session moderator,  please contact the program chair:

Jenn Rossmann
Professor of Mechanical Engineering
Lafayette College

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Manufacturing Division – Call for Papers

ASEE Annual Conference & Exposition,
Baltimore, Maryland, June 25-28, 2023


The Manufacturing Division of the American Society for Engineering Education invites abstract submissions of full length and work-in-progress papers for the 2023 ASEE Annual Conference, which will be held at Baltimore, MD, June 25-28, 2023. The abstract submission starts on October 3, 2022. 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
• Manufacturing education for defense and aerospace industry
• 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/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors   . 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 2022-2023 ASEE Manufacturing Division Program Chair:

Zhenhua (David) Wu, Ph.D.
Pronouns: He/Him/His
Associate Professor of Manufacturing Engineering
Virginia State University
Petersburg, VA 23806
Tel: 804-524-1079; Email: zwu@vsu.edu
Laboratory: https://vsucybermanu.wixsite.com/home 

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MATERIALS DIVISION CALL FOR PAPERS
 
The Materials Division invites paper submissions for the 2023 Annual American Society for Engineering (ASEE) Conference in Baltimore, Maryland. Papers will be accepted on a publish-to-present basis. The Materials Division accepts papers ranging from detailed research projects to scholarship of teaching papers. Works in Progress are welcome; please denote as such when submitting an abstract.
 
Papers that address issues relevant to materials education including, but not limited to, the topics listed below are welcome for submission.
  • General pedagogical innovations in materials teaching (i.e. active learning, project-based learning, problem-based learning)
  •  Advances in materials laboratory courses (i.e. experiment design, report writing)
  • Application of materials concepts in the context of other disciplines: integration of materials education in design projects or typically non-materials courses
  • Personalized learning
  • Academia-industry collaboration
  • Incorporation of technology and computational tools in the materials classroom
  • Online learning strategies for materials education
  • Innovations and best practices in introductory materials courses
  • Introducing topics of sustainability and life cycle within materials curriculum
  • Materials in K-12 education and outreach
Abstracts and subsequent papers should be submitted via the ASEE paper management system. At least one author for each accepted paper is required to register for and present the paper at the conference. Author guidelines and author kit can also be found on the ASEE website. 
 
Key Deadlines
  • October 3rd, 2022- Abstract submissions open
  • October 31st, 2022- Abstract submissions close
  • January 31, 2023- Draft submissions close
  • April 30, 2023 - Final paper submissions close

Author Guidelines: 
Please contact the Program Chair Kaitlin Tyler (kaitlin.tyler@ansys.com) with any questions.
 
We are also accepting nominations for the New Materials Educator and Michael Ashby Outstanding Materials Educator Awards. Please check our website for more information and contact our Awards Chair Prof. Alison Polasik (polasik@campbell.edu) with any questions.

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2023 ASEE Annual Conference & Exposition
Baltimore, MD, June 25-28, 2023
Mechanical Engineering Division Call for Papers
 
The MECHANICAL ENGINEERING DIVISION (ME) invites papers for the 2023 ASEE Annual Conference in all areas of mechanical engineering education involving the following topics:
 ·         Innovative teaching and learning techniques
·         Assessment, improvement, and ABET strategies
·         Laboratory courses and hands-on learning
·         Capstone design programs
·         Curriculum redesign
·         Flipping the classroom (inverted learning)
·         Adding design to the curriculum
·         Integrating other subjects into the ME curriculum (math, physical sciences, humanities, ...)
·         Diversity and inclusion
·         Student success and retention
·         Distance education
·         Outreach programs
·         Industry involvement in academia
·         Integrating research & education
·         Faculty career management / mentoring
·         Other trends in ME education

  Other areas of interest include, but are not limited to the educational aspects of:
 
·         Thermal/fluids systems
·         MEMS
·         Computers and info. tech.
·         Mechanical systems
·         Mechatronics
·         Sustainable design
·         Smart materials & structures
·         Nano / biomechanical systems
·         Additive manufacturing
 
The ME Division seeks both Full Papers and Work-in-Progress Papers. Work-in-progress papers present topics that are still in process where full results will not be available by the time of draft paper submissions but where community feedback is sought. All work-in-progress papers accepted for publication will be assigned to either a poster session or a postcard session. A poster session does not include a formal presentation; a postcard session reduces the presentation lengths to allow for more extended conversations between authors and attendees.
 
Both abstracts and draft papers must be redacted of any identifying information of author or institutional affiliation before submission. Abstracts and draft papers are reviewed using a double-blind process. Submissions may be rejected if they contain information which would allow identification of the authors. Please refer to the Author’s Kit,also available at the ASEE Annual Conference 2022 web site, for the abstract and paper formats which must be followed. Abstract acceptance does not guarantee paper acceptance.
 
Anyone wishing to conduct a special session or workshop at the 2023 ASEE Annual Conference should contact the program chair, Dr. Brian Novoselich (brian.novoselich@westpoint.edu) with details about the session to include proposed title and descriptive paragraph.
 
The ME Division is a “publish-and-review-to-present” division: to present at the conference, papers must be released for publication in the Proceedings and at least one author must participate in the peer review process for both abstract and draft paper submissions. Any author teams that do not fulfill their review obligations may be removed from the proceedings.
 
ME Division Sponsored Awards:
·      Best Paper award: plaque and cash prize for winner, official certificates for nominated papers
·      Best Poster/Postcard award
·      Ralph Coats Roe Award for Excellence in Engineering Education
·      Outstanding New Mechanical Engineering Educator Award
 
Program Chair: Brian Novoselich (brian.novoselich@westpoint.edu)
ME Division Chair: Anna Howard (anna_howard@ncsu.edu)
 
**Abstracts and manuscripts are reviewed using a double-blind process. Do not include the names of authors or of institutions anywhere in the body of the submitted document or its headings, in any figures/images or references provided, or in the file name or document properties. **
 
There are two types of paper submissions: Full Paper and Work-in-Progress Paper.
•         Full Paper: Full papers include results which can be analyzed for significant conclusions at the time of draft paper submission. Accepted full papers will be assigned to technical sessions for traditional presentations.
•         Work in Progress (WIP) Papers: Work-in-progress papers present topics that are still in process where full results will not be available by the time of draft paper submissions but where community feedback is sought. All work-in-progress papers accepted for publication will be assigned to either a poster session or a postcard session. A poster session does not include a formal presentation; a postcard session reduces the presentation lengths to allow for more extended conversations between authors and attendees.
 
Please see the 2023 ME Division Call For Papers to review the list of topics of interest.
 
Submissions must follow the ASEE Abstract Format guidelines – please see the Authors Kit https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors) for details.
 
Submissions may be rejected if they contain information which would allow identification of the authors or which ignore the formatting guidelines. Abstract acceptance does not guarantee paper acceptance.

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2023 Annual Conference: Baltimore, MD, June 25-28, 2023
Minorities in Engineering Division (MIND) Call for Abstracts

The MIND Division of the American Society for Engineering Education invites abstract submissions of full length and work-in-progress papers for the 2023 ASEE Annual Conference. The abstract submission starts on October 3, 2022; the deadline for submitting abstracts is October 31, 2022. Papers and presentations should address practice and assessment in all areas of minorities in education. 
The MIND Division seeks both Full and Work-in-Progress Papers. Work-in-progress papers present topics that are still in process where full results will not be available by the time of draft paper submissions but where community feedback is sought. All work-in-progress papers accepted for publication and may be assigned to either a poster session or a presentation session. A poster session does not include a formal presentation.

The MIND Division is a “publish-and-review-to-present” division: to present at the conference, papers must be released for publication in the Proceedings and at least one author must participate in the peer review process for both abstract and draft paper submissions. Any author teams that do not fulfill their review obligations may be removed from the proceedings. Both abstracts and draft papers must be redacted of any identifying information of author or institutional affiliation before submission.

If you have any questions, feel free to contact us:

Program Chair: Ali Shaykhian (gshaykhi@fit.edu)
MIND Division Chair: Diane Elisa Golding (degolding@utep.edu)

Information for Authors, including the Author’s Kit for paper submissions, can be found here:
 https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors

2023 ASEE Annual Conference Call for Papers
Multidisciplinary Engineering Division

ASEE 2023 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 Sessions:
If you are interested in volunteering to participate in a panel the division is organizing, or suggesting a panel topic, please email Lynn.Albers@hofstra.edu


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 2023, 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
    • Capstone design
    • 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
    • Integration of technical communication skill development
  • 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.
    • Self-efficacy
    • Diversity
    • Equity
    • Inclusion
    • 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 respects and adheres to the double-blind review process established by ASEE. Please note that the abstract and draft paper are blind (i.e. no names, universities or identifying information). You will be able to add this information into the final paper if accepted.

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


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New Engineering Educators Division
2023 ASEE 130th Annual Conference & Exposition
Baltimore, Maryland
June 25-28, 2023

This year we will have a very special annual conference celebrating 130 years of ASEE as “The Harbor of Engineering Education” in the beautiful city of Baltimore, Maryland. There are many changes to the schedule of the conference so be on the lookout for emails from ASEE and NEE. We are seeking contributions to the New Engineering Educators (NEE) Division. This division is UNIQUE because we invite papers, workshops, talks and panel sessions from any division or major and from contributors at any stage in their engineering career. This division is a great fit for all regardless of your specialty. There are always experiences to share and new innovations and ideas to present. Potential topics for submissions to NEE can be found in the “ABSTRACT” section below. 
 
NEE MEMBERSHIP: This division is where many teaching innovations and career tips are disseminated! You are a great fit for NEE regardless of your role/level in engineering education or major interest areas. This is your opportunity to share, give, grow and gain new perspective. Consider joining New Engineering Educators even if you are not NEW or an engineering educator.
 
ABSTRACTS:  We invite abstracts for papers, and proposals to the Program Chair for special panel sessions, workshops and the NEW “topical plenaries” on topics of interest to new engineering faculty, faculty mentors, and experienced faculty looking to revive their courses and work life, as well as administrators of all engineering faculty for the 2023 ASEE 130th Annual Conference.  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 academic appointment.  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.  Contributions are welcomed on topics that include, but are not limited to:
·        Advice on writing technical papers
·        Seeking and obtaining grant funding
·        New faculty development/mentoring
·        Managing parental leave
·        Career planning and dual-career issues
·        Work-life balance and time management
·        Managing multi-lecturer design courses
·        Efficient course preparation and grading
·        Novel and compelling classroom techniques
·        Integration of technology into the classroom
·        Pedagogy for new and experienced engineering faculty
·        Aspects of managing classroom and research-group activities
·        Advice on developing and organizing research ideas in proposals 
·        Tenure dossier preparation or other tenure and promotion issues
·        Tools and approaches for online or hybrid learning
 
Note: NEE accepts Work-in-Progress (WIP) papers.  Please indicate such proposals by including “WIP” in the submission title.
 
 
PAPERS:  Interested authors should submit an abstract of 250-500 words through ASEE’s paper management system. To aid in the review process, please include three to five relevant keywords/search words for your paper. Authors of accepted abstracts will be invited to submit full-length papers for peer review. All abstracts and papers must be loaded electronically through the ASEE paper management system. Additional information, including the Author's Kit with deadlines and formatting instructions, are available via the ASEE website. All accepted papers will be considered for the NEE Best Paper Award and the Best Diversity Paper Award.
            Important paper dates
                           Abstract submission opens October 3, 2022
                           Abstract submission deadline October 31, 2022
 
SPECIAL SESSIONS:  Abstracts are also encouraged for special sessions. These sessions may involve non-traditional formats, such as panels, discussions, debates, activities and other methods of exploring a relevant issue in depth.  Submit proposals no later than October 31, 2022. A proposal for a panel 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
 
WORKSHOPS:   Those interested in proposing workshops on topics related to faculty development or other topics of interest to NEE membership should contact the Program Chair, Dr. Rossana Villa-Rojas directly (rvillarojas2@unl.edu ), no later than October 31, 2022.
 
TOPICAL PLENARIES (NEW): This type of session replaces the distinguished lecturer session. We may only submit one per division. Submit any nominations no later than October 31, 2022 directly to the Program Chair, Dr. Rossana Villa-Rojas directly (rvillarojas2@unl.edu ). All nominations should have: session title, a paragraph describing the presentation/topic and a one page biography of the lecturer. The Program Chair will select the top 3 candidates for the Division Chair to select form. If your speaker is nominated, we will need a commitment from the speaker by November 4, 2022 before submitting the request to PIC Chairs.
 
PUBLISH-to-PRESENT:  The 2023 ASEE Conference is publish-to-present.  All papers must pass the entire review process in order to be presented. All accepted papers will be published in the ASEE Conference Proceedings. Papers accepted for publication and presentation in the NEE program are eligible for the NEE Division Best Paper Award and the Best Diversity Paper Award. The authors of papers selected for awards are expected to become members of the NEE Division. Please note that abstract acceptance does not guarantee paper acceptance. 
 
REVIEW-to-PRESENT: The New Engineering Educators division is review-to-present. To present your work, it is expected that at least one author from the paper is willing to participate in the review process for both abstracts and papers.
 
REVIEWERS:  We would like to have your professional expertise in reviewing abstracts.   If you are willing to be a reviewer, please contact the Program Chair, Dr. Rossana Villa-Rojas directly (rvillarojas2@unl.edu ), by October 21, 2022.
 
SUBMISSIONS:  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, at For Authors (asee.org) for a copy of the official Abstract and Paper Format Guidelines. All submissions are expected to adhere to the specified formatting requirements set out in the Author’s Kit.

 UPDATES and DEADLINES:  As of the creation of this document, the submission deadline for paper and special session abstracts is October 31, 2022.  As this may change, please refer to the ASEE 2023 Call for Papers at 2023 Annual Conference (asee.org) for the most up-to-date information. If you have questions, please contact the 2023 NEE Program Chair, Dr. Rossana Villa-Rojas by email (rvillarojas2@unl.edu ).

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Presentation in the NSF Grantees' poster session is by invitation only.  Presenters are invited to share the results of their current NSF-funded grants in the engineering education space.  To ensure presenters have enough time to obtain meaningful results, projects must have started at least a year before the date of the conference.

If you are the PI on a project you believe to be eligible and have not received an email invitation by October 15, please contact the program chair.

Call for Papers
Ocean and Marine Division
2023 ASEE Annual Conference 
June 25th-28th, 2023 Baltimore Convention Center, MD.
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 to be followed with full papers. 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.

  • Abstract Submission: Opens October 3, 2022
  • Abstract Submission: Closes October 31, 2022
  • Draft Paper Due - January 31, 2023
  • Revised Paper Due - March 21, 2023
  • Final Paper Due – April 20, 2023

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
  • Predictive models
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 to support the Commission on Diversity, Equity, and Inclusion

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. 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. Abstracts and papers are reviewed using a double-blind process. Do not include the names of authors or of institutions anywhere in the body of the submitted document or its headings, in any figures/images or references provided, or in the file name or document properties. If the paper is accepted, this information can be returned to the final paper after all reviews are completed.

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. The Author’s Kit can also be accessed here: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors.

 
Paper Awards - All accepted papers that are not WIP will be considered for the OMED Best Paper, and Best Diversity Paper. The OMED Best Paper rubric can be found here: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Reviewers. The Best Diversity Paper rubric can be found here: https://diversity.asee.org/deicommittee/best-paper-rubric/. Recipients must present their paper in an OMED session to qualify for the awards.
 
If you have any questions, please contact our

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Pre-College Engineering Education Division Call for Papers 

The Pre-College Engineering Education (PCEE) Division invites submissions for the ASEE Annual Conference to be held June 2023 in Baltimore, MD. The Division provides a rich and vibrant forum for the exchange of ideas, research, and experiences in pre-college engineering education. By “pre-college engineering education,” we mean engineering education that directly impacts preschool through high school instruction in either formal or informal learning environments.

For more information please refer to either the pdf (See Download PDF at the bottom) attachment or use the direct link in the google drive.
https://docs.google.com/document/d/1GQ1dwkiofbKyaDGhxf8HDayzmWeNbNhr73ngtsjxt_M/edit?usp=sharing

This call contains information on proposal submissions for Papers, Special Sessions, and Workshops. You may review past ASEE proceedings (https://peer.asee.org) and other literature sources to identify previous work in your area and to find information and instruments that may be helpful in conducting and assessing your work.

Workshops- Sunday at the main Conference (See section IV in the PDF attachment or please use this link https://docs.google.com/document/d/1GQ1dwkiofbKyaDGhxf8HDayzmWeNbNhr73ngtsjxt_M/edit?usp=sharing 
Additionally: We are seeking Workshops for the ASEE conference.
Note this is different from our Pre-College Conference held on Saturday. Dr. Meredith Portsmore, Merredith.Portsmore@tufts.edu will be providing more information in the near future. 

Topics for Paper submissions (this includes Research to Practice, fundamental, Evaluation, Work in Progress, and Resource Exchange) 
Possible topics included in this division may include but not limited to: 
  • Marginalized communities 
  • Diversity, Equity and Inclusion in P12
  • Social Justice/Ethics in P-12 engineering classroom  
  • Teacher Professional Development
  • Computational thinking in P-12 engineering 
  • Engineering Design Process
  • Pre-service teacher education
  • STEM Teacher Self Efficacy in engineering
  • Failure
  • Argumentation
  • Engineering Habits of Mind
  • Identity Formation
  • Curriculum (e4USA, PLTW, EIE, etc)
  • Summer Camps
  • Informal Learning 
  • Accessibility for low economic environments 

For more information please refer to either the pdf (See Download PDF at the bottom) attachment or use the direct link in the google drive.
https://docs.google.com/document/d/1GQ1dwkiofbKyaDGhxf8HDayzmWeNbNhr73ngtsjxt_M/edit?usp=sharing


Program Chair:
Dr. Jamie Gurganus
Jgurganus@umbc.edu

Program Chair Elect:
Dr. Marcelo Caplan 
mcaplan@colum.edu

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The Software Engineering Division (SWDIV) invites abstracts for papers, workshops, and special sessions for the 2023 American Society for Engineering Education (ASEE) annual conference to be held in Baltimore, Maryland, June 25 – 28, 2023. Papers that are accepted by the SWDIV division are automatically considered eligible for the SWDIV Best Paper Award. The SWDIV Best Paper is then considered for the ASEE Annual Conference Best Paper award, competing against the best papers from other divisions.  
 
The Software Engineering Division encourages contributors from any discipline to submit relevant abstracts for the 2023 ASEE Annual Conference.  Authors may submit abstracts on any topic related to software engineering and computing education and research including
·        improving diversity, equity, inclusion, and retention within software engineering and computing programs,
·        software engineering and computing curriculum development, assessment, and accreditation,
·        teaching tools and practices at all levels including K-12, undergraduate, graduate, and practicing professionals,
·        novel approaches to teaching software engineering and related computing courses,
·        courseware supporting software development,
·        processes and tools, including those related to system security, privacy, and other aspects of robust software systems,
·        interaction with computer science and computer engineering programs,
·        interdisciplinary projects and courses which include a significant element of designing software subsystems,
·        capstone experiences and undergraduate research in software engineering and computing,
·        embedded software development,
·        wireless sensor networks and the internet of things,
·        computational intelligence,
·        engineering large-scale software-intensive systems such as smart cities, smart grids, and
·        building software systems in which data science, artificial intelligence, and related technologies play a key role.
 
We encourage submissions from authors not directly in software engineering and computing whose work describes educational approaches for teaching software development within their discipline.  Authors can submit work that is not fully developed as a work-in-progress (WIP) by including a WIP designation in the title.
 
Abstracts must be submitted through the ASEE’s submission system by October 31st, 2022. Each abstract should be approximately 500 words. Authors are encouraged to read the Author's Kit available on the conference website (For Authors (asee.org)) for additional information about submission procedures.
 
SWDIV also seeks proposals for workshops and special sessions related to software engineering and computing for the annual conference. These workshops and sessions should be of interest to engineering educators and are intended to be highly interactive. Special sessions can take the form of a discussion panel or a group of papers on a topic of significance. Please submit proposals to the program chair.
 
Please contact the program chair, Dr. Afsaneh Minaie for additional information.
 
2023 SWDIV Program Chair:
Afsaneh Minaie, Ph.D.
Professor of Computer and Electrical Engineering
Department of Engineering,
Utah Valley University
800 W. University Parkway
Orem, UT, 84058
Phone: 801-863-6393
Email: minaieaf@uvu.edu   
 

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The ASEE Student Division invites submissions for papers and posters to be submitted for presentation at the 2023 ASEE Annual Conference to be held in Baltimore, Maryland, USA, June 25th-28th. Abstract submission opens October 3rd and closes on October 31st, 2022. If your abstracts were accepted, please submit your full paper draft by January 31st, 2023. If revisions were needed, you need to work on it and resubmit the draft by March 21st, 2023. Finally, by April 30, 2023, your accepted paper needs to be finalized and uploaded by April 30th, 2023. 

Serving as a means for students to become involved and engaged with ASEE, the Student Division aims to provide multiple sessions and events that encourage publication and presentation of student research, enhance student professional development, and promote communication between students and the greater engineering education community.

Undergraduate or Graduate students should consider submitting papers that are relevant to addressing problems and sharing experiences within undergraduate or graduate school related to engineering, innovations in engineering teaching practices or student-led research on engineering education. If you choose to submit, do note that this year the lead author for each paper must serve as a reviewer for at least one abstract submission and two other paper submissions. We also recommend that authors review successful paper submissions in past years in the ASEE Peer Document Repository.

Lastly, there will be a cash reward for the division’s overall Best Paper and Best Diversity Paper, as there was for the 2022 conference. The award recipient(s) will also be acknowledged to Student Division members and sponsors at the division’s social event for dinner. By doing so, we hope to encourage more submissions, better quality through friendly competition, and increased conference attendance. 

The division is particularly interested in receiving papers/abstracts for (1) Research Papers (2) Work-In- Progress Papers and (3) Posters. In order to be accepted, all papers must contain an educational component—for example, papers only discussing engineering project content are not acceptable.

Research Papers

Research papers are full papers that typically fall within 15-page length, and address scholarly research in any of the topics following:

(1)“Tricks of the Trade” papers should focus on addressing problems and sharing experiences within undergraduate or graduate school, specifically regarding tricks of the trade or lessons learned along the way. The papers should follow typical research paper formats and be centered around tips and tricks that students have accumulated through their own education that can help guide other students who may be going through similar experiences. These papers should be well informed by published literature and follow formal writing procedures with the inclusion of a thesis or central argument. Topics of interest for this category include but are not limited to:

  • Communicating to an audience/writing for publication
  • Advice for new graduate students/mentoring – choosing a committee, work life balance, stress management; Advice and best practices for new instructors
  • Experiences related to writing a senior thesis, master’s thesis, or dissertation
  • Tips for new ASEE student chapters – lessons learned from your own student chapter on campus or advice for other students looking to start a chapter

(2) “Innovation in Engineering Teaching Practices” papers should focus on disseminating student-led research on innovative teaching, curricular, or co-curricular efforts. The papers should follow typical research paper formats and center around analyzing the impact or describing the innovation of new educational practices. These papers should be well informed by published literature and follow formal writing procedures with the inclusion of a thesis or central argument. Topics of interest for this category include but are not limited to:

  • Research on an innovative academic or outreach experience contributing to the success of graduate or undergraduate students
  • Research on experiences related to being a teaching assistant, lecturer, or course tutor
  • Research on innovative, educational, diversity, or other events hosted by an ASEE student chapter

(3) “Student-Led Research on Engineering Education” papers are also welcomed as an opportunity for students to publish research on any other diverse educational topics where a student (graduate or undergraduate) is the primary author and has conducted a significant portion of the research related to the field of engineering education. Sometimes we, as students, are less confident in our ability to publish work that is not as heavily guided and co-produced with a faculty member, so these papers help those ideas be heard and developed in a lower stakes setting. Topics include but are not limited to those detailed in the call for posters (see below).

Work in Progress (WIP) Papers

WIP papers are shorter papers, which must NOT exceed 6 pages, excluding references. Reviewers are not expected to read your papers after 6 pages. You could consider putting important but not critical materials in appendix. These papers are intended to be submitted by students working on studies at an EARLY to INTERMEDIATE stage for which authors are seeking feedback from the community. Papers in this category must have Work in Progress as the first part of the title of their paper, ex: Work in Progress: Lessons Learned from University X’s Engineering Service-Learning Program. WIP in this division are NOT eligible for Best Paper Award, but eligible for Best Diversity Paper Award.

Posters

Posters are a great way to present research papers or works in progress papers to the larger ASEE community, as well as, an opportunity to receive feedback and insight from others in the field. Abstracts in this category must have Poster as the first part of the title, ex: Poster: Lessons Learned from University X’s Engineering Service-Learning Program. Topics of interest are open to all areas of engineering education including but, not limited to:
  • Assessment
  • Collaboration
  • Design
  • Diversity and Equity
  • Educational Technology
  • Instruction
  • Learning Outcomes
  • Professional Practice 
  • Recruitment and Retention
  • Identity and Culture
For further research topics to consider, see: http://taxonomy.engin.umich.edu/activities/2013-fie-draft-taxonomy-v5/ ..

Abstract Review Process
Submitted abstracts (250-500 words) must indicate to which category the submitted paper is in the first word of the title, full paper (don’t need to mention), work in progress, or poster. (e.g. Title (xxx), WIP: Title (xxx), Poster: Title(xxx)). Abstracts will receive a double-blind peer review. Pending abstract acceptance, authors will submit a full paper that will receive a separate, double-blind peer review. The reviews are primarily conducted for the benefit of the author and are intended to give the author feedback on research methods and writing style. For more information about FORMAT and abstract submissions, see: (https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference#).

Paper Draft Review Process
Submitted papers must indicate to which category the submitted paper is in the first word of the title, full paper (don’t need to mention), work in progress, or poster. (e.g. Title (xxx), WIP: Title (xxx), Poster: Title(xxx)). Paper drafts will receive a double-blind peer review based on the following criteria: originality, research approach, result, scholarship, relevance, goals, paper structure, conclusion, and style. Pending acceptance of the paper or poster, authors must present to publish at the conference.For more information about FORMAT and abstract submissions, see: (https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference#).


For more information, please contact the Student Division Program Chair:
Siqing Wei
Purdue University 
School of Engineering Education

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Systems Engineering Division

The Systems Engineering Division (SED) promotes education in systems thinking, systems engineering, and systems science at all levels of education and for different delivery modes, including distance education, hybrid, and traditional classroom delivery. SED invites abstracts for papers and proposals for sessions, including technical sessions, workshops, panel discussions, and distinguished speakers.
The Systems Engineering Division is looking for standard submissions that address one or more aspects of systems engineering education, including but not limited to:
  • Systems thinking applications in non-SE courses or SE courses,
  • Collaboration between SE educators and those in non-SE disciplines, 
  • Use of SE representation and modeling tools in SE or non-SE classrooms, 
  • Outreach of SE programs to the K-12 community,
  • Curricular strategies, advancements, and lessons learned to foster SE integration,
  • Case studies of ABET/EAC accreditation for SE programs,
  • Incorporating real-world SE challenges into the SE curriculum,
  • Case study of interdisciplinary capstone courses that include SE students, 
  • Case study of systems engineering leadership and systems engineering management-related programs and courses that encompass both the technical and professional competencies,
  • Emerging trends: cyber security integration, artificial intelligence, socio-technical systems, etc., 
  • Position papers on issues of current weight for SE education broadly, and
  • Other - this category emphasizes other well-justified topics of interest for SED members. 
SED work-in-progress (WIP)  papers will be submitted under general ASEE guidelines. WIP papers will be presented in a special format:
  • Feedback-Intensive format for Work-In-Progress (WIP) submissions:  This format allows authors to pitch their work with a two-slide (back and front of a postcard) overview of work in five minutes or less. After presenters complete their pitches, attendees can visit with and give feedback to the authors.
One special session will focus on issues with Diversity, Equity, and Inclusion(DEI). 
  • Focused session topic on DEI issues: Authors from SED plus IE and EM divisions are encouraged to submit papers focusing on Diversity, Equity, and Inclusion issues, including position papers that map possible paths to strengthening DEI topic penetration in our SE classrooms. 
Submissions that leverage SE principles, tools, or techniques as part of a curriculum are welcome.  All paper submissions are publish-to-present. Submission may include classroom applications, exploratory topics, research reports, and works in progress (WIP). Abstracts shall be 250-350 words in length. Paper submission is a two-step review process consisting of abstract submission, review, and potential acceptance, followed by a full manuscript submission and review. At least one author for each paper must register for and present the paper at the conference. Submission guidelines, deadlines, and other pertinent information are available on the ASEE 2023 Annual Conference website.
All paper submissions will be considered for the SED Best Paper Award.
 
Contact:  Jon Sticklen,  Systems Engineering Division Program Chair, at sticklen@mtu.edu.
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This call can be downloaded using the LINK just below. 

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The TWO-YEAR COLLEGE DIVISION (TYCD) is composed of faculty and administrators from two-year colleges that have programs in Engineering, Engineering Science, and Engineering Technology, and other parties interested in two-year college issues. The TYCD invites the 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 authors to conduct meaningful assessments of outcomes and report on the results of this assessment. Papers that 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, 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 and 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
Philip Regalbuto ASEE 2023 
Two-Year College Program Chair Program
 Coordinator Electronics Engineering Technology Trident Technical College 
7000 Rivers Ave., Charleston Sc 29406 
843-574-6019
philip.regalbuto@tridenttech.edu

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The WOMEN IN ENGINEERING DIVISION (WIED) is seeking papers for the 2023 ASEE Annual Conference in Baltimore, Maryland, June 25-28, 2023. Abstract submission opens October 3, 2022, and the deadline for submission is October 31, 2022. 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 January 31, 2023). The review processes are double blind – therefore please do not include names of authors or institutions within the title or body of the abstract or paper. The final paper with blind indicators removed is due April 30, 2023. The author’s kit is found here: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors. Authors should also review the plagiarism policy at that same link.

For additional information, please contact Brian Kirkmeyer, WIED Program Chair, College of Engineering and Computing, Miami University, Oxford, OH  45056. Email: kirkmebp@miamioh.edu.


Author Guidelines
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 January 31, 2023). The review processes are double blind – therefore please do not include names of authors or institutions within the title or body of the abstract or paper. The final paper with blind indicators removed is due April 30, 2023. The author’s kit is found here: https://www.asee.org/events/Conferences-and-Meetings/2023-Annual-Conference/Paper-Management/2023-Authors. Authors should also review the plagiarism policy at that same link.

Abstract Review Guidelines
The abstract instructions direct the author to "provide sufficient detail on the proposed work for reviewers to evaluate." As reviewer, you will have two fields where you can provide comments -- one that is seen by the author and one that is seen by the program chair. Your role in reviewing is to provide the author with feedback on their abstract  and to alert the program chair if you find the abstract to be unsuitable for potential consideration of publication in the Women in Engineering Division.

Draft Paper Review Guidelines
The draft paper instructions direct the author to "provide sufficient detail on the proposed work for reviewers to evaluate." As reviewer, you will have two fields where you can provide comments -- one that is seen by the author and one that is seen by the program chair. Your role in reviewing is to provide the author with feedback on their draft paper and to alert the program chair if you find the draft paper to be unsuitable for potential publication in the Women in Engineering Division.