Ticketed event: $20.00 advanced registration and $25.00 on site registration
This interactive session serves as an exclusive forum for engineering and engineering technology chairs and department heads to exchange ideas, talk through challenges, and build new working relationships.
The bulk of the session will be dedicated to small-group roundtable discussions on topics of interest suggested by 2019 Chairs Conclave participants, including faculty evaluations, conflict mediation and resolution, and working with deans and administrators.
Come prepared to have open discussions, share knowledge, resources, and best practices, and build relationships with new and seasoned department chairs and heads.
Note: This session is only open to engineering and engineering technology chairs and department heads.
Learn more at https://chairsconclave.asee.org.
Free ticketed event
Luncheon for first time attendees and new members as of January 1, 2020.
Tickets are limited and sold on a first-come, first served basis.
Taste of Montreal
Join your friends and colleagues as we kick off our conference with the Monday Plenary
Aldert Kamp is the Director of Education for TU Delft Faculty of Aerospace Engineering.
Deeply involved in the rethinking of higher engineering education with a horizon of 2030, Kamp has more than 20 years of industrial experience in space systems engineering and 15 years of academic teaching, educational management and leadership. He has extensive insight into the competencies engineering students will need at graduation for a successful career in the rapidly changing world of work. He is the author of the report "Engineering Education in a Rapidly Changing World - Rethinking the Vision for Higher Engineering Education." He has a blog titled "Adapting Engineering Education to Change."
Kamp has been involved in university-level education policy development, reconstruction of engineering curricula and audits of Dutch and international engineering degree programs. He is the Academic Liaison for the Global E3 university consortium, European Co-leader and Council member of the CDIO Initiative (an innovative education framework for producing the next generation of engineers) and Co-leader of the Dutch 4TU.Centre for Engineering Education that facilitates innovations in higher engineering education.
Diversity Rountable - TBA
Diversity Roundtable - TBA
Diversity Roundtable - TBA
Beginning in Fall 2019, programs undergoing review by the Engineering Accreditation Commission (EAC) of ABET are being evaluated based on recently revised criteria. ABET is never prescriptive about how programs choose to meet the requirements; its review process is designed to assure programs meet quality standards set forth in the EAC criteria and the Accreditation Policy and Procedure Manual, known as the APPM. The changes to EAC General Criteria create a number of opportunities to modify our traditional approaches to educating future engineers so they are not only aware of the need to practice engineering in an inclusive manner but are also equipped to do so.
This session will highlight ABET EAC criteria changes that promote diversity, equity, and inclusion along with strategies for addressing them in ways that support the attainment of EAC Criterion 3 Student Outcomes. Connections will be made to various engineering codes of ethics (e.g., NSPE, ASCE, IEEE, AIChE) as appropriate.
Yvette Pearson, PhD, PE, FASCE
Diversity Roundtable - TBA
Are you aware that ABET has an Academic Advisory Council (AAC)? Did you know that the AAC represents all four ABET commissions? Provosts, deans, and chairs from a variety of institutions across the U.S. populate the AAC. The AAC is one of three councils that provides recommendations to the ABET Board of Directors on issues of importance, particularly to the academic community. This listening session will highlight the impactful work of the AAC, provide an overview of its current initiatives, and invite session attendees to present topics and issues for the AAC to consider working on to make meaningful and helpful changes to the ABET processes and practices. Take this opportunity to provide direct input to ABET from the academic community!
In 2004, the National Academy of Engineering published “The Engineer of 2020: Visions of Engineering in the New Century” which urged the engineering profession to recognize what engineers can build for the future through not just technical jobs but also a wide range of leadership roles in industry, government, and academia.
It’s now 2020. Where do we go from here?
Join us as we explore positioning engineering education in preparing the next generation of engineers – the “Engineers of the 2030s”. Our visioning process involves holding a set of multi-phase events before, during, and after the 2020 ASEE Annual Conference designed for systematically developing the “Engineers of the 2030s” framework:
• Phase I: An invitational online forum held in February 2020 where appointed delegates from all interested ASEE divisions and committees will join the Interdivisional Town Hall Planning Committee to determine the proper scope of this conversation. Our goal is to identify topics of interest pertaining to the overall theme.
• Phase II: A Virtual Conference open to all ASEE members held in April 2020 where we will provide an opportunity for all interested individuals to contribute to the dialogue surrounding the topics identified during Phase I.
• Phase III: The Interdivisional Town Hall Meeting held during the 2020 ASEE Annual Conference in Montreal will open with brief statements pertaining to the chosen topics and proceed directly to a set of hands-on, parallel breakout sessions for sharing suggestions and generating ideas designed to focus the discussions generated during Phase II into proposed lists of actionable items.
• Phase IV: Individuals identified during the Virtual Conference and Town Hall will be asked to apply their skills, knowledge, and expertise to the Phase III results in crafting deliverables for guiding future efforts in support of the Engineers of the 2030s initiative. These deliverables will be shared with the ASEE membership and also provided to the National Academy of Engineering.
The Interdivisional Town Hall has been an exciting way for us to un-silo our communities and work together across the entire ASEE membership in advancing engineering education. Please join us this year to share your thoughts and ideas!
Interdivisional Town Hall Meeting Planning Committee
John K. Estell
FOCUS ON EXHIBITS: Welcome Reception and Best Paper Nominee Poster Session
Leading the institutional planning and execution for an onsite ABET visit involves creating an infrastructure of support from many groups of stakeholders. This session features representatives from both the Engineering Accreditation Commission (EAC) and Engineering Technology Accreditation Commission (ETAC) who led ABET visits in 2019. Best practices from the viewpoints of both Program Evaluators (PEV’s) and institutional representatives will be of interest to session attendees, specifically those who are preparing for on-site visits.
Diversity Roundtable - TBA
TUESDAY PLENARY featuring
The 2019 Best Paper Winners:
Best Overall PIC Paper Winner
PIC II - Assessment of Project Based Learning Courses Using Crowd Signals
Georgios Georgalis, Purdue University
Karen Marais, Purdue University
Best Overall Zone Paper Winner:
Zone 1 - Implementation and First Year Results of an Engineering Spacial Skills Enhancement Program
Alex De Rosa, Stevens Institute
Maxine Fontaine, Stevens Institute
Best Overall Diversity Paper Winner:
A Work in Progress: Aligning what We Want with What We Seek, Increasing Comprehensive Review in the Graduate Admissions Process
La'Tonia Steiner-Jones, Ohio State University
Wolfgang Windl, Ohio State University
Most Outstanding Teaching Award Winner
Also featuring Corporate Member Keynote Speaker:
Vice President, Innovation
Each year, more than 2,000 academic administrators and faculty, industry and government officials, and technical professionals serve as ABET program evaluators, making initial accreditation recommendations and working together to ensure quality and confidence in technical education worldwide. These volunteer experts play a key role in ensuring that today’s college students are prepared to develop solutions that address some of the pressing sustainability challenges facing our planet. This session will provide important and timely information for prospective ABET Program Evaluators, including:
I) The Impact of an ABET Program Evaluator on STEM Education
II) An Overview of ABET’s International Growth and Increasing Need for Program Evaluators
III) The Scope of Program Evaluator Responsibilities
IV) Requirements for Service as a an ABET Program Evaluator and an Overview of the Selection Process
V) The Program Evaluator Training process
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DIVERSITY ROUNDTABLE - TBA
ASEE New Division & Section Officers Orientation
This session will share updates on current and relevant ABET activities. Among the list of topics to be covered: Highlights from the March 2020 ABET Symposium, including emerging topics such as cybersecurity and data science; updates on the growth of ABET international activities; and the recently formed ABET Inclusion, Diversity, and Equity Advisory (IDEA) Council.
The Incoming/Current Program Chairs & Division Chairs’ Meeting continues 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.
• 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.
ASEE Ad Hoc Committee on Interdivisional Cooperation
Atsushi Akera (LEES)
Alan Cheville (ERM)
John Estell (First Year), Co-Chair
Susannah Howe (DEED)
Mark Killgore (Civil)
Joe Tranquillo (Biomedical), Co-Chair
Ticketed event: Award Luncheon - $50.00 advanced registration and $60.00 on site registration
Join your friends and colleagues while we honor our National Award Winners.
Winners and their guest are complimentary. All others can attend for $50.00
Free ticketed event
Given the recent focus on emerging technologies, the anticipated shift in engineering education is toward a 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 global, legal, economic, environmental, and societal impacts of vehicle autonomy and electrification and include an overview of some of the following impact areas: workforce disruption, driver safety, industry shifts, and educational training. 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 vehicle autonomy and electrification in future mobility modes. Relevant topics, including but not limited to the following, will be addressed:
• Global, legal, economic, environmental impact of vehicle autonomy and electrification
• Growth in vehicle autonomy/electrification in various mobility forms
• Explosion of data-driven software development
• Innovation in vehicle design (electric, composite bodies that are 3D printed)
• Societal disruption involving vehicle operation/parking, auto industry employment, privacy, and business models.
Kiran is a technical specialist in the domain of ADAS and Autonomous Driving Team. Beginning his career with Caterpillar, he was tasked with leading the design and development of solutions to support ADAS and autonomous driving features on Large Mining Trucks. He led a high-performing global team, working on system including LiDARs, RADARs, cameras, GNSS and V2X technology. His journey from Caterpillar led him to the emerging industry of Electric Vehicles. He became the key member for developing the Level 4 Self-Parking feature on Faraday Future's FF91; demo-ed live at CES 2017 in Las Vegas. Kiran joined the Rivian team in 2017, eventually becoming the Vice President of Autonomous Driving. His technical journey continues, as his team develops the technology of today for the world's first ever Electric Adventure Vehicles -- Rivian's R1T and R1S.
Inclusion and Diversity in P12 STEM Education -
As part of the distinguished lecturer series, the PCEE Division is working along the
MIND Division and the WIED Division to promote inclusion and diversity within the P12 engineering education space by inviting a speaker that has many accomplishments in this area.
Dr. Renetta Garrison Tull is the Vice Chancellor of Diversity, Equity and Inclusion at the University of California, Davis, and brings a wealth of knowledge and experience about inclusion and diversity in STEM education. In her distinguished lecture, she explains what we can do as an engineering education community to foster positive inclusion and diversity into different P12 learning environments.
As an international speaker on global diversity in STEM, Tull has led discussions around the world on topics such as “Inclusive Engagement – Engineering for All,” “Cultivating Inclusive Excellence within Science, Engineering, and Technology,” work/life balance, family, and prevention of domestic and work-place abuse. She co-led Puerto Rico’s ADVANCE Hispanic Women in STEM project, and continues to lead the “Women in STEM Forum” for the Latin and Caribbean Consortium of Engineering Institutions (LACCEI) and the Engineering for the Americas/Organization of American States as LACCEI’s current Vice President for Initiatives.
Dr. Tull has received many recognitions for her work in inclusive and diverse STEM earning environments. Some of these include the 2015 O’Reilly Media “Women in Data” cover, 2015 Global Engineering Deans Council/Airbus Diversity Award Finalist, and the 2016 ABET Claire L. Felbinger Award for Diversity. She has been an invited plenary panelist for diversity in engineering initiatives for the 2016 International Conference on Transformations in Engineering Education in India, and an invited speaker for the International Federation of Engineering Education Societies (IFEES) “Global Engagement in Diversity” webinar. She was also part of an invited United Nations Educational, Scientific and Cultural Organization (UNESCO) team for the “Engineering Report II” meeting in Beijing in September 2017, hosted by the Chinese Academy of Engineering. In 2017, she was appointed to a 2-year term for the National Academies for Science, Engineering, and Medicine’s committee on The Science of Effective Mentoring in Science, Technology, Engineering, Medicine, and Mathematics (STEMM). In 2018, she was invited back to the United Nations Headquarters to talk about women in engineering as part of a UNESCO-sponsored side event during the 62nd Session on the UN’s Commission on the Status of Women.
Before joining UC Davis in 2019, Dr. Tull was Associate Vice Provost for Strategic Initiatives at the University of Maryland, Baltimore County (UMBC), and Professor of the Practice in UMBC’s College of Engineering and IT (COEIT). Within COEIT, she served as part of the “Engagement” team, and pursues research in humanitarian engineering. Tull is Founding Director and Co-PI for the 12-institution National Science Foundation University System of Maryland’s (USM) PROMISE AGEP, and Co-Director/Co-PI for the NSF USM’s Louis Stokes Alliance for Minority Participation (LSAMP).
In addition to roles at UMBC and roles with grants, she also served the University System of Maryland as Special Assistant to the Senior Vice Chancellor for Academic Affairs and Student Affairs, and was the system’s Director of Graduate & Professional Pipeline Development. In 2017, Dr. Tull was appointed to serve as Chair for the University System of Maryland’s Health Care Workforce Diversity subgroup. Dr. Tull has engineering and science degrees from Howard University and Northwestern University.
An international speaker on global diversity in STEM, Tull has led discussions around the world on topics such as “Inclusive Engagement – Engineering for All,” “Cultivating Inclusive Excellence within Science, Engineering, and Technology,” work/life balance, family, and prevention of domestic and work-place abuse. She co-led Puerto Rico’s ADVANCE Hispanic Women in STEM project, and continues to lead the “Women in STEM Forum” for the Latin and Caribbean Consortium of Engineering Institutions (LACCEI) and the Engineering for the Americas/Organization of American States as LACCEI’s current Vice President for Initiatives.
Recognitions include: 2015 O’Reilly Media “Women in Data” cover, 2015 Global Engineering Deans Council/Airbus Diversity Award Finalist, and the 2016 ABET Claire L. Felbinger Award for Diversity. She has been an invited plenary panelist for diversity in engineering initiatives for the 2016 International Conference on Transformations in Engineering Education in India, and an invited speaker for the International Federation of Engineering Education Societies (IFEES) “Global Engagement in Diversity” webinar. She was also part of an invited United Nations Educational, Scientific and Cultural Organization (UNESCO) team for the “Engineering Report II” meeting in Beijing in September 2017, hosted by the Chinese Academy of Engineering. In 2017, she was appointed to a 2-year term for the National Academies for Science, Engineering, and Medicine’s committee on The Science of Effective Mentoring in Science, Technology, Engineering, Medicine, and Mathematics (STEMM). In 2018, she was invited back to the United Nations Headquarters to talk about women in engineering as part of a UNESCO-sponsored side event during the 62nd Session on the UN’s Commission on the Status of Women.
Tull has more than 50 publications, has given more than 200 presentations on various STEM topics, and is a Tau Beta Pi “Eminent Engineer.” She also engages the public on topics related to STEM and society, and was a speaker for “Diversity, STEAM, and Comics,” where “A” adds the “arts” to STEM, at Awesome Con in March 2018. She is a passionate advocate, global mentor, education policy strategist and champion for equity in STEM.
DIVERSITY ROUNDTABLE - TBA
Featuring the 2019 Best PIC and Zone Paper Winners - Please note that the Overall Best PIC and Zone Paper winners will be featured in the Tuesday Plenary
Best PIC I Paper
Affects of Alternative Course Design and Instructional Methods in the Engineering Classroom
Lindy Hamilton Mayled, Arizona State University
Lydia Ross, Arizona State University
Casey Jane Ankeny, Northwestern University
Jay Oswald, Arizona State University
Best PIC III Paper
Do they Understand your Language ? Access their Fluency with Vector Representation
Eric Davishahl, Whatcom Community College
Todd Haskell, Western Washington University
Jill Davishahl, Western Washington University
Lee Singleton, Whatcom Community College
Wade Goodridge, Utah State University
Best PIC IV Paper
Student Views on their Role in Society as an Engineer and Relevant Ethical Issues
Angela Bielefeldt, University of Colorado
David Zhao, University of Colorado
Alexandra Kulich, Tufts University
Madeline Polmear, University of Colorado
Chris Swan, Tufts University
Daniel Knight, University of Colorado
Best PIC V Paper
Mapping and Strengthening Curriculum-Based Industry/Academia Intersections
Katherine McConnell, University of Colorado
Best Zone II Paper
Research to Practice: Leveraging Concept Inventories in Statics Instruction
Ruth Wertz, Valparaiso University
Theresa Green, Utah State University
Best Zone III Paper
Blended Learning: Electrical Circuits for non-EE students
Theresa Swift, Missouri University of Science and Technology
Amardeep Kaur, Missouri University of Science and Technology
Best Zone IV Paper
Assessing Student Assessment in a Flipped Classroom
Bryan J. Mealy, California Polytechnic State University, San Luis Obispo
A transforming world invites us to change our mindset and consider more innovation, more collaboration and greater co-creation. Ecosystems of innovators, technical specialists and humanitarians are growing to help find solutions to global challenges. Deanna Burgart, Indigeneer, believes that greater incorporation of diverse perspectives, including Indigenous perspectives and worldviews, can be a catalyst to finding solutions in a more meaningful, long term way.
As Indigenous perspectives are sought, and Indigenous knowledge is captured, the importance of creating an ethical understanding on how to do this in a good way is imperative. Deanna will introduce participants to:
- Indigenous Ways of Knowing, Being and Doing
This section will describe the results of a two-day retreat held for Indigenous and non-Indigenous STEM professionals, educators and community members exploring the best ways to support and inspire Indigenous youth to pursue STEM careers.
- Cultural Appropriation and Commodification of Indigenous Ways of Knowing
This section will define sacred Indigenous knowledge and illustrate the difference between sacred Indigenous knowledge and personal knowledge. We will summarize a literature review and examination incidents of cultural appropriation as a means to inform.
- Introduction to Indigenous self-determination with regards to knowledge and data protection
A future look at how to protect Indigenous knowledge going forward - the participants will be called on to a discussion activity on how to best do this in any work seeking to include Indigenous perspectives as a response to the United Nations Declaration on the Rights of Indigenous Peoples.
In this Distinguished Lecture, Deanna will use her own stories and examples of initiatives of Indigenous inclusion in Innovation to invite and inspire participants to join her in seeing a future that invites more Indigenous voices to engineering education and for solutions for all. She will invite all to explore how we can bring Indigenous perspectives to the engineering education landscape in an ethical space of cultural safety that protects the integrity of Indigenous beliefs and worldviews.
Participants will leave feeling empowered to listen, learn and grow with the wisdom of Indigenous peoples they are fortunate to meet on their journey.
Deanna Burgart, P.Eng, CET, both an engineer and technologist, began her career in 1998 as a technician analyzing oil sands in a Calgary laboratory. She brings over 20 years of experience and education in energy and pipelines and is passionate about global energy transitions, the United Nations Sustainable Development Goals and United Nations Declaration of Rights of Indigenous Peoples. She helps STEM (Science, Technology, Engineering and Math) focused organizations move forward in increasing inclusion of Indigenous people, knowledge and perspectives.
She has recently joined the University of Calgary, Schulich School of Engineering, as a Senior Instructor in Chemical and Petroleum Engineering and the first Teaching Chair focused on Integrating Indigenous Knowledge into Engineering.
Active learning classrooms are now a common feature at many higher education institutions. While these continue to be created it is not always the case that faculty are engaged in the design process. However, faculty participation can make a significant difference in the design of learning spaces and participation by faculty and students in the process is a means of engendering uptake of active pedagogy. Classroom space, which was largely static and relatively unstudied, is undergoing a renaissance both in terms of creative design and scholarly investigation. In her talk, Prof. McCahan will discuss the history of formal university classrooms and how we arrived at active learning space design. She will describe an example of participatory design and the outcomes from that process. New active learning spaces are testing the limits of size and functionality. They are also rapidly blending the physical and virtual worlds to create a new types of hybrid learning experiences. The research in this field is suggesting future directions and modes of teaching that are coming into focus.
Susan McCahan is the Vice Provost, Innovations in Undergraduate Education and Vice Provost, Academic Programs at the University of Toronto. She is responsible for developing and implementing initiatives to re-imagine and strengthen academic experiences at the University. This includes strategic leadership on IT systems and data systems that support academic processes and teaching; and leadership on key pedagogical initiatives such as experiential learning. Susan’s Academic Programs portfolio oversees governance and quality assurance of the University’s 700 graduate and undergraduate programs.
Previously, she was the Vice Dean, Undergraduate in the Faculty of Applied Science and Engineering. She is a professor in Mechanical Engineering, who specialized in thermodynamics. However, her current area of research is engineering education. She is the author of a textbook for first year engineering design, which she continues to teach.
Susan is a fellow of the American Association for Advancement in Science and is the past president of the Canadian Engineering Education Association. She has received numerous awards for education excellence and leadership, including the 3M National Teaching Fellowship.
As members of a community of scholars, what we write about and who we write about are artifacts of our culture; they reflect who we are collectively. The ways we collaborate on, review and publish our work also reflect who we are. The engineering education community is unique: as students, educators, and researchers, we hail from other disciplinary backgrounds. We bring with us aspects of our “home” disciplinary cultures, including our expectations about sharing ideas, data, and authorship, our practices around building on and citing each other’s work, and the standards we set for our scholarship. The community around our relatively new discipline is establishing its own research agenda and its own culture with respect to communicating and acting on our scholarly work. As our community develops and grows, many of us are wary of bringing along excess baggage from our home disciplines – those sometimes hostile and oppressive aspects of engineering cultures – that make it difficult for students, early career faculty and those from marginalized populations in engineering to survive and thrive. In fact, for many of us, it was negative experiences in our home disciplines (being overlooked for recognition or promotion, being harassed or patronized, being undervalued) that served as the impetus for finding our way into engineering education. We are here not because we are looking to escape from the trappings of tradition, but to turn that tradition on its head to create a more open, just and responsive culture.
Members of the engineering education community have the opportunity to question and explore important issues such as diversity, equity, professional formation, recruitment, complex systems, classroom innovations and emerging instructional technologies. Through our scholarship, we are poised to examine and change aspects of our culture that generate disparities based on gender, sex, race, ethnicity and other bases for marginalization. Our publications serve as the voice for our scholarship; they are our call and response system as we read and respond to scholarship in our field, and build on each other’s work. Does our work – and our responses to other’s work – take the form of action as well? Are we talking the talk and walking the walk?
As we explore important issues in engineering education, our work often makes the case for students to be reflective and intentional, open and willing to critically examine new ideas, empathetic and willing to take multiple perspectives into account. We write about how students grapple with so-called “wicked problems” in engineering. As a community of scholars, how are we grappling with wicked problems in engineering education? In what ways are we modeling reflective, intentional and perspective-taking approaches as we educate students, conduct our studies, and effect change in engineering education?
In this talk, I will draw on my experiences as editor of the Journal of Engineering Education and as an education researcher to identify parallels between scholarship in engineering education and our approaches to transformational change in engineering education. In scoping out a few current topics in engineering education research, I will highlight – perhaps most importantly – the issue of access to engineering education scholarship, and the ways our community reflects its values and beliefs through its scholarly work as well as its actions related to sharing and building on that work.
Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the Editor-in-Chief of the Journal of Engineering Education. Her research focuses on the interactions between student motivation and their learning experiences. Her projects include studies of student perceptions, beliefs and attitudes towards becoming engineers and scientists, and their development of problem solving skills, self-regulated learning practices, and epistemic beliefs. Dr. Benson is an American Society for Engineering Education (ASEE) Fellow, a member of the European Society for Engineering Education (SEFI), American Educational Research Association (AERA) and Tau Beta Pi, and the 2018 recipient of the Clemson University Class of ’39 Award for Faculty Excellence. She earned a B.S. in Bioengineering (1978) from the University of Vermont, and M.S. (1986) and Ph.D. (2002) in Bioengineering from Clemson University.
All program chairs for the 2021 Annual Conference in Long Beach are encouraged to attend
DIVERSITY ROUNDTABLE - TBA