Free ticketed event
Join your friends and colleagues as we sample the eats and libations that Long Beach has to offer.
Free ticketed event
Free ticketed event
Looking for people to run or walk outdoors with? Don’t know the local scene?
Meet up with your colleagues outside the Main Entrance to the Long Beach Convention Center on Pine Ave. at 6:30 am and we’ll head out on a group run/walk highlighting the Los Angeles River and Queensway Bay. Pace and distance will be determined based on attendee preference; there will be at least one walking group and one running group available. All runners and walkers are welcome; all participants must abide by local health guidelines regarding COVID-19, including maintaining appropriate distancing and wearing a mask or cloth face covering.
ASEE Active! is endorsed by the Ad Hoc Committee for Interdivisional Cooperation and the Connecting Us Team of the ASEE Board’s Strategic Doing initiative, and is focused on building community among ASEE members through participation in healthy recreational activities.
Featuring Keynote Speaker and National Award Winners
Dr. Gary R. Bertoline is the Dean of the Polytechnic Institute and a Distinguished Professor of Computer Graphics Technology and Computer & Information Technology at Purdue University. He earned his PhD at The Ohio State University and was on the faculty in the College of Engineering for 3 years before coming to Purdue University in 1990. Gary served as founding Department Head of Computer Graphics Technology then led the creation of the Rosen Center for Advanced Computing and the Envision Center for Data Perceptualization.
He co-founded the Indiana Next Generation Manufacturing Competitiveness Center (INMaC) as well as the Polytechnic Institute initiative at Purdue University. The Polytechnic initiative at Purdue is a major effort to transform the learning experience of students to better prepare graduates for life and work in the digital age. Gary also is the visionary leader for the Purdue Polytechnic High Schools located in Indianapolis and South Bend, IN, which are charter schools with more planned. The high schools will help close the educational gap for many underserved students in the State of Indiana.
He has authored numerous papers in journals and trade publications on engineering and computer graphics, computer-aided design, and visualization research. He has authored and co-authored seven text books in the areas of computer-aided design and engineering design graphics with one, Fundamentals 3D Solid Modeling and Graphics Communications currently in its 7th edition. Gary’s research interests are in scientific visualization, interactive immersive environments, intelligent manufacturing, distributed and grid computing, workforce education and STEM education. Before entering higher education, Gary was a middle and high school technology teacher for seven years in Ohio.
Free ticketed event
Annual Fellows Breakfast
Free ticketed event
Corporate Member Council (CMC) and College-Industry Partnerships Division (CIPD) members and those interested in becoming members are invited to attend the CMC and CIPD Joint Breakfast. Reserve your ticket SOON for an accurate headcount. Sit back and relax while we kick off Industry Day and talk about what is planned for the day.
The 2020 Overall Best Zone and PIC Paper and the Most Outstanding Teaching Award Winner
Corporate Member Council Speaker
Free ticketed event
BY Invite Only
As part of the distinguished lecturer series, the Pre-College Engineering Education Division has partnered with the Minorities in Engineering and Women in Engineering divisions to promote inclusion and diversity within the P-12 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 in different P-12 learning environments.
Before joining UC Davis in 2019, 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 Information Technology (COEIT). Within COEIT, she served as part of the engagement team and pursued research in humanitarian engineering. Tull was founding director and co-PI for the 12-institution National Science Foundation University System of Maryland’s PROMISE AGEP, and co-director/co-PI for the NSF USM’s Louis Stokes Alliance for Minority Participation (LSAMP).
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 and 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. She 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 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 two-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, a Tau Beta Pi "Eminent Engineer," has more than 50 publications and has given more than 200 presentations on various STEM topics. 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.
STEM education in today’s schools comes in a variety of shapes and sizes. In many schools around the country, STEM has just become just another buzzword to cover up a “business as usual” educational approach and has drifted from its original intent to transform learning for all students. No longer does STEM education require creative integration, innovation, or authentic, real-world student experiences that once defined its importance and urgency.
Engineering touches every aspect of human life, from providing access to clean drinking water to 5g telecommunications and drug/vaccine development. This presents a need to provide learning opportunities that support the next generation in becoming engineering-literate global citizens. And, now more than ever, we need to prepare and inspire our students to grow into the informed designers and innovative creators necessary to solve the toughest challenges facing the world, both today and tomorrow. Accordingly, engineering learning is essential for every child, in every school, from every town, city, and municipality in the United States of America.
Engineering education is well positioned to deliver on many of the forgotten promises of STEM Education. Many of us within the P-12 education community recognize that there is something special about engineering learning. When given the opportunity to engineer, students of a variety of ages and backgrounds are motivated to learn and eager to engage in solving difficult problems. They work together. They communicate. They are critical and creative and resourceful. We’ve seen it with our own eyes, experienced it as teachers and professional development coordinators, and advocated for it at parent/teacher nights, school board meetings, and legislative briefings. We KNOW that engineering should be taught in parallel with science and math education to ensure an equitable, authentic, relevant, and exciting STEM education experience. Yet, there have been minimal efforts from the education community toward adopting engineering as a distinct component of every child’s schooling. The Framework for P-12 Engineering Learning (AE3 & ASEE, 2020) is a step towards changing this reality and democratizing engineering learning across grades P-12.
In this talk, I will make the argument that the Framework for P-12 Engineering Learning sets the stage for an educational revolution. This educational revolution will see engineering as a more integral part of a child’s learning through more authentic and comprehensive educational standards. I will highlight the leverage points and work to be done that is necessary to antedate this revolution.
Dr. Huffman was the editor and a primary author on the Framework for P-12 Engineering Learning (AE3 & ASEE, 2020). Dr. Huffman is the Executive Director of the Advancing Excellence in P-12 Engineering Education (AE3) research collaborative, assistant professor in the Department of Integrative STEM Education, and Director of the Center for Excellence in STEM Education, each housed in the School of Engineering at The College of New Jersey. Dr. Huffman’s research focuses on P-12 engineering learning and preservice STEM teacher education. His projects include investigating the culturally responsive and relevant teaching of engineering and age-appropriate P-12 learning sequence for engineering. As a middle and high school teacher, Dr. Huffman served as a board member of the American Society of Engineering Education’s Precollege Engineering Education Division. He is also an advisor for Carnegie Mellon University’s CREATE Lab Satellite Network, NSF funded INCLUDES project STEM PUSH Network. Dr. Huffman is the national event coordinator for the Test for Engineering Aptitude, Math, and Science (TEAMS) student competition. From 2017-2019, he served as a committee member on the National Academies of Sciences, Engineering, and Medicine project, Educator Capacity Building in PreK-12 Engineering Education.
Best PIC and Zone Paper Winners from 2020
Please note: The OVERALL Best PIC and Zone Papers will be presented at the Wednesday Plenary
The George Floyd murder in May 2020 heralded a battle cry heard around the world. Academia saw the emergence of grassroots Black in STEM (science, technology, engineering, and mathematics) organizations whose members convened and communicated their expertise via social media. In June, this grassroots effort was catalyzed by the “BlackInTheIvory” hashtag trending on Twitter, where historically marginalized and minoritized populations in academia shared their experiences with implicit bias, marginalization, pioneerism, the double bind, hypervisibility and invisibility.
Black engineering faculty responded to the “Black In X” movement by creating an arm of the 400 member Academic and Research Learning (ARL) Network called Black in Engineering (BIE), which focuses explicitly on racial equity and social justice in the STEM academy. By integrating media, policy, and activism, BIE offers a common gathering place for Black engineering faculty across disciplines to communicate and highlight their work, share experiences, and present anti-racism suggestions for engineering leadership, professional societies, and organizations. By amplifying these unique voices, BIE also meets a goal of diversifying the STEM academy by normalizing engineers’ experiences and work. Finally, it provides an avenue to connect with allies, sponsors, and financial support for the movement.
The combination of engineering, computing, and social justice provides an interdisciplinary perspective that is a unique and relevant skill for the engineer of the 21st century. Now is the time when the academy, as well as the world, is seeking comprehensive and transformational change with engineers leading that challenge. Movements like Black Lives Matter have highlighted that structural as well as technical bias are at the heart of many racial justice issues (i.e. policing based upon biased data, infrastructure barriers to resources, water quality in historically minoritized communities, etc.). The future of modern engineering education is directly tied to how well the academy is able to adapt to meet the needs of an increasingly more diverse society.
This lecture will engage presenters in a candid discussion about practical strategies needed to transform engineering for Black faculty and students. Informed by BIE’s Call to Action, which provides anti-racism recommendations system-wide and for graduate students, undergraduate students, faculty, and staff, the panel will present practical, timely strategies to implement and sustain change for diversity, equity, and inclusion in engineering.
Carlotta A. Berry, Ph.D. is a Professor in the Department of Electrical and Computer Engineering at Rose-Hulman Institute of Technology. She is one of a team of faculty in ECE, ME and CSSE at Rose-Hulman to create and direct the first multidisciplinary minor in robotics. She is the Co-Director of the NSF S-STEM Rose Building Undergraduate Diversity (ROSEBUD) Program and advisor for the National Society of Black Engineers. Dr. Berry has been selected as one of 30 Women in Robotics You Need to Know About 2020 by robohub.org, Reinvented Magazine Interview of the Year Award on Purpose and Passion, Women and Hi Tech Leading Light Award You Inspire Me and Insight Into Diversity Inspiring Women in STEM. She has a special passion for diversifying the engineering profession by encouraging more women and underrepresented minorities to pursue undergraduate and graduate degrees. She feels that the profession should reflect the world that we live in in order to solve the unique problems that we face.
Monica F. Cox, Ph.D., is Professor of Engineering Education at The Ohio State University and is a 2020 American Society for Engineering Education (ASEE) Fellow. She holds degrees in Mathematics (B.S., Spelman College), Industrial Engineering (M.S., University of Alabama), and Leadership and Policy Studies (Ph.D., Peabody College at Vanderbilt University, 2005). She began her academic career in the School of Engineering Education at Purdue University, where she earned a Presidential Career Award for Scientists and Engineers (PECASE), becoming the first African American woman to earn tenure in Purdue’s College of Engineering. In 2016, she became Professor and Inaugural Chair in the Department of Engineering Education at The Ohio State University. She is the Founder and CEO of STEMinent LLC, which houses educational assessment, professional development, and media offerings. Her research focuses on the use of mixed methodologies to explore questions across the education continuum, particularly why engineering women faculty persist. Dr. Cox has led and collaborated on multidisciplinary projects totaling approximately $16 million and has authored over 130 publications.
Tahira Reid Smith, Ph.D., is an associate professor in the School of Mechanical Engineering at Purdue University and is a NASA Visiting Scholar for Fall 2020. Her research involves the quantification and integration of human-centered considerations in engineering systems and/or the design process. Her research has been funded by the National Science Foundation, Air Force Office of Scientific Research, Procter & Gamble, Ford, General Motors and other sponsors. Her projects that involved the intersection of diversity and mechanical engineering have been featured in media sources including National Geographic, NBC's Today Show, Essence Magazine, Reuters, National Public Radio and many others. A highly sought out role model for the younger generation, Dr. Reid Smith's story is featured in two children's books and was on the 2017 New York State English and Language Arts Common Core Exam for over 100,000 fourth graders. She is passionate about re-branding Mechanical Engineering to be more inviting to young women, especially those of African descent. Dr. Reid Smith obtained BS and MS degrees in Mechanical Engineering from Rensselaer Polytechnic Institute and a Ph.D. in Design Science, where Mechanical Engineering and Psychology were her focus areas, from the University of Michigan - Ann Arbor.
Christopher Carr, Ed.D(c), is a leadership and policy wonk in the areas of diversity, higher education, and STEM (science, technology, engineering, and mathematics). In his professional life, Christopher has convened numerous social justice leadership forums in STEM education – bringing together over 100 deans and diversity administrators to talk about marginalized students’ persistence, diverse faculty recruitment, and creating inclusive campus climates. He currently serves as the Chief Diversity Officer for the Volgenau School of Engineering at George Mason University. Previously, he worked with the National Society of Black Engineers, the American Society for Engineering Education (ASEE), and the National Science Foundation’s Graduate Research Fellowship Program. As part of his community work, Christopher is the chair-elect for the Minorities in Engineering Division of ASEE. He has previously served as the MIND Program Chair and the Diversity Societies Representative for the Committee on Diversity, Equity, and Inclusion. Christopher has a Bachelor’s degree from William Jewell College, a Master of Public Policy degree from Pepperdine University, and his Doctorate in Education from Creighton University, expected in 2021.
Volume 109, Issue 4 of the Journal of Engineering Education highlights the work of Engineering Education scholars in guest editorials that address racism in Engineering Education history, curriculum, and research. Through the creation of that work, a recorded podcast conversation was conducted between these scholars: Dr. Kelly Cross, Dr. James Holly, Dr. Leroy Long, and Dr. Ebony McGee. The Educational Research and Methods division would like to propose that all four scholars be highlighted as a Distinguished Lecture, where that conversation can continue and engage the broad audience who attends ASEE and can have the greatest impact in their engineering courses and the culture of their home institutions.
Dr. Kelly J. Cross, Assistant Professor of Chemical Engineering at University of Nevada Reno, is a culturally responsive practitioner, researcher, and educational leader. She earned her Bachelors of Science in Chemical Engineering from Purdue University in 2007 and Masters of Science in Materials Science and Engineering from the University of Cincinnati in 2011. Dr. Cross completed the doctoral program in the Engineering Education department at Virginia Tech in 2015 and worked as a post-doctoral researcher with the Illinois Foundry for Innovation in Engineering Education at the University of Illinois at Urbana-Champaign (UIUC). Dr. Cross worked to redesign the curriculum in Bioengineering department through the NSF program Revolutionizing Engineering Departments (RED) at UIUC. She is a member of the ASEE Leadership Virtual Community of Practice (LVCP) that organizes and facilitates Safe Zone Training workshops. Dr. Cross has conducted workshops on managing personal bias in STEM and promoting inclusion in higher education, online and in-person. Her research interests include diversity and inclusion in STEM, identity construction, intersectionality, teamwork and communication skills, and educational assessment. Her teaching philosophy focuses on student centered approaches such as problem-based learning and culturally relevant pedagogy. Dr. Cross’ complimentary professional activities promote inclusive excellence through collaboration.
Dr. Leroy Long III is an Assistant Professor of Engineering Fundamentals at Embry-Riddle Aeronautical University in Daytona Beach, FL. Dr. Long directs a research team called Engineering, Arts & Sports Engagement (EASE). His research interests include: (a) educational equity and racial justice, (b) student retention and career readiness, as well as (c) students' ethical reasoning and technology use, with a particular focus on STEM students. He has helped to lead research, funded by the NCAA Innovations in Research and Practice Grant, to improve the well-being of the student-athlete through support of their career readiness. He has also helped to secure funding from NSF (award # 2024973) to examine the potential benefit of using critical narratives as a pedagogical tool in the professional formation of engineers.
James Holly, Jr. is a native Detroiter, educator, and researcher who is focused on mitigating anti-Blackness in P-20 STEM education. He has a bachelor's degree from Tuskegee University and a master's degree from Michigan State University, both in Mechanical Engineering. These experiences motivated his pursuit of a doctoral degree in Engineering Education from Purdue University as he sought to revolutionize the conceptualization of engineering presented to urban Black youth. Dr. Holly, Jr. is currently an Assistant Professor of Urban STEM Education at Wayne State University, where he trains aspiring math and science teachers to critically-conscious STEM educators that affirm the assets of urban non-White students. His research explores the complexities of teaching the STEM disciplines in an urban context, the process of developing engineering-literacy among pre-service teachers, and how the narratives of Black people with STEM degrees can inform equitable STEM education.
Ebony McGee, associate professor of diversity and STEM education at Vanderbilt University’s Peabody College, investigates what it means to be racially marginalized in the context of learning and achieving in STEM higher education and industry. In particular, she studies the racialized experiences and racial stereotypes affecting the education and career trajectories of underrepresented groups of color by exploring the costs of academic achievement and problematizing traditional forms of success in higher education, with an unapologetic focus on Black folx in these places and spaces. McGee’s NSF CAREER grant investigates how marginalization undercuts success in STEM through psychological stress, interrupted STEM career trajectories, impostor phenomenon, and other debilitating race-related trauma for Black, Indigenous, and Latinx doctoral students.
Join ASEE President Sheryl Sorby as she "Passes the Gavel" to incoming President Adrienne Minerick.
Professor Emerita Sheryl Sorby, a professor of engineering education at the University of Cincinnati, is president elect of ASEE, a term she will hold one year before assuming the presidency in 2020.
Dr. Sorby was a longtime faculty member at Michigan Tech, where she was a professor of mechanical engineering-engineering mechanics, associate dean of engineering for academic programs, and chair of the Engineering Fundamentals Department. She was responsible for the development and delivery of the First Year Engineering Program and has been the principal investigator or co-PI on more than $14 million in grant funding, mostly for educational projects. For nearly three years, she served as a program director in the National Science Foundation’s Division of Undergraduate Education. In 2013 she was a Fulbright Scholar conducting engineering education research at the Dublin Institute of Technology. Sorby earned a BS in Civil Engineering, an MS in Engineering Mechanics, and a PhD in Mechanical Engineering-Engineering mechanics, all from Michigan Tech.
The author of seven textbooks and more than 150 papers, Sorby has a well-established research program in spatial visualization and is actively involved in the development of various other educational programs. She received her first grant in 1993 to develop a course for helping engineering students develop their 3-D spatial skills and has received numerous follow-up grants from NSF to further this work. She received the Betty Vetter award for Research on Women in Engineering through the Women in Engineering Pro-Active Network (WEPAN) for her work in improving the 3-D spatial skills of engineering students.
Sorby has been a member of ASEE since 1991 and has served the Society in various capacities. In 2009 she was inducted as a Fellow of ASEE, and in 2011 she received the Society’s Sharon Keillor award as an outstanding female engineering educator
Adrienne R. Minerick joined the faculty at Michigan Tech as an Associate Professor in 2009 and was promoted to Professor in 2015. In addition to the listed titles, she also serves as an Affiliated Professor with the Department of Biomedical Engineering at Michigan Tech.
Minerick's primary area of research is electrokinetics with a focus on medical microdevices, blood cell dynamics, and point of care diagnostics. Her group's primary area of specialty is dielectrophoresis which utilizes nonuniform AC fields to manipulate polarizable cells and other dielectric biomaterials.
She has received numerous honors and awards, including the distinction of Fellow of AAAS (American Association for the Advancement of Science), a National Science Foundation 2007 CAREER Award, the 2011 Raymond W. Fahien Award, Chemical Engineering Division, American Society of Engineering Education (ASEE), Michigan Tech's Fredrick D. Williams Instructional Innovation Award, a New Investigator Research Award from Sigma Xi Chapter, one from ASEE-SE, and was the recipient of the Ralph E. Powe Junior Faculty Award, Oak Ridge Associated Universities. She and her students have published over 70 book chapters, archival journal publications or proceedings articles and earned 23 best paper/presentation awards.
Minerick previously served as the President of the American Electrophoresis Society (www.aesociety.org) and on the American Society for Engineering Education's (ASEE) Board of Directors as First Vice President and Professional Interest Council (PIC) I Chair. She also chaired ASEE's National Diversity Committee. Her research and service interests regularly intersect and involve underserved individuals with an emphasis on research experiences to increase engagement and retention.