Ticketed event: $35.00
For the fifth year in a row, the Community Engagement Division is coordinating a local community engagement event prior to the ASEE Annual Conference. This year, in Tampa, participants will contribute to the ongoing collaborations between University of South Florida engineering faculty and the Florida Aquarium in Tampa. This event will be an outreach activity, bringing students from local communities in for the day to explore many of the exciting links between engineering and the aquarium. In addition to engagement with local students, participants will have some time to explore and share how faculty at the University of South Florida and others are connecting with their local communities through curricular and co-curricular community engagements. This event will provide an opportunity for novices to community engagement to interact with and learn from experts with decades of experience exploring the complexities of developing effective and transformative academic-community collaborations. This event will take place on the Saturday afternoon before the conference and will cost $25 to participate.
Nathan is a scholar engaged in studying community engagement, social responsibility, and ethics. He is currently a structural engineering, and was formerly an instructor at Seattle University.
Maya is a professor of Civil and Environmental Engineering at the University of South Florida. Her interests are interdisciplinary, transdisciplinary, applied and seek to forge non-traditional university partnerships with local and international entities, especially those in the Caribbean. She received the 2014 Award for Outstanding Contribution to Environmental Engineering and Science Education from the Association of Environmental Engineering and Science Professors (AEESP), partly for her ability to integrate research with K-12 and university education.
Join us at this special session, hosted by ASEE President Stephanie Farrell, to learn what's so unique about ASEE and how you can get involved as a volunteer in our dynamic organization.
Now in its third year, this gathering of local gastro-delights has become a conference highlight. Get the conference started as you gather with friends to sample some Cuban food and then stay for the Salsa!
Breezin' Entertainment and Productions will present an amazing Cuban Band TMBZ
Learn how to Salsa and Line Dance
Challenge your friends to Carnival Games
Enjoy Caricaturists and Face Painting
Learn about all sorts of animals at the ZooTampa booth from Lowry Park
Enjoy Cuban drinks, snacks and desserts as well as traditional Cuban dishes!
Breezin’ Entertainment & Productions is a wedding, corporate, and social event specialty firm whose mission is to create experiences through entertainment!
Our beers. Our passion. Our story.
How many beers does it take to put three daughters through college?
Our story starts with Mike and Head Brewer (then Head Chef) Ty Weaver in a local restaurant in St Petersburg, Florida. They were working on a recipe for a craft beer battered-fish and decided to make it with their own hand crafted brews.
The guys kept brewing and brewing and one day, Mike and Ty decided to invest in a brewhouse to increase their brewing capacity for the restaurant. Once they picked out a 30-barrel system, it was time to move on from the restaurant business and begin a journey in the craft beer industry. As the brewery was being built, that thought kept running through our minds: “How many beers do we have to sell to put three daughters through college?” And so the brewery was named.
Steeped in the unique culture and history of Tampa, Florida, Cigar City Brewing began handcrafting award-winning beer in 2009. Cigar City Brewing’s ales and lagers bring to mind the sun and citrus for which Florida is known, while taking cues from the cigar industry upon which Tampa was built. Behind all of Cigar City Brewing’s liquid is the philosophy that quality is achieved by giving first rate ingredients to first rate people in a space where they are free to pursue their passion.
Regular operating hours are 9:30 a.m. - 5:00 p.m.
BARELY IN YBOR SINCE 2014
Coppertail Brewing Co is an independently owned production brewery and tasting room in the Ybor neighborhood of Tampa, FL. It was founded on the desire to bring more quality, Florida-brewed beer to the thirsty masses.
Join your friends and colleagues as we jump-start our day with a renewing stretch and meditation class!
Ticketed event: Engineering and Engineering Technology Chairs Conclave - $250.00
The ASEE Chairs Conclave is an exclusive forum for engineering and engineering technology chairs to exchange ideas and experiences, talk through challenges, and build working relationships. Designed by chairs, for chairs, this one-day event provides academic chairpersons with the knowledge and opportunities to enhance their leadership skills and encourage the success of their institutional units.
Learn more at https://chairsconclave.asee.org
Free ticketed event
ONLY For First Time Conference Attendees and New Members as of January 1, 2019
Come hear what ASEE Membership and the Annual Conference is all about.
Presented by the VP of Membership Gary Steffen
Seating is limited and tickets will be sold on a first-come, first-served basis.
For those interested in: New Members
One of our most popular events.
Mix and Mingle with your friends and colleagues at the ASEE Division Mixer, a special event where the different divisions showcase what they do.
Join your colleagues at the Grand Opening of the Exhibit Hall. New this year, the event includes a Best Division Paper Nominees poster session. Our exhibit hall is packed with exciting products, solutions, and technologies. Explore the new content while enjoying refreshments, catching up with old friends, and making new ones.
Join your friends and colleagues as we jump-start our day with a renewing stretch and meditation class!
Join your friends and colleagues at our Monday Plenary.
As we close our “125 Years at the Heart of Engineering Education” anniversary celebration, an acting troupe will offer a dramatic representation of ASEE's recent years. The troupe is directed by Jeffrey Steiger, known for his unique theatrical presentations of academe-themed issues, and who presented ASEE’s early years at the 2018 Monday Plenary.
ASEE President's Award Winner
National Student STEM Winners
Dr. Emily Boyd
Washington University of St. Louis
In this talk, Dr. Boyd will address the advantages and challenges non-tenure track (professional track) faculty face in academia. She will summarize the genesis, findings, and outcomes of the study she chaired on professional track faculty in the School of Engineering and Applied Science at Washington University in St. Louis (WashU) and share her experience leading university-level policy and cultural changes as co-president of WashU’s Association of Teaching, Research, and Practice Faculty. Dr. Boyd will offer observations and suggestions on how universities and engineering departments can create more welcoming and supportive environments for this increasingly prevalent and important part of the professoriate.
The ASEE President’s Award recognizes organizations that make the best use of print, broadcast, or electronic media to (a) encourage K-12 students to enter engineering schools and pursue engineering careers and/or (b) influence public opinion and create recognition of the critical role that engineering plays in today's technology driven society. The 2019 award goes to Purdue’s INSPIRE Research Institute for Pre-College Engineering for its Engineering Gift Guide. The annual publication increases awareness of the many toys, games, and books that promote engineering thinking and design and are fun for both boys and girls, and also shares INSPIRE’s research findings with people who have or work with children.
The award is funded by the ASEE Engineering Deans Council.
Emily Boyd is a Teaching Professor and the Director of Undergraduate Studies for the Department of Mechanical Engineering and Materials Science at Washington University in St. Louis (WashU). Since joining WashU in 2015, Dr. Boyd has dedicated herself to supporting students and improving the work environment for non-tenure track (professional track) faculty. She is the Director of the WashU Summer Engineering Fellowship, an undergraduate research program for underrepresented minorities. She co-leads the Women & Engineering Program and, in 2017, founded the Women & Engineering Leadership Society for undergraduate students and alumnae. Dr. Boyd oversees a student/alumni mentorship program, Mentor Collective. As co-president of WashU’s Association for Teaching, Research, and Practice Faculty, Dr. Boyd has led policy and cultural improvements for professional track faculty at the school and university levels. She serves as faculty advisor to WashU’s ASME and SWE student chapters. She is a member of ASEE and has been an active ASME volunteer for over a decade.
Dr. Boyd’s technical area of expertise is in thermal fluid sciences, which she enjoys teaching to undergraduate and graduate students using team-based learning. She is a recipient of the 2018 Emerson Award for Excellence in Teaching.
Dr. Boyd received her PhD in mechanical engineering from the University of Texas at Austin in 2014 where she researched film cooling technology to improve the efficiency of gas turbine engines. She received her bachelor’s and master’s in mechanical engineering from the University of Missouri-Columbia in 2006 and 2008, respectively.
Project: EVA Zip Tie Cutter
Team C.E.R.O.: Lone Star College - CyFair
Maria Gonzalez, Francesca Liso, Sean Palmer, James Philippi, Daniel Vasek
Team C.E.R.O. is an award-winning student team from Lone Star College–CyFair that has developed the first-ever tool from the NASA Mirco-G NExT program to be used on the International Space Station. The mission of Team C.E.R.O. (Cutting Extraction Retention Operations) is to develop a safe and reliable zip tie cutter to be used during spacewalks. The team of five is led by Daniel Vasek and includes Francesca Liso, Maria Gonzalez, Sean Palmer, and James Philippi. Advisers are Dr. Yiheng Wang and Jared Cammon. The project was first submitted to the Texas Space Grant Consortium Showcase, where the team received many awards, including being named the Spring 2018 Top Overall Design Team. Impressed by the zip tie cutter, a facilitator from NASA’s NEEMO mission invited the team to test the prototype at the Aquarius Habitat, the world's only undersea research station. The prototype performed with flying colors in the Neutral Buoyancy Lab as part of Micro-g Neutral Buoyancy Experiment Design Teams (Micro-G NExT) challenge. Following its Micro-G NExT success, it was tested on the Active Response Gravity Offload System (ARGOS) facility by astronaut Chris Cassidy, who described the tool as elegant and magnificent. The tool is set to enter orbit this year and is slated to be used during the repair of the Alpha Magnetic Spectrometer (AMS).
Department of Energy Race to Zero Student Competition
Project: The Fly Flat
Race to Zero Team: Prairie View A&M University
Shannen Martin, Cynthia Suarez-Harris, Ledell Thomas, Kennia Lopez, Aaron Farray, Noah Perkins, Reuben Cheeks, Kristin Clark, Shelby Skinner, Kaylah Wesley, Shelly Pottorf, Assistant Professor, April Ward, Assistant Professor, Shannon Bryant, Design-Build Specialist.
In April of 2018, a Race to Zero design team from Prairie View A&M University’s School of Architecture, nicknamed “The Mod Squad”, took home the First Place Prize in the Urban Single-Family Housing Contest and the Grand Prize in the U.S. Department of Energy (DOE) Race to Zero Student Design Competition with their Fly Flat Design. The Fly Flat is a modular housing design that responds to current needs for resilient and affordable housing. Using a regenerative design framework,
the project addresses environmental, economic and social resilience by providing net zero energy, hurricane-ready, affordable infill housing for the Independence Heights neighborhood in Houston. The team achieves these goals through a modular system designed to be built by students in our new Fabrication Laboratory as soon as funding becomes available. Environmental goals for the design were tracked via compliance with such design standards as Passive House, Zero Energy Ready Home, and Low Impact Development strategies. The project utilizes community partners and envisions the use of a land trust to ensure long-term affordability. Finally, the innovative fly roof system over each home is designed to house a community solar co-op that has the potential to power every home in the neighborhood.
EEin25 ASEE/ EngineeringCAS Student Video Contest
Project: Innovation in Engineering Education
Students: Zachariah Beasley and Sadhu Moka, University of South Florida
Innovation in Engineering Education depicts new instruction methods adapted to include advancements in technology over the next 25 years. The video notes the flexibility and ease with which future generations will acquire engineering education, leading to a diversified and professional student body. We present broader ideas of how classes are taught, how a portfolio can be utilized, and how leveraging peers can lead to scalable, social learning. Ultimately, engineering education will lead the way for a more universal, quality education.
ASEE’s exhibitors welcome you back for food and drink to start the day. Whether it's lab equipment, quality textbooks for your classes, or cutting-edge software, you'll likely find something interesting in the hall.
This event is complimentary for all attendees.
Featuring the NSF Grantees Poster Session
Please note: Posters are arranged by Author last name
Two-Year Model Design Competition
For those interested in: Academia-Industry Connections, Broadening Participation in Engineering and Engineering Technology, and New Members
Free ticketed event
This workshop follows on from the opening plenary presentation to take a deeper dive into what universities and departments should do to provide more welcoming and supportive work environments for professional track faculty. The workshop will address current trends as well as policies and cultural norms professional track faculty should expect and/or strive for. Finally, the workshop will suggest best practices that professional track faculty can use to galvanize change at their own institutions. Participants are encouraged to attend with others from their institution.
Teaching Professor and Director of Undergraduate Studies
Department of Mechanical Engineering and Materials Science
Washington University in St. Louis
Lecturer and Director of Undergraduate Studies
Department of Energy, Environmental and Chemical Engineering
Washington University in St. Louis
As part of ASEE’s ongoing activities in support of a diverse and inclusive environment for all members, this is a working session for a special interest group (SIG) focusing on issues relevant to the community of first-generation and low socioeconomic status students. The purpose is to facilitate open dialogue and conversation, allowing participants to discuss how ASEE can support engineering education, relevant diversity research, and engagement of this community in society activities. A team of facilitators will help guide the discussion, and the output of the session will be a set of recommendations for consideration by ASEE's leadership for consideration and integration into the activities of the society.
LGBTQIA+ Leadership Roundtable: As part of ASEE’s ongoing activities in support of a diverse and inclusive environment for all members, this is a working session for a special interest group (SIG) focusing on issues relevant to the LGBTQIA+ community. The purpose is to facilitate open dialogue and conversation, allowing participants to discuss how ASEE can support engineering education, relevant diversity research, and engagement of this community in society activities. A team of facilitators will help guide the discussion, and the output of the session will be a set of recommendations for consideration by ASEE's leadership for consideration and integration into the activities of the society.
Stop lecturing about active learning! Integrating good teaching practices into ASEE conference sessions.
As a leading organization in the field of engineering education, ASEE and its members continue to support advances in engineering education scholarship and research. We have helped to change learning environments in many engineering classrooms to support more active and engaging experiences for our students. How might we explore incorporating a similar range of presentation modes and styles at ASEE?
Join us at the 2019 Interdivisional Town Hall to discuss strategies for changing the culture of the ASEE Annual Conference by incorporating more active and engaging sessions, such as the recent trend toward having postcard sessions. In this spirit, and in keeping with the tone of past meetings, the Town Hall Meeting will be an interactive workshop that will cross divisions. We will begin addressing the items below:
• Share suggestions for ASEE technical sessions that incorporate modern and exciting presentation techniques.
• Generate ideas for making ASEE presentations more audience-focused.
• Compile different session types that foster interactivity and engagement (lightning talks, round tables, demonstrations, live polling, postcard session, etc.)
The Interdivisional Town Hall has been an exciting way for us to un-silo our communities and work together across the entire ASEE membership. Please join us this year to share your thoughts and ideas.
Interdivisional Town Hall Planning Committee
Lynn Albers (ECCD)
Atsushi Akera (LEES)
Doug Bullock (Math)
Alan Cheville (ERM, TELPhE)
Stephanie Cutler (Assessment)
John Estell (First-Year Programs)
Mary Frank (Architectural Engineering)
Steve Frezza (TELPhE)
Gnaneswar Gude (Graduate)
Herbert Hess (ECCD)
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 (Engineering & Public Policy)
Rick Olson (Industrial Engineering)
Gurlovleen Rathore (Student Division)
Beena Sukumaran (WIED)
Joe Tranquillo (Biomedical)
Susan Walden (Diversity)
Julia Williams (LEES)
Escape the Tampa heat with a late-afternoon treat! Nothing says summer like a refreshing glass of sweet, cold lemonade. Escape the hot June temps and see what's “hot” on the Exhibit Hall Floor.
This event is complimentary for all attendees.
Join your friends and colleagues as we jump-start our day with a renewing stretch and meditation class!
As part of ASEE’s ongoing activities in support of a diverse and inclusive environment for all members, this working session explores issues relevant to the community of faculty who focus mainly on teaching and are not in tenure-track positions. The purpose is to facilitate open dialogue and conversation, allowing participants to discuss how ASEE can support engineering education, relevant diversity research, and engagement of this community in Society activities. A team of facilitators will help guide the discussion, and the output of the session will be a set of recommendations for consideration by ASEE's leadership for consideration and integration into the activities of the Society.
Free ticketed event
Annual Academy of Fellows breakfast
This event is for ASEE Fellows only.
Join your friends and colleagues as we recognize the 2018 Best Overall PIC Paper, Best Overall Zone Paper and Best Diversity Paper Winners!
Mayor of Tampa
MOST OUTSTANDING TEACHING AWARD WINNER
Dr. Mark M. Budnik, Valparaiso University
SaLisa L. Berrien, Founder and CEO of COI Energy
Founder and CEO of COI Energy, SaLisa Berrien has over 25 years of experience in the electric power and smart grid space. From working in vertically integrated utilities (PP&L and PECO Energy) prior to deregulation to ConEdison Solutions, a deregulated energy services company, and then on to Smart Grid, Clean Tech, Big Data Analytics, and SaaS Solutions, Berrien has had a diverse career in the energy space. In her early career, she sold the first electric vehicle (G-Van) in the NE region. She later went on to help EnerNOC move to be the Number 1 Demand Response company in the industry. She believes if you do the right thing for your customers, they will remember you for that. She and COI Energy practice the Platinum Rule, "Do unto your customer as they would have you to do unto them.”
Berrien is also the Founder and Board Chair of STRIVE Inc., a 501c3 charitable organization founded in
1995 which focuses on STEM leadership development training for students in third thru 12th grades. In 2013, she established COI Ladder Institute to focus on delivering leadership and empowerment services to millennials and women. Annually, COI Ladder Institute hosts a Women’s Business Leadership Retreat Conference in Martha’s Vineyard.
Since 1996, Berrien has established several scholarship funds for high school and college students. Her first scholarship was named in honor of her maternal and paternal grandparents, who paved the way so that she might have a better chance at life. In 2004, she established the Karl H. Lewis Engineering Impact Endowment at the University of Pittsburgh for students of African descent enrolled in Engineering.
Berrien holds a degree in mechanical engineering from the University of Pittsburgh and an Executive MBA from Saint Joseph’s University. She’s been a guest speaker at various conferences and events, including SXSW, NSBE, the University of Pittsburgh, Florida’s Women in Energy Leadership Forum, and Morgan Stanley’s Sustainable Futures Summit.
One of Berrien's core values is philanthropy. She believes that to whom much is given, much is required. Her mission in life is to positively impact the space she occupies by leaving it better off than it was when she found it.
Mayor of Tampa
Jane Castor is the 59th Mayor of the City of Tampa, where she was born and raised. She graduated from Chamberlain High School and attended the University of Tampa on an athletic scholarship.
A 31-year veteran of the Tampa Police Department, Castor has served in every area of the city and in nearly every capacity within the department, including six years as the city's first woman police chief starting in October, 2009. During her time as a senior staff member, Castor worked to reduce major crimes 70 percent citywide. While chief, she developed and successfully executed a progressive policing strategy during the 2012 Republican National Convention and oversaw the successful Bollywood Awards, held in America for the first time. In addition, she oversaw the multi-jurisdictional security plan for Super Bowl XLIII and led the Department of Homeland Security’s Tampa Bay Urban Area Security Initiative.
ASEE division posters are available for perusing during lunch. And if there's a booth you've yet to explore, this closing Exhibit Hall session will be your last chance.
This event is complimentary for all attendees.
Posters are arranged by Division and then Presenting Author Last Name
As part of ASEE’s ongoing activities in support of a diverse and inclusive environment for all members, this is a working session for a special interest group (SIG) focusing on issues relevant to the community of graduate students interested in engineering education. The purpose is to facilitate open dialogue and conversation, allowing participants to discuss how ASEE can support engineering education, relevant diversity research, and engagement of this community in Society activities. A team of facilitators will help guide the discussion, and the output of the session will be a set of recommendations for consideration by ASEE's leadership for consideration and integration into the activities of the Society.
As part of ASEE’s ongoing activities in support of a diverse and inclusive environment for all members, this is a working session for a special interest group (SIG) focusing on issues relevant to the community of students and faculty with disabilities. The purpose is to facilitate open dialogue and conversation, allowing participants to discuss how ASEE can support engineering education, relevant diversity research, and engagement of this community in society activities. A team of facilitators will help guide the discussion, and the output of the session will be a set of recommendations to ASEE's leadership for consideration and integration into the activities of the society.
Please note: Best Overall PIC, Zone and Diversity Paper will be presented at the Tuesday Plenary.
The world faces ever-increasing challenges, and engineering holds the key to the solution of many of them. But the nature of the challenges is such that they cannot be solved by the same kinds of minds that created them. Fortunately, the fields of engineering are ripe for a reformation that could lead to genuine change. Engineering education has opened up new horizons for interdisciplinary thinking, but more than a diversity of disciplines is not only necessary, but keenly wanting.
Gender and ethnic diversity in engineering has faced challenges over the last 50 years, with undergraduate engineering programs averaging about 18 percent female and less than 10 percent African American/Native American/Latinx over much of that time. Women and minorities in engineering, recruitment and retention, have been the subject of research for nearly as long. In fact, we know what to do to increase the percentage of women engaging in engineering. We have some pretty good ideas about what we need to do to change our field and ourselves so that we are welcoming to people of different ethnicities. What we need to do now is find ways to get people to convert the research to actual practice. Starting in pre-kindergarten, in both formal and informal education, and continuing to and through university programs, educators must embrace the techniques that our own research has shown us are effective.
As a teaching associate professor of engineering and education, director of Women in Engineering and director of The Engineering Place for K-12 Outreach as North Carolina State University, Dr. Laura Bottomley has engaged in teaching in every grade K-20. At each of these levels, in and outside of class, she has made it a practice to use research-based practices aimed at encouraging gender diversity. As an example, engineering summer camps under her tutelage have between 35 and 50 percent females and 30 to 40 percent underrepresented minorities, and the incoming engineering class has risen in its percentage of women to 28 percent with no change in admission processes.
Given the recent focus on emerging technologies, the anticipated shift in engineering education is toward more socially-relevant, outward-facing engineering curricula. Such curricula emphasize multidisciplinary learning, societal impact, experiential learning (within and outside the traditional classroom), and a global mindset. The discussion will introduce the ethical, legal, and social impacts of autonomous vehicles and include an overview of some of the following topics: privacy, security, licensing, infrastructure, mixed automation, workforce disruption, economic impact, failure with human takeover, safety, and ethical deployment of automated vehicles.
The session will focus on the values of a liberal arts education in developing solutions for 21st century emerging technologies, particularly the implications associated with a driverless future. Relevant topics, including but not limited to the following, will be addressed:
• Growth in driverless technologies
• Explosion of data-driven software development
• Innovation in vehicle design (electric, composite bodies that are 3D printed)
• Societal disruption involving vehicle ownership/parking, auto industry employment, privacy, and business models.
Barry Einsig is a Principal of CAVita, responsible for business development and execution of the strategic advisory programs. Einsig will work closely with Econolite President & COO and CAVita Principal Abbas Mohaddes, and CAVita Principal Peter Sweatman.Einsig joins CAVita following six years with Cisco Systems, Inc., where he was an executive responsible for global automotive and transportation solution development. Einsig helped launch Cisco’s leading innovative solutions in several new markets, including connected and automated vehicle, rail, roadways, and mass transit.Prior to Cisco Systems, Einsig was the Director of Transportation/Strategic Development for Harris Corp. (Washington D.C.) where he was one of the founding members of the Broadband team to lead the company into the LTE market. While at Harris, Einsig received a patent for the use of video over LTE networks.
He is a member of Singapore CARTS Committee focused on Connected and Highly Automated vehicle systems. He has worked globally with customers in all modes of transportation, including: Network Rail, Deutsche Bahn, Dallas Fort Worth Airport, Port of Hamburg, SFMTA, Transport For London, BNSF, WMATA, AMTRAK, DART, PA Turnpike, TMR Australia, Metrolinx Toronto. Einsig is a published authority on ITS, infrastructure systems, and connected vehicle applications. He holds a Bachelor of Science from Juniata College (Huntingdon, PA) Enabling transformational mobility technologies -including connected and automated vehicles (CAV) - by providing world-class advisory services to public, private, and non-profit entities worldwide
**Moved from Grand Ballroom D to Grand Ballroom** Over the past two years, through survey analysis and a series of workshops, the National Academy of Engineering (NAE), with NSF support, took an in-depth look at engineering societies’ role and contributions to improving the effectiveness and quality of undergraduate education. This presentation will summarize the insights from the survey and workshops, highlight what societies are doing with respect to engineering education, and flag important issues.
Dr. Stephanie G. Adams is the Department Head and Professor of Engineering Education at Virginia Tech. She previously served as Associate Dean for Undergraduate Studies in the School of Engineering at Virginia Commonwealth University and was a faculty member and administrator at the University of Nebraska-Lincoln (UNL). Her research interests include: Teamwork, International Collaborations, Faculty Development, Quality Control/Management and Broadening Participation. She is an honor graduate of North Carolina A&T State University, where she earned her BS in Mechanical Engineering, in 1988. In 1991 she was awarded the Master of Engineering degree in Systems Engineering from the University of Virginia. She received her Ph.D. in Interdisciplinary Engineering from Texas A&M University in 1998. She is the recipient of numerous awards and honors, including the National Science Foundation's most prestigious, Faculty Early Career Development (CAREER) award. She is a Fellow of the American Society of Engineering Education, holds membership in a number of organizations and presently serves on the National Advisory Board of the National Society of Black Engineers.
Dr. Marilyn Barger is the Principal Investigator and Executive Director of FLATE, the Florida Regional Center of Excellence for Advanced Technological Education, funded by the National Science Foundation and housed at Hillsborough Community College in Tampa, Florida since 2004. FLATE serves the state of Florida as its region and is involved in outreach and recruitment of students into technical career pathways; has produced award winning curriculum design and reform for secondary and post-secondary Career and Technical Education programs; and provides a variety of professional development for SETM and technology secondary and post-secondary educators focused on advanced technologies. She earned a B.A. in Chemistry at Agnes Scott College and both a B.S. in Engineering Science and a Ph.D. in Civil Engineering (Environmental) from the University of South Florida, where her research focused on membrane separation science and technologies for water purification. She has over 20 years of experience in developing curricula for engineering and engineering technology for elementary, middle, high school, and post secondary institutions, including colleges of engineering. Dr. Barger has presented at many national conferences including American Association of Engineering Education, National Career Pathways Network, High Impact Technology Exchange, ACTE Vision, League of Innovation and others. Dr. Barger serves on several national panels and advisory boards for technical programs, curriculum and workforce initiatives, including the National Association of Manufacturers Educators‘Council. She is a Fellow of the American Society of Engineering Education, a member of Tau Beta Pi and Epsilon Pi Tau honor societies. She is a charter member of both the National Academy and the University of South Florida‘s Academy of Inventors. Dr. Barger holds a licensed patent and is a licensed Professional Engineer in Florida.
Dianne Chong, Vice President (ret.), The Boeing Company-Seattle
Member, Board of Directors, SME
Burt Dicht, Director, Student and Academic Education Programs, IEEE
Kenan Jarboe, Senior Program Officer, Manufacturing, Design and Innovation
National Academy of Engineering
Tom Perry, Director, Engineering Education (ret.), ASME
Teri Reed is Assistant Vice President for Research Development and Professor in the Department of Chemical and Environmental Engineering in the College of Engineering and Applied Sciences at the University of Cincinnati
Anne Spence, Clinical Associate Professor, Baylor University
Gregory Washington is Professor of Mechanical and Aerospace Engineering and the Stacey Nicolas Dean of the Henry Samueli School of Engineering at the University of California Irvine. Professor Washington has been involved in multidomain research for the last 20 years. He is the first African-American Dean of Engineering at any of the University of California, Campuses. His core area of interest lies in the area of dynamic systems: modeling and control. During this time he has been involved in the following applications: the design and control of mechanically actuated antennas, advanced control of machine tools, the design and control of Hybrid Electric Vehicles, and structural position and vibration control with smart materials. He has written more than 150 technical publications in journals, edited volumes, and conference proceedings and is internationally known for his research on ultra-lightweight structurally active antenna systems and other structures that involve the use of “smart materials”. Professor Washington has served on several advisory boards to include the Air Force Scientific Advisory Board and the National Science Foundation Engineering Advisory Board. He currently serves on the Pubic Policy Committee of the ASEE Engineering Deans Council. Professor Washington received his BS, MS and PhD degrees from NC State.
Dr. William J. Wepfer served as the Eugene C. Gwaltney Jr. School Chair and Professor in the George W. Woodruff School of Mechanical Engineering at Georgia Tech from 2008-2018. Dr. Wepfer’s research interests are in thermal systems, heat transfer, and thermodynamics, with particular emphasis on energy systems. Dr. Wepfer is a Fellow of ASME and ASHRAE. He is a member of the Executive Committee of the Engineering Accreditation Commission of ABET and is the Vice-President for Education for ASME. He has served departmental advisory boards at Pennsylvania State University, Johns Hopkins University, University of Wisconsin-Madison and Marquette University.
We all hold mental models of educational systems and to some extent these models affect both our day-to-day activities and the ways we envision the future of engineering education. Such models include the metaphor of a leaky pipeline common in policy documents about STEM education. This model, along with engineering beliefs about rigor, give rise to concerns about the efficiency of education. For example, this pipeline model has led to the view that retention issues (leaks) can be fixed through appropriate investments (patches). Such models are very organization or system focused, drawing attention to how educational programs are constructed and, if broken, repaired. Other models give rise to different belief systems. One of these views education as a journey in which students follow a diverse set of learning pathways to a degree. This model is increasingly popular, since it helps to explain ways in which the rapidly growing population of non-traditional students assemble credentials. By focusing on students and identifying how individuals navigate existing systems, it steers attention to potential opportunities to make educational systems work for individuals.
Another model that is gaining increasing interest in engineering education is that of an ecosystem. Ecosystem models arise from inter-subjective and ecological views of education. These perspectives recognize that learning occurs in networks that span scales from the cellular neural networks of the brain up to distributed knowledge embodied in social networks of people. Such networks can be broadly characterized as complex adaptive ecosystems in which individuals occupy and transition between different niches and information flow and diversity maintain organizational resilience. Emergence, or novel forms of self-organization with new patterns and properties, can arise in complex systems. Such emergence challenges conventional notions of education; the idea of education as emergence implies unpredictability, a perspective anathema to the view that engineering education produces engineers with defined capabilities who can serve societal needs.
R. Alan Cheville received degrees in electrical engineering at Rice University, specializing in ultrafast optical spectroscopy. After postdoctoral work in ultrafast optoelectronics, he joined the faculty of Oklahoma State University in 1998. He continued his work on high speed THz optoelectronics—supported by funding from the Department of Energy, the Army Research Office, and the National Science Foundation including a CAREER award—in areas such as THz time domain spectroscopy of molecular vapors and flames, pulsed ranging, and optical tunneling. During his time at Oklahoma State University he slowly transitioned his research interests from optoelectronics to engineering education, with an initial focus on effectively integrating research-based pedagogies into engineering curricula in the areas of photonics and electromagnetics. He led a five year, $1.2M NSF-sponsored department-level reform project at OSU that sought to integrate relevant design experiences and mathematical competencies across the curriculum. Following the conclusion of this project, he served for two and a half years as the program director for engineering education in the National Science Foundation’s Engineering Directorate. During this time he developed several funding programs, served as NSF liaison to a Federal working group on games, as well as on several internal working groups. He was recognized by the Director’s Award for Program Management Excellence. He currently serves as chair of the Electrical & Computer Engineering at Bucknell University, an associate editor of IEEE Transactions on Education and the Journal of Engineering Education, and on several advisory boards. He is currently interested in engineering design education, engineering education policy, and the epistemology of engineering.
To understand the persisting gender and race disparities found in bodies of engineering students and professional engineers, engineering education equity researchers have mostly drawn on theories and methods of psychology. But increasingly, and from necessity, they are now engaging theories coming from the humanities and cultural studies. These include gender, race, and class theories, and less commonly, queer, crip, and intersectionality theories. Such disciplinary boundary crossing between engineering education and cultural studies research provides a rich opportunity to rethink the directions of not only engineering education equity research, but engineering education research altogether. Not coincidentally, it occurs at a time of a global awakening to inequities spurred by the #MeToo movement, #BlackLivesMatter organizing, and youth mobilizing against gun violence, particularly that inflicted on communities of color. But the ideas emerging from this work are profoundly unsettling in their questioning of long taken-for-granted assumptions, resulting in increased targeted harassment of STEM equity scholars, including engineering education equity scholars.
In this talk, I outline where attention of the field of engineering education equity research has so far been directed, and what it has accomplished. I then show how research that isn't intended to focus on engineering education equity paradoxically results in making arguments about equity (or its absence) through its very silence on these issues. Standard practice in such studies is to acknowledge their reliance on demographically limited populations (usually predominantly White and Asian/Asian-American men). But also standard is the failure to explain the implications of making research claims on such limited populations. This practice turns the voices of these limited populations into a voice representing engineers in general. This effect problematically elevates the voices of majority people over minoritized people, casts the issues of diversity, inclusion and equity as "not our problem," and solidifies the logics that maintain hegemonic colorblind or genderblind theories. This amounts to an effective and insidious cultural program to maintain profoundly inequitable power relations in engineering education.
Drawing on analogies from other fields, and supported by my recent work funded by NSF CAREER and published in the Journal of Engineering Education, I will demonstrate how important it is for majority researchers - people who identify as men, white, cis-gendered, class-privileged, able-bodied people, citizens, settlers, and individuals at the intersection of these and other categories - to analyze the majority position of power overtly in their research that they explicitly focus on other topics. Those of us in such majority social positions need to position ourselves in a visible, audible, and functional coalition with broader equity efforts and movements in order to disrupt the dominant logic that functions to maintain minoritized groups in an oppressed position while simultaneously blaming them for their oppression. I call on those who are positioned in majority groups, as I am, to "come get your people," to join me in turning our collective research attention on articulating and theorizing majority positions such as whiteness, masculinity, ableism, and a settler mindset to see how we devastatingly maintain engineering education as a predominantly white, male, and inequitable space. We must do this in order to then reconceive engineering education in more liberative and just ways. Because, folks, it's about power relations, and we are the ones who maintain them thus.
Speaker: Alice Pawley is an Associate Professor in the School of Engineering Education and an affiliate faculty member in the Gender, Women’s and Sexuality Studies Program and the Division of Environmental and Ecological Engineering at Purdue University.
Associate Professor in the School of Engineering Education and an affiliate faculty member in the Gender, Women’s and Sexuality Studies Program and the Division of Environmental and Ecological Engineering at Purdue University. Prof. Pawley's goal through her work at Purdue is to help people, including the engineering education profession, develop a vision of engineering education as more inclusive, engaged, and socially just. She runs the Feminist Research in Engineering Education (FREE, formerly RIFE, group), whose diverse projects and alumni are described at feministengineering.org. She received a CAREER award in 2010 and a PECASE award in 2012 for her project researching the stories of undergraduate engineering women and men of color and white women. She has received ASEE-ERM’s best paper award for her CAREER research, and the Denice Denton Emerging Leader award from the Anita Borg Institute, both in 2013. She was co-PI of Purdue’s ADVANCE program from 2008-2014, focusing on the underrepresentation of women in STEM faculty positions. She helped found, fund, and grow the PEER Collaborative, a peer mentoring group of early career and recently tenured faculty and research staff primarily evaluated based on their engineering education research productivity.
**Moved from room 12 to Grand Ballroom D** Via the medium of interactive theater, experience a culturally deaf engineering education space conducted primarily in American Sign Language (ASL). What might engineering look like if deafness and signing were the norm - i.e., what different insights or approaches might deaf engineers have taken in developing it as a field? What would it be like if hearing/speech was an exception to be “accommodated” in engineering classrooms built for visual communication?
Participants will experience firsthand how cultural assumptions, communication mediation, and other factors impact the conference for them. The audience will then have the opportunity to reflect on and discuss that experience together. The audience will explore our own habits and assumptions around what engineering education is, who is able to participate, and in what ways participation is enabled, extending the conversation beyond deafness/disability to broader issues of representation and engineering culture.
Feedback from attendee evaluations of a similar session at FIE 2018 shared with permission:
"This is one of the best sessions I've ever been to, out of maybe 50 conferences over 25 years... I'd do this again - every few years."
"I have attended FIE for seven years and have won the Helen Plants Award [for best special session]. This is - unequivocally - the best FIE session that I have attended."
"The presenters were authentic and transparent, willing to share and synthesize their experiences into lessons."
"A completely different experience to anything I've seen before. Placed in a world where I am a hearing minority, then a chance to have an honest conversation about that experience... relevant for all diversity, not just deaf."
"This was personal and the whole room cared. Which I think is really attractive in this space where academics often don't interact about deeply and humanly caring about what we talk about... this format worked so well."
"Interactive, fun, thought provoking. Totally new topic and innovative. Wow! One of the best conference sessions I've ever attended."
Mel Chua is an electrical/computer engineer and engineering education researcher in the STELAR lab at Georgia Tech. She is also an auditory low-pass filter and multimodal polyglot. In other words, she’s Deaf and uses ASL. Mel also spends a lot of time explaining that she does not study hearing aids. She does not develop sign language gloves. She does not do research on how to support Deaf engineering students. She thinks all these things are important and is glad other people are doing that work. This is not the work Mel does.
Mel wholeheartedly agrees that ASL is a beautiful language, and that it’s important to discuss accessibility… and would like to spend more time geeking out with people about teaching electrical/computer engineering or doing research on open source communities, faculty development, and engineering education ontologies instead. Mel has been at Olin College and Purdue University’s PhD program in Engineering Education as a student as well as Olin College and Rochester Institute of Technology as a researcher. She is working to develop the practice of prototyping alternate-universe engineering curricular cultures and occasionally draws engineering education research comics.
Ian Smith works as a software engineer in San Francisco. He is Deaf and a wheelchair user. Ian studied Computer Science at MIT and Linguistics at Gallaudet University, and recently served as the content expert in Computer Science for the ASLCore project, an initiative to develop academic vocabulary in ASL for college-level subjects and beyond. Ian is the engineer behind elevatoralerts.com, a project using public transit APIs to notify disabled riders of real-time station accessibility. He also co-founded Project Alloy, a nonprofit that sponsors conference attendance for people who are early in their careers and from groups historically underrepresented in technology.
Research about community engagement in engineering is increasing, and community engagement opportunities for engineering students are growing. Yet voices of diverse publics speaking to their own experiences with engineers and their own definitions of "ethical" and "beneficial" community engagement have continued to be starkly absent from the profession’s conceptualizations of working for and with communities.
This panel is based on the premise that the engineering profession’s general inattention to community voices can have severe and adverse impacts on how engineers approach community engagement and, ultimately, what effect engineers have on the communities with which they engage. If engineers lack a platform that highlights community voices, a mindset that supports engineers to listen to those voices, and a toolkit that allows engineers to refine their practice on the basis of those voices, they are left vulnerable to carrying out interventions that the very publics they aim to serve deem inadequate, inappropriate, or even harmful.
This panel will feature five frontline community members from Buffalo, N.Y.; Flint, Mich.; Isle de Jean Charles, La.; Milwaukee, Wis.; and Tampa, Fla. who will highlight their on-the-ground experiences with engineers and share their insights into types of community engagement they deem desirable and morally sound.
The panel’s goal is twofold. First, to bring together engineers and members of diverse publics in order to highlight the promise of ongoing conversations, information sharing, and equitable partnerships. And second, to launch a long-overdue national conversation about community rights during community engagement projects including, for example, the right to autonomy, self-determination, and interventions that communities experience as just.
Sydney Brown is a humble servant of the Most High God of Abraham, Isaac and Jacob. A community activist and Board Member of: the Clean Air Coalition of Western New York (CACWNY); the Black Chamber of Commerce of WNY (BCCWNY); and the Restore Our Community Coalition (ROCC). She is helping to address economic, social, environmental, and health injustices by raising community awareness and building community empowerment.
E. Yvonne Lewis is a leader in developing and implementing community/academic partnerships, both as founder and CEO of the National Center for African American Health Consciousness and as co-director of the Healthy Flint Research Coordinating Center uniting Michigan State University and the University of Michigan with Flint residents in addressing the Flint Water Crisis.
Robert Miranda is spokesperson for the Milwaukee-based non-profit organization Freshwater For Life Action Coalition (FLAC), which has been spearheading efforts to achieve policy changes in the Milwaukee Health Department, ensure the full replacement of lead service lines, and improve the local water utility's approach to lead in drinking water.
Chief Albert P. Naquin is the Traditional Chief of the Isle de Jean Charles Band of Biloxi-Chitimacha-Choctaw Indians, located in Terrebonne Parish, Louisiana. A strong advocate for his people and homeland, he has represented his Tribe on numerous occasions at the State, Federal and National level including a visit to the United Nations in 2010. He is a Vietnam veteran and Ambassador for the Native Americans of the Louisiana Gulf Coast.
Lena Young-Green is the founder of Tampa Heights Junior Civic Association and a longtime community activist working for equitable and safe transportation. She worked as senior legislative assistant in the Florida House of Representatives and the Florida Senate. Her group led opposition to the Florida Department of Transportation’s plans for widening of Interstates and was able to force changes to the Tampa Bay Express (TBX) plans.
Free ticketed event
This presentation will discuss the educational needs in electric power systems today. With climate change upon us, of our own making, how we produce, transmit and consume electricity must undergo a radical change. This presentation will contend that this climate crisis is a great opportunity for us, leading to the renaissance of electric power engineering.
In doing so, we need to have a holistic understanding of “power systems,” recognizing that power electronics, electric drives, economics, public policy, etc. will all play crucial roles in next-generation power systems. And, therefore, a large number of courses are needed that are synergistic.
This presentation will argue the following: 1) We should teach a university-wide climate-change-related course on power/energy to freshman that could also be taught in high schools; 2) To juniors and seniors, we should offer only a very few carefully designed courses to train them broadly; and 3) At the graduate level, we should be open to allowing our graduates to take a few online courses for credit from outside of their home institutions, because no university has either the required faculty nor the critical mass of students to teach certain courses.
Ned Mohan (LF-IEEE) joined the University of Minnesota in 1975, where he is Oscar A. Schott Professor of Power Electronic Systems and Morse-Alumni Distinguished Professor. He received his Bachelor’s degree from the Indian Institute of Technology-Kharagpur in 1967. His PhD in Electrical Engineering and Master’s in Nuclear Engineering are from UW-Madison. He has written 5 textbooks; all together, they have been translated into eight languages. He has graduated 46 PhDs. His area of research is in power electronics applied to power systems and he holds several patents.
Ned Mohan received the H.T. Morse Distinguished Teaching Award for undergraduate education from the University of Minnesota in 2007. He has received 2008 IEEE-PES Outstanding Educator Award, 2010 IEEE Undergraduate Teaching Award, 2010 UWIG Achievement Award from Utility Wind Integration Group, 2011 Distinguished Alumnus Award from IIT-Kharagpur (India), and 2012 IEEE Power & Energy Society Ramakumar Family Renewable Energy Excellence Award. In 2013, he received the Innovative Program Award from the ECE Department Heads Association made up of over 250 U.S. universities. In 2014, he received the Distinguished Graduate Teaching Award from the University of Minnesota and the IEEE Nari Hingorani FACTS Award from the IEEE Power & Energy Society.
He is a Fellow of the IEEE and a member of the National Academy of Engineering.
The Incoming/Current Program Chairs & Division Chairs’ Meeting continues to provide a valuable opportunity for division chairs and program chairs to discuss topics of common interest and to share best practices not only with their own incoming program chairs, but with program chairs across the divisions. Given the regular rotation of officers, we have upheld this as an annual event, both to enhance ASEE program practices and to foster communication across the divisions. (It is separate from, and is designed to complement, the ASEE HQ session introducing new program chairs to Monolith and the ASEE reviews process.) Our proposed agenda for this year’s meeting is as follows:
• What was the “neatest thing” that you saw at this year’s conference?
• Highlights from last year’s program/division chairs’ meeting.
• Organizing an ASEE report on “Engaging ASEE Sessions.”
• Advice for incoming program chairs.
• Report from the Town Hall Meeting.
• Other topics as may arise.
We invite any and all current and incoming program and division chairs to attend this session.
Ticketed event: Guest Ticket - $60.00
ASEE offers awards in a variety of areas, from best paper, to teaching recognition, to professional and technical honors, to a lifetime achievement award. This event showcases some of ASEE's best and brightest, including our national award winners. The lunch is complimentary for award winners and their guests. Others may attend for $50.
New Program Chairs, or any current chairs who would like a refresher, are encouraged to attend this session.
We will be discussing the paper management system for the upcoming 2020 Annual Conference in Montreal, Canada
As part of ASEE’s ongoing activities in support of a diverse and inclusive environment for all members, this is a working session for a special interest group (SIG) focusing on issues relevant to the military veteran community. The purpose is to facilitate open dialogue and conversation, allowing participants to discuss how ASEE can support engineering education, relevant diversity research, and engagement of this community in society activities. A team of facilitators will help guide the discussion, and the output of the session will be a set of recommendations for consideration by ASEE's leadership for consideration and integration into the activities of the society.
Join your friends and colleagues as we say farewell to Tampa. ASEE President Stephanie Farrell will pass the gavel to President-Elect Stephanie Adams as we look forward to Montreal, site of the 2020 Annual Conference & Exposition.
This session will also feature the Poster Board Presentations from the Global Forum.
24747 - A Snapshot of Undergraduate Computing Education in China
24908 - Global Marketplace and American Companies in the Middle East and North Africa (MENA)
24909 - Middle East and North Africa (MENA): Globalization and Role of Culture
25064 - Design of Transformative Education and Authentic Learning Projects: Experiences and Lessons Learned from an International Multidisciplinary Research and Education Program on Flood Risk Reduction
25142 - Work in Progress: Development of MATLAB Instructional Modules for Engineering Students
25473 - Democratizing Faculty Development - Establishing a training program at a new computer science university in Russia
25600 - A Website to Host Educational Modules on Global Engineering Ethics and Conduct Research in Cross-Cultural Moral Psychology: A work in progress
25621 - Comparative Approaches to Accessibility Education in the United States and Russia
25655 - The Moral Foundations of Chinese Engineering Students: A preliminary investigation
25789 - TA VIE: Global Competence Eurostyle
25865 - Humanities: The Missing Component for Diversity and Inclusion Among Global Engineering and Language Attitudes in the U.S.: A quandary
25969 - When Eagle and Dragon Learn Together: Engineering Ethics Education in the Era of the U.S.-China Trade War
26132 - Construction and Measurement of a University-based Entrepreneurial Ecosystem Evaluation Index System: A case study of Zhejiang University in China
26150 - How to Approach Learning: Engineering Students’ Perceptions of Project-based and Problem-based Learning at an International Branch Campus in the Middle East
26230 - Field Programs to Accomplish the Learning Objectives for Engineering Courses: A case study of a road surveying and design course at Southeast University, China
26351 - The REAP Project: Reaping the Benefits of High-stakes Assessment Frequency Boosters
26677 - Creating a Biomedical Engineering
Summer Study Abroad Program in Costa Rica
27132 - Impact of Research Experience Programs on National and International Undergraduate Engineering Students
27143 - Examining Gender Bias in Engineering in India
27424 - Toward a Globalized Engineering Education: Comparing Dominant Images of Engineering Education in the United States and China
27704 - Middle School STEM Teachers’ Understandings of Computational Thinking: A case study of Brazil and U.S.A.
26085 - The Diversified Implementation Path of China's "New Engineering " Construction and the University’s Choice of Paths
Poster: Hong Kong University Innovation Wing,