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We must clearly define our role in, and commitment to, broadening participation in engineering.


Thank you very much for giving me the opportunity to lead this great organization. I am humbled by the responsibility but very excited about the opportunities. My plans are to build upon the accomplishments of those who have gone before me to ensure that ASEE continues to define the future for engineering education.

The mission of ASEE to further education in engineering and engineering technology has never been more important. The world faces an array of complex problems that will require the talents and creativity of engineering and engineering technology professionals. It is also clear that important new skills will be demanded of the global engineer of the 21st century. In recent years, we have gathered significant new knowledge regarding how to enhance the learning opportunities for our students. Yet interest in engineering education continues to decline, especially among women and underrepresented minorities. We must find new ways to share the excitement and possibilities a career in engineering has to offer and the impact it can have on the quality of life. To help achieve this vision, there are three initiatives on which we will focus our attention: diversity, engineering education for the global economy and international activities.

To ensure the diversity of the workforce needed to meet these challenges, it is important for ASEE to clearly define its role in, and commitment to, broadening participation in engineering. It is my goal that we work together to articulate a new vision and plan for the future. We will build on the ongoing efforts of our minority and women’s divisions and the work being done by our Corporate Members and Deans councils, and we will work collaboratively with our partner diversity-serving organizations. With the collective effort from all our members and divisions and our K-12 students and teachers through the ASEE K-12 center, we will make a difference.

On June 24, the National Academy of Engineering announced the publication of a new report, Changing the Conversation: Messages for Improving Public Understanding of Engineering. It presents research findings targeted at improving public understanding of engineering and the impact of messaging on the recruitment of students into engineering. The report recommends that the engineering community begin using four tested messages. As Don Giddens, NAE Report Committee chair, dean of engineering at Georgia Institute of Technology and chair of the ASEE Engineering Deans Council, states, “Improving public understanding of engineering will enable people to make more informed decisions about technology, encourage students to consider engineering careers and, ultimately, sustain the U.S. capacity for technological innovation.” I encourage you to review the report at and determine how you might incorporate these messages in your own environment.

Two years ago at our annual conference, ASEE launched a major initiative focused on advancing the scholarship of engineering education. The Socratic dialogue we held during the plenary session set the stage for a year of broad-based discussions within our sections and zones on the role and importance of educational scholarship as a key means for transforming engineering education. These efforts provided the foundation for an NSF-funded project to create a blueprint for transforming engineering education through educational scholarship and to initiate substantive actions to advance the proposed recommendations. The co-chairs of the project, entitled “Engineering Education for the Global Economy,” are Leah Jamieson, dean of engineering at Purdue University, and Jack Lohmann, vice provost at Georgia Institute of Technology. This year, six working groups will develop plans for converting these recommendations into actions. Public distribution of the draft report will begin in November with a summit for key stakeholders; broad dissemination will begin in early 2009. Of critical importance to the long-term success and impact of this project will be your review and input to the draft document and the initiation of actions that will allow us to produce engineers who will be tomorrow’s leaders. Whether you originate an action or adopt a proven strategy, I encourage you to be a part of the process.

We will focus our attention on three initiatives: diversity, engineering education for the global economy and international activities.

Over the past several years, ASEE’s role and leadership in international activities have grown significantly. These activities provide ASEE and its membership the potential for expanding educational opportunities for our students and faculty, and for enhancing opportunities for collaboration on education and research initiatives. In October 2008, ASEE will hold the seventh annual Global Colloquium in Cape Town, South Africa. The focus of this workshop will be “Excellence and Growth in Engineering Education in Resource-constrained Environments.” ASEE, in partnership with the International Federation of Engineering Education Societies (IFEES) and educational and industry leaders in India, has established the Indo/U.S. Collaboration for Engineering Education. This summer, a very successful six-week Indo-U.S. Faculty Leadership Institute was held in Mysore, with over 500 faculty learning more about both the pedagogy of engineering education and the latest advances in engineering science. ASEE also played a leadership role in the creation of and serves as the general secretariat for IFEES. IFEES was formed in 2006 with the intent of providing a global network of engineering education societies. To maximize the impact of our international activities and their benefit to our membership, we must articulate a clear vision to guide our decisions as we move forward.

Over the next year, my goal is to engage our membership and staff in developing a plan to ensure financial sustainability; defining strategies for meeting the needs of our members; and enhancing opportunities for broadening participation in engineering. In future columns, I will describe in more detail these initiatives and the impact each has on educating tomorrow’s engineers.

Sarah A. Rajala is the president of ASEE and dean of the Bagley College of Engineering at Mississippi State University.




The Journal of Engineering Education, ASEE’s research journal, moved up this year in rankings of the internationally recognized Thomson ISI Science Citation Index and the Social Science Citation Index. JEE placed first out of 105 journals in the highly competitive category “Education and Educational Research” in the Social Sciences Citation Index and placed first in the category “Education, Scientific Disciplines” in the Science Citation Index. The ratings are based on the Impact Factor, a measure of the degree to which a journal’s articles are cited.

“We are obviously very pleased with our performance this year. It is a testament to the hard work and wise counsel provided by many individuals who have helped advance the quality of the journal in recent years,” remarked Jack Lohmann, editor of JEE. Sarah Rajala, ASEE president, said, “We are very proud of JEE’s contributions to advance the field of engineering education research. These top ratings reaffirm the impact its articles are having internationally on the educational preparation of the next generation of engineers.”

JEE’s impact factor ratings places it in the top 5 percent of the 1,865 social science journals and in the top 15 percent of the 6,417 science journals. For more information about JEE, its strategic plan and its annual report, see Extracts of JEE articles appear regularly in Prism.




ASEE’s publication department is proud to announce 17 awards from the Association of Educational Publishers (AEP), Awards for Publication Excellence (APEX) and The Communicator for illustration, design and articles from the 2007/2008 year of Prism and Engineering, Go For It!

Distinguished Achievement Award winners:

  • “Cream of the Crop,” Design
  • “Heave Ho,” Cover Design

Distinguished Achievement Award finalists:

  • “Bangalore Jolt,” Article Design
  • “Click. Build. Learn,” Article Design
  • “Pleading for Acceptance,” Cover Design
  • “2 for 1,” Article Design

Awards of Excellence:

  • “High Achievers,” Infographics
  • “Team Player,” Illustration & Typography
  • “Team Player,” Interviews & Personal Profiles
  • “Bangalore-Jolt,” Feature Writing
  • “A Network of a Different Stripe,” Science & Environment Writing
  • “Extreme Learning,” Education & Training Writing

Grand Award for One-of-a-Kind Publications:

  • Engineering, Go For It! Magazine

Gold Award of Excellence:

  • “Heave Ho” cover design

Silver Award of Distinction:

  • October 2007 Prism Magazine

Silver Award of Distinction:

  • Engineering, Go For It! Magazine (magazine category)

Silver Award of Distinction:

  • Engineering, Go For It! Magazine (special edition category)




PITTSBURGH HIGHLIGHTSThe 115th Annual ASEE Conference & Exposition drew more than 3,500 attendees to Pittsburgh from June 22 to 25. The Society’s flagship event opened with a rooftop picnic, presented by Dassault Systèmes, featuring local fare and a lively rock band.

Leading a series of distinguished lecturers, Charles Vest, president of the National Academy of Engineering, gave a plenary keynote on 21st century education challenges. Among the unusual events was a race by autonomous robots built and programmed by teams from two-year colleges.

Two initiatives generated enthusiasm: The Go Global Pavilion offered interactive multimedia presentations by ASEE corporate partners Autodesk, Dassault Systèmes, National Instruments, Hewlett-Packard and Saudi Arabia’s new King Abdullah University of Science and Technology. An illustrated nightly e-newsletter, the Pittsburgh Pulse, captured the highlights.

View photo slideshow >




CAMPUS REPRESENTATIVE AWARDSCampus Representative award winners from the record-setting 14th annual “Spread the Word” membership recruitment campaign were honored at the Campus Representative Reception during the annual conference in Pittsburgh. Shown here with Vice President for Member Affairs J. P. Mohsen is Zone I Chair John Stratton, accepting the society-wide awards for both most Professional members recruited and highest percentage of faculty membership on behalf of Lisa Schneider, Cornell University.




ASEE Fellows Named

The following members received the Fellow grade of membership in recognition of outstanding contributions to engineering or engineering technology education. This distinction was conferred by ASEE’s Board of Directors at the awards banquet held at the ASEE annual conference in Pittsburgh.

Ted Batchman
Dean of Engineering
University of Nevada, Reno

Marilyn Dyrud
Professor, Communication Studies
Oregon Institute of Technology

John Enderle
Program Director and Professor Biomedical Engineering
University of Connecticut

Norman Fortenberry
Director, Center for the Advancement of Scholarship on Engineering Education
National Academy of Engineering

Frank Huband
Executive Director
American Society for Engineering Education

Thomas Litzinger
Director, Leonard Center for the Enhancement of Engineering Education and Professor, Mechanical Engineering
Pennsylvania State University, University Park

Lakshmi Munukutla
Chair, Electronic Systems
Arizona State University, Polytechnic Campus

Conrad Newberry
Professor Emeritus, Aeronautics and Astronautics, Naval Postgraduate School, and Professor EmeritusAerospace Engineering,
California State Polytechnic University, Pomona

Nicholas Peppas
Fletcher S. Pratt Chair in Engineering andProfessor, Chemical Engineering
University of Texas at Austin

Andrew Pytel
Professor Emeritus, Engineering Sciences and Mechanics
Pennsylvania State University

Gloria Rogers
Associate Executive Director for Professional Services
ABET, Inc.

Kirk Schulz
Vice President for Research and Economic Development
Mississippi State University

Benjamin Garver Lamme Award

Ernest T. Smerdon, Dean Emeritus of the College of Engineering and Mines, and Professor Emeritus of Civil Engineering and Hydrology & Water Resources at the University of Arizona, is recognized for his profound impact on engineering education.

Smerdon has held leadership positions in organizations and on seminal committees addressing the future of engineering education and research, and has published widely on methods for improving engineering education.

During more than 45 years of service to engineering education, he has held positions at Texas A&M University (1959-68), the University of Florida (1968-76), University of Texas System (1976-82), and the University of Texas-Austin (1982-87). He was appointed dean of engineering at the University of Arizona (1988-98) and Senior Education Associate in the Engineering Directorate at the National Science Foundation (1998-2001).

He is a Fellow of ASEE and has served in many positions, including Chair of the ASEE International Colloquium: Global Changes in Engineering Education (2002); ASEE President (1998); Chair, Engineering Deans Council (1995-97); Vice President of Institutional Councils (1995-97); and Board of Directors (1995-2000). Smerdon’s work within other organizations includes the National Academy of Engineering, National Research Council, American Society of Civil Engineers (ASCE) and National Society of Professional Engineers (NSPE).

The Benjamin Garver Lamme Award was established in 1928, and recognizes excellence in teaching, contributions to research and technical literature and achievements that advance the profession of engineering college administration.

ASEE Distinguished Service Citation

Susan Kemnitzer, Deputy Director of the Division of Engineering Education and Centers at the National Science Foundation, is recognized for her 20 years of service to the engineering education community.

Previously, Kemnitzer served as Executive Director of the Task Force on Women, Minorities and the Handicapped in Science and Technology (1986-90); Program Director at NSF (1980-86); Special Assistant to the Secretary of the Interior (1976-80); Budget Examiner for the Office of Management and Budget, Executive Office of the President (1973-76); and Writer/Analyst for the Science and Engineering Indicators report, National Science Board, NSF (1972-73). She has played a key leadership role in the initiation and management of most of the major developments in NSF Engineering Education over the past 20 years.

Some of the major programs that Kemnitzer has led or supported include Engineering Education Coalitions; ABET criteria, EC2000; the Journal of Engineering Education; Research in Engineering Education Symposium; CAREER awards for engineering education researchers; NSF Graduate Fellowships for Women Engineers; Engineering Projects in Community Service (EPICS); Women in Engineering Program Advocates Network (WEPAN); Integrative Graduate Education and Research Traineeship Program (IGERT); Model Institutions for Excellence (MIE); and Global Engineering Education Exchange (Global E-3).

The Distinguished Service Citation is awarded to an ASEE member in recognition of long, continuous and distinguished service to education in engineering and engineering technology through active participation in the work of ASEE. The citation recognizes the kind of diligent, steadfast and persevering service to ASEE that might otherwise go unnoticed.

Frederick J. Berger Award

Warren Hill, Dean of the College of Applied Science & Technology at Weber State University, received the Frederick J. Berger Award in recognition of his tireless promotion and support of engineering technology education. He has been actively involved in engineering technology education for 27 years.

Hill has served as dean of the College of Applied Science & Technology at Weber State since 1990. At the University of Southern Colorado, he was chair of the department of engineering technology (1986-90) and professor of electronics engineering technology (1981-86).

He served at Lawrence Technological University as associate professor of electrical engineering (1978-81) and lecturer (1972-78). As a member of ASEE, he has been active in both the Engineering Technology Council (ETC) and the Engineering Technology Division (ETD). He currently serves as liaison to the ASEE Engineering Deans Council Data Collection Committee for the ETC. He served as ETD Program Chair for the 1995 ASEE Annual Conference and is a past member of the ETC executive board. Hill is a recipient of the ASEE James H. McGraw Award (2007).

Hill is a senior life member of IEEE. As a member of the National Society of Professional Engineers, he served as Director, President and Secretary of the Southern Chapter of the Professional Engineers of Colorado. Hill served as chair of Mathcounts (1982-88) and as a reviewer for the National Science Foundation. He is currently on the Executive Committee of the Technology Accreditation Committee of ABET. Hill served as Affiliate Director for Project Lead the Way (2003-07). During his tenure, the number of PTL schools in Utah has grown from 6 to 58.

The Frederick J. Berger Award recognizes and encourages excellence in engineering technology education. It is presented to both an individual and a school or department for demonstrating outstanding leadership in curriculum, techniques or administration in engineering technology education.

DuPont Minorities in Engineering Award

Stephanie Adams, Associate Dean for Undergraduate Education and Associate Professor of Industrial and Management Systems Engineering at the University of Nebraska-Lincoln, is recognized for her years of service working to increase participation and retention of minorities and women in engineering.

She has served in her current position at Nebraska-Lincoln since 2004. She also served as Assistant Dean for Research in the College of Engineering (2004-2006); Interim Associate Dean and Special Assistant to the Dean, Office of Graduate Studies (2002-2004); and assistant professor of industrial and management systems engineering (1998-2004).

Adams has facilitated sessions for students, parents and faculty affiliated with such organizations as the Gates Millennium Scholars Program; North Carolina-Math, Science and Education Network Pre-College Program; National GEM Consortium; NSF; NAS; Society of Hispanic Professional Engineers; Women in Engineering ProActive Network; and a number of universities. Adams served on the national board of the National Society of Black Engineers. She was named Committee Chairperson of the Year (1990), and in 1991, she developed and implemented the Academic Technical Bowl.

As an active member of ASEE, she served in the ASEE Engineering Management Division as Chair (2004-05); Program Chair (2003-04); Treasurer (2002-03); Secretary (2001-02), and Conference Session Chair (1999-2002). She is a member of WEPAN, a Fellow of NSBE and a founding member of Epsilon Mu Eta, the engineering management honor society. She is a recipient of the Holling Teaching/Mentoring/Advising Award (2004); NSBE Educator of the Year Award (2004); Chancellor’s Fulfilling the Dream Award (2004); S.H.E. Esteem Award (2003); College of Engineering Service Award (2002); College of Engineering Henry Y. Kleinkauf Teaching Award (2001); and Star Mug Award, Division of Student Affairs, University of Nebraska, Lincoln (2001).

The DuPont Minorities in Engineering Award, endowed by the DuPont Company, honors an engineering educator for exceptional achievement in increasing participation and retention of minorities and women in engineering.

John L. Imhoff Award

Gavriel Salvendy, Professor of Industrial Engineering at Purdue University, and Chair Professor and Head of Industrial Engineering at Tsinghua University in the People’s Republic of China, is recognized as a distinguished educator, researcher and administrator of industrial engineering academic programs, who has had a major impact on industrial engineering education and practice worldwide.

He helped develop the Industrial Engineering Program at the Danish Technical University in Lyngby, Denmark. As a Fulbright Distinguished Professor, he helped initiate and develop the Industrial Engineering Program at Belgrade University in former Yugoslavia. In 2001, he established and became head of the Industrial Engineering Program at Tsinghua University in Beijing, China. He also established the first Institute of Industrial Engineers Chapter and the first IIE Student Chapter at Tsinghua University. He received an honorary doctorate from the Chinese Academy of Science (1995). He founded four major journals in Human Factors Engineering and Ergonomics. The founding chair of the International Commission on Human Aspects in Computing, in Geneva, Switzerland, Salvendy was one of the early pioneers of the field of human-computer interaction.

Salvendy is a member of ASEE and the National Academy of Engineering; fellow of the Institute of Industrial Engineers; and member of the International Ergonomics Association, Human Factors and Ergonomics Society, and the American Psychological Association. He received the 2006 American Association of Engineering Societies John Fritz Medal on the 2006 Chinese Friendship Award.

He is a recipient of the USSR Academy of Sciences’ Lomonosov Medal; two past Fulbright Distinguished Professor Awards; Outstanding Educators Award 2003; and President’s Award 2003, International Ergonomics Association; Paul M. Fitts Educator Award, The Human Factors and Ergonomics Society, 2004.

The John L. Imhoff Award recognizes an individual who has made outstanding contributions to the industrial engineering discipline, who exemplifies the highest standards of the professorate in industrial engineering, and has demonstrated global cooperation and understanding through leadership and other initiatives.

Sharon A. Keillor Award for Women in Engineering Education

Sue Ann Allen, Professor of Chemical and Biomolecular Engineering at Georgia Institute of Technology, is recognized for her outstanding contributions as an educator in chemical engineering, mentor of students, developer of new educational programs and internationally known researcher.

At Georgia Tech, Allen began serving as Executive Assistant to the President in 2005. Previously, she served as Chemical and Biomolecular Engineering Associate Chair of Student Initiatives (2004-05); Professor (2000-present); Associate Professor with tenure (1994-2000); Visiting Professor, Swiss Federal Institute of Technology (1998); Assistant Professor (1988-94); and Postdoctoral Associate at Massachusetts Institute of Technology (1986-87).

As Executive Assistant to the President of Georgia Tech, she has been the driving force behind a developing partnership between Georgia Tech and the Atlanta University Center. Other programs include a seminar program for undergraduates funded by Exxon-Mobil and a non-thesis M.S. program in engineering.

Allen is recipient of the Georgia Tech Women Out Front Award (2006); Georgia Tech Packaging Research Center Faculty of the Year Award (2000); Faculty Award for Education from NSF’s Engineering Research Center on Electronic Packaging (2000); and the ASEE DuPont Young Faculty Award (1989). She is a Fellow of the Society of Plastics Engineers.

The Sharon Keillor Award for Women in Engineering Education recognizes and honors outstanding women engineering educators.

James H. McGraw Award

Patricia Fox, Clinical Assistant Professor of Organizational Leadership and Supervision at Indiana University-Purdue University, Indianapolis (IUPUI), is recognized for her outstanding administrative and leadership contributions to engineering technology at IUPUI and for her service to the engineering technology constituency in multiple leadership positions in both the ASEE Engineering Technology Division and Engineering Technology Council. She is nationally recognized for her efforts in promoting and steering policy in engineering technology.

Fox is author and co-author of the annual National Engineering Technology Faculty Salary Survey, conducted annually in cooperation with the ASEE Engineering Technology Council (ETC) and the ASEE Engineering Technology Division (ETD). Fox has also authored a national Engineering Technology Trends and Development Survey for four- and two-year schools.

Fox has served at IUPUI for 20 years as Associate and Assistant Dean for Administration and Finance. She began serving in her current position as Clinical Assistant Professor of Organizational Leadership and Supervision in 2007. Prior to that, she served as Associate Dean for Administration and Finance (2003-07), (1987-2002); Assistant Dean for Financial Affairs (1986 -87); and Assistant to the Dean for Research and Sponsored Programs (1983-87). She is also Director and Co-Facilitator of GO GREEN Study Abroad (2002-Present); and was a Visiting Professor at Berufsakademie in Mannheim, Germany (2001-02).

A member of ASEE since 1983, Fox has served in numerous ASEE leadership roles including: First Vice President; Vice President for Public Affairs; Vice President for Institutional Councils; and Chair, Engineering Technology Council. She has served as a member and/or chair of numerous ASEE Committees, including the Executive Committee; Publication Policy Committee, National Outstanding Teaching Award Committee; Sharon Keillor Award Committee; Long Range Planning Committee; and Projects Board.

She is an ASEE Fellow and recipient of the Frederick J. Berger Award (2003); IUPUI Prestigious External Award Recognition (2004); Engineering Technology Division Best Moderator and Best Session Awards, Conference for Industry and Education Collaboration (2000).

The James H. McGraw Award is sponsored by the ASEE Engineering Technology Council and is presented for outstanding contributions to engineering technology education. Established in 1950, the award is funded by the Glencoe Division of MacMillan/McGraw-Hill.

Fred Merryfield Design Award

Linda Schmidt, Associate Professor of Mechanical Engineering at the University of Maryland-College Park, is recognized for teaching and innovations in engineering design and for her impact on design education and research as an active researcher in design theory and methodology.

At the University of Maryland, Schmidt served as director of the Design, Reliability, and Manufacturing Division of the Mechanical Engineering Department for three years. She has served as director of the Design Educational Laboratory since 1998. Prior to her current position, she served as assistant professor within the department (1995-2001) and Research Assistant in the Department of Industrial Engineering at Iowa State University (1988-91).

She was principal investigator for an NSF program of a university coalition that developed the BESTEAMS (Building Engineering Student Team Effectiveness and Management Systems) Project. Over the period 2000-2006, she participated in 16 workshops, mostly at ASEE conferences, for over 200 faculty members.

Schmidt led the effort that resulted in the NSF-funded RISE project, which addressed a critical void in the education of women and minorities in STEM fields. An active researcher, she participated as one of three co-investigators of an NSF-sponsored project, Open Workshop on Decision-Based Design (1997-2004).

Schmidt has been a member of ASEE since 1997, and is a member of ASME, SME, SWE and Pi Tau Sigma. She is a recipient of a number of awards, including the Outstanding Gemstone Mentor Award (2004); Faculty Service Award (UMd - 2003); Outstanding Advisor for a Student Organization Award (UMd-2002); ASME Student Chapter Best Professor Award (1999-2000); and the Pi Tau Sigma Student Chapter Special Faculty Award (1996-97 and 1997-98).

The Fred Merryfield Design Award, established in 1981 by CH2M Hill, recognizes an engineering educator for excellence in teaching of engineering design and acknowledges other significant contributions related to engineering design teaching.

National Outstanding Teaching Award

Jerry Samples, Vice President for Academic Affairs and Professor of Engineering Technology at the University of Pittsburgh, Johnstown, is recognized for his significant contributions to engineering and engineering technology education and his leadership in engineering education as an active educator of undergraduate students and faculty for over 20 years.

Samples served at the University of Pittsburgh at Johnstown (UPJ) as Vice President of Academic Affairs (2007–present) and before that as Vice President of Academic and Student Affairs; and Professor and Director of Engineering Technology (1996–2005). Samples served at the U.S. Military Academy as associate professor of Mechanical Engineering, director of the Mechanical Engineering Division and Mechanical Engineering Research Center in the Department of Civil and Mechanical Engineering (1994-96); acting head, Department of Civil & Mechanical Engineering (1993-94); associate professor of Mechanical Engineering, director of the Mechanical Engineering division, Department of Civil and Mechanical Engineering (1989-93); associate professor of Mechanical Engineering, director of the Thermodynamics Group in the Department of Mechanics (1985-87); assistant professor in the Department of Mechanics (1981-82); and instructor in the Department of Mechanics (1979-81). He served for 26 years in the U. S. Army Corp of Engineers.

A member of ASEE since 1992, Samples served as chair, secretary/treasurer and program chair of the Energy Conversion and Conservation Division.

He was named Distinguished Fellow of the International Society for Exploring Teaching and Learning and is a recipient of ASME’s Life Quality Award (1992) and Dedicated Service Award (2003). He is also a recipient of the Society of Automotive Engineers’ Ralph R. Teetor Award (1993). He is a member of the American Institute of Aeronautics and Astronautics; a member of the board of directors for the International Society for Exploring Teaching and Learning; Society of Automotive Engineers; ABET Technology Accreditation Commission; Association of the United States Army; and ASME, where he serves as a member of the Foundation Board and chairs the Board’s Nominating Committee.

The National Outstanding Teaching Award recognizes an engineering or engineering technology educator for excellence in outstanding classroom performance, contributions to the scholarship of teaching, and participation in ASEE Section meetings and local activities.

William Elgin Wickenden Award

The William Elgin Wickenden Award for 2008 was presented to Cynthia Atman, Robin Adams, Monica Cardella, Jennifer Turns, Susan Mosborg, and Jason Saleem in recognition of their paper, “Engineering Design Processes: A Comparison of Students and Expert Practitioners,” published in the October 2007 issue of the Journal of Engineering Education.

Cynthia Atman is the founding director of the Center for Engineering Learning and Teaching in the College of Engineering at the University of Washington and the director of the NSF-funded Center for the Advancement of Engineering Education. She is a professor of Industrial Engineering.

Robin Adams is an assistant professor in the Department of Engineering Education at Purdue University. She also leads the Institute for Scholarship on Engineering Education as part of the Center for the Advancement of Engineering Education.

Monica Cardella is an assistant professor of Engineering Education at Purdue University. She received her Ph.D. in industrial engineering at the University of Washington where she was a Graduate Research Associate at the Center for Engineering Learning and Teaching.

Jennifer Turns is an associate professor in Technical Communication in the College of Engineering at the University of Washington.

Susan Mosborg is a research scientist at the LIFE (Learning in Informal and Formal Environments) Center on the Learning Sciences at the University of Washington.

Jason Saleem is a research scientist with the Veterans Administration Health Services Research & Development on Implementing Evidence-based Practice, Roudebush VA Medical Center, and Assistant Research Professor, Department of Electrical and Computer Engineering, Indiana University-Purdue University, Indianapolis.

The William Elgin Wickenden Award recognizes the author(s) of the best paper published in JEE, the scholarly research journal of ASEE. JEE’s editorial review board selects the best paper published during the previous January to October publication cycle.

For complete award information, see:




These awards recognize high-quality papers selected from among those presented at the Annual Conference the previous year. Seven 2007 awards were given for outstanding papers: one from each of the five ASEE Professional Interest Councils (PICs), one Best Zone paper, and one overall conference paper. The awards consist of $1,000 for each PIC paper, $1,000 for the best Zone paper, and $3,000 for the best conference paper.


Presented to: Claude Kansaku - Oregon Institute of Technology; Linda Kehr - Klamath County School District and Catherine Lanier - Oregon NASA Space Grant Consortium
Paper: “STEM-Related K-12 Outreach Through High-Altitude Balloon Program Collaborations”
Session: 919


Presented to: Mark Evans, Decker Hains, and Stephen Ressler - U. S. Military Academy
Paper: “Teaching the BOK – Challenges for Faculty and Programs”
Session: 2036


Presented to: Claude Kansaku - Oregon Institute of Technology; Linda Kehr - Klamath County School District; and Catherine Lanier - Oregon NASA Space Grant Consortium
Paper: “STEM-Related K-12 Outreach Through High-Altitude Balloon Program Collaborations”
Session: 919


Presented to: Janet Meyer, Nancy Lamm and Joshua Smith - Indiana University-Purdue University - Indianapolis
Paper: “Retaining Freshman Engineering Students Through Participation in a First-Year Learning Community: What Works and What Doesn’t”
Session: 2476


Presented to: Jeanne Hubelbank - WPI Evaluation Consulting, Chrysanthe Demetry and Shelley Errington Nicholson - Worcester Polytechnic Institute, Stephanie Blaisdell - Independent Consultant, Paula Quinn – Independent Consultant, Elissa Rosenthal - Marketing Research Consultant, and Suzanne Sontgerath - Independent Consultant
Paper: “Long-Term Effects of a Middle School Engineering Outreach Program for Girls: A Controlled Study”
Session: 1106


Presented to: James Plemmons and Ray Jones - The Citadel
Paper: “Addressing the Career Development Needs of Experienced Project Professionals”
Session: 1283


Presented to: Doug Tougaw and Michael McCuddy - Valparaiso University
Paper: “Implementing a New Approach to Teaching the Ethics of Emerging Technology”
Session: 3128




All Divisions are now ‘Publish to Present’

The ASEE Board of Directors has initiated a policy of “Publish to Present” at the ASEE annual conference. All conference papers must be submitted for peer review in order to be presented at the conference and, subsequently, published in the conference proceedings.

The new process for the submission of ASEE annual conference papers is as follows: All authors must submit an abstract of their papers, to be reviewed and evaluated. Authors of accepted abstracts will be invited to submit a full paper draft to be reviewed by three engineering educators. A draft may be accepted as submitted, accepted with minor changes or major changes, or rejected. Successful review and acceptance of the full paper draft will produce a final paper to be presented at the annual conference. Exceptions to the “Publish to Present” requirement include invited speakers and panels.

All paper abstracts must be submitted through the ASEE SmoothPaper system ( by October 10, 2008. Additional information, including the Author’s Kit and the use of the SmoothPaper, may be found at

Important Dates:

Oct. 10, 2008 Abstract Submission Deadline

January 9, 2009 Author Abstract Notification of Accept or Reject

February 6, 2009 Draft Paper Submission Deadline

February 27, 2009 Draft Paper Notification of Accept or Reject

March 13, 2009 Final paper deadline

March 20, 2009 Paper accepted pending changes deadline

March 27, 2009 Paper accepted pending changes notification Accept or Reject

April 3, 2009 Author Registration, Proceedings Fee, and Copyright Transfer Deadline

June 14, 2009 ASEE Annual Conference & Exposition Opens

The Biological and Agricultural Engineering Division seeks presentations and invites submission of abstracts. We encourage abstracts and papers on any topic related to biological and agricultural engineering education, including educational theory and practice in biological, agricultural, food, natural resource, and/or biosystems engineering. Potential topics of interest include problem-based learning, laboratory exercises, cooperative learning, technology transfer, industrial collaborations, experiences for undergraduates, cooperative education and internships, engineering design, capstone projects, curricular design and development, textbooks and teaching methods, assessment methods, new educational topics, novel delivery methods, online and distance education, and other topics as appropriate.

This year the division is sponsoring four sessions: Biology in Engineering Education; Advances and Innovations in Biological and Agricultural Engineering Education I; Advances and Innovations in Biological and Agricultural Engineering Education II; and the Roundtable on BAE education, student recruiting, and retention. The roundtable will be a forum for presenting works in progress that have not yet grown into a full study or paper.

Abstracts should be approximately 500 words in length and provide a clear statement of the objective, its relevance to the biological and agricultural engineering community, assessment methods, results and next steps.

For more information, contact the program chair: Dr. Kurt Rosentrater, USDA-ARS, North Central Agricultural Research Laboratory, 2923 Medary Avenue, Brookings, SD 57006; (605) 693-5248, e-mail:

The Biomedical Engineering Division invites papers. Engineers and scientists in academia and industry from across the world are encouraged to submit papers on any relevant topic on biomedical engineering education including innovative pedagogies, integration of quantitative modeling/simulation into courses, creative uses of technology in the classroom, integration of design within a curriculum, globalization, experiential learning (clinical, research, industrial and service), gender and underrepresented minority issues/opportunities, and novel methods for assessment of student learning.

Submissions will be judged on the level of innovation, technical merit, demonstrated outcomes and relevance to biomedical engineering, science and technology education. Pure technical papers with no educational component or ones describing courses that have not been taught will likely not be accepted.

For questions regarding abstract or paper submission, contact the program chair: Prof. Paul Benkeser, Wallace H. Coulter Department of Biomedical Engineering, Georgia Institute of Technology, 313 Ferst Dr., Atlanta, GA 30332-0535; (404) 894-291, email:

The Chemical Engineering Division invites submissions of abstracts on topics relevant to chemical engineering education. Abstracts should be no more than one page in length and should provide a clear statement of the objective, its relevance to the chemical engineering community, any assessment methods used, and results. Topic areas include, but are not limited to: Curriculum (future of chemical engineering education; curriculum revision/enhancement; nontraditional applications; innovative freshman or sophomore courses or experiences; incorporation of safety; ethics and the environment), Courses (innovation in laboratory or classroom, including design; managing capstone courses; new required or elective courses), Department/Faculty (ABET processes; program outcomes and assessment; contemporary faculty issues; mentoring new faculty; professional development opportunities in education), and Students (advising and career development; nontraditional and underrepresented student populations; recruitment, outreach, and retention; undergraduate research). Those interested in proposing workshops should contact the program chair directly.

For more information, contact the program chair: Sundararajan V. Madihally, School of Chemical Engineering, Oklahoma State University, 423 Engineering North, Stillwater, OK 74078; (405) 744 9115; e-mail:

The Civil Engineering Division invites submission of abstracts on any topic related to civil engineering education. Topics of interest include, but are not limited to new ideas included within the second edition of the Civil Engineering Body of Knowledge (BOK) for the 21st Century that discuss initial developments in incorporating this refined BOK into improved civil engineering curricula, modified accreditation criteria and pre-licensure experience guidelines; curricular and co-curricular components, such as engineering topics, ethical, social, cultural and business aspects to educate students for the global community (topics of interest include the physical infrastructure, delivery mechanisms and programs, international corporations and partnerships); technological advances in remote field and laboratory experiences that describe works in progress or establish works in the use of technology to facilitate remote control of laboratory experiences in civil engineering education; and the use of technology in advancing the lecture courses delivery. Abstracts describing works in progress or establishing works in technological advances, including wireless technology, distance learning, and remote teaming, are encouraged, as are abstracts describing innovative teaching methods that are pedagogically sound to appeal to different learning styles.

For more information, contact: Norman D. Dennis, Jr., Ph.D., P.E., University of Arkansas, 4190 Bell, 1 University of Arkansas, Fayetteville, AR 72701-1201; (479) 575-2933, fax: 479-575-7168; e-mail:

The Computers in Education Division invites papers. As a division known for its diverse participation from all disciplines represented by ASEE, CoED provides a broadly-based forum for exchanging ideas on all areas that involve computers and computational tools for education in engineering and technology. The CoED program committee encourages submission of papers in any such computer-related topic area. Recent educational topics areas have included instrumentation and laboratory systems, digital signal processing (DSP) educational tools, mobile robots, impacts on engineering and computer science education, mobile computing (PDA, laptop, tablet PC, etc.) applications and ramifications in education, embedded computing (including microprocessor and microcontroller selection and applications), hardware descriptive language (HDL) education innovation, software packages (including symbolic computing and equation solvers), simulation and animation, computer architecture, computing tools used in outreach programs, and internet applications in classroom and lab.

Outstanding papers will be considered for a division best paper award, and may be considered for the CoED peer-reviewed journal. Persons interested in proposing a workshop on a topic related to CoED should contact the program chair.

For more information, contact the 2009 CoED program chair: Cameron Wright, Ph.D., P.E.; e-mail:

The Construction Engineering Division invites abstracts and subsequent full papers. The paper can be in any area of construction engineering, construction management, cost engineering or any other related areas. The paper must include some aspects of engineering or engineering technology education issues to qualify for acceptance.

For more information, contact Enno “Ed” Koehn, Program Chair, Construction Engineering Division at Department of Civil Engineering, Lamar University, Box 10024, Beaumont, Texas 77710; (409) 880-8757; e-mail:

The Cooperative Education Division invites submission of abstracts and subsequent full papers. Engineers or cooperative education professionals from either academia with a commitment of the university to experiential learning in its mission statement or industry should consider submitting papers relevant to cooperative education, internships and work-integrated learning. Suggested topics include, but are not limited to: socialization of engineering students in the workplace, preparing engineering students for work in the 21st century, benchmarking of co-op programs by universities and employers, developing international opportunities for co-op students, collaborative efforts between industry and academia, international co-op and internship programs, the federal government and co-op, co-op collaboration with engineering departments, and co-op and its importance to ABET. Each abstract should be approximately 500 words.

For more information, contact the program chair: Maureen Barcic, Director, Cooperative Education, University of Pittsburgh/B-80 BEH, Pittsburgh, PA 15261; (412)-624-9882, fax: (412) 624-2827,

The Design in Engineering Education Division invites abstracts for papers. Abstracts may be submitted on topics related to the role of design in engineering education. The following topics are of particular interest: capstone design; design for industry/manufacturing; innovation in design education; teaching design; teams and teamwork in design education; design for community; interdisciplinary design; using IT to enhance design education; sustainable design; designing for “X”; assessing design course work; design learning outcomes assessment; and design methodology.

Authors are strongly encouraged to submit work that could be useful to other design educators and to suggest strategies for transferability and/or implementation. Proposals for new session topics and session formats are also encouraged. With your abstract, please indicate which topic listed above best fits your paper, and DEED will make every effort to place it in the correct session. Accepted papers will be presented in either a technical or poster session. Poster presentations can be requested or may be used to accommodate papers that do not fit into a session but are worthy of publication in the proceedings.

For more information, contact the program chair: James M. Widmann, Mechanical Engineering Department, California Polytechnic State University, Building 13, Room 234, San Luis Obispo, CA 93407; (805)-756-7055; e-mail:, or past program chair: James M. Conrad, Department of Electrical and Computer Engineering, University of North Carolina-Charlotte, 9201 University City Boulevard, Charlotte, NC 28223; (704)-687-8597; e-mail:

The Division of Experimentation and Laboratory-Oriented Studies invites abstracts for papers. DELOS is a multidisciplinary division devoted to laboratory innovations for instruction and experimentation. Papers addressing, but not limited to, the following topics are requested: computer-assisted data acquisition; virtual and distance experiments; the use of the Internet in executing experiments and laboratories; unique, multidisciplinary laboratory experiments and programs; laboratory exercises or design projects that use systems such as the Lego® NTX; horizontal or vertical curricular integration of laboratory experiments and courses; and the pedagogy of laboratory courses.
All papers submitted to the division will be considered for the three best paper awards sponsored by DELOS consisting of plaques and cash prizes. In addition, DELOS sponsors one best poster award.

For more information, contact DELOS-2009 program chair Ahmed Rubaai; (202) 806-6615, e-mail: , or DELOS-2009 Division Chair Nebojsa Jaksic; (719) 549-2112, e-mail: .

The Educational Research and Methods Division seeks paper and workshop proposals on topics related to ERM’s primary objectives. These include the dissemination of knowledge on learning and teaching; the encouragement of efforts to improve instruction through development of innovative materials and techniques, sound instructional design and improved evaluation methodology; and the enhancement of the status of teaching in the university and beyond.

Authors are invited to submit research or advances in engineering education practice type papers on topics such as active and cooperative learning; advanced classroom technologies; attracting and retaining a diverse population of students; evaluation and outcomes assessment; the design of learning environments and technologies; historical perspectives and lessons; integrated and non-traditional curricula; lifelong learning; new learning models and applications; research and the classroom; and teaching the art and science of teaching.

The ERM Division uses a blind review process when reviewing its abstracts and papers. Abstracts should be no more than 500 words in length, and should contain sufficient information to enable the ERM Vice Chair for Programs and reviewers to determine its suitability for presentation. Abstracts should be written to address the following: background and motivation; what was done? (methods used and why?); results (including data and analysis, if appropriate; what was found?); and conclusions and significance (including wider application). References should not be included in the abstract.

Should an abstract be accepted for the conference, its author will be required to submit a full manuscript that will be evaluated by the following criteria: To what extent does the manuscript explore creative and original concepts; how well conceived and organized is the manuscript; how well does the manuscript advance discovery and understanding while promoting teaching, training, and learning; how well does the manuscript present a significant research question that appeals to a broad group of people interested in engineering education; how well does the manuscript present a research question that was investigated empirically; in what ways does the manuscript build upon relevant references and bodies of knowledge; in what ways does the manuscript describe appropriate educational or scientific principles; are appropriate methodologies used to answer/address the research question; how well does the manuscript provide a coherent and explicit chain of reasoning; to what extent can the results of the study be generalized to other educational settings or to new theory? These criteria are intended to assist the author in crafting a paper that would have the widest possible appeal to the ERM Division and be of lasting value to the engineering education community. Manuscripts exhibiting strength in only a subset of these criteria may still be deemed acceptable based upon the nature and quality of the material. Manuscripts fulfilling only a few (to none) of the criteria will be deemed less desirable.

If you wish to organize a Special Session, you must request a Special Session Proposal form and return it to the ERM Vice Chair for Programs no later than September 26, 2008. Special Session Proposal requests ARE NOT submitted through the SmoothPaper system. Authors submitting individual abstracts that will be part of a Special Session should follow the guidelines outlined in the Abstracts for Papers section.

If you wish to organize a Workshop and have it sponsored by the ERM Division, you must request a Workshop Proposal form and return it to the ERM Vice Chair for Programs no later than September 26, 2008. Workshop Proposal requests ARE NOT submitted through the SmoothPaper system.

For more information, contact: P.K. Imbrie, Purdue University, ERM Vice Chair for Programs 2009, School of Engineering Education; 701 W. Stadium Avenue, West Lafayette, Indiana, 47907-2045; (765) 496-7225; fax: (765) 494-5819, e-mail:

The Electrical and Computer Engineering Division seeks abstracts for papers. Topics of particular interest include: curricular and design innovations, laboratory development and innovation, asynchronous and Web-based teaching and learning techniques, undergraduate research, assessment of teaching and learning, novel approaches and methods for addressing ABET engineering criteria, globalization of engineering education and pedagogical issues arising from the emergence of areas such as bioengineering and life sciences, information engineering/technology, wireless and broadband communications, optoelectronics and nanotechnology. Other topics of general interest in electrical and computer engineering education/research will also be considered.

Abstracts should be approximately 200-300 words. Proposals for special paper sessions or panel discussion should be submitted to: Herb Hess, ASEE ECE Division, at Individuals interested in organizing/moderating a session or participating in the peer-review process should contact Professor Hess for additional information.

The ECE Division is also seeking proposals for topics and presenters for an ECE Division Workshop. Proposals for workshops and queries for additional information should be directed to: Dennis Silage, ASEE ECE Division, at

The Energy Conversion and Conservation Division invites papers on topics of interest to ECCD. These include, but are not limited to: energy conversion and conservation-related curricula, courses and student projects (curriculum development and assessment; course organization and content; laboratory equipment and experiments; student projects; co-op/intern programs); and impact on energy conversion and conservation (ECC) education due to changing and emerging technologies and globalization (renewable sources such as wind, solar, and hydro; direct energy conversion technologies, including photovoltaics, fuel cells, thermionics, thermoelectric, magnetohydrodynamics, etc.; energy storage including hydrogen technologies; energy conversion and related technologies such as coal gasification, coal-to-liquid fuel processes, cogeneration, carbon sequestration, etc.; sustainable engineering; globalization and associated impacts on ECC education; international partnerships; worldwide energy supply/demand standing and impact on ECC education; diversity and K-12 initiatives that focus on ECC; efficiency improvement and/or emissions reductions; electrical distribution and power systems; advanced computer applications for teaching, research, and management; industrial and commercial energy conversion and conservation; aerospace power and energy research and management; and the role of engineers in the formulation and enforcement of public policy related to energy at all levels, local through international). All papers should focus on teaching and learning. Interested authors may submit a 300 to 500 word abstract.

Authors of accepted abstracts will be notified of abstract acceptance by the beginning of January 2009, then invited to submit a full paper for peer review and possible inclusion in the conference proceedings. Published papers will be considered for the Energy Conversion and Conservation Division’s best paper awards. For more information, contact ECCD program chair Margaret Bailey, Mechanical Engineering, Rochester Institute of Technology, 76 Lomb Memorial Drive, Rochester, NY 14623; (585) 475-2960, email:

The Engineering Design Graphics Division invites authors to submit abstracts on educational issues and topics related to engineering graphics, design projects, use of computer-aided design tools in the classroom, instructional techniques, assessment, and evaluation strategies, as well as other topics of interest to the profession. Papers that describe efforts in data visualization are especially encouraged. Abstracts of 200-300 words must be submitted beginning in September. For further information, contact Ron Paré at ronpare@Central.UH.EDU .

The Engineering Ethics Division invites abstracts for papers. Possible areas of study include: engineering ethics and the global economy; engineering ethics as a discipline; engineering ethics and the university (including treatment of students, emerging technologies, and research sponsored by the military or the oil industry); academic integrity; ethical aspects of service learning, including the ethics of conducting service learning and the impact of service learning on student ethics; the impact of feminist learning on ethics; engineering ethics and industry; engineering ethics with respect to social justice, global warming, sustainability, and green design; engineering ethics as a discipline; engineering ethics in times of war; engineering ethics and ameliorating poverty; engineering ethics and the rights of workers; how to teach engineering ethics to millennial students; and is engineering ethics simply doing the “right thing”?

For more information, contact the program chair: Timothy L. Skvarenina, Purdue University, Department of Electrical and Computer Engineering Technology, Knoy Hall Rm 155, 401 N. Grant Street, West Lafayette, IN 47907-2021; (765) 494-7493, email:

The Engineering Libraries Division seeks papers related to innovations in the presentation and delivery of information resources and services for engineering constituents. Topics may include professional issues related to engineering librarianship; the integration of information proficiencies with the engineering curricula; marketing and outreach; collection development and management of print and digital resources; and instruction, engagement, and reference programs and services.

For more information, contact the program chair: John C. Teleha, North Carolina Agricultural and Technical State University, F.D. Bluford Library, 1601 East Market Street, Greensboro, NC 27411; (336) 285-4183, fax: (336) 334-7783, email: .

The Engineering and Public Policy Division invites papers. The mission of the EPPD is to promote public policy curricula in engineering education through the development of courses, modules, programs and case studies. This includes teaching subjects such as public policy per se; how policy affects the practice of engineering and vice versa; and how teaching students about public policy affects their careers. Further, the EPPD is concerned with policy issues affecting engineering education in general. Papers on all topics germane to this mission will be considered.

For more information, contact the EPPD conference program vice chair : John Reisel, Mechanical Engineering Department, University of Wisconsin-Milwaukee; (414) 229-4671, e-mail:

The Engineering Technology Division and Engineering Technology Council are seeking papers on educational activities in all engineering technology disciplines. You should consider recommendations for workshops and sessions in addition to abstracts for your planned publications. Abstracts should be between 300 and 500 words and must be relevant to engineering technology education.

ETD will also run an invited speaker program. Those interested in being considered for invited speaker recognition should submit a full paper, not just an abstract, by the SmoothPaper abstract deadline, and also send an e-mail to the ETD program chair informing him of this request. Papers submitted at that time will receive a detailed peer review on an accelerated basis prior to the deadline for regular paper submission. As a result of the review, the paper will either be accepted for invited speaker status or referred to the standard conference review process. If the paper is recognized at this level, the author will serve as a keynote speaker for a session developed around his or her topic. For further information, contact Timothy Zeigler, ASEE 2009 ETD program chair, (678) 915-5495, e-mail:

The Entrepreneurship Division seeks abstracts of papers for presentation and proposals for pre-conference workshops. Accepted abstracts are guaranteed program time in a technical or poster session, if at least one author registers for the meeting. While all papers addressing entrepreneurship or innovation in an engineering context are welcome, of particular interest are those with one or more of the following broad themes: assessment of entrepreneurship courses/curricula/programs; integrating engineering and business curricula through entrepreneurship or innovation; engineering education and the entrepreneurial mind; competitions to support engineering entrepreneurship (innovation and business competitions); creating synergy between curricular and extra-curricular activities; living-learning entrepreneurship; entrepreneurship and ABET requirements; energy, the Environment and Entrepreneurship; cross campus collaboration; engineering entrepreneurship education in developing countries; innovative new courses, programs and/or best practices in entrepreneurship or innovation education; technology IP management for students and faculty; engineering entrepreneurship and K-12 education; examples of success; STTR/SBIR funding for research commercialization; using entrepreneurship to power social outreach and service learning; international entrepreneurship programs and successful collaborations; balancing the educational and economic benefits of entrepreneurship education; non-traditional approaches to engaging students in entrepreneurship and innovation; and funding sources for entrepreneurship programs. We are also very interested in hearing about programs that have demonstrable results to share that are significantly different from past presentations; programs that are new and that have not previously shared results or designs; and interesting ways entrepreneurship or innovation is addressed in different engineering departments (e.g., mechanical, civil, electrical, etc.) and their specific courses. While many papers received are descriptive, we encourage those who have quantitative or qualitative research related to entrepreneurship education to submit their work for consideration.

If you have questions or ideas, contact Steven P. Nichols, ASEE ENT program chair, Professor of Mechanical Engineering, Cockrell School of Engineering, The University of Texas at Austin; (512) 471-3565; e-mail: .

The Environmental Engineering Division invites papers. The division will offer sessions that include papers on the following topics: innovative pedagogical methods in teaching environmental engineering courses; innovative uses of current and emerging technologies in teaching environmental engineering courses; service learning in developing communities, e.g., “Engineers without Borders”; development of new or hybrid courses in environmental engineering, e.g., environmental biology, environmental security, environmental and nublic health; globalization, global warming, sustainability; recruiting environmental engineering students; problem based learning projects; undergraduate research experiences; interdisciplinary projects and contests; and accreditation and assessment, e.g., BOK, graduate program accreditation, innovations in assessment. Other suitable topics will be considered.

The Early Career Award, Best Paper, and Student Awards are selected based on the papers accepted for the conference. Please submit a 200-300 word abstract as soon as the submission date is posted. Abstracts submitted not later than the closing dates will be evaluated and ranked. Be sure to indicate that your paper is for the Environmental Engineering Division and provide requested contact information.

Questions may be addressed to the EED program chair: Angela R. Bielefeldt, Associate Professor, Department of Civil, Environmental, & Architectural Engineering, University of Colorado at Boulder, 428 UCB Boulder, CO 80309-0428; (303) 492-8433, email:

The Graduate Studies Division is seeking papers that address problems and issues for improving engineering graduate education for the engineering and scientific workforce. Topics of interest include: graduate student needs and experiences; professional graduate education relevant to engineering practice in industry to enhance technological innovation and competitiveness; faculty reward system reform relevant to scholarly work addressing engineering practice for technology development, technology leadership and innovation as a creative activity; issues in recruiting, building and enabling diversity in engineering graduate education; mentoring graduate students; developing graduate students’ teaching and communication skills; innovative graduate programs and methods; interdisciplinary graduate programs; and new trends in engineering graduate education.

Authors should submit an abstract of 400 words. The GSD sponsors both a best paper award and best student paper award. For the best student paper award, the primary author must be a graduate student.

For more information, contact program chair Carla Purdy, ECE Department, Mail Location 30, University of Cincinnati, Cincinnati, OH 45221-0030; (513) 556-1810, e-mail:

The Industrial Engineering Division is seeking papers. Relevant submissions are welcome from all engineering disciplines. Abstract considerations include all levels of innovation, technical merit, demonstrated outcomes and relevance to industrial engineering education.

All accepted papers will be considered for appropriate award recognition. Manuscript reviews include accuracy, completeness, readability and rigor of presentation.
For more information, contact the program chair Terri Lynch-Caris at or (810) 762-9859.

The Instrumentation Division seeks abstracts on all instrumentation-related educational activities. Topics include, but are not limited to: instrumentation applications; data acquisition and processing; computer-based measurements; computer-based control applications; Internet-based and online measurements; virtual instrumentation, laboratories and experiments; use of software in the laboratory; innovative experiments; innovative course development; remote sensing and telemetry; signal processing; upper-level laboratory design projects; novel education uses of instrumentation; remote sensing and telemetry; interdisciplinary instrumentation programs; instrumentation emphasis in undergraduate or graduate programs; critical thinking methods and teamwork approaches; and instrumentation-related educational technologies and techniques.

Abstracts should be approximately of 200-300 words. Please indicate three topic choices from the above list at the top of your abstract. All presented papers will be considered for the division’s best paper award, consisting of an instrument from a sponsor and a cash prize. All presenters are expected to register for and attend the conference. Individuals interested in participating in the peer-review process should contact the program chair, preferably via e-mail.

Please direct questions to Asad Yousuf, Savannah State University, P.O. Box 20089, Savannah, GA 31419;

The International Division seeks papers with a special emphasis on the international aspects of engineering and technology education. Topics include, but are not limited to, the following: international exchange/joint programs in engineering education; programs for engineering students to gain international experience; preparing engineering students for international practice; developing world-class engineers in the Americas; faculty involvement in international engineering education programs; distance learning courses/programs across the globe; multimedia and distance education tools for engineering education across the globe; accreditation issues in international program offerings; engineering education responses to global challenges/exposing engineering students to other cultures; foreign language and cultural understanding in engineering curricula; relationships between engineering education organizations in countries throughout the world; digital divide in the world; international education for engineering graduate students; the graduate student of 2020: integrating international engineering research and education; international collaborations, experiences, partnerships, service learning; pre-college efforts to attract engineering students in various countries; enrollment trends in engineering across the globe; Engineers Without Borders programs involving students; capacity building in engineering in developing countries; convergence of curricular approaches around the globe/best practices, models for engineering education internationally; convergence of quality-assurance systems around the globe; diversity: women and minorities in engineering education around the globe; teaching entrepreneurship to engineering students in developing countries; engineering education for a flat world; engineering education in developing countries; engineering education in sub-Saharan Africa; engineering education in China today; engineering education in India today; graduate students from overseas; ethics in international engineering; needs of multinational companies; Socratic discussion on international engineering education; memorandum of Understanding (MOU) collaborations; and the definition of a global engineer.

Please, when possible, indicate three choices at the top of your abstract for your prioritized session topic where you feel your paper will fit best. It is strongly recommended that abstracts be submitted early as they will be reviewed as they come in. Early submission will also allow time to revise and resubmit, in the event an abstract is rejected initially.

Abstracts should be between 300 and 350 words. A minimum of four papers in a topic area is needed to justify a session; otherwise, it may be put in potpourri. A poster session may be used to accommodate papers that do not fit into a session but are worthy of publication. Please note that the International Division sponsors a best paper award.

If interested in proposing a session or a workshop on the weekend preceding the conference technical sessions, contact the program chair: Dr. Nick M. Safai, Head of Engineering Department, Coordinator for Engineering Programs, SLCC, 4600 S. Redwood Rd., Salt Lake City, Utah 84123; fax: 801-957-4960, email:

The K-12 Engineering and Pre-College Outreach Division seeks papers that focus on K-12 engineering and technology education efforts in both formal and informal settings, in the United States or throughout the world. This division provides a forum where programs, outreach, materials, and research concerned with increasing engineering and technological literacy of K-12 students and teachers are shared and discussed.

General topics of interest include K-12 engineering and technology education efforts related to curriculum; educational research; pedagogical methods; outreach, particularly those efforts that might contribute to greater diversity and access; engineering and technology teacher preparation and professional development; partnerships between universities, primary and secondary schools, industry and/or informal educational settings; awareness among stakeholders including teachers, principals, guidance counselors, parents and program coordinators; and policy development. Papers authored collaboratively between engineering and technology education faculty, industry, outreach partners, and K-12 teachers are encouraged. Papers should report the results of research or outcomes assessment, not just describe a program. We expect to see data and analysis.

For more information, contact Dr. Michael A. De Miranda, Colorado State University, 1588 Campus Delivery, Fort Collins, CO 80523-1588; (970) 491-5805, email:

The Liberal Education Divison invites abstracts for papers, sessions (4-5 papers), panel discussions, and workshops. LED is concerned with the roles of the humanities, social sciences and communication in engineering education. LED members help students develop the ability to communicate effectively; critically analyze and fulfill ethical and professional responsibilities; and situate engineering in larger social, political and cultural contexts. Recent topics (and likely session themes) include: (1) critically assessing the role of liberal education in engineering knowledge and work; (2) developing and assessing new approaches to integrating liberal education in engineering curricula; (3) examining the historical emergence of engineering education; and (4) systematic study of learning outcomes, especially those related to communication, engineering ethics, engineering in context and lifelong learning. Full papers are required, but there is no minimum paper length. Publication of even short manuscripts helps communicate LED activities to both members and non-members. Note that panel discussions and workshops do not require a paper. Please indicate in the abstract if your attendance at the meeting is not yet certain.

For more information, contact the program chair: Donna Riley, Picker Engineering Program, Smith College, Northampton, MA 01063; (413) 585-7003, e-mail:

The Materials Division is soliciting papers describing innovations in materials science and engineering education. Creativity in the educational materials and the learning experiences provided to students, as well as the assessment of these activities, are hallmarks of our papers.

Papers focusing on one of the following areas are especially requested: design in materials education: approaches to integrating design into the materials science education particularly through capstone courses or project based learning; curriculum implementation for emerging issues: integration of materials for sustainability, biomaterials and nanomaterials into laboratories and courses in undergraduate programs, including an emphasis on the social and political issues associated with these emerging fields; materials education outreach: new efforts in promoting materials education at the K-12 level through formal and informal learning experiences; materials characterization and modeling: new approaches to incorporating materials characterization and/or computational modeling into materials science education at all levels; best practices for introduction to materials courses: new ideas for teaching introductory materials science lecture and/ or lab courses for majors and non-majors; professional development: new initiatives, or assessment of ongoing initiatives, to provide students professional development in materials engineering and/or materials research; hands-on materials education: unique labs or other hands on demonstrations for materials engineering. If the paper was also submitted to the National Educator’s Workshop, please indicate so on the abstract.

For further information, contact Trevor Harding, Program Chair,, or Stacy Gleixner, Division Chair,

The Mathematics Division is seeking papers on the interrelationship between mathematics and engineering education. Topics include any subject relevant to both mathematics and engineering education, such as integrating mathematics, science, technology and engineering; outreach and K-12 mathematics education; recruitment and retention of women and underrepresented groups; freshman programs; innovative instruction strategies in mathematics; computers in mathematics education; novel mathematical problem-solving techniques; multidisciplinary projects; facilitating communication between mathematics, science, technology and engineering educators; methods to better prepare students for the technical professions; integrating mathematics into the biomedical engineering curriculum; and professional development.
New this year: Papers accepted by the Mathematics Division are automatically eligible for the annual Mathematics Division Best Paper Award.

Questions may be addressed to the 2009 Mathematics Division program chair: Dr. Shirley Pomeranz, Department of Mathematical and Computer Sciences, The University of Tulsa, Tulsa, OK 74104-3189; (918) 631-2990, e-mail:

The Mechanical Engineerig Division seeks papers in all areas of mechanical engineering education. Papers are invited that involve the following topics: innovative teaching and learning strategies; course and curriculum assessment and improvement and ABET strategies; laboratory courses (including experiments) and hands-on projects; capstone design programs and design throughout the curriculum; integrating research and education; integrating mathematics into the mechanical engineering curriculum; faculty career management; and industry involvement in academia, outreach programs, national competitions and other trends in mechanical engineering education. Papers involving the integration of the humanities, the fine arts, the social-behavioral sciences, the physical sciences, electrical engineering, materials engineering and other topics in mechanical engineering courses and curricula are also appropriate. Other areas of interest include, but are not limited to, educational aspects of thermal/fluids and energy systems, mechanical systems, smart materials and structures, MEMS, mechatronics, nano- and bio-mechanical systems, computers and information technology and sustainable design.

Mechanical Engineering Division sponsors a best paper award consisting of a plaque and cash prize. The ME division will also issue official certificates in recognition of the papers nominated for the pest paper award.

Questions may be directed to the 2009 MED program chair: Joseph J. Rencis, University of Arkansas, 204 Mechanical Engineering Building, Fayetteville, AR 72701; (479) 575-3153m, e-mail:, or the 2009 MED chair: Devdas Pai, North Carolina A&T State University, Greensboro, NC 27411; (336) 256-1151 x2106, e-mail:

The Minorities in Engineering Division seeks papers from academia and industry. The following topics are of particular interest: attracting young MINDS – outreach and recruitment of minority engineering students (including K-12); innovative retention and development programs for undergraduate minority engineering students (including bridge programs); issues in recruiting, building and enabling diversity in engineering graduate education; recruitment and development for minority faculty and administrators (including mentoring, promotion and tenure); marketing engineering as a career path and innovative methods to teach engineering to underrepresented minority groups; new research related to underrepresented minorities in engineering; benefits of participating in federally-funded scholarship/fellowship programs that target underrepresented groups.

Abstracts should be limited to 500 words. At the top of your abstract, please indicate which topic/session your paper will fit best. MIND will make every effort to place it in the correct session. MIND uses a blind review process when reviewing abstracts and papers. Proposals for new session topics and formats are encouraged, as are workshop proposals. Please submit your workshop proposals through SmoothPaper and be sure to preface the title with “WORKSHOP.”

For more information, contact the program chair: Andrea Ogilvie, University of Texas at Austin; (512) 471-5953, email:

The Multidisciplinary Engineering Division invite abstracts on subjects of particular interest to those involved with multidisciplinary engineering programs, including general engineering and other engineering programs not currently covered by specific ABET program criteria. Subjects of particular interest are: innovations in multidisciplinary engineering courses or programs; capstone and design courses; sustainability and environmental issues; multidisciplinary approaches to experiential and service learning; lessons learned and best practices for multidisciplinary project teams; addressing ABET criteria 3d; views of multidisciplinary engineering constituents (students, faculty, administration, placement, employers, alumni, etc); and issues and experiences related to ABET accreditation of multidisciplinary engineering programs. For further information, contact Dr. Catherine Skokan at

The New Engineering Educators Division invites abstracts and workshops on topics of interest to new engineering faculty and administrators of new engineering faculty. Abstracts typically fall into one of three topical areas: advice for new engineering faculty; guidance for supervisors, administrators and mentors of new engineering faculty; and best practices (“Tricks of the Trade”) for new and not-so-new engineering faculty.

NEE seeks contributions from seasoned and new educators alike on topics that include, but are not limited to: aspects of managing classroom and research-group activities; pedagogy for the new engineering faculty; advice on writing technical papers; advice on developing and organizing research ideas in proposals; seeking and obtaining funding; tenure dossier preparation; tenure and promotion issues; work-life balance and time management; career planning and dual-career issues; and new faculty development/mentoring.

Papers accepted for publication and presentation at NEE Division sessions are eligible for NEE Division awards for Best Paper and Best Poster. Those interested in proposing workshops on topics of interest to new engineering educators or faculty development should contact the program chair directly no later than October 1, 2008.

For more information, contact the 2009 NEE program chair: Sharon Sauer, Department of Chemical Engineering, Rose-Hulman Institute of Technology, 5500 Wabash Avenue, CM53, Terre Haute IN 47803; (812) 877-8527, email:

The Nuclear and Radiological Engineering Division invites abstract submissions. Submissions from current and future members of ASEE, including students, are strongly encouraged.

Papers should speak to the division mission of “promoting the exchange of ideas amongst educators and concerned engineers in nuclear energy, and in radiological engineering.” Topics should speak to engineering education and medical physics, nuclear medicine, reactor engineering (including space reactors), health physics, plasma science and fusion engineering, nuclear and radiological engineering, public policy, international programs and linkages, diversity programs, national laboratory initiatives, university-laboratory-industry partnerships, ABET accreditation issues, or assessment.

Contribute to nuclear engineering education, and the nuclear renaissance! Questions can be directed to current division chair at

The Software Engineering Constituent Committee invites papers. We will be accepting papers related to all areas of software engineering education, with a focus on the issues of retention and dropping rates of students entering the field of software engineering.

Abstracts and papers will be judged on level of innovation, technical merit, demonstrated outcomes and relevance to software engineering education. Full manuscripts will be judged on these same criteria, as well as on accuracy, completeness, readability and rigor of presentation. Each abstract should be 250 - 500 words long. All presenters are expected to register for and attend the conference.

For more information, contact SwECC program chair: Salamah Salamah, Department of Computer and Software Engineering; Embry-Riddle Aeronautical University, Daytona Beach Florida; (386) 226-4919, email:

The Student Constituent Committee is seeking papers that address problems and issues for advancing engineering education from the student perspective. Topics of interest include student member needs and experiences; reasons for being a student member of ASEE; recruiting, building and enabling diversity in engineering education; preparing for the academic job search; and students expanding the engineering interest in secondary schools.

Authors should submit an abstract of no more than 500 words. Those wishing to present a poster instead of giving a formal presentation should note their preference in the abstract.

For more information, contact the program chair, Reggie Rogers, via e-mail: or phone: (404) 229-1704.

The Systems Engineering Constituent Committee, jointly with the Engineering Management, Industrial Engineering, and Engineering Economy divisions, invites abstracts on topics related to systems engineering programs and the teaching of systems engineering: history of established systems engineering degree programs and best practices; curricula design for systems engineering; course design for specific systems engineering topics; developing a systems engineering mindset in students so they can address 21st century problems; how to use systems engineering tools in the classroom to communicate ideas and principles; systems engineering software tools and their use in the classroom; the role of industry and government agencies as partners in and drivers of systems engineering education; and other related topics.

SYST is also developing a panel session to discuss the new ABET Systems Engineering Initiative and welcomes proposals for membership on the panel.

For further information and/or to discuss a proposed topic, contact the SYST program chair: Prof. Sven G. Bilén, Penn State University–University Park; (814) 863-1526, e-mail:

The Technological Literacy Constituent Committee invites submission of contributions in the area of technological literacy and topics. Technological Literacy addresses the broad understanding of all types of technology, not just the use of computers. As outlined by the National Academy of Engineering in “Technically Speaking,” all Americans need to know more about engineering and technology. The purpose of the committee is to promote a community of scholarship in this area, identify the research issues, and highlight best practice results. Equally important is the need for a broad technological understanding among undergraduate students studying in technical areas including science, mathematics, or computer science.

Contributions are welcome from disciplines including engineering, humanities and social sciences, history of technology, and science, technology and society. Topics of interest include: engineering for everyone; engineering for non-engineers; engineering for K-12 teachers as part of a broader public education effort; helping engineering students achieve broad technological understanding; best practices results from successful implementations; learning objectives and student outcomes; relevant assessment tools and techniques; potential means of stimulating growth of interest in the topic; implementation in different types of institutions including community colleges; perspectives and issues concerning women, minorities; engineering design as a liberal art.

The Women in Engineering Division is seeking papers. Topics of interest include the following areas related to women in engineering and/or technology: outreach, recruitment, and retention programs for women undergraduate and graduate students; recruitment and retention activities for women faculty and administrators (including advancement training, work/life balance and dual-career issues); climate issues; innovative women’s programs; universities’ programs, policies or reviews (including Title IX); innovative programs that combine the recruitment and retention of minorities and women; and new research.

Authors should submit an abstract of 300 words or more. For additional information contact: Mara Wasburn, WIED Program Chair, Purdue University, 439 Young Hall, West Lafayette, IN 47906; (765) 49405611), fax: (765) 496-2519, e-mail:



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