2025 ASEE Annual Conference & Exposition

Montreal, Quebec, Canada, June 22-25, 2025

Aerospace Division (AERO) Call for Papers

The Aerospace Division (AERO) of ASEE invites full length and work-in-progress papers for the 132nd Annual Conference and Exposition. Aerospace educators, engineers, and scientists in industry from across the world are invited to submit current papers on relevant topics in aeronautical/aerospace engineering and technology education.

Key Bullet Points and Dates

Do not forget that the conference is in Canada. Passports are required for U.S. residents and may take several months to renew or acquire.
All student papers should have “Student Paper” at the top of the first page.
- Example: Student Paper
  Title
If you would like to be considered for the Young Investigator award, notify Dr. Brian Ritchie at ritchie.11@osu.edu.
- Award is for those in the first 5 years of their professional academic career
If this is a work in progress, put “Work in Progress” at the beginning of the title.
- Example: Work-in-Progress: Title
Special sessions, such as panel discussions, are encouraged but should be discussed directly with the program chair, Dr. Brian Ritchie at ritchie.11@osu.edu, prior to abstract submission.
Please remove all identifying information (author names, agencies, universities, etc.) from the draft.
Abstract due: October 1, 2024
Paper draft due: January 15, 2025
Final paper due: May 1, 2025

Full-Length vs Work-In-Progress Papers

The expectations of results presented in a Full-Length paper submittal may be considered as higher than those in a Work-In-Progress paper. For instance, Full-Length Paper submittals are typically longer (6-10 pages plus pages for references and biographical information) and present final results or the final phase of research results. Work-In-Progress papers are often shorter (4-7 pages plus pages for references and biographical information) and present results of incomplete or early/intermediate stage studies. The value of the content of papers is not judged by the number of pages.

The Aerospace Division values both types of papers as they present different opportunities for authors and the audience. Both types of papers are double-blind peer reviewed. Many of the Work-In-Progress papers are presented in the Poster Session where presenters can interact with attendees as they travel through the session area rather than in a formal presentation. The papers that are presented in the Poster Sessions are included in the Proceedings and considered archival.

Suggested topics include:
1. Engineering Epistemologies (research on what constitutes engineering thinking and knowledge within social contexts now and in the future)

Professional development of aerospace engineers
Integration of professional skills into an aerospace engineering course
Aerospace systems engineering

2. Engineering Learning Mechanisms (research on engineering learners’ developing knowledge and competencies in context)

Aircraft and/or spacecraft design education
Capstone and/or student industry experiences
Hands-on experiences (which may include laboratory classes), including additive manufacturing
Aerospace related educational activities conducted outside the classroom
Integration of Uncrewed Aircraft Systems (remotely piloted or autonomous), CubeSats or Nanosats, or Rocketry in the curriculum

3. Engineering Learning Systems (research on the instructional culture, institutional infrastructure, and epistemology of engineering educators)

Effective and innovative teaching and projects in aerospace courses
Innovative pedagogical approaches, active learning, and hybrid in-person/online learning in aerospace education
Interdisciplinary collaboration and industry-academic partnerships for aerospace education
Student-centered learning, technology integration, and the role of emerging technology in aerospace education

4. Engineering 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 persistence in aerospace engineering
Women and other under-represented groups in aerospace engineering (academia and industry)
Global perspectives on aerospace engineering education and assessment strategies.

5. Engineering Assessment (research on, and the development of, assessment methods, instruments, and metrics to inform engineering education practice and learning)

Aerospace engineering curriculum development or assessment
Innovative assessment methods in aerospace engineering and engineering technology education
Assessment challenges and solutions in remote/online learning
Accreditation-related assessment strategies in aerospace programs
Inclusive assessment practices promoting diverse student success

6. Other topics of interest to the aerospace engineering education community

Teaching strategies and lessons learned for effectively delivering courses and hands-on activities, or addressing any of the preceding topics, in remote/online settings
Ethics, sustainability, social responsibility, and safety in aerospace education.
Advanced materials, manufacturing, emerging technology, and industry trends in aerospace education
Space exploration education, policy, regulation, ethics, and space law's impact on aerospace education
Student research, outreach, communication, and strategies for enhancing success in aerospace programs

Young Investigator Award

Papers submitted to the Aerospace Division and presented at an ASEE Annual Conference and Exposition by a lead author in the first five years of their professional academic career can be considered for the ASEE Aerospace Division Young Investigator Award.

Notify the AERO Program Chair, Dr. Brian Ritchie, The Ohio State University, by email if you are eligible and wish to be considered for this award: ritchie.11@osu.edu.

Student Papers
The Aerospace Division (AERO) invites you to tell us about your experiences in a student-authored paper 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!

Student Paper Attributes

AUTHORS: Work is mainly conducted by undergraduate / graduate student(s) in collaboration with a faculty advisor. Please write “Student Paper” on top and do not list the names and affiliations of the authors on the draft. The final manuscript of each accepted paper will list a student as the lead author and faculty advisor as a co-author. Each student presenter must register for the annual conference.
FOCUS: Paper has a significant educational component.
AWARDS: Only the papers presented by the student authors / co-authors are eligible for student paper award certificates.

Submission Tips and Guidelines
Abstracts, with approximately 500 words, must be submitted electronically through the ASEE paper submission system by the deadline of October 1, 2024. The abstracts should contain enough details on the topic of discussion, methodologies, preliminary results (if any) and expected outcomes to facilitate informed review of the abstract. Authors of each accepted abstract will have the opportunity to submit a full paper draft by the deadline of January 15, 2025. Abstracts and papers will be double-blind peer-reviewed and judged based on the level of innovation, technical merit, demonstrated outcomes, and relevance to advancing aeronautical and aerospace engineering and technology education as appropriate.

Special sessions, such as panel discussions, are encouraged but should be discussed directly with the program chair prior to abstract submission. Please refer to the Author's Kit, available at the ASEE Annual Conference web site, for additional information.

Questions regarding the abstract or paper submission can be directed to the AERO Program Chair, Dr. Brian Ritchie, The Ohio State University, by email: ritchie.11@osu.edu.

Further details on Paper Management, Conference, Travel, Program Schedule and Registration can be found at ASEE’s 2025 Annual Conference and Exposition website: 2025 Annual Conference (asee.org)

Important Dates:

Abstract Submission Open – September 1, 2024
Abstract Submission Due – October 1, 2024
Draft Paper Due – January 15, 2025
Revised Paper Due – February 21, 2025
Final Paper Due – May 1, 2025

Do not forget that the conference is in Canada. Passports are required for U.S. residents and may take several months to renew or acquire.

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The Architectural Engineering (ARCHE) Division seeks presentations and invites submissions of abstracts for the 2025 American Society for Engineering Education (ASEE) Annual Conference and Exposition in Montreal, Quebec, Canada, June 22-25, 2025.

Timeline:

· Abstract submission window opens Sunday, 1st of September, 2024

· Abstract due: Tuesday, 1st of October, 2024

· Draft Paper due: Wednesday, 15th of January, 2025

· Revised Paper due: Friday, 21st of February, 2025

· Finalized Paper due: Thursday, 1st of May, 2025

ASEE will NOT extend the deadline this year. Please plan accordingly.

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 ARCHE 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 a 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

· Envelope in Architecture and Architectural Engineering coursework

· Building Decarbonization & Resiliency in Architecture and Architectural Engineering coursework

· Instructional Strategies for B.I.M., Digital Design, Design Visualization & AI in AEC

· Assessment of architectural/engineering courses, programs, and 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

· Integrated, High-Performing Project Design, Deliver and Team Leadership

· Architectural Engineering Program Curriculum Design, Growth & Sustainability

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, and 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: Eugene Kwak (kwake@farmingdale.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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Call for Programming and Nominations

The ASEE Commission on Diversity, Equity, and Inclusion Professional Development Committee welcomes faculty, staff, graduate students, and practitioners to share their expertise in promoting diverse, equitable, and inclusive environments in engineering education and the workplace. We do NOT accept paper submissions. However, we offer two ways for you to share your insights with the engineering education community.

Proposals
We are accepting proposals to facilitate workshops or panels for the 2025 American Society for Engineering Education (ASEE) Annual Conference. Your proposal must:

Amplify inclusive engagement and impactful practices that support marginalized or historically excluded groups in engineering and engineering technology education and related sectors across industry, government, and academia.
Incorporate pedagogical techniques that promote active learning and engagement
Please submit your proposal by Friday, October 18, 2024. Whether your proposal is accepted or not, you will receive a response from the committee chair notifying you whether we decided to move forward with your submission.

Nominations
The ECSJ (Equity, Culture, and Social Justice), MIND (Minorities in Engineering Division), and CDEI (Committee on Diversity, Equity, and Inclusion) have come together to collaborate on the Distinguished Speaker Nomination. This partnership aims to bring influential voices to the forefront, fostering dialogue on critical topics related to diversity, equity, inclusion, and social justice in engineering. By leveraging our collective expertise and networks, we are committed to creating a platform that inspires, educates, and advances the mission of equity and inclusion in the engineering education community.

Weare accepting nominations for the Distinguished Speaker for the 2025 ASEE Annual Conference. The nominee must:

* Be an emerging leader in engineering education at any stage of your career
* Demonstrate expertise in diversity, equity, and inclusion
* Demonstrate expertise in giving an engaging presentation

Note: One of the criteria is for the nominee to be an emerging leader in engineering education. We intended for this criterion to welcome scholars and practitioners, at any stage of their career, who have made varying contributions to diversity, equity, and inclusion and can provide insights about how to transform our institutions in ways that lead to small and large-scale change to the desired outputs, outcomes, and impacts for the broader engineering education community.

Please submit your nomination by Friday, October 25, 2024.

Note: We do not accept proposal submissions or nominations on NEMO. If you are interested in submitting a proposal or nomination, please use the links provided below.
You can access the proposal and nomination forms below.
- Proposal Form- https://forms.gle/WX5EDJg2iXSCH8Fq8
- Nomination Form- https://forms.gle/sYF9jGkmGjELwxcU8

If you have questions, please contact the 2025 ASEE CDEI Professional Development Chair, Brianna Benedict McIntyre, PhD (asee.includes@gmail.com).

Note: We are aware that some of the information on the website is based on the 2024 annual conference. This information will be updated once we are able to update the website. We appreciate your patience!

The Biological and Agricultural Engineering (BAE) division of the American Society for Engineering Education (ASEE) invites abstracts and subsequent papers for the 2025 ASEE Annual Conference & Exposition being held in Montreal, Quebec Canada on June 22-25, 2025.

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 Engineering Ethics for Biological Systems.

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 September 1st, 2024 and will continue through October 1st. ASEE will not extend the deadline this year. 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:

Lucie Guertault, Program Chair, Biological and Agricultural Engineering Division
lsguerta@ncsu.edu

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The Chemical Engineering Division (ChED) of ASEE invites papers for the 2025 Annual Conference and Exposition in Montreal, Quebec, Canada (June 22 - 25, 2025). While all topics on Chemical Engineering education will be considered, papers on the following general topics are strongly encouraged:
Topics in ChE Education

Diversity, Equity, Inclusion and Justice initiatives in ChE programs
Teaching the three pillars of sustainability: social, environmental, and economic
Supporting students (e.g. mental health, belonging, advising, etc.)
Professional skills (e.g. critical thinking, creativity, communication, collaboration, etc.)
Technological advancements (e.g. AI usage, computer simulations, programming, etc.)
Incorporating safety and regulatory compliance into ChE curricula
Entrepreneurship and innovation
Connecting conceptual silos and interdisciplinary education
Contemporary perspectives in ChE education
Assessment and evaluation methods
Non-traditional learning experiences (e.g. experiential, inquiry-based, immersive, etc.)
Bring-your-own-experiment/demos (hands-on, online, and virtual)
Industry - Academia Alignment
Works-in-progress for discussion or feedback

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. More details about ChED session types and submission process can be found in the attached PDF.

Program Chair - Dr. Chris Barr, University of Michigan, cjbarr@umich.edu

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NOTE A PRIOR VERSION OF THE CFP [pdf version] HAD THE INCORRECT PAPER DEADLINE
THE DEADLINE FOR FULL PAPER SUBMISSIONS ACROSS ALL ASEE DIVISIONS IS JAN 15th 2025

COMPUTERS IN EDUCATION DIVISION

ASEE 2025 Annual Conference – Call for Papers

The Computers in Education Division (CoED) invites the submission of 1) Full papers, 2) Work-in-Progress papers, 3) Workshops, and 4) Panel Sessions for presentation at the 2025 ASEE Annual Conference to be held in Montreal, Quebec in June. 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:

Generative Artificial Intelligence and Machine Learning in Education – applications, use, limits, and effectiveness; ethical and fairness considerations; opportunities for use in education settings
Pedagogy for Computing and Programming Courses – advances in computer science, computer engineering, CS1, cybersecurity, and other computing courses; innovations for computing courses such as programming, digital signal processing, robotics, computer architecture; design of lab-based and embedded computing courses, including microprocessor/microcontroller selection and applications; teaching computational thinking; teaching hardware descriptive language (HDL); student perspectives of instructional approaches
Computer Supported Pedagogy – classroom technology; mobile computing (Android, iPad, iPhone, Tablet PC, etc.) supported learning; IOT and IOT usage in the classroom; online applications in the classroom and/or laboratory; computer‐driven educational innovations and/or impacts; the use of social networking (Facebook, LinkedIn, etc.) for learning; computational instrumentation and laboratory systems; online and distance education; laboratory and classroom software packages (including symbolic computing and equation solvers); simulation and animation tools and applications
Learning Analytics – educational data mining; big data analysis of educational; data science applied to educational datasets; micro-credential assessment and tracking; predictive competency assessment
Computing Outreach Programs and Computer-Supported Outreach – processes and programs that encourage the pursuit of computing majors; teaching the public about computing topics; virtual outreach programs; global computing education programs
Computing in K-12 / Early Childhood Education – teaching computational thinking in K-12; programming education; formal or informal computational education for pre-college students
Professional Skills for Computing Majors and Careers – advising practices for computing majors; computer supported advising; preparing for computing-focused technical interviews
Inclusion and Diversity in Computing – accessibility in computing; underrepresented student perspectives; DEI initiatives

TYPES OF PAPER SUBMISSIONS

A paper 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.

1. Full Papers

Full Papers Full papers are for reporting on work that, at the time of draft paper submission, is complete and contains actual results for peer review. The length for Full Papers is 14 pages maximum (not 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 Best Paper Award. Outstanding full papers selected for presentation in the Best of Computers in Education Session will also be considered for the Division’s John A. Curtis Best Lecture Award.

Extended versions of outstanding full papers may also be invited for publication in the CoED peer-reviewed Computers in Education Journal (coed.asee.org).

2. Work-in-Progress (WIP) Papers

Work-in-Progress (WIP) submissions are for reporting on work that is 1) early in the process of study and/or implementation for which results will not be available by the time of draft paper submission, 2) at a stage where the results are as yet inconclusive, and/or 3) at an early to intermediate stage for which authors are seeking feedback from the community.

The title for abstracts and papers submitted in this category must begin with “WIP:” before the title of the work.

The length for Work-in-Progress papers is 6 pages maximum (not including references). Excessively long WIP papers may be rejected without review.

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. As such, accepted WIP papers are typically presented as posters to allow authors maximum opportunity to have extended conversations regarding their ongoing research.

All accepted WIP papers that are presented in the CoED Poster Session will be considered for the division’s Woody Everett Award for the best poster presentation.

ABSTRACT AND PAPER SUBMISSIONS
The submission process begins with the submission of an abstract that describes the planned Full or WIP paper to ASEE’s paper management system on or before the abstract upload deadline of Tuesday October 1st, 2024.

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.

Authors of abstracts that receive positive peer review will be invited to submit a Full or WIP paper by the draft paper upload deadline of January 15, 2025. Please note that abstract acceptance does not guarantee paper acceptance.

Both abstracts and draft papers are reviewed using a double-blind process. Submissions of both abstracts and draft papers are not to include any identifying information regarding authorship or institutional affiliation; failure to comply with this directive may result in the rejection of the submission.

Please refer to the Author’s Kit, available at the ASEE Annual Conference website, for a copy of the official Abstract and Paper Format Guidelines. All submissions are expected to adhere to these specified formatting requirements.

CoED is a “publish-and-review-to-present” division: to present at the conference, you must have your paper accepted for publication in the 2025 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.

3. WORKSHOP PROPOSAL SUBMISSIONS

CoED is soliciting proposals for Workshops (2-4 hours, usually held during a conference workshop time slot). Persons interested in proposing a workshop on a topic related to CoED should send a description of the workshop as a PDF document to the 2025 CoED Program Chair, Mike Borowczak, at mike.borowczak@ucf.edu including “ASEE-2025-COED-WSP:” at the beginning of the subject line, no later than November 1, 2024. At minimum, the workshop description should include:

Workshop title
Workshop organizer, name & email
Objective, Description, and Schedule (no more than 1 page)
Target audience(s) and size
Maximum attendance that can be accommodated
Minimum attendance necessary to avoid canceling the workshop
Speaker information (name, affiliation, title, biography)
List previous workshops held at prior ASEE conferences and their dates
Ticket information (cost for attendees, if applicable)
Party financially responsible for workshop fees (name, affiliation, email address)

4. PANEL PROPOSAL SUBMISSIONS

CoED is soliciting proposals for Panels (held during a 90-minute technical session time slot). Persons interested in proposing a panel on a topic related to CoED should send a description of the panel as a PDF document to the 2025 CoED Program Chair CoED Program Chair, Mike Borowczak, at mike.borowczak@ucf.edu including “ASEE-2025-COED-PS:” at the beginning of the subject line, no later than November 1st, 2024. At minimum, the panel description should include:

Panel title
Panel topic
Panel organizer, name & email
Panel moderator, name & email (if different from organizer)
Panelist information
For confirmed panelists: name, affiliation, title, biography
For unconfirmed panelists: description of expertise planned for panel

KEY DEADLINES (all at Midnight Eastern Time on the Days Listed)

October 1, 2024 – Abstracts for Full or WIP Paper Proposals (submit in NEMO)

November 1, 2024 – Workshop and Panel Proposals (submit via email to CoED Program Chair)

January 15, 2025 – Draft Paper Submissions (submit in NEMO)

March 14, 2025 – Draft Revision Deadline (submit in NEMO)

May 2, 2025 – Final paper upload deadline (also deadline to remove anonymizations, confirm co-authors, update author bios)

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If you have any questions about submitting to this call, please contact the 2025 CoED Program Chair, Mike Borowczak, at mike.borowczak@ucf.edu including: “ASEE-2024-COED-CFP:” at the beginning of the subject line.

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The Construction Engineering Division seeks presentations and invites submission of abstracts for the 2025 ASEE Annual Conference in Montreal, Canada June 22-25, 2025.

Timeline:

· Abstract submission window opens Sunday, September 1st, 2024

· Abstract due: Tuesday, October 1st, 2024

· Draft Paper due: Wednesday, January 15th, 2025
· Revised Papers due: Friday, February 21st, 2025
· Author Registration Deadline: Monday, April 7th, 2025
· Finalized Papers due: Thursday, May 1st, 2025

ASEE will NOT extend the deadline this year. Please plan accordingly.

Papers must be related to construction engineering and management education, partnerships between industry and academics, and the results of innovative or technological based educational practices will be considered. Works-in-progress will also be considered.

Papers without a clear link to education and academics will not be accepted.

Topics of particular interest include:

Assessment practices for course and student learning outcomes,
Building information modeling (BIM) and other virtual simulation technologies,
Capstone, experiential, and project-based courses and activities,
Case studies in construction education and industry practice,
Construction law and ethics,
Course delivery and instructional technologies,
Diversity, Equity, and Inclusion in Construction Education
Emerging Technologies in Construction Education
Entrepreneurship in Construction Engineering
Gadgets and other props for Construction Engineering Education (Low Tech or High Tech),
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,
Mathematics Instruction for Construction-Architectural-Civil Engineering Students,
Sustainability and Resilience in Construction Education, or
Women in the Construction and Engineering Profession.

Refer to the Author’s Kit (https://www.asee.org/events/Conferences-and-Meetings/2025-Annual-Conference/Paper-Management/2025-Authors) for details on format and deadlines.

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

• a clear statement of the paper objective

• a clear statement of topical area

• a demonstration of relevance to the construction educational community

• a demonstration of how the proposed paper adds to the knowledge base

• a statement of whether or not it is a work in progress

Authors of accepted abstracts will be invited to prepare a full paper for blind peer review and publication in the conference proceedings. Papers must demonstrate an appropriate level of scholarship and should incorporate solid research methodologies. ALL AUTHORS WILL BE INVITED 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 or presentation sessions at the discretion of the Program chair. If you would like to propose a panel on any of the proposed topics, please reach out to the Program Chair. For more information, please contact the Program Chair: Kim Talley (talley@txstate.edu)

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The Cooperative and Experiential Education Division (CEED) of ASEE invites papers for the

2025 ASEE Annual Conference in Montreal, Quebec, Canada from June 22-25, 2025.

Deadlines:

● Abstract Submissions Open – September 1st, 2024

● Abstract Submissions Close – October 1st, 2024

● Draft Paper (for abstracts that are accepted) January 15, 2025

● Revised Paper (for draft papers that are accepted) February 21, 2025

● Finalized, Unblinded Paper Upload Due – May 1, 2025

TOPICS: Special consideration will be given this year to topics related to the following areas. This is not a comprehensive list.

Using co-op/internships for assessment and ABET accreditation
Ethics and the impact of engineering related to co-op/internships
Diversity, equity, and inclusion topics related to co-op and internships
Impact of remote working on experiential education outcomes
Integration of credentialling and badging in curriculum and experiential programs
Reengagement after COVID impact – utilizing experiential education
Using experiential learning in course curriculum
Successful strategies for broadening participation in co-op/internships/experiential learning for under-represented student groups
Effect of co-op/internships/experiential learning on student retention
Effect of co-op/internships/experiential learning on students’ self-efficacy
Review of literature relevant to co-op and internships

Paper Submission Pathways!

CEED is offering two paper submission pathways: Research Track and Work-in-Progress, subject to the number and type of submissions received and accepted. All ASEE divisions, including CEED, are publish-to-present. Both tracks require submission of an abstract and paper that will be peer reviewed (double-blind review process); however, the type of paper for each track is different. Engineers or cooperative education and experiential education professionals from either academia or industry should consider submitting papers that are relevant to cooperative education, internships, experiential or work-integrated learning. This includes every form of experiential education including but not limited to service learning, capstone projects, undergraduate research, internships, co-ops and apprenticeships.

WORK-IN-PROGRESS TRACK. Abstracts and papers submitted to this track can be categorized as work-in-progress (WIP). This track is suitable for co-op and experiential education practitioners, as well as researchers who are still in the early stages of their study. This special format is intended to give authors of WIPs the opportunity to pitch their papers in a short presentation, followed by discussion of their work in greater detail with attendees. Papers are shorter papers (6 pages or less). The structure at the conference will include short presentations (3-5 minutes) and facilitated discussion and questions. Papers in this category should have Work in Progress as part of their title.

RESEARCH TRACK. This track is suitable for complete research papers: evidence-based practice papers, research papers, and theory papers. Abstracts should address Background and Motivation, a description and justification of methodology, results and data analysis and conclusions and significance.

PANEL SUBMISSIONS. These sessions should be centered around a specific topic and enlist three to five panelists and at least on moderator to share experiences or work. Panels should be interactive and allow for questions or discussion that move across all panelists. Panel submissions can be sent directly to the ASEE Program Chair: Jenny Strickland

Purdue University

j nstrick@purdue.edu

Author Guidelines:

Please note that both the abstract and the 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.
Full Paper submissions: full paper submission should be approximately 10-20 pages in length, inclusive of figures and other graphical elements.
Work In Progress Papers: work in progress paper submissions should be 6 pages or less in length.

If you are interested in reviewing abstracts or papers, please contact me so I can add you to our list!

Call for Papers

Data Science and Analytic Constituent Committee

2025 ASEE Annual Conference & Exposition

Montreal, Quebec, Canada, June 22-25, 2025

Dear ASEE members,

The Data Science and Analytics (DSA) Constituent Committee cordially invites abstract submissions for papers to be presented at the ASEE Annual Conference in Montreal, Quebec, scheduled for June 22–25, 2025. The field of Data Science and Artificial Intelligence (AI) represents a pivotal frontier in engineering and engineering technology education. This conference offers an excellent platform to showcase advancements in data science, analytics, AI, and machine learning across various applications.

We encourage submissions addressing the following topics:

Current applications of data science and AI in education
Tools and methodologies for data-driven curriculum design
The role of analytics and AI in enhancing teaching methodologies
Professional development strategies for educators integrating data science and AI
Predictive analytics for student outcomes and early intervention strategies
Leveraging data science and AI to support and improve inclusive education for students with neurodiverse needs
Research in data science and AI at undergraduate and graduate levels
Data-driven decision-making in educational administration
Enhancing resource allocation and operational efficiency through technology
Ethical considerations and data privacy in predictive analytics and AI
Insights and lessons from real-world implementations
Best practices for educational institutions
Using data in assessment and accreditation process
Data analytics for programs continuous improvement
Other relevant topics in data science and analytics, including machine learning, big data analytics, data visualization, data engineering, and data mining

Please submit abstracts of 300-500 words through the ASEE paper submission system. Authors of accepted abstracts will be invited to submit full papers for peer review and potential inclusion in the conference proceedings. Further details on paper management, ASEE Author kit, the conference info, travel, the program schedule, updates, deadlines, and registration can be found on ASEE’s website: http://www.asee.org/.

We also welcome proposals for special paper sessions, workshops, panel discussions, and individuals interested in moderating sessions or participating in the peer review process. Please contact us with your ideas and interests.

Key Dates for Authors:

Abstract Submission

Abstract Submission Opens: September 1, 2024
Abstract Submission Deadline: October 1, 2024

Paper Submission
· Draft Paper submission deadline: January 15, 2025
· Revised Paper Submission Deadline: February 21, 2025
· Finalized papers: May 1, 2025
· Author registration deadline: May 1, 2025

Thank you for your participation, and we eagerly await your submissions!
Sincerely,
Data Science and Analytic Constituent Committee
If you have any questions, please contact:
· Ilya Grinberg, SUNY Buffalo State, grinbeiy@buffalostate.edu
· Bala Maheswaran, Northeastern University, mahes@coe.northeastern.edu

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copy and paste....

The ERM Division's Call for Papers and Paper Guidelines are located in the attached PDF.

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2025 ASEE Annual Conference in Montreal, Quebec, Canada, June 22-25, 2025

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 2025 ASEE Annual Conference and Exposition to be held in Montreal, Quebec, Canada, June 22-25, 2025. Acceptable topics include ECE educational research, classroom practice, innovative curriculum design and laboratory development, capstone projects, or any other appropriate ECE-related engineering 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)
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
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 and international universities
- Workforce development models
- Micro-credentials and stackable credentials
- Industry-university cooperative research
- Globalization of engineering education
- Service-learning projects

Abstract Requirements:
Abstracts should include the following information:

a. plan of submission for full paper
b. a description of any assessment methods used to evaluate the effectiveness of the contribution,
c. a statement of results
d. 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 clearly describe the objectives, motivation for the contribution to ECE education, research question, relevant background, literature review, assessment or survey results about student learning outcomes, and a statement of results.

The review process is double-blind, and the 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. In your account, indicate your preference for a regular or poster session presentation. Abstracts must be submitted through the ASEE website at https://www.asee.org/events/Conferences-and-Meetings/2025-Annual-Conference/Paper-Management/Call-for-Papers by the paper abstract deadline on October 08, 2024. The abstract submission will open on September 01, 2024.

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:

September 01, 2024: Abstract Submission Open

October 08, 2024: Abstract Submission Deadline

January 15, 2025: Draft Upload Deadline

Please note the updated deadlines for the call for papers at the following link:

https://www.asee.org/events/Conferences-and-Meetings/2025-Annual-Conference/Paper-Management/Deadlines

ECE Division Call for Workshops and Special Sessions

The ECE Division also invites proposals for workshops and special sessions. The proposal 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 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, Tooran Emami, Tooran.Emami@uscga.edu, by November 06, 2024.

Important dates and deadlines:

November 06, 2024: Special Sessions Request Open (Distinguished Lectures can be requested here)

The ECE Division Call for Papers can be found at the ASEE conference website under the “Annual Conference” menu link:

Call for Papers (asee.org)

https://www.asee.org/events/Conferences-and-Meetings/2025-Annual-Conference/Paper-Management/Call-for-Papers

Details for submission can be found in the conference author’s kit at

• 2025 Author's Kit
• Session Presentation Guidelines
• Poster Presentation Guidelines

We look forward to receiving your contributions for peer review and hope to see you next summer in Montreal, Quebec, Canada.

Tooran Emami
ASEE ECE Division Program Chair
Professor
Department of Electrical Engineering and Computing
U. S. Coast Guard Academy
Tooran.Emami@uscga.edu

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The Energy Conversion, Conservation & 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 ASEE Annual Conference and Exposition to be held in Montreal, Quebec, Canada from June 22 to June 25, 2025.

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 engineering education
Emerging energy harvesting technologies
Artificial intelligence applications in energy systems
Educational developments related to transactive energy
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.

Please Note: Both abstract and draft paper review processes are double‐blind. Therefore, please omit the names of the authors and the 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 2025 Annual Conference website, for the Abstract and Draft Paper Format Guidelines. All submissions are expected to adhere to the specified formatting requirements.

The ECCNE Division will accept abstracts for:

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.
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 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 September 1, 2024, and will close on October 1, 2024. ASEE’s paper submission process and timelines are explicit, and the program chair CANNOT override them. Deadlines will NOT be extended this year. 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 2025 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.

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, Glenn Wrate at gwrate@nmu.edu as soon as possible. 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 to conduct the proposed session.

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's 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 gwrate@nmu.edu.

Thank you very much for your time and your participation! We look forward to seeing you in Montreal!

Sincerely,

Glenn Wrate, Ph.D.

2024-2025 ECCNED Program Chair

The 2025 American Society for Engineering Education (ASEE) Annual Conference will be held in Montreal, Quebec, Canada, June 22 - 25. The Engineering and Public Policy Division (EPP) seeks papers to be presented as podium or poster presentations. The accepted papers will be published in the conference proceedings.

We encourage submissions that align with areas of interest outlined below. In addition, we are planning a joint session with the Civil Engineering (CE) Division.

The EPP Division is accepting three paper types: (1) full papers; (2) work-in-progress (WIP) reports; and (3) case studies, with required elements of each provided in the Author Information section below. Please include the phrase “Work-In-Progress” or “Case Study” in the title of papers to ensure appropriate consideration during the review process and session planning.

Please reference ASEE.org for abstract, draft, and revised draft due dates.

Contact our Program Chair (Salvatore Marsico- sam4@psu.edu) at any time with questions.

We invite papers on:

A. The impacts of DEI policy changes on engineering education

This session aims to identify universities' DEI policies and their impacts on colleges of engineering curricula.

Topics may include:

1. ABET and DEI - implementation and measurements

2. Governmental influence of university DEI policies

3. DEI and professional engineering ethics

4. Best practices in incorporating DEI into ABET criteria

And

B. STEM workforce and national security

This session explores public policy aimed at workforce development to maintain national security and global competitive advantage.

Topics may include:

1. The intersection of government policy in STEM education and the willingness of academe to embrace change

2. Government funding of STEM workforce training outside the academe

3. University trends in STEM workforce developments

4. Best practices in energizing university communities to develop new models for STEM workforce development

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The Engineering Economy Division (EED) of the American Society for Engineering Education (ASEE)

invites abstract submissions for papers to be presented at the 2025 Annual Conference & Exposition

in Montreal, Quebec, Canada, June 22-25, 2025.

Abstract submissions open on Sunday, September 1st, and close on Tuesday, October 1st.

The EED seeks 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

· Integrating engineering economy research into the classroom

· Innovative teaching methods for engineering economy

· Course adaptations due to the inclusion and use of AI

· Case studies for the classroom

· International aspects of engineering economy education

· Diversity, equity, and inclusion in engineering economy education

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.

If you have questions or would like additional information, contact the engineering economy division Program Chair, Robert Baffour at rbaffour@uga.edu or Division Chair, Billy Gray at bgray@tarleton.edu.

ASEE Important Dates:

· Sunday, September 1, 2024 – Abstract submissions open

· Tuesday, October 1, 2024 – Abstract submissions close

· Monday, December 2, 2024 – Abstract decision deadline

· Sunday, February 2, 2025 – Draft paper upload deadline

· Friday, March 7, 2025 – Draft decision deadline

· Friday, March 14, 2025 – Revised paper upload deadline

· Friday, May 2, 2025 – Final paper upload and author registration deadline

2025 ASEE Annual Conference – Engineering Ethics Division Call for Papers (CFP)

The Engineering Ethics Division invites abstracts for papers for the 2025 ASEE Annual Conference in Montreal, June 22-25, 2025. We welcome papers and presentations that attend to topics within engineering ethics, broadly construed, including a focus on theory, research, teaching, and professional development. We invite authors with diverse perspectives and approaches, including students, researchers, faculty, administrators, institutional leaders, and industry practitioners.

Topics of Special Interest for 2025

In addition to seeking submissions that focus on traditional topics represented in engineering ethics (e.g., ethics education and research initiatives), for the 2025 conference, we are encouraging submissions that highlight the expansive scope of ethics within engineering. Of particular interest are the following topics:

● Engineering ethics considerations in emerging technologies: especially AI, big data, the use of AI in education, the misuse of AI in various contexts, including disinformation/misinformation and education, dangers of using AI techniques such as LLMs in education

● Examinations of ethical engineering in industry and applied contexts, advocating for ethics in professional life

● Student experiences in ethical engineering identity formation and development

● Philosophical contributions to engineering ethics

● Extensions of research methods applied to engineering ethics related questions

● Ethics in engineering as related to environmental and sustainability concerns

● Issues in diversity, equity, and inclusion with ethical import

Special Session Topic Area for 2025

For this coming conference, we are also interested in papers relevant to the intersection of ethics and leadership. Papers accepted for this purpose will be part of a joint session with the Engineering Leadership Development Division at the annual conference. Please let us know whether you’d like to be considered for this special joint session.

Submission Types

There are three types of submissions: Papers, Special Sessions, and Distinguished Lectures.

Traditional Papers:

We accept the following types of traditional paper presentation submissions – please specify the type you are submitting.

● Research Papers: Complete or near complete research studies that are situated within a body of previous scholarship and utilize accepted research methodologies. Results, conclusions, and future research will be presented.

● Theory Papers: A review paper or theory-focused paper; must include a review of relevant prior work in engineering ethics research or education and present important insights or theories for future evaluation or translation into practice.

● Evidence-Based Practice Papers: Instruction-focused papers about an educational project and its implications for engineering educators; must include presentation of pedagogical and/or ethical frameworks and their relationship to prior work in ethics education. Relevant literature citations, methodology, and assessment results must be presented.

● Work in Progress (WIP) Papers: for research studies at an intermediate stage for which authors are seeking to present early findings and receive feedback from the community. Please indicate if you are submitting a WIP.

● Posters are best for early-stage projects or conceptual proposals that would benefit from more direct discussion and feedback from the ASEE audience and can include work-in-progress research presentations or educational interventions that have not yet developed into research. Please indicate if you are submitting for a poster presentation only.

● Engineering Ethics case studies and practice papers (NEW): We want the ethics division programs to serve as a forum to share case studies. Case studies that focus on the use of tools and techniques that have resulted in successful ethics teaching or successful practice in industry that enables participants to take away lessons into professional life. This track is especially suitable for papers without fully drawn out evidence to qualify as an evidence-based paper.

Additional Submission Options:

● Special Sessions can be interactive presentations, panels, or workshops on an ethics-related topic of interest to engineering/engineering technology and teaching professionals. Special sessions can be a group of four or five related papers on a topic of significance or a panel of several invited speakers*.

● Workshops are an alternative option and are normally presented on the Sunday immediately preceding the conference. Workshop presenters are required to cover the cost of the workshop and are therefore encouraged to supplement workshop fees with appropriate extramural grants and subsidies. (Please note that even after accepting a proposal, the program chair may cancel any workshop that becomes likely to incur a financial loss to the division)*.

● Distinguished Speaker sessions or distinguished panel sessions also are very welcome each year for the Ethics Division. These sessions have a separate timeline for proposals and acceptance. Please see the ASEE website for details*.

*Please contact the division’s Program Chair to discuss special session proposals, pre-conference workshops, and/or Ethics Division Sponsorship (sole or joint) on distinguished speaker sessions before submitting your proposal to the ASEE.

All Submissions

Initial submission abstracts should be approximately 300-500 words in length and include the following information: the type of paper, a clear statement of objectives, the relevance of the work to ethics, analysis and/or assessment methods, results or findings, and next steps. Please provide a brief indication of the type of submission in brackets in the title (e.g., [Research Paper, Ethics of Emerging Technology]). Abstracts must be submitted electronically through the ASEE paper submission system by the deadline of Tuesday, October 1, 2025. This is a firm deadline and will not be extended.

If you have any questions, please contact Program Chair, Udayan Das (udd1@stmarys-ca.edu), or Division Chair, Rockwell Clancy (rfclancy@vt.edu).

The Engineering Leadership Development Division (LEAD) of the American Society for Engineering Education (ASEE) seeks paper abstracts for the 2025 Annual Conference in Montreal, Quebec, Canada, June 22-25, 2025. 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 October 1, 2024. Abstracts should be 250-500 words. If your abstract is accepted, the first draft paper deadline is January 15, 2025. Paper submissions may include research studies or practice reports. We accept works in progress. We encourage submissions within the core leadership learning domains of leader ethics, self-awareness, team awareness, and project awareness for teams and leaders. We especially encourage papers aligned with our four strategic initiatives: Inform, Design, Explore, and Assess.

Strategic Initiatives

The following is a list of potential topics that align with our strategic initiatives, current research trends, and needs.

Inform: Document the need for and value of engineering leadership (EL) education in university and workplace contexts.
Design: Demonstrate evidence-based practices for designing, implementing, and sustaining EL programs.
Explore: Examine leadership theory and/or practice in engineering education or workplace settings.
Assess: Evaluate the impact of curricular interventions, EL development models, or EL programs on engineering students and professionals.

For each initiative area, papers should include more than simple descriptions of programs.

Special Session Topic Areas for 2025 – We are also interested in papers relevant to the intersection of ethics and leadership as well as civil engineering education and leadership development. Papers accepted for this purpose will be part of a joint session with the Ethics Division or the Civil Engineering Division at the annual conference.

Paper Submissions

The LEAD Division accepts abstracts for the following two submission types:

Research papers present new findings 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 include 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.
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. The authors should include some measures of effectiveness and identify implications for EL education and/or training in other contexts. Practice papers may be 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. Out of respect for our reviewers, please keep to these page limits.

Abstract Submission Details

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 Best Paper Rubric linked on our website for important paper qualities and follow the formatting guidelines detailed in the Author’s kit. 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 adhering to formatting guidelines are more likely to be selected for these awards. The rubric for best paper awards can be found here.

Expectation to Review

We encourage all authors to volunteer as reviewers. A call for reviewers will be circulated soon.

Workshop requests open October 1, 2024; instructions are on the ASEE website. If you plan to submit a workshop proposal that aligns with the LEAD Division objectives, please get in touch with the program chairs.

Abstract submissions will be open between September 1 and October 1. You are welcome to contact us with questions.

Best regards,

Kenneth Lamb, PE, PhD Program Chair, ASEE LEAD Lead Faculty, Engineering Leadership Program
Professor, Civil Engineering Cal Poly Pomona kwlamb@cpp.edu | Rebecca Komarek, PhD Program Co-Chair, ASEE LEAD Associate Director College of Engineering and Applied Science University of Colorado Boulder rebecca.komarek@colorado.edu

The Engineering Libraries Division (ELD) of the American Society for Engineering Education (ASEE) invites abstract submissions for papers to be presented at the 2025 Annual Conference & Exposition in Montreal, Quebec, Canada, June 22-25, 2025.

Abstract submissions open on Sunday, September 1st, and close on Tuesday, October 1st.

ELD welcomes submissions of paper abstracts for full-length presentations and posters, particularly those from ELD members or from ELD members jointly with members of other divisions.

Topics of interest include, but are not limited to:

Artificial Intelligence
Assessment
Collection Development
Conducting Research in Engineering Librarianship
Diversity, Equity, & Inclusion
Evidence Synthesis (e.g., systematic reviews)
Information Literacy
Open Scholarship (e.g., open science, OERs)
Outreach and Engagement
Research Support Services (e.g., data)
Scholarly Communication
Sustainability and Libraries
Standards and Patents
Technical Skills and Engineering Librarianship

Abstracts for papers should be submitted through the ASEE 2025 Conference webpage. All paper submissions are publish-to-present. Papers submitted to technical sessions and for poster presentation are peer-reviewed through the ELD double-anonymized peer review process, and those accepted will be published in the ASEE Proceedings and online in the ASEE PEER repository. Please review the ELD Author Guidelines 2025 as you prepare your abstract.

ELD will select the division’s Best Paper and the Best Diversity Paper from the accepted papers to participate in the society’s selection for the respective categories.

ELD also welcomes proposals for “special sessions” (e.g., panel discussions, workshops, cross-divisional sessions.) Based on the 2024 ELD post-conference survey, topics of interest include but are not limited to: ABET accreditation and libraries, artificial intelligence, conducting research in engineering librarianship, collection development, diversity and inclusion, information literacy, open scholarship, outreach, research support services, and scholarly communication.

The special session proposal should include the following:

Description of the intended audience.
Description of potential presenters and their expertise.
Summary of the ideas to be explored and discussed.
Outline of the session format, including strategies to engage those attending.
Expected learning outcomes for the session.

ASEE ELD Submission Timeline:

Sunday, September 1, 2024 – Abstract and ELD special session submissions open
Tuesday, October 1, 2024 – Abstract and ELD special session submissions close
Friday, November 1, 2024 – Abstract decision deadline
Wednesday, January 15, 2025 – Draft paper upload deadline
Friday, February 7, 2025 – Draft decision deadline
Friday, February 21, 2025 – Revised paper upload deadline
Thursday, May 1, 2025 – Final paper upload and author registration deadline

Proposal submissions for special sessions should be submitted to Margaret Phillips (phill201@purdue.edu) by Tuesday, October 1st.

For questions or additional information, please contact Margaret Phillips, 2025 ASEE ELD Program Chair, phill201@purdue.edu.

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The Engineering Management Division (EMD) of the American Society for Engineering Education (ASEE) seeks paper abstracts for the 2025 Annual Conference in Montreal. EMD is a publish-to-present division. Submissions are blind-reviewed through EMD and accepted papers are published in the ASEE Conference Proceedings.

Please submit an abstract (250 – 500 words) by October 1, 2024, through ASEE’s PaperManagement System for authors. The abstract should clearly state the work's objective and relevance to engineering management education. Topics may include any engineering management applications and the development of future engineering managers. The theme of the EMD this year is Engineering Management with Artificial Intelligence: Benefits and Costs. 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.

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Call for Papers 2025

The Experimentation and Laboratory-Oriented Studies (ELOS) Division invites abstracts for papers for the 2025 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
Hands-on laboratory instruction
Virtual and remote experiments and laboratory instruction
Laboratory exercises using augmented reality (AR)/virtual reality (VR)
Integration of laboratory experiments and courses in an online environment
Computer-assisted data acquisition
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
Unique, multidisciplinary laboratory experiments and programs
Pedagogy and best practices for undergraduate research projects
Discipline-specific experiences and research in laboratory-based instruction (e.g., in mechanical, electrical, or chemical engineering)
Applications and integration of AI for laboratory learning (e.g., new ways of using and integrating AI into experimentation, problem solving, design process, design of experiments, etc.)

ELOS sponsors technical sessions with both traditional, slide-based academic presentations (technical and work in progress papers) and live demonstration (bring you own experiment papers, 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 as described below.

ELOS supports a vivid discussion among a diverse group of faculty at the ASEE Annual Conference. Hence, the division encourages submissions from both scholars of teaching and learning and educational researchers. Collaborative work and submissions from representatives of both groups are also encouraged and welcome.

As experiments and laboratories play an integral role in engineering education across all disciplines, ELOS is interested in fostering collaboration across divisions. To that end, we sponsored joint sessions with Electrical and Computer Engineering, Chemical and Materials Engineering, and Civil Engineering during the ASEE 2024 Conference. We plan to arrange similar joint sessions at the ASEE 2025 Conference and actively look for further partner divisions as the year progresses. So, authors who might not have thought of submitting to ELOS in the past but discuss laboratory-related education in context with a specific engineering discipline, could benefit from the joined audiences in these sessions. Authors are encouraged to reach out to us. Finalized joint sessions will be announced at a later date.

Submission Types

1. Technical Papers

Attendees at ELOS sessions have expressed strong interest in the practical aspects of instruction, which is especially relevant to laboratory instruction. Papers describing the implementation, assessment, and integration of both hands-on and online exercises with laboratory or lecture-based classes are encouraged.

Presentation type: Slide-based presentation

2. Work in Progress (WIP) Papers

Work-in-progress papers will also be considered. Abstracts and full Submission of this paper type MUST have a title that begins with “Work-in-Progress: paper title” with the colon separating the phrase from the remainder of the title. 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.

Presentation type: Slide-based presentation

3. Bring Your Own Experiment (BYOE) Submissions

Unlike traditional papers and presentations, the BYOE sessions highly encourage live demonstrations of laboratory exercises and equipment! The content of the submissions in BYOE sessions focuses more on implementation, which includes fabrication, deployment, and student usage in addition to the underlying pedagogy. 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.”

Presentation type: Live demonstration

Additional Notes

Student Papers: The division strongly encourages student authors to submit papers and accepts student papers in all the three above-described submission types. 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 regular guidelines and review process for the respective submission type, as appropriate.

Papers on Diversity and Inclusion: The division strongly encourages work that connects instructional experimentation and diversity and inclusion efforts. However, the contribution of the submitted work in that area should be clearly placed within the context of the technique or the methodology of the presented experiment of laboratory.

Review Process

Technical and WIP 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:

Does the work fit with the theme of ELOS, i.e. does the paper concern experimental and/or Laboratory-oriented learning experiences?
Does the abstract's content suggest that a full paper is likely to be of sufficient merit to warrant review?

Papers in the technical paper and WIP paper categories will be reviewed against the following criteria:

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?
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?
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 explained by a discussion in the paper's text? Are axes labeled properly and units indicated?
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?
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?
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?
References: Are there enough references on prior research on engineering pedagogy applied by the authors and review of similar work done by other educators in the field?

BYOE Submissions

The review process will follow the same deadlines as the standard ASEE abstract and manuscript process with peer review. Abstracts should be 500 words or less. Authors of accepted abstracts will be invited to submit full-length submission for peer review. Note that the BYOE paper should be in the form of a procedure description and instruction. The written submission should be crafted in a way 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 linked here. BYOE submissions selected for presentation after reviewing the required written submission will be published in the Proceedings of the ASEE Annual Conference.

BYOE Abstracts will be reviewed against the following criteria:

Is the motivation for the development of the experiment clearly explained?
Is the description of the experiment that will be demonstrated during the BYOE session sufficient?
Does the abstract's content suggest that a full submission will interest others in the field?

BYOE submissions will be reviewed against the following criteria:

Readability: Is the description and associated support materials well-developed, easily read/understood, free of grammatical errors or visual inadequacies? (Does it communicate well what it intends to?) Is the experimental procedure made obvious to the reader such that a person in the field could adopt/adapt the experiment?
Technical Merit: Is there sufficiently detailed information provided so that others can reproduce the experiment? Are the measurement techniques carefully defined and appropriate to the quantities being measured? Does the experiment achieve the stated educational objectives?
Use of Figures and Graphics: Are the figures and graphics clear and effective at illustrating the experimental apparatus? Are the figures and graphics explained by description in the paper's text? Are axes labeled properly and units indicated?
Innovation in Education: Does the BYOE submission describe an innovative approach to laboratory-based instruction or an approach that addresses a fundamental student misconception through a hands-on activity?
Broad Interest: Is the paper of interest outside of a narrowly targeted audience? Is there potential for a crossover of interest to other subject areas or audiences?
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 adopt the demonstrated experiment? Is the submission likely to have an impact on the practice of engineering education?
Logistical Feasibility: Is the experiment transportable enough to bring to the conference for a demonstration? If it is not transportable, has it been shown that a reasonably translatable account of its design and implementation can be presented such that the audience would be able to adequately understand it? Can it be represented without bringing it to effectively serve as a demonstration?

Awards

ELOS sponsors three (3) Best Paper Awards and one (1) Best Student Paper Award consisting of certificates and cash prizes of $300 each. Funding for these awards is graciously provided by the International Association of Online Engineering (IAOE). All papers submitted to the division will be considered for these awards. The division will make awards for ‘Best Overall Paper’, ‘Best Diversity and Inclusion Paper’, ‘Best BYOE Paper’, and ‘Best Student Paper’. Preliminary screening for Best Paper Awards will be based on the first full-length draft submitted for review after the abstract has been accepted.

For more information, contact:

ELOS-2025 Program Technical Chair: Dr. Hans Mayer; hmayer@calpoly.edu

ELOS-2025 Division Chair: Dr. Dominik May; dmay@uni-wuppertal.de

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Faculty Development Division

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International Division Papers are being solicited for subjects in ALL engineering education areas that have an INTERNATIONAL dimension. That includes engineering educators from institutions within or outside of the U.S.. We are particularly interested in receiving papers from U.S. students describing their experiences in study abroad programs and international students attending U.S. institutions. An international dimension always adds new and different complexity to the general challenging world of engineering education. The International division provides that venue to discuss and share these challenges with other educators with similar international challenges. Common areas are study abroad and global faculty research and partnerships. Our division includes cross-cultural diversity, K to 12, first-year engineering, ethics, collaborations, ABET and other accrediting agencies as only some of the examples where the international component leads to stimulating discussion during our sessions.

The following topics have been identified by International Division members as potential session topics and members are encouraged to submit papers for these sessions:

International Programs and Curricula:

Designing Sustainable Global Engineering Courses, Programs, Communities, and Partnerships

Enhancing Learning in Engineering Education Abroad in Various Modalities and Durations

Global Innovation and Trends in International Education and STEM Partnerships

International Program Development, Language Integration, and Credit Transfer

International Engineering Programs and Courses: Case Studies and Best Practices

Assessment and Accreditation:

Best Practices in Measuring and Assessing International Engineering Outcomes and Impact

Challenges and Opportunities in International Accreditation

Diversity, Equity, and Inclusion:

Increasing Access, Diversity, and Inclusion in International Engineering Programs

International Engineering Perspectives: Racial Equity

Student Perspectives in International Engineering Education

Cultural Perspectives:

Global Engineering and Humanitarian Design

Creating World-class STEM Leaders in a Globalized World

Risk Mitigation:

Strategies for Risk Mitigation in International Engineering Programs

Globalization without Travel:

Advancing Global Engineering Competencies without Travel

Collaborative Online International Learning

Be advised that, as a contributor to the international division, it is expected that you and your co-author participate in the peer review process. The peer review process is essential to meeting the high publication standard required for Scopus and other registration systems and is part of your professional responsibility to the conference.

Please note, in order for a paper to be accepted for presentation in a technical or poster session and/or for publication in the proceedings, the Division requires submission of the full final version of the paper. “Work in Progress” papers are welcome. In addition, this division is interested in supporting sessions on special topics including panel discussions. Please contact the program chair to discuss and make arrangements.

Abstracts should be between 300 and 350 words. At the top of your abstract, please indicate keywords that could assist us in developing session topics relevant to your paper.

The first step in proposing a paper is to submit an abstract to the ASEE paper management by Tuesday, October 1, 2024. Abstracts for papers should be approximately 300-350 words long and will be peer-reviewed. Once your abstract has been accepted, the first draft paper deadline is Wednesday, January 15, 2025. Paper submissions may include research studies or practice reports among other ideas and subjects.

All abstracts must be submitted via the ASEE web-based submission and paper management. The Author’s Kit with deadlines and instructions is available at https://aseecmsprod.azureedge.net/aseecmsprod/asee/media/content/annual%20conference/2025/2025-authors-kit.pdf

AWARDS

The International Division is giving three awards: one for the best paper, one for the best STUDENT paper, and one for the best DIVERSITY paper. Both graduate and undergraduate students are eligible for the best STUDENT paper award. We strongly encourage students to submit papers to this division. Winners shall receive financial awards. The two requirements for student papers are that the student must be the first author and the student must be the presenter. Please put an alert on the top of your abstract that the paper is a STUDENT paper to help identify these papers and assist the reviewers appropriately.

Please direct questions to:

Dr. Gloria J. Kim

Assistant Professor, Department of Engineering Education

Affiliate Faculty, Department of Electrical and Computer Engineering

Herbert Wertheim College of Engineering

University of Florida | Bldg 0634, Office NSC 202D

1929 Stadium Rd, P.O. Box 116561, Gainesville, FL 32611

352-392-9054 | gloriakim@eng.ufl.edu | https://faculty.eng.ufl.edu/gloria-kim/

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The Liberal Education/Engineering & Society (LEES) Division invites abstracts for papers and posters, and proposals for full sessions, panel discussions, workshops, and non-traditional session formats for the ASEE Annual Conference, June 22 - 25, 2025 in Montreal, Quebec, Canada. We especially welcome sessions that highlight local collaborators and engineering practice and engagement in and around Montreal and/or reimagine the traditional conference paper-session. If you would like to propose a non-paper or poster-centered session of any kind, please email the LEES Program Chair, Kari Zacharias, at kari.zacharias@umanitoba.ca as early as possible. We are excited to work with you on planning, proposing, and reviewing these sessions.

LEES is interested in the role of the humanities, arts, social sciences, and communication in engineering education, and in the role of engineering in broad and relevant liberal education. Engineering processes and products are value-laden; work in LEES calls attention to implicit and explicit values in engineering 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; situating engineering within larger social, historical, political, and cultural contexts; course- and curricular-level integration of engineering and the humanities, arts, and social sciences; and the development, study, and transformation of engineering education programs.

LEES welcomes submissions on any topic pertaining to the broader division goals. For the 2025 conference, we especially encourage work that pertains to the specific themes below. We encourage prospective contributors to consider building collaborations across ASEE divisions that might support our scholarship and capacity building. Past LEES work has had strong overlaps with, among other divisions: Ethics; Equity, Culture & Social Justice in Education; and Technological and Engineering Literacy/Philosophy of Engineering.

1. Engineering Education for Truth and Reconciliation

We invite submissions that explore engineers’ past and present connections with colonialism, as well as ways that engineering education can support Indigenous sovereignty and actions towards truth and reconciliation. Work in this area may analyze the role of engineering in (re)creating colonial relationships (Nieusma & Riley, 2010), examine engineers’ engagement with Indigenous communities (Ketchum et al., 2023), or critically explore STEM education as a space for reconciliation, decolonization, or Indigenization (Liboiron, 2021; Valle, Slaton, & Riley 2022). We welcome contributions that address colonialism, decolonization, and reconciliation in a wide variety of local contexts, including but not limited to American and Canadian settler colonialism and the many Indigenous cultures of Turtle Island (North America).

2. Engineering and Conflict

Engineers have long played significant roles in global politics, war, and revolution, but the field of engineering education has shown reluctance to confront its own involvement: “to write of politics, activism, or past events is not to engage in any familiar way with engineering epistemics” (Slaton & Vakil, 2024). We invite contributions that contravene this norm by examining relationships between engineering and conflict, both in the literal sense of engineers’ involvement in war, protest, labor disputes, etc. (Nieusma & Blue, 2012; Riley & Lambrinidou, 2015; Wisnioski, 2012) and as an analytical category that can be applied to teaching and/or research in engineering education (Tonn & Hira, 2024). In the context of ongoing geopolitical conflicts, rights violations, and anti-DEI legislative efforts, how might engineering education prepare students for conversations, considerations, and choices that acknowledge and address conflict?

3. Engineering and Climate Change

We invite submissions that focus on engineering values and practices pertaining to energy transition, decarbonization, and sustainability broadly. While engineering has contributed to climate change, it has also hidden the evidence (Oreskes & Conway, 2011) and dodged or denied responsibility (Pawley, 2019). With states’ increased attention to justice in energy transition and environmental racism (Heffron, 2022; Sovacool, 2021), we ask, how might engineering education prepare students to participate in complicated, global, and local sociotechnical transitions for climate change mitigation?

4. Sociotechnical Integration in Engineering Education: LEES leads efforts to critique and dissolve the artificial boundaries between “social” and “technical” to show that engineering is always a sociotechnical endeavor. LEES work holds engineers accountable for understanding how to bridge the socio-technical “divide,” and minimizing discriminatory disciplinary chauvinism (Reddy et al., 2023; Bairaktarova & Pilotte, 2020; Smith & Smith, 2018; Carrigan & Bardini, 2021). This work may be done on a variety of scales, from the personal to the cross-institutional. We especially welcome submissions that recognize, analyze, and otherwise engage with a “generative tension” among LEES participants, a group that serves as a venue for engineering educators grounded in science and technology studies and/or engineering studies and also makes space for liberal arts education program building which includes promoting the importance of communication and professional skills, etc (Nieusma, 2015).

The first step for all submission formats is an abstract or proposal. Abstracts for papers and posters must be submitted via Nemo by October 1, 2024. Note that this is one month earlier than past abstract submission deadlines! Abstracts should be approximately 300-500 words long and will be peer reviewed.

We will also work to incorporate a wide variety of other formats into the peer review system, designate them as special sessions, or otherwise find ways to include this work in the conference. We plan to repeat the special session format on teaching case studies that LEES hosted at the 2024 conference. Please stay tuned for more information about submissions to this session! If your proposal does not fit comfortably into the submission options available through Nemo, please email LEES Program Chair Kari Zacharias (kari.zacharias@umanitoba.ca) to initiate the submission and review process.

ASEE is once again adamant that they will not extend any deadlines this year because they are trying to adapt a standard, annual calendar. 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:

Kari Zacharias

LEES Program Chair 2025

Assistant Professor

Centre for Engineering Professional Practice and Engineering Education

University of Manitoba

kari.zacharias@umanitoba.ca

References

Bairaktarova, D., & Pilotte, M. K. (2020). Person or thing oriented: A comparative study of individual differences of first‐year engineering students and practitioners. Journal of Engineering Education, 109(2), 230–242. https://doi.org/10.1002/jee.20309

Carrigan, C., & Bardini, M. (2021). Majorism: Neoliberalism in student culture. Anthropology & Education Quarterly, 52(1), 42–62. https://doi.org/10.1111/aeq.12361

Heffron, R. J. (2022). Applying energy justice into the energy transition. Renewable and Sustainable Energy Reviews, 156, 111936.

Ketchum, Q. J., & Paretti, M. C., & Murzi, H., & Benning, J. L., & Westfall-Rudd, D. (2023, February), Walking Between Two Worlds: Creating a Framework for Conducting Culturally-Responsive Research with University Indigenous Communities Paper presented at 2023 Collaborative Network for Computing and Engineering Diversity (CoNECD), New Orleans , Louisiana. 10.18260/1-2--44813

Liboiron, M. (2021). Pollution is Colonialism. Duke University Press.

Nieusma, D. & Riley, D. (2010). Designs on development: engineering, globalization, and social justice. Engineering Studies, 2(1), 29-59.

Nieusma, D. & Blue, E. (2012). Engineering and war. International Journal of Engineering, Social Justice, and Peace, 1(1), 50-62.

Nieusma, D. (2015). Conducting the instrumentalists: a framework for engineering liberal education. Engineering Studies, 7(2–3), 159–163. https://doi.org/10.1080/19378629.2015.1085060

Oreskes, N., & Conway, E. M. (2011). Merchants of doubt: How a handful of scientists obscured the truth on issues from tobacco smoke to global warming. Bloomsbury Publishing USA.

Pawley, A., “Asking questions, we walk”: How should engineering education address equity, the climate crisis, and its own moral infrastructure? Advances in Engineering Education, Fall 2019.

Reddy, E. A., & Kleine, M. S., & Parsons, M., & Nieusma, D. (2023, June), Sociotechnical Integration: What Is It? Why Do We Need It? How Do We Do It? Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. https://peer.asee.org/44239

Riley, D. M., & Lambrinidou, Y. (2015, June), Canons against Cannons? Social Justice and the Engineering Ethics Imaginary Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23661

Slaton, A. E., & Vakil, S. (2024, June), Engineering Education in Times of War, Upheaval, and Revolution Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47280

Smith, J. M., & Smith, N. (2018). Engineering and the politics of commensuration in the mining and petroleum industries. Engaging Science, Technology, and Society, 4, 67–84. https://doi.org/10.17351/ests2018.211

Sovacool, B. K. (2021). Who are the victims of low-carbon transitions? Towards a political ecology of climate change mitigation. Energy Research & Social Science, 73, 101916.

Tonn, J., & Hira, A. (2024, June), Engineering as Conflict: A Framing for Liberal Engineering Education Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47271

Valle, J., & Slaton, A., & Riley, D. (2022, August), A Third University is Possible? A Collaborative Inquiry within Engineering Education Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41827

Wisnioski, M. (2012). Engineers for Change: Competing Visions of Technology in 1960s America. MIT Press.

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Call for Papers - Manufacturing Division

2025 ASEE Annual Conference & Exposition

Montreal, Quebec, Canada, June 22-25, 2025

The Manufacturing Division of the American Society for Engineering Education invites abstract submissions of full length and work-in-progress papers for the 2025 ASEE Annual Conference. The abstract submission starts on September 1, 2024, and ends on October 1, 2024. Papers and presentations related to manufacturing education, practice, assessment, and promoting diverse learning and fostering inclusive environments 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.
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.
Artificial Intelligence, Digital Twin, Data Analytics applications in 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.
Understanding academic and social barriers for entry and retention.
Inclusive teaching and culturally relevant pedagogy.
Addressing gender gap and disparities.

Fast track to Manufacturing Letters journal: High-quality papers presented at ASEE 2025 Annual Conference Manufacturing Division will be considered for invitation to submit a short form paper to the Manufacturing Letters Special Issue: Innovations in Manufacturing Education.

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 Manufacturing Division and supported by other divisions of 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 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/2025-Annual-Conference/Paper-Management/2025-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 2024-2025 ASEE Manufacturing Division Program Chair:

Faisal Aqlan, Ph.D.

2024-2025 Manufacturing Division Program Chair

Associate Professor of Industrial Engineering

University of Louisville, Louisville, KY 40292

Tel: 502-852-1697; Email: faisal.aqlan@louisville.edu

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MATERIALS DIVISION CALL FOR PAPERS

The Materials Division invites paper submissions for the 2025 Annual American Society for Engineering (ASEE) Conference in Montreal, Quebec, Canada. 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
• Justice, equity, diversity, and inclusion in materials education
• Academia-industry collaborations
• Incorporation of computational tools, machine learning and artificial intelligence 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.

Special Session: Activities with Impact! The materials division will present a panelist session on classroom demonstrations, in-class (or online) activities and hands-on materials investigations. Participants will prepare a short talk to show their activity/demo followed by a group discussion. Those interested in participating should email a short abstract directly to the program chair (Dr. Joel Galos, jgalos@calpoly.edu).

Key Paper Deadlines
September 1st, 2024 - Abstract submissions open
October 1st, 2024 - Abstract submissions close
January 15th, 2025 - Draft submissions close

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.)
• ASEE 2025 Author Kit: Please make sure to follow the abstract and paper submission guidelines, available at: https://aseecmsprod.azureedge.net/aseecmsprod/asee/media/content/annual%20conference/2025/2025-authors-kit.pdf

Please contact the Materials Division Program Chair Dr. Joel Galos (jgalos@calpoly.edu) 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 Dr. Lessa Grunenfelder (grunenfe@usc.edu) with any questions.

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Please note that we would like to encourage anyone who has questions or concerns about submitting to this call to contact the Program Chair Nick Hawkins <nicholas.hawkins@louisville.edu>, or the Division Chair Jim Lewis <james.lewis@louisville.edu>.

The Mathematics Division invites abstracts for papers to be presented at the 2025 ASEE Annual Conference to be held June 22-25, 2025, in Montreal, Quebec, Canada. Abstracts may be submitted on topics related to the role of mathematics in engineering education. Topics of particular interest include, but are not limited to:

• strategies and their impacts supporting diversity and inclusion in mathematics courses,

• innovative teaching techniques and their impacts on outcomes in mathematics courses,

• use of technology and/or software in the teaching and learning of mathematics,

• issues, concerns, or problems in the teaching of mathematics to engineering students,

• impacts of math courses or math pathways on subsequent engineering student outcomes,

• interplay between mathematical training of engineering students and ABET outcomes,

• mathematical learning outcomes measured in non-mathematics engineering courses,

• statistics, applied math, or other mathematics course content essential to engineering,

• collaborative educational projects between mathematics and engineering,

• mathematics education strategies to broaden participation in engineering, or the

• preparation of mathematics graduate students to teach engineering students.

In order to publish to present at the conference, abstracts must be 250-500 words and follow the ASEE Abstract Format guidelines provided by ASEE. Abstracts and papers undergo a blind review process, and it is the authors’ responsibility to ensure the requirements for anonymized review are met. In particular, authors’ names and institutions should not be included in the text, file name, or document properties of an abstract or paper submitted for review.

The Mathematics Division accepts 3 types of papers: Evidence-Based Work, Conceptual, and Work-in-Progress (WiP).

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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.

Please note: The Division will not be accepting papers that list a generative AI as a co-author (ex: ChatGPT, Bard, etc.). If generative AI was used in any capacity please add it in the acknowledgements at the end of the paper.*

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 2025, 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:

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
- General engineering curricular design
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 teams
- Multidisciplinary service-learning courses and experiential learning approaches
- Manufacturing emphases, particularly on additive manufacturing, that are multidisciplinary
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
Industry and Nonprofit Partnerships across multiple branches of STEM
- Project partnerships
- Department partnerships
- Industrial outreach
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
AI and other emerging technologies in Multidisciplinary Engineering Education and Teaching (Pro and Anti views both welcome)
- Generative AI - Text
- Generative AI - Images and generative fill

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. Duncan Davis (duncansdavis@gmail.com)

Northeastern University, Boston MA

*AI and AI-assisted tools do not qualify for authorship under Elsevier's authorship policy. Authors who use AI or AI-assisted tools during the manuscript writing process are asked to disclose their use in an acknowledgements section at the end of the manuscript.

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The NSF Grantees Poster Session is an invitation-only session for authors with NSF-sponsored projects related to engineering education. ASEE is a publish-to-present conference, so authors will be required to submit a paper to participate in the poster session. This year the session will only accept brief papers (2-5 pages, including references).

NEW FOR 2025:

Titles must include the NSF funding program (e.g., IUSE, RIEF). The paper and poster must also acknowledge the project funding.
This session will only accept short papers (2-5 pages, including references) summarizing the project activities and results. PIs with more extensive results are encouraged to submit a full-length paper through one of the ASEE divisions and a short summary for this poster session, while ensuring sufficient differentiation between the submissions to comply with ASEE’s policy on duplicate publication (given in Author’s Kit).

Submission Schedule:

Abstracts Submission Deadline: Tuesday, October 01, 2024
Draft Paper Submission Deadline: Wednesday, January 15, 2025
Revised Paper Submission Deadline (for papers requiring revisions): Friday, February 21, 2025
Finalized Paper Submission & Author Registration Deadline: Thursday, May 01, 2025

To submit an abstract and paper, you will need to use your ASEE login or create a new account. ASEE membership is not required. Conference details, including the full call for papers, Authors Kit, and poster formatting guidelines, are available at: https://www.asee.org/events/Conferences-and-Meetings/2025-Annual-Conference

ABSTRACT SUBMISSION
ASEE recommends abstracts to be between 250 and 500 words. The following criteria are used to review abstracts:

1. Clearly motivates the work based on needs and referencing relevant literature

2. Clearly describes the project and key findings

3. Identifies the NSF program that funded the work

During the abstract submission process, it is VERY IMPORTANT that you select the NSF Grantees’ Poster Session as the “Division” to which you submit.

PAPER SUBMISSION
All posters must submit a paper to be accepted for the poster session. However, this session only accepts extended abstracts summarizing a project (2-5 pages including references). Papers are reviewed blind, so identifying information should be removed from draft papers, The papers will be reviewed based on the following criteria:

1. Motivates the work based on needs and referencing relevant literature

2. Describes the project, methodology, and results

3. The paper is clear, concise, and consistent. It is easily understandable and a pleasure to read. The writing is near perfect, with few grammatical or spelling errors.

4. Identifies NSF program and award number and follows the required submission format provided by ASEE in the Author’s Kit.

After review, draft papers will be accepted, require revisions, or rejected from the conference. Papers are most often rejected or require revisions due to lack of relevance to the session or not including required information or following the required format.

A few other items of note:

In order to keep the session focused on results rather than plans, only projects with a start date at least a year before the conference are receiving invitations to submit. If your project will not have significant results by the time of the conference, please wait until next year. If you have presented at this session in the past, you are encouraged to submit an abstract again only if it is a significant update on your previous work.
If you have more than one qualifying award, you may submit more than one abstract as long as you are prepared to display and cover more than one poster board.
Everyone who submits an abstract will be asked to review a few abstracts. You will not have to review the associated papers. Please help make this session run smoothly by accepting the invitation to review.
Abstracts for this conference are generally 250-500 words, broken into 2 to 4 paragraphs. As much as possible, do not include identifying information in the abstract for the sake of having a blind review process. Please do mention the NSF division through which your project is funded.

This session has long been a high visibility opportunity for dissemination of activities and results related to engineering education. We hope you will ensure its continued success with your participation.

Still have questions? Didn't recieve an invite?
Contact Susan Gentry (spgentry@ucdavis.edu), the 2025 NSF Grantees Poster Session Organizer

Call for Papers

Ocean and Marine Division

2025 ASEE Annual Conference

June 22 - 25, 2025 | Montreal, Quebec, Canada

The Ocean and Marine Engineering Division welcomes abstracts of 250-500 words in length in all areas related to ocean, marine, littoral, naval, and coastal engineering education. Engineers in academia and industry from across the world are encouraged to submit papers on relevant topics. Abstracts should include educational or academic aspects for consideration.

Technical and non-technical topics of interest include, but are not limited to:

Ocean or marine climate change
Water and offshore wind energy harvesting (tidal, wave, etc.)
Naval architecture and marine engineering
Coastal or littoral environment
Autonomous or remotely operated surface and submersible vessels
Underwater robotics
Sensors and remote sensing
Globalization of ocean and marine engineering education
Machine learning and digital twins in the ocean and marine environment
Coastal resilience
Water quality, invasive species, microplastics
Marine and coastal ecosystem health
Port security
New teaching and learning strategies and technologies
Follow-on studies concerning new pedagogy initially used as pandemic responses
Laboratory development and innovation
Challenge or problem-based learning
Capstone/senior design and project-based curriculum
Best practices in curriculum/course development and industry needs
Issues related to nontraditional and underrepresented students
Student recruitment, outreach, and retention
Pre-college engineering education outreach
Efforts on racial equity to support the Commission on Diversity, Equity, and Inclusion’s year of impact
Citizen science
Collaboration with marine and/or ocean government or industry partners

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 2025, work for which available results can be analyzed to yield supported and significant conclusions. Complete Paper submissions may be reassigned to WIP if they are judged to fall under the WIP criteria.
Work-in-Progress (WIP) Paper: Work-in-Progress papers report on work that is in the process of study and/or implementation for which results will not be available by the time of draft paper submission, for studies that are as yet inconclusive, and for studies at an early to intermediate state for which authors are seeking feedback from the community. A submission of this paper type MUST have a title that begins with “Work-in-Progress:” with the colon separating the WIP phrase from the remainder of the title. WIP papers may be assigned to a poster presentation session to allow authors to maximize the opportunity for extended conversations regarding their ongoing research. WIP papers are not eligible for the Division’s Best Paper Award.

Abstracts should provide a clear description of the objectives and motivation, relevant background, any assessment methods used, and results. Abstracts MUST be submitted electronically via ASEE's online system. The submission and review processes are blind. Do not include the names of institutions or authors anywhere in the abstract. For additional information, including the Author's Kit with deadlines, instructions and formatting guidelines, and to upload your abstract, please go to nemo.asee.org. Paper submission is a two-step review process consisting of abstract submission, review and acceptance, followed by a full manuscript submission, review and acceptance. Only accepted papers will be presented at the conference.

Paper Awards - All accepted papers that are not WIP will be considered for the OMED Best Paper, and Best Diversity Paper. Recipients must present their paper in an OMED session to qualify for the awards.

OMED also welcomes proposals for Panels and Workshops. There is no official process for proposing panels and/or workshops. We welcome informal emails to the Program and Division Chairs (contact info provided below).

If you have any questions and/or suggestions please contact our:

Program Chair, Maija Benitz, Roger Williams University, mbenitz@rwu.edu
Division Chair, Bob Kidd, SUNY Maritime College, rkidd@sunymaritime.edu

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2025 ASEE ANNUAL CONFERENCE

Pre-college Engineering Education Division Call for Papers

Montreal, Quebec, Canada, June 22-25, 2025

The Pre-College Engineering Education (PCEE) Division invites you to submit proposals for the 2025 ASEE Annual Conference, scheduled to take place in Montreal, Canada, from June 22-25, 2025. This conference provides a dynamic platform for sharing research, innovative practices, and experiences in pre-college engineering education, impacting preschool through high school education in both formal and informal settings.

Important Note: All attendees will need a valid passport to enter Canada. Please ensure your passport is renewed or obtained well in advance, as processing times can vary. Additionally, check entry requirements specific to your country before traveling.

Submission Categories
We are seeking submissions in the following categories:
Papers

Research to Practice (RTP) Papers
Fundamental Research Papers
Evaluation of Program/Curricula Papers
Pre-college Resource/Curriculum Exchange
Work in Progress Papers
Other

Special Sessions - Workshops
Additionally, we are seeking submissions for Workshops to be held during the ASEE Conference. Please note that these workshops are separate from the Pre-Conference Educator Workshop scheduled for Saturday, June 21, 2025. For more details, please contact Dr. Katey Shirey at katey@edukatey.com.

Suggested Topics
Submissions may address, but are not limited to, the following topics:

Role of AI in Education
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 in Engineering Practice
Argumentation
Engineering Habits of Mind
Identity Formation
Curriculum (e4USA, PLTW, EIE, etc)
Summer Camps
Informal Learning
Accessibility for Low Economic Environments

Important Dates for Authors

- Sunday, September 01, 2024: Abstract Submission Open
- Tuesday, October 01, 2024: Abstract Submission Deadline
- Friday, December 13, 2024: Panel Session/Workshop/Special Session Request Deadline
- Wednesday, January 15, 2025: Draft Paper Submission Deadline
- Friday, March 14, 2025: Revised Paper Submission Deadline
- Friday, May 02, 2025: Finalized Paper Submission & Author Registration Deadline

Author Guidelines

Title Requirements: Indicate the paper type explicitly in the title using a parenthetical addition at the end (e.g., "A Study of Engineering Design in Elementary Education (RTP)").
Abstract Requirements: Abstracts should be 250-500 words, deidentified, and should describe your research question, program details, observations, and (preliminary) results.
Paper Formatting: Refer to the ASEE Author’s Kit for formatting guidance. Ensure that your papers are aligned with the correct rubric based on the paper type.
Deidentification: All submissions must be deidentified for review. Do not include any identifying information in your submission files.

Special Instructions for Workshops
If you are interested in organizing a workshop, especially for Saturday, June 21, 2025, contact Dr. Katey Shirey (katey@edukatey.com) for more details.

Need Assistance?
For more details, please see the attached file, and for questions or additional information; please contact the PCEE Division Program Chair, Dr. Ibrahim H. Yeter, at ibrahim.yeter@nie.edu.sg.

We look forward to your participation and contribution to the ongoing dialogue in pre-college engineering education. Submit your work, share your insights, and help shape the future of engineering education!

Contact information:

Ibrahim H. Yeter, PhD

Pre-College Engineering Education Division Program Chair 2024-2025

ibrahim.yeter@nie.edu.sg

Hoda Ehsan, PhD

Pre-College Engineering Education Division Program Chair-Elect 2024-2025

hehsan@thehill.org

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2025 ASEE Annual Conference & Exposition

Software Engineering Division (SWED)

Call for Papers

The SOFTWARE ENGINEERING DIVISION (SWDIV) extends a warm invitation for the submission of abstracts to contribute to papers, workshops, and special sessions at the esteemed 2024 American Society for Engineering Education (ASEE) annual conference. This prestigious event is slated to take place in the city of Montreal, Quebec, Canada from June 22 to 25, 2025. Comprising a community of dedicated researchers and practitioners, the SWDIV collectively nurtures an interest in a diverse range of subjects within the domain of software engineering. Papers accepted within the purview of the SWED division are granted automatic eligibility for the distinguished SWED Best Paper Award. Subsequently, the pinnacle of achievement for this award is the opportunity to vie for the coveted ASEE Annual Conference Best Paper accolade, standing in competition with the finest works from various divisions.

The Software Engineering Division, with an inclusive outlook, encourages contributions from all disciplines, fostering a collaborative exchange of ideas at the 2025 ASEE Annual Conference. The SWDIV Division also extends its embrace to research articles that report on ongoing endeavors, positioned under the "Work in Progress (WIP)" designation, indicated in the title. Researchers also have the avenue to present their findings through the Poster category. We actively encourage submissions from authors whose affiliations do not directly lie in software engineering and computing. Such submissions, describing educational methodologies for teaching software development within their respective fields, are immensely valued. Authors are invited to submit abstracts covering a wide spectrum of subjects, spanning software engineering, computing education, and research. The potential topics encompass, but are by no means limited to the following:

Software Engineering Robustness:

· Crafting seamless processes and tools, with a particular focus on system security, privacy, and the robustness of software systems.

· Crafting software systems in which data science, artificial intelligence, and allied technologies seamlessly converge and play pivotal roles.

· Tackling the challenges posed by engineering large-scale software-intensive systems, such as smart cities and smart grids.

· Unleashing the potential of embedded software development.

Cyber Security- Innovations, Challenges, and Future Directions:

· Advanced threat detection, intrusion prevention, and network resilience.

· Techniques for safeguarding sensitive information in cloud and big data environments.

· Machine learning, AI-based threat detection, and automation.

· User behavior, social engineering, and awareness training.

· Applications and vulnerabilities in distributed ledger technologies.

Pedagogical Innovation:

· Cultivating enriched pedagogical tools and practices across the spectrum of education, spanning K-12, undergraduate, graduate, and professionals in the field.

· Pioneering innovative methodologies for teaching software engineering and its allied computing courses.

Interdisciplinary Initiatives and Collaboration:

· Weaving interdisciplinary initiatives and courses that prominently feature the design of software subsystems.

· Nurturing synergies with computer science and computer engineering programs to enrich cross-disciplinary collaboration.

Curriculum Development and Educational Material Enhancement:

· Championing the evolution of software engineering and computing curricula, encompassing development, evaluation, and accreditation strategies.

· Creating dynamic course materials that bolster software development education.

Diversity, Equity, and Inclusion:

· Elevating diversity, equity, inclusion, and retention within software engineering and computing programs to foster a more representative and inclusive community.

Additional Topics:

· Enriching capstone experiences and undergraduate research opportunities within the realm of software engineering and computing.

· Exploring the realm of wireless sensor networks and the burgeoning landscape of the Internet of Things (IoT).

· Pioneering breakthroughs in computational intelligence.

Abstracts must be submitted through the ASEE’s submission system by October 1st, 2024. Each abstract should be approximately 500 words. Authors are encouraged to read the Author's Kit available on the conference website 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.

Key Dates for Authors:

· Abstract Submission Opens: September 1, 2024.

· Abstract Submission Deadline: October 1, 2024.

· Draft Paper submission deadline: January 15, 2025.

· Revised Paper Submission Deadline: February 21, 2025.

· Finalized papers: May 1, 2025.

· Author registration deadline: May 1, 2025.

Please contact any of the following for questions and clarifications

| 2025 SWED 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

2025 SWE Program Chair: Mudasser F. Wyne, Ph.D.
Professor of Computer Science,
School of Technology and Engineering,
National University, 9388 Lightwave Avenue, San Diego, CA-92123
Phone: (619) 430 3496,
Email: mwyne@nu.edu

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The ASEE Student Division welcomes paper submissions for publication and presentation at the 2025 ASEE Annual Conference, scheduled for June 22nd-25th in Montreal, Quebec, Canada.

Key Dates

Abstract submission open -Abstract submission due: | September 1st, 2024 - October 1st, 2024
Accepted Abstract - Full Paper Draft due: | January 15th, 2025
Revised Draft due: | February 21st, 2025
Final Paper due: | May 1st, 2025

Aligned with its mission to enhance student engagement, the Student Division of ASEE hosts events to promote the publication and presentation of student-led research, fostering professional development and networking among engineering educators. Both undergraduate and graduate students are encouraged to submit papers on their academic challenges, innovative teaching methods, or research findings. The lead author of each paper must review at least one other submission, and we strongly recommend reviewing successful past submissions for guidance. Other Co-authors have the option to serve as reviewers, which is highly encouraged. Additionally, we recommend that authors review successful paper submissions in past years in the ASEE Peer Document Repository.

The Student Division offers the "Best Paper Award" and the "Best Diversity Paper Award," with submissions in the "Full Paper" category eligible for both. Winners receive a cash prize, a plaque, and recognition at the division’s dinner social. Winning papers will also be nominated for the PIC Best Paper Award and ASEE's Best Diversity Paper Award. Submissions must have an educational focus, as papers solely discussing engineering projects are ineligible. The division seeks submissions for both Full Papers and Work-In-Progress Papers.

Full Papers address scholarly research within engineering education and are typically 10 pages or less (excluding references). Papers must begin with “This Full Paper”. The session structure will include 15-minute presentations followed by five minutes of moderated Q&A.
Work-in-Progress (WIP) Papers are shorter papers intended to be submitted by students working on studies at an EARLY to INTERMEDIATE stage for which authors seek feedback from the community. These papers should not exceed six pages(excluding references). Papers must begin with “This WIP Paper”. The session structure will include 15-minute presentations followed by five minutes of moderated Q&A. WIP in this division are only eligible for the Best Paper Award if they provide preliminary results. All WIP papers are eligible to qualify for the Best Diversity Paper Award.

Abstract Review Process

Authors should submit abstracts ranging from 250 to 500 words. The submitted abstracts will undergo a double-blind peer review process. For an accepted abstract, authors will be expected to submit a Full or WIP paper that will also undergo a double-blind peer review process. It's important to note that these double-blind peer reviews are primarily conducted to provide authors with valuable feedback on research methods and writing style, ultimately benefiting the author's work.

Paper Draft Review Process

Submitted papers must adhere to the page limit set in the category descriptions (referenced above). Paper drafts will receive a double-blind peer review based on the following criteria: Innovation, Connection to Literature, Relevance, and Category Accuracy. Pending acceptance of the paper, authors must present to publish at the conference. For more information about FORMAT and paper submissions, see: 2025 Annual Conference

For more information, please contact:

Student Division Co-Program Chair
Benjamin E. Chaback
chabackb@vt.edu

Student Division Program Chair
Animesh Paul
ap45579@uga.edu

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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 entire paper, and (3) submission of the final paper. All abstracts must be submitted through the NEMO abstract & paper submission portal. Please check the ASEE website for final versions of the 2025 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 anonymous peer review. Authors of accepted abstracts will prepare a draft of the entire paper for anonymous peer review; at least three reviewers will review the draft. Be sure to remove identifying information such as author name(s) and/or institutions from all abstract and draft submissions. 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 NEMO upon submission. As there is a limited number of technical sessions in the TYCD, Work in Progress papers, or multiple papers by the same author(s), or papers that do not suit the content of a technical session, may be assigned to the conference poster session. Draft papers should be well-developed so that the reviewer has a sufficient understanding of the paper’s goals and content, as well as any research questions, data, etc., that may appear in the final paper. Reviewers may return drafts for revision if, among other issues, the narrative or other content needs clarification, the draft has substantial grammatical and/or spelling errors obscure the main message (the reviewer will not correct the errors), the draft lacks references, etc. Reviewers may also reject the draft for severe instances of the aforementioned reasons or if the paper focus is not appropriate for the TYCD conference program. 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 must be submitted by the published deadline in order to be included in the conference program.

Acceptance of both the abstract and the final full manuscript is required for presentation in TYCD sessions and 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: Eric Davishahl ASEE 2025 Two-Year College Program Chair edavishahl@whatcom.edu.

The American Society of Engineering Education (ASEE) Women in Engineering Division (WIED) is seeking papers for the 2025 ASEE Annual Conference in Montreal, Quebec! Abstract submission opens September 1, 2024 and closes on October 1, 2024.

Papers that focus on this year’s conference theme, “Engineering Educators Bringing the World Together” and that align with the mission of ASEE WIED are welcome. ASEE WIED’s mission is to increase the participation of women at all levels of engineering education and the profession. The division is concerned with programs to improve the preparation, recruitment, and retention of women students at undergraduate, graduate, postdoctoral, and professional levels in the science, technology, engineering, and mathematics, (STEM) fields. The division sponsors sessions at the ASEE Annual Conference and administers the WIED Awards. This year, we will include award categories for researchers and practitioners as well as students. Stay tuned for additional information on the awards!

Topics can include but are not limited to the experiences, challenges, barriers, solutions, and realities of women in engineering across all domains of engineering, from research to practice to education to workforce. Additional areas could include gender, well-being, educational or workplace experiences, dual career, work-life integration, caretaking responsibilities, sociopolitical or sociohistorical issues, culture, intersecting identities and/or contexts, university structures and programs, policies, reports on initiatives, or any other relevant topic. Transformative or policy-driven research that informs the development of impactful and forward-thinking programs and policies are of interest.

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 its acceptance will be included in the WIED program at the conference and the conference proceedings. Full papers in WIED typically range between 10-15 pages including references but not appendices. Please note that WIED cannot guarantee appendices will be evaluated by the reviewers.

Researchers and practitioners are especially encouraged to submit papers to this division. Also, undergraduate, graduate, and postdoctoral students are invited to submit panels on topics of interest to WIED. Panels must also submit an abstract and may optionally submit a full paper.

The author’s kit is found here: 2025 ASEE Author Kit. Authors should also review the plagiarism policy found in the kit using the same link.

For additional information, please contact Dr. Idalis Villanueva Alarcón, ASEE WIED Program Chair, Herbert Wertheim College of Engineering, Department of Engineering Education. Email: i.villanueva@ufl.edu.

2025 ASEE Annual Conference & Exposition

Montreal, Quebec, Canada, June 22-25, 2025

Aerospace Division (AERO) Call for Papers

Key Bullet Points and Dates

Do not forget that the conference is in Canada. Passports are required for U.S. residents and may take several months to renew or acquire.
All student papers should have “Student Paper” at the top of the first page.
- Example: Student Paper
  Title
If you would like to be considered for the Young Investigator award, notify Dr. Brian Ritchie at ritchie.11@osu.edu.
- Award is for those in the first 5 years of their professional academic career
If this is a work in progress, put “Work in Progress” at the beginning of the title.
- Example: Work-in-Progress: Title
Special sessions, such as panel discussions, are encouraged but should be discussed directly with the program chair, Dr. Brian Ritchie at ritchie.11@osu.edu, prior to abstract submission.
Please remove all identifying information (author names, agencies, universities, etc.) from the draft.
Abstract due: October 1, 2024
Paper draft due: January 15, 2025
Final paper due: May 1, 2025

Full-Length vs Work-In-Progress Papers

Suggested topics include:
1. Engineering Epistemologies (research on what constitutes engineering thinking and knowledge within social contexts now and in the future)

Professional development of aerospace engineers
Integration of professional skills into an aerospace engineering course
Aerospace systems engineering

2. Engineering Learning Mechanisms (research on engineering learners’ developing knowledge and competencies in context)

Aircraft and/or spacecraft design education
Capstone and/or student industry experiences
Hands-on experiences (which may include laboratory classes), including additive manufacturing
Aerospace related educational activities conducted outside the classroom
Integration of Uncrewed Aircraft Systems (remotely piloted or autonomous), CubeSats or Nanosats, or Rocketry in the curriculum

3. Engineering Learning Systems (research on the instructional culture, institutional infrastructure, and epistemology of engineering educators)

Effective and innovative teaching and projects in aerospace courses
Innovative pedagogical approaches, active learning, and hybrid in-person/online learning in aerospace education
Interdisciplinary collaboration and industry-academic partnerships for aerospace education
Student-centered learning, technology integration, and the role of emerging technology in aerospace education

4. Engineering 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 persistence in aerospace engineering
Women and other under-represented groups in aerospace engineering (academia and industry)
Global perspectives on aerospace engineering education and assessment strategies.

5. Engineering Assessment (research on, and the development of, assessment methods, instruments, and metrics to inform engineering education practice and learning)

Aerospace engineering curriculum development or assessment
Innovative assessment methods in aerospace engineering and engineering technology education
Assessment challenges and solutions in remote/online learning
Accreditation-related assessment strategies in aerospace programs
Inclusive assessment practices promoting diverse student success

6. Other topics of interest to the aerospace engineering education community

Teaching strategies and lessons learned for effectively delivering courses and hands-on activities, or addressing any of the preceding topics, in remote/online settings
Ethics, sustainability, social responsibility, and safety in aerospace education.
Advanced materials, manufacturing, emerging technology, and industry trends in aerospace education
Space exploration education, policy, regulation, ethics, and space law's impact on aerospace education
Student research, outreach, communication, and strategies for enhancing success in aerospace programs

Young Investigator Award

Notify the AERO Program Chair, Dr. Brian Ritchie, The Ohio State University, by email if you are eligible and wish to be considered for this award: ritchie.11@osu.edu.

Student Paper Attributes

AUTHORS: Work is mainly conducted by undergraduate / graduate student(s) in collaboration with a faculty advisor. Please write “Student Paper” on top and do not list the names and affiliations of the authors on the draft. The final manuscript of each accepted paper will list a student as the lead author and faculty advisor as a co-author. Each student presenter must register for the annual conference.
FOCUS: Paper has a significant educational component.
AWARDS: Only the papers presented by the student authors / co-authors are eligible for student paper award certificates.

Questions regarding the abstract or paper submission can be directed to the AERO Program Chair, Dr. Brian Ritchie, The Ohio State University, by email: ritchie.11@osu.edu.

Further details on Paper Management, Conference, Travel, Program Schedule and Registration can be found at ASEE’s 2025 Annual Conference and Exposition website: 2025 Annual Conference (asee.org)

Important Dates:

Abstract Submission Open – September 1, 2024
Abstract Submission Due – October 1, 2024
Draft Paper Due – January 15, 2025
Revised Paper Due – February 21, 2025
Final Paper Due – May 1, 2025