Welcome session featuring ASEE President Stephanie Adams
Musical entertainment provided by Kai Kight, Innovative Musician
Live interaction with sponsors and exhibitors.
Live question and answer session with TU Delft's Aldert Kamp, moderated by ASEE President Stephanie Adams
Aldert Kamp, director of education for TU Delft's faculty of aerospace engineering, has been deeply involved in the rethinking of higher engineering education with a horizon of 2030. He has more than 20 years of industrial experience in space systems engineering and 15 years of academic teaching, educational management, and leadership. Author of the report "Engineering Education in a Rapidly Changing World - Rethinking the Vision for Higher Engineering Education," and publisher of a blog entitled "Adapting Engineering Education to Change," Kamp has extensive insight into the competencies engineering students will need at graduation for a successful career in the rapidly changing world of work. He 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, which facilitates innovations in higher engineering education.
The coronavirus pandemic is an inflection point in our history. Schools of engineering have responded by innovating the ways we teach and research; protect the safety of students, faculty, and staff; and serve our communities.
This panel of deans from major engineering schools will discuss these and other topics, including:
Preparing for fall: Transforming our campuses into more pandemic-resilient environments, rethinking online education and student support, transforming lab practices, introducing new courses, and engaging students in COVID-response initiatives.
Envisioning the country’s future: The engineer's role in building a more pandemic-resilient society.
Interim Dean of Engineering and Associate Dean for Research
Dean, Viterbi School of Engineering, University of Southern California
William R. Berkley Professor and Dean, Tandon School of Engineering, New York University
Free ticketed event
GREET THE STARS AND ASEE 101! New Members Orientation and How to Get Involved with ASEE
Join us in our virtual showcase of ASEE Divisions.
Live interaction with sponsors and exhibitors.
Live question and answer with Remi Duquette, moderated by ASEE President-Elect Sheryl Sorby.
The Tuesday plenary also recognizes the following Best Paper Winners from 2019.
These papers can be found in the W4199 Distinguished Lecture
1. Best Overall 2019 PIC Paper and PIC II Winner - Assessment of Project-based Learning Courses Using Crowd Signals
Mr. Georgios Georgalis (Purdue University at West Lafayette) and Dr. Karen Marais (Purdue University at West Lafayette)
2. Best Overall 2019 Zone Paper and Zone 1 Winner - Implementation and First-year Results of an Engineering Spatial-skills Enhancement Program
Dr. Alexander John De Rosa (Stevens Institute of Technology) and Dr. Maxine Fontaine (Stevens Institute of Technology)
3. 2019 Best Diversity Paper: Work in Progress: Aligning What We Want With What We Seek: Increasing Comprehensive Review in the Graduate Admissions Process
Dr. La'Tonia Stiner-Jones (Ohio State University) and Dr. Wolfgang Windl (Ohio State University)
Remi Duquette heads the Datacenter Clarity LC global business and R&D directions at MAYA HTT Ltd. His current focus on artificial intelligence and deep neural networks brings clients’ digitalization investment to new heights and has proven to become business-critical to many existing clients. He is the driving force behind Maya’s DCIM solution Datacenter Clarity LC®. He also was instrumental in analyzing structural components of four successful spacecrafts currently orbiting the planet and is an ex speed-skating champion in Quebec, Canada. He attended the International Space University after completing his M.A.Sc. thesis on MOST, Canada’s first space telescope, at the University of Toronto Institute for Aerospace Studies following his engineering degree at McGill University in Montréal.
In response to the COVID-19 outbreak, universities around the country moved to remote instruction for the remainder of spring term. Faculty and staff were directed to work remotely, and students were asked to move out of their residence halls—presumably to homes where they were expected to have Internet access and a place to study so that they could participate in virtual learning.
“Stay-at-home” orders issued for most states in the nation have prevented students from physically meeting their friends and peers to study together or receive support and encouragement in person. Many who were counting on jobs during spring term to support themselves have not been able to work. Their parents may be going through financial difficulties due to the closure of many non-essential businesses.
History has taught us that in the times of a national crisis, those from marginalized populations suffer the most. The gap between students who belong to disadvantaged groups and those who do not widens. Research has shown that the ability to identify with engineering and the feeling that they belong in their undergraduate peer group is key to students’ persistence, satisfaction, and self-efficacy. This is especially true for students from underrepresented groups. Furthermore, students from marginalized groups benefit from supportive learning communities more than others.
In this roundtable, we will discuss the impact of COVID-19 on engineering students, especially those who belong to underrepresented groups. How has the abrupt conversion to virtual learning affected students’ self-efficacy, motivation, persistence, and engineering identity? What are examples of successfully maintaining supportive learning communities during a pandemic? What are other best practices that lead to offering equitable and inclusive virtual education for all students in our community?
Live interaction with sponsors and exhibitors.
Free ticketed event
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 of 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, and 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 3-D printed)
• Societal disruption involving vehicle operation/parking, auto industry employment, privacy, and business models.
Kiran Bharwani is a technical specialist in the domain of ADAS and autonomous driving. Starting 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 systems 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, which was demonstrated live at CES 2017 in Las Vegas. Bharwani joined Rivian, an electric vehicle manufacturer, in 2017, eventually becoming the vice president of autonomous driving. His team is developing technology for the electric adventure vehicles R1T and R1S.
Free ticketed event
The world is entering into the "smart everything" age, and energy is no exception. Artificial intelligence (AI) is forming the new platform for tomorrow’s products, services, work environments, and the workforce. Data literacy is becoming an essential cross-cutting skill. Power grids are to be replaced by smart grids where electric generation plants, consumer devices, and storage systems are connected and supply-and-demand analyses are made. To survive in this high-tech environment, the society at large will have to embrace change and acquire new skills associated with society 5.0. The future engineers will have to develop a creative mindset and focus on producing original ideas and inventing new goods and services.
Dr. Yunus Çengel is Professor Emeritus at the University of Nevada, Reno, and the founding dean of the Faculty of Engineering at Adnan Menderes University in Aydin, Turkey. He received his Ph.D. in Mechanical Engineering from North Carolina State University. Before joining ADU in 2012, he held the position of the Dean of the Faculty of Mechanical Engineering at Yildiz Technical University and as advisor to the President at Scientific and Technological Research Council TUBITAK on international cooperations. Professor Cengel served as the assistant director and director of the Industrial Assessment Center at UNR for eight years. He also served as the advisor to several government organizations and private companies on energy efficiency, energy policies, and education reform.
Professor Çengel is the author or coauthor of the widely adopted textbooks Thermodynamics: An Engineering Approach, Fundamentals of Thermal-Fluid Sciences, Heat and Mass Transfer: Fundamentals and Applications, Fluid Mechanics: Fundamentals and Applications and Differential Equations for Scientists and Engineers all published by McGraw-Hill. Some of his textbooks have been translated into Chinese, Japanese, Korean, Thai, Spanish, Portuguese, Turkish, Italian, Greek, and French.
The recipient of several outstanding teacher awards, he has received the ASEE Meriam/Wiley Distinguished Author Award twice. He is a registered professional engineer in the Nevada.
Active learning classrooms are now a common feature at many higher education institutions. They are also rapidly blending the physical and virtual worlds to create a new types of hybrid learning experiences. 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 presentation, Prof. Susan 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.
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. Her 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 of 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.
A fellow of the American Association for Advancement in Science, she 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.
Featuring the 2019 Best PIC, Zone, and Diversity Paper Award Winners
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 examine incidents of cultural appropriation as a means to inform.
- Introduction to Indigenous Self-determination with Respect to Knowledge and Data Protection
A look at how to protect indigenous knowledge going forward. Participants will be called on in 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.
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 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, is both an engineer and a technologist who 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-focused organizations move forward in increasing inclusion of Indigenous people, knowledge, and perspectives. She recently joined the University of Calgary's Schulich School of Engineering as a senior instructor in chemical and petroleum engineering and is the first teaching chair focused on integrating Indigenous knowledge into engineering.
2019-20 chair of ASEE's Committee on Diversity, Equity & Inclusion
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, negative experiences in our home disciplines (being overlooked for recognition or promotion, being harassed or patronized, being undervalued) 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 of 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 others’ 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. She is an American Society for Engineering Education (ASEE) Fellow, a member of the European Society for Engineering Education (SEFI), the 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) degrees in bioengineering from Clemson University.
For new and existing ASEE Fellows!
Dr. Norman L. Fortenberry is the executive director of the American Society for Engineering Education (ASEE), an international society of individual, institutional, and corporate members founded in 1893. ASEE is committed to furthering education in engineering and engineering technology by promoting global excellence in engineering and engineering technology instruction, research, public service, professional practice, and societal awareness. Previously, Fortenberry served as the founding director of the Center for the Advancement of Scholarship on Engineering Education (CASEE) at the National Academy of Engineering (NAE). He served in various executive roles at the National Science Foundation (NSF) including as senior advisor to the NSF assistant director for Education and Human Resources and as director of the divisions of undergraduate education and human resource development. Fortenberry has also served as executive director of the National Consortium for Graduate Degrees for Minorities in Engineering and Science, Inc. (The GEM Consortium) and as a faculty member in the department of mechanical engineering at the Florida A&M University–Florida State University College of Engineering. Dr. Fortenberry was awarded the S.B., S.M., and Sc.D. degrees (all in mechanical engineering) by the Massachusetts Institute of Technology.
COVID-19 has upended all aspects of traditional university life. Faculty are experiencing additional demands necessitated by the move to online platforms for all teaching and administrative work, as well as strains placed on research agendas due to laboratories closing, limited fieldwork, and curtailed in-person contact. Off-campus life has also been upended. Faculty who are parents of school-age children are struggling to balance virtual teaching while also caring for their families. Those with elderly parents face extremely difficult decisions about social distancing and best care practices. Single faculty are isolated at home, separated from their friends and families.
Given extensive evidence indicating that women disproportionately shoulder more care-giving at home, what are the implications now that female faculty find themselves balancing workloads that have grown heavier with the challenges associated with the abrupt move to remote instruction and working from home?
Scholars of women in the workplace note that many of the activities that are integral to the reputation and everyday functioning of an organization are often performed by women and, accordingly, are taken for granted as a “natural” expression of women’s preferences for this sort of work. Female faculty disproportionately perform “hidden work” within universities, and this essential work is not compensated within current faculty reward structures around promotion. How can we think strategically and systematically about the implications of the profound shifts in faculty work caused by COVID-19 for the long term, and how will it differentially impact diverse faculty in terms of workload, tenure and promotion, salaries, and teaching evaluations?
Live interaction with sponsors and exhibitors.
Live interaction with sponsors and exhibitors.
Join us as we say goodbye to ASEE President Stephanie Adams, and welcome in President Elect Sheryl Sorby.