Free ticketed event
A hands-on data-gathering/sharing session on educational improvement, innovation, and reform.
Free ticketed event
[Ticketed registrants will be admitted first—others welcome at the door on a seat-available basis]
For this year’s Interdivisional Town Hall Meeting, participants will be given an opportunity to share their experiences in transforming engineering education, while also contributing directly to a National Science Foundation-sponsored study on this topic. Unlike medicine, the engineering profession establishes new standards for engineering education through a distributed system of governance that mirrors the distributed structure of the profession. At the same time, many of us pursue educational innovation, continuous improvement, and unique institutional solutions in ways that maintain a productive tension with efforts to set common standards in engineering education.
During this 90-minute interactive session, everyone will have an opportunity to participate in one of seven public conversations on the general topic:
1. In what ways do the basic structure of the engineering profession and U.S. higher education impact engineering education reform initiatives?
2. How do we make change happen? What are the actual strategies and practices that we use to bring about educational improvement and transformation?
3. To what extent do our epistemic habits as engineers shape our educational programs, standards, and the assessment tools we use to evaluate our programs?
4. Are we fully cognizant of the social and historical contexts within which we operate? Would greater awareness of context allow us to design more effective educational programs and curricula?
5. What are the major drivers for change? What causes us to become dissatisfied with what (and how) we teach, and how is this translated into action?
6. What are the mechanisms, both formal and informal, through which we coordinate engineering education at the national and disciplinary level, including but not limited to new accreditation standards and new visions for the profession?
7. To what extent does institutional diversity compel us to go in different directions? In what ways do institutional type, rank, and forms of support; our student demographics; and regional industrial needs force us to carve out unique solutions to the challenges of engineering education? Again, how does this vary by institution?
Participants will first be randomly assigned to one of seven breakout groups, although all participants will be given the option to shift to their topic of choice. Conversations will be managed by a facilitator, and structured through a set of subsidiary questions stemming from the main question. A designated scribe will assemble a record of each conversation, and report out on the group’s findings during the final 30 minutes. The results of the conversation will be publicly posted, with further opportunity for participants and those not attending the event to amend their comments and to add to the conversation following the event.
We invite members from all ASEE divisions to join us for this event.
Interdivisional Town Hall Meeting Planning Committee
Atsushi Akera (LEES)
Alan Cheville (ERM, TELPhE)
John Estell (First-Year Programs)
Mary Frank (Architectural Engineering)
Steve Frezza (TELPhE)
Susannah Howe (DEED)
Timothy Kennedy (Community Engagement)
Elien Lane (ECCD)
Jim Lewis (CoED)
Deanna Matthews (E&PP)
Russ Meier (ECE)
Mani Mina (TELPhE)
Daniel Oerther (E&PP)
Rick Olson (Industrial Engineering)
Gurlovleen Rathore (Student Division)
Beena Sukumaran (WIED)
Joe Tranquillo (Biomedical)
Julia Williams (LEES)
For those interested in: Academia-Industry Connections, Advocacy and Policy, Broadening Participation in Engineering and Engineering Technology, K-12, and New Members
Dr. Akera is an Associate Professor in the Department of Science and Technology Studies at Rensselaer, and does research on the history of engineering education reform. He is author of /Calculating a Natural World: Scientists, Engineers, and Computers during the Rise of U.S. Cold War Research (2006) form MIT Press. He also serves as the Chair of the Ad Hoc Committee on Interdivisional Cooperation.
Dr. Riley is the Kamyar Haghighi Head of the School of Engineering Education at Purdue University, and has served as Program Director for Engineering Education at NSF. She is the author of two books, /Engineering and Social Justice/ and /Engineering Thermodynamics and 21st Century Energy Problems/, both published by Morgan and Claypool. She is a fellow of the American Society for Engineering Education.
Dr. Cheville is Department Chair and the T. Jefferson Miers Chair in Electrical Engineering at Bucknell University. Active in engineering as well as engineering education research, he conducts work on Optoelectronically generated THz spectroscopy and imaging, and the study of engineering education systems and learning environments. He has served as the NSF Program Director for Engineering Education Education (2010-2012), and holds the NSF Director's Award for Program Management Excellence (2012).
Dr. Karlin is Research Professor at the Minnesota State University, Mankato. She holds a PhD in Industrial and Operations Engineering from the University of Michigan, and does extensive research in engineering education in the areas of student development, faculty development, organizational development, operational excellence, and regional economic development.