Letter from the President
Let’s unify with the mantra ‘One ASEE’
Each group’s voice matters, including that of our graduate students.
By Stephanie Adams
I am humbled to begin this year as your President. I spent my year as President-elect visiting with ASEE constituent groups, including the Engineering Technology Leadership Institute (ETLI), Conference for Industry and Education Collaboration (CIEC), the Public Policy Colloquium (PPC), Engineering Deans Institute (EDI), and the Southeastern Section meeting. I was welcomed by many of you, and enjoyed hearing your thoughts about and experiences with ASEE. These have shaped my ideas about what I will focus on this year, including my two highest priorities.
Unifying the Society
I see ASEE as a track team, made up of “athletes” with different expertise and talents, whose individual performance in competitive events contributes to the overall team score. So ETLI, the Engineering Deans Council, Engineering Research Council, Corporate Member Council, the Professional Interest Councils, Divisions, Zones, Sections, Student Chapters, the International Branches, and YOU the members, ALL play a role in advancing the mission of the SOCIETY! Therefore, each group’s voice matters and their issues become all of our issues.
As I traveled around I was somewhat dismayed to learn that some of our members don’t feel fully embraced by ASEE, or that their voices are not always heard or respected. Further, at times there seems to be a lack of communication, coordination, cooperation, and mutual respect among our various committees, councils, and zones.
Internal antagonisms that hinder our ability to work collaboratively toward common goals are counterproductive. We must overcome our squabbles if we are to move the Society forward. Thus, we must see ourselves as “One ASEE,” and understand that while different parts of the organization serve different roles and make different contributions, working together we are much more effective than we are separately. We must remember that our diversity in types of members gives us our strength.
Over the next year, I plan to meet with and listen regularly to our members and leaders to find common ground and erase misconceptions so that we may truly work together to move the Society forward. I hope you will join me in the quest to unify our Society with this mantra: One ASEE!!!
Graduate Education
My second initiative focuses on graduate education, and particularly on our graduate student members. Over the course of the year the most impactful conversation I had was with a group of graduate students who were members and leaders of the ASEE student chapters at their campuses. They talked with me about finding their place in ASEE, what should they expect from ASEE, how to maximize their involvement in ASEE, and how to work with ASEE when their major professor is not a member and doesn’t support their involvement.
This information, coupled with the results from the 2018 ASEE Graduate Student Roundtable, inspired me to consider this as a strategic initiative under my presidency. As I sought out individuals to participate, and during my conversations, I learned about the National Academies of Sciences, Engineering, and Medicine 2018 report, “Graduate STEM Education for the 21st Century.” I was excited to find this report as it was quite validating. A key takeaway for me was the following statement: “Indeed, recent surveys of employers and graduates and studies of graduate education suggest that many graduate programs do not adequately prepare students to translate their knowledge into impact in multiple careers.” The report offered recommendations for various constituencies, ranging from graduate students themselves to federal and state governments, faculty members, employers, graduate departments and programs, and—lo and behold—professional societies.
In June, I made a motion during the ASEE Board of Directors’ meeting, and the Board approved the formation of the ASEE Graduate Education Task Force. The task force will be chaired by ASEE member and Fellow, Kim LaScola Needy, dean of the graduate school and international education at the University of Arkansas. The cochair will be Zachary del Rosario, a Ph.D. candidate in aeronautics and astronautics at Stanford.
The charge of the task force is to review the recommendations for professional societies in the National Academies’ report, along with the critical issues facing engineering graduate students today as identified by the ASEE 2018 Graduate Student Roundtable. These issues range from health (mental, spiritual, emotional, and physical) to transitioning into, progressing through, and completing engineering graduate programs. The task force will develop its own recommendations, which will help ASEE create avenues for change through evidence-based and action-oriented responses to the challenges graduate students face. We should also strive to enrich graduate students’ experiences as student members of the Society, ultimately fostering pathways for future professional and lifetime members.
A Note About Changes to Our Constitution
I hope you will remember that ASEE is a volunteer organization and our success depends on each of you. The first thing we need your help with is a series of proposed amendments to the Society’s Constitution that will appear on the 2020 Election Ballot. In summary, the amendments:
- Expand the scope of ASEE’s membership and work.
- Remove a reference to allowing the Board to determine when various officers are elected.
- Include all Vice Presidents as full members of the Finance Committee, with the right to vote.
- Allow the Board to appoint Commissions, in addition to Task Forces and Committees, with a broader set of responsibilities.
- Adjust the timing of annual elections to provide more flexibility to headquarters.
- Clarify the policy for removal of Board members for ethical violations.
The full text of the revised Constitution, with changes and additions highlighted, can be found at: https://bit.ly/2GNHpn8
Find more information on page 48 of this issue.
Thank you again for all you do for ASEE as members. I look forward to serving you this year.
Stephanie Adams is President of ASEE.
Tampa Conference Highlights
The Society capped off an exciting 125th year by looking into the future of engineering education from Tampa, Fla. 1) ASEE’s Immediate Past President Stephanie Farrell and Tampa Mayor Jane Castor pose at the Monday plenary, where an acting troupe (2) directed by Jeffrey Steiger performs. 3) A jazz trio welcomes guests to the Focus on Exhibits Reception, and ASEE’s mascot Ed (4) cuts a rug during the Taste of Tampa. 5) JEE Editor-in-Chief Lisa Benson (middle left) networks at the Division Mixer. 6) ASEE’s Immediate Past President Stephanie Farrell and current President Stephanie Adams embrace during the President’s Farewell Reception. 7) Annual Conference attendees find balance through early morning ASEE Active! Sunrise Yoga sessions. 8) ASEE Executive Director Norman Fortenberry pops the announcement that the 2025 ASEE Annual Conference & Exposition will be held in Hawaii. 9) The Exhibit Hall connects Conference goers with interactive exhibits and cutting-edge programs. 10) Immediate Past President Stephanie Farrell greets the National Student STEM award recipients. 11) In the Community Engagement Activity, Annual Conference attendees help local students and teachers create DIY submarines. 12) ASEE’s living wall is where Annual Conference goers make their mark with creative messages. 13) This year’s group of distinguished lectures are as diverse as they are engaging, like “Alternate-universe ASEE: An Engineering Education Conference Session From a World Where the Majority of Engineers Are Deaf” (speaker Mel Chua featured left). 14) The Conference provides many networking opportunities, including the Division Mixer, as well as plenty of opportunities to win prizes (15), including raffles and social media contests. 16) ASEE’s current President Stephanie Adams pounds the gavel to officially start her term. 17) Annual Conference attendees come from all over, as shown on the World Map.
Photos by Francis Igot
Members Encouraged to Support Constitutional Changes
The 2020 Election Ballot will contain six changes to the Society’s Constitution, in addition to nominations to fill seats on the Board of Directors, candidates’ statements, and biographies. All the amendments have the full support of the Board of Directors, which urges members to consider them carefully. Members will vote online from March 2 to March 31, 2020. Members who would prefer a paper ballot may send a request to Sylvie Nguyen-Fawley, ASEE Assistant Board Secretary, at s.nguyen-fawley@asee.org
In summary, the amendments:
- Article I, Section 2: Clarify the scope of ASEE’s membership and work.
- Article III, Section 7: Remove a reference to allowing the Board to determine when various officers are elected, since this is actually specified elsewhere in the Constitution.
- Article III, Section 15: Include all Vice Presidents as full members of the Finance Committee with the right to vote, since all Vice-Presidents now attend finance committee meetings.
- Article III, Section 19: Allow the Board to appoint commissions, in addition to task forces and committees, with a broader set of responsibilities.
- Article IV, Section 2: Adjust the timing of annual elections to better accommodate electronic voting.
- Article IV, Section 11: Add a policy for removal of Board members for ethical violations.
The full text of the revised Constitution, with changes and additions highlighted, can be found at: https://bit.ly/2GNHpn8
2019 ASEE National and Society Awards
ASEE Fellows Named
The following members received the Fellow grade of membership in recognition of their outstanding contributions to engineering or engineering technology education. This distinction was conferred at the awards ceremony during ASEE’s Annual Conference in Tampa, Fla.
Lisa C. Benson
Professor, Department of Engineering and Science Education
Clemson University
Angela R. Bielefeldt
Professor, Department of Civil, Environmental, and Architectural Engineering
University of Colorado–Boulder
Lisa G. Bullard
Teaching Professor, Department of Chemical and Biomolecular Engineering
North Carolina State University
Ann D. Christy
Professor, Department of Food, Agricultural, and Biological Engineering
Ohio State University
Milo D. Koretsky
Professor of Chemical Engineering
Oregon State University
Ann F. McKenna
Director and Professor Polytechnic School
Arizona State University
John L. Falconer
Professor Emeritus of Chemical and Biological Engineering
University of Colorado–Boulder
Joseph R. Herkert
Emeritus Associate Professor of Science, Technology, and Society College of Humanities and Social Sciences
North Carolina State University
Julie P. Martin
Associate Professor, Department of Engineering and Science Education
Clemson University
William Elgin Wickenden Award
This award, sponsored by the Journal of Engineering Education editorial review board, recognizes the author(s) of the best paper published in ASEE’s scholarly research journal during the previous January to October. It is named in honor of the distinguished engineer, educator, philosopher, administrator, and humanitarian who throughout his career devoted himself to the personal and professional development of younger members of the engineering fraternity. His wisdom and leadership so infused the monumental Report of the Investigation of Engineering Education, 1923–1929 that it has been popularly referred to as the Wickenden Report ever since. His publication, The Second Mile, has helped thousands of young engineers form a sound conception of engineering as a career. Awardees receive a commemorative plaque.
Stephen Secules
Visiting Assistant Professor, School of Engineering Education
Purdue University
Stephen Secules has degrees and five years’ industry experience in engineering and acoustics. While at the University of Maryland, he completed a Ph.D. in Curriculum and Instruction focused on culture and equity in engineering education. The journal article receiving recognition today is a component of his dissertation work. His work uses critical qualitative, video-based, participatory, and ethnographic methods to look at everyday educational settings in engineering and shift them toward equity and inclusion. He has ongoing projects related to critical analysis of dominant cultural norms in classroom spaces and facilitating critical reflection on cocurricular support practice. In addition to publications in JEE, Secules has forthcoming publications in Engineering Studies, the Journal of Women and Minorities in Science and Engineering, and Advances in Engineering Education. He is a former chair of the ASEE Student Division and a recipient of last year’s Educational Research and Methods Division Apprentice Faculty Grant. He has served on the ERM Best Paper committee, ERM Apprentice Faculty Grant selection committee, and the Accelerating Systemic Change in Higher Education Network committee on equity and inclusion. He is excited to be joining Florida International University’s School of Universal Computing, Construction, and Engineering Education in the fall as an assistant professor.
Ayush Gupta
Associate Research Professor in Physics and Keystone Instructor, A.J. Clark School of Engineering
University of Maryland – College Park
Ayush Gupta is interested in modeling learning and reasoning processes, in particular microgenetic and socio-cultural models of learning and how these models can be integrated. His research is aimed at creating dynamic models of learners’ cognition, including how different aspects such as emotions, identities, epistemologies, and conceptions are entangled in moment-to-moment interactions. Lately, he has been interested in engineering design thinking, how engineering students come to understand and practice design, and the role of ideologies in learning, especially in how engineering students think about technology and society.
Andrew Elby
Associate Professor, Department of Teaching and Learning, Policy and Leadership College of Education
University of Maryland – College Park
Andrew Elby focuses on science and engineering students and teachers. In particular, he studies student and teacher epistemologies and their relation to enactment of scientific or engineering practices in the classroom. More recently, he has started exploring engineering ethics and the culture of engineering education. Much of his work involves documenting and theorizing about context dependence in the conceptual, epistemological, and ethical stances displayed by teachers and learners.
Chandra Turpen
Research Assistant Professor, Physics Department
University of Maryland – College Park
Chandra Turpen studies faculty as learners within professional development and workplace settings, and undergraduate students as learners in interdisciplinary physics and engineering classrooms. Her research draws from anthropology, cultural psychology, and the learning sciences to build and link explanatory theories to the design of learning environments. She focuses on the role of culture in science learning and educational change, pursuing projects that have high potential for leveraging sustainable change in undergraduate STEM programs. Turpen, who received the 2018 Woman of Influence award from the University of Maryland President’s Commission on Women’s Issues, has a Ph.D. in physics from the University of Colorado–Boulder. She enjoys advising and mentoring Ph.D. students in physics education, engineering education, and science education, and currently serves as cochair of the Physics Education Research Leadership Organizing Council, “LAgent” for the Learning Assistant Alliance, core organizer of the Access Network, and on multiple committees for the American Association of Physics Teachers, including its Committee on Diversity.
ASEE President’s Award
The ASEE President’s Award recognizes those organizations that make the best use of print, broadcast, or electronic media to encourage K-12 students to enter engineering schools and pursue engineering careers and/or influence public opinion and create recognition of the critical role that engineering plays in today’s technology-driven society.
Purdue University’s INSPIRE Research Institute for Pre-College Engineering program is recognized for its Engineering Gift Guide. The annual publication increases awareness of the many toys, games, and books that exist to promote engineering thinking and design and are fun for both boys and girls. The guide also shares INSPIRE’s research findings with people who have or work with children. The ASEE President’s Award will be accepted by INSPIRE’s executive director, Monica Cardella, an associate professor of engineering education, and associate director Elizabeth Gajdzik.
Clement J. Freund Award
The Clement J. Freund Award honors an individual in business, industry, government, or education who has made a significant positive impact on cooperative education programs in engineering and engineering technology. Clement J. Freund (1895–1984) was one of the pioneers in the field of cooperative engineering education. He chaired an ASEE committee on the aims and ideals of cooperative engineering education, which produced a report entitled “The Cooperative System—A Manifesto.” The report remains the official statement of ASEE’s Cooperative and Experiential Education Division’s policy.
The award consists of a $2,000 honorarium, reimbursement of travel expenses to attend the ASEE Annual Conference, an engraved plaque, and a certificate of achievement.
Patricia Bazrod
Director of Employer Relations, Graduate Co-op Programs, and Internships (Retired)
Georgia Institute of Technology
With over three decades of involvement in cooperative education, including directing programs at four universities, Patricia Bazrod embodies the spirit of the Freund Award. She has had a profound influence on the betterment of the cooperative education movement locally, nationally, and internationally as evidenced by her leadership roles in ASEE’s Cooperative and Experiential Education Division (CEED), ASEE PIC V, the Cooperative Education and Internship Association (CEIA), the National Commission for Cooperative Education (NCCE), the World Association for Cooperative Education (WACE), and the Accreditation Council for Cooperative Education (ACCE), where she is an Accreditation Review Board member and has been a site evaluator. In all, she has had an extensive, stellar career focused on cooperative education, positively influencing thousands of engineering and technology students.
Bazrod, a 2015 ASEE Fellow who retired in May 2018 from the Georgia Institute of Technology, has over 34 years of experience in career services and cooperative education and internships. The former director of employer relations, graduate co-op programs, and internships at Georgia Tech began her co-op career as an engineering co-op coordinator in the College of Engineering and Applied Sciences at Arizona State University. Since 1984, Bazrod has been a member of ASEE’s Cooperative and Experiential Education Division (CEED), where she has served as chair, program chair, secretary treasurer, chair-elect, and on the Executive Board as that national professional organization’s archivist. She has served on the ASEE Board of Directors as the PIC V chair and has had various leadership roles for the annual Conference for Industry and Education Collaboration (CIEC), including general conference chair. The recipient of the CEED 2005 Borman Award for outstanding service to the field of cooperative education, Bazrod has served as a trainer and, since 1990, a member of the Cooperative Education and Internship Association (CEIA). She also has served as president and vice president of the Cooperative Education Network and is currently serving as the organization’s past president. Bazrod lives in Atlanta, Ga., with her husband and currently is doing work with the Atlanta Metro Chamber of Commerce.
Robert G. Quinn Award
The Robert G. Quinn Award recognizes outstanding contributions in experimentation and laboratory instruction. It is named for the legendary professor of electrical and computer engineering who established Drexel University’s highly successful and innovative engineering curriculum. Quinn served on the National Advisory Panel for the Space Shuttle, as a consultant to NASA’s manned space missions, and as an adviser to government agencies, business, and industry. His research at Drexel focused on undergraduate curriculum development, including directing a major educational experiment funded by the National Science Foundation known as E4, or “An Enhanced Educational Experience for Engineering Students.” This highly successful program evolved into the Drexel engineering curriculum, and many of its key features were emulated internationally in dozens of universities.
The award consists of a $5,000 honorarium and an inscribed plaque.
Daniel B. Oerther
Professor of Environmental Health Engineering
Missouri University of Science and Technology
Daniel B. Oerther is recognized for his award-winning innovation in providing outstanding laboratory instruction, piloting and broadly disseminating an original, hands-on molecular biology laboratory course for environmental engineers. He also is honored for sustained leadership in promoting excellence in experimentation with relevance to the real world to inspire students to be complete engineers, cofounding the Ohio Center for Excellence in Sustaining the Urban Environment, and founding the Science Diplomacy Lab in Missouri, both to promote sustainable development.
Oerther is an American science diplomat, social entrepreneur, and professor of environmental health engineering who advocates for Ernst Boyer’s four models of scholarship in higher education: discovery, integration, engagement, and the scholarship of teaching and learning. He is best known for innovation within and beyond the classroom, including blended, flipped, and mastery pedagogy to increase the time for active learning with students, such as experimentation in the field and hands-on laboratory instruction. He holds a B.A. in biology and B.S., M.S., and Ph.D. degrees in environmental engineering. He is a licensed professional engineer in the District of Columbia, Missouri, and Ohio, and is board certified by the American Academy of Environmental Engineers and Scientists (AAEES). He also is a chartered engineer in the United Kingdom. Oerther joined the Missouri University of Science and Technology in 2010 as the John A. and Susan Mathes Endowed Chair of Civil Engineering. He is active in ASEE, presenting 16 papers at the Annual Conference and currently serving as program chair of the Engineering and Public Policy Division. Additional teaching awards include the 2004 Outstanding Contribution to Environmental Engineering and Science Education Award from the Association of Environmental Engineering and Science Professors, the 2014 Excellence in Environmental Engineering Education Award from the AAEES, and the 2019 Engineering Education Excellence Award from the National Society of Professional Engineers. He is a Fellow of the Society of Environmental Engineers, the Chartered Institute of Environmental Health, the Royal Society for Public Health, the Royal Society for Arts, the American Academy of Nursing, and the Academy of Nursing Education, and he is a lifetime honorary member of Sigma Theta Tau, the international honor society of nursing.
John L. Imhoff Award
An engineering educator for more than 50 years, John L. Imhoff thrived on the global impact potential of the industrial engineering discipline. His vision encompassed the undergraduate, graduate, and teaching levels. He believed that global sharing through educational channels would lead to greater cooperation and understanding. He was very committed to students within the classroom and was passionate about professional student organizations as well as faculty involvement within those organizations. He encouraged students to travel abroad on work/study programs and to take summer jobs abroad; and he encouraged faculty to bring in speakers who had worked abroad to share their experiences.
Jayant Rajgopal
Professor of Industrial Engineering
University of Pittsburgh
Jayant Rajgopal, a professor of industrial engineering, has spent his entire working career at the University of Pittsburgh, where he has been a faculty member since 1986. He holds a B.Tech. in chemical engineering from the University of Madras in India, and M.S. and Ph.D. degrees in industrial and management engineering from the University of Iowa. His research and teaching lie in the general area of operations research, with a focus on mathematical modeling and optimization theory and methods. His current application interests are in production, operations, and global supply chains, health-care delivery systems, and international/ global aspects of engineering. He has taught, conducted sponsored research, supervised doctoral students, published, or consulted in all of these areas, and has over 100 refereed publications in books, conference proceedings, and scholarly journals. A fellow of the Institute of Industrial and Systems Engineers (IISE) as well as a member of the Institute for Operations Research and the Management Sciences (INFORMS) and ASEE, Rajgopal has been very actively involved with international initiatives for many years. He has served three times as a Fulbright senior scholar while lecturing in Colombia and Uruguay and was responsible for establishing an international engineering certificate within Pitt’s engineering school. He has traveled with students on study-abroad programs to several countries, including China, Peru, and Mexico, and also served as a faculty member in the 2005 Semester-at-Sea summer program that visited seven countries in Northern Europe. For the past four years he has run the INNOVATE China program, a three-credit course in which he takes a team of students to China for 10 days.
DuPont Minorities in Engineering Award
The DuPont Minorities in Engineering Award honors an engineering educator for exceptional achievement in increasing the participation and retention of minorities and women in engineering. The award consists of a $1,500 honorarium, a framed certificate, and a grant of $500 for travel expenses to attend the ASEE Annual Conference. Endowed by the DuPont Company, this award is intended to recognize the importance of student diversity by ethnicity and gender in science, engineering, and technology.
Sylvanus N. Wosu
Associate Dean for Diversity Affairs
University of Pittsburgh
Sylvanus N. Wosu is nationally recognized for his initiatives to engage faculty, students, and staff in diversity and inclusion. Since establishing the Swanson School of Engineering Office of Diversity in 2000, Wosu has developed and directed innovative educational bridge and undergraduate research experience programs for recruitment, retention, and mentoring of minority students. In particular, his initiatives have greatly improved minority and underrepresented student enrollment and retention at the Ph.D. level, and were supported by a National Science Foundation five-year, $1.6 million AGEP-KAT award to improve the success of underrepresented students in doctoral engineering programs through faculty-student interaction.
Wosu, an associate dean for diversity affairs and associate professor of mechanical engineering and materials science at the University of Pittsburgh’s Swanson School of Engineering, has served in higher education leadership for more than 26 years. He is deeply devoted to transformational leadership, mentorship, coaching, and diversity and inclusion services in STEM education. Wosu, who earned his Ph.D. in engineering physics from the University of Oklahoma in 1988, is also the program director for the NSF GEPS program and NSF PITT STRIVE Program. His research expertise is in dynamic penetration and fracture mechanics of composite materials, including high temperature nanocomposites, laser-based characterization of dynamic failures in materials failure, and impact physics of composite materials. He has authored or co-authored over 55 peer-reviewed publications and nine books on the subject of transformational leadership, including Leader as Servant Leadership Model and Coaching for Academic Success in STEM. Wosu has mentored more than 35 underrepresented minority (URM) graduate students and over 125 undergraduate students in such areas as academic support, senior design, and special projects. In the past seven years, he has attracted over $3.3 million to support the recruitment, retention, and graduation of URM undergraduates and Ph.D. students in engineering, and is creating and sustaining a systemic culture of excellence in engineering education for all URMs. In addition, he helped to generate $6 million in funded research across the school and departments as coprincipal investigator or senior personnel spearheading the diversity components in most school grants. He developed several signature programs, such as the PITT EXCEL Program, Summer Engineering Academy (SEA), Summer Research Internship, and the Pre-Ph.D. Scholars Program, that have made systemic transformative changes in the increased production of high-quality URM graduates.
Sharon Keillor Award
The Sharon Keillor Award for Women in Engineering Education recognizes and honors outstanding women engineering educators. The award consists of a $2,000 honorarium and an inscribed plaque.
Keillor was an engineering educator and a technology industry executive with extensive experience and accomplishments. An Athlone Fellow at the Imperial College of the University of London, she also served as a faculty member at the Memorial University of Newfoundland, the University of Western Ontario, and the University of Massachusetts–Amherst. Afterward, she embarked upon an outstanding career in industry, which included serving as the Digital Equipment Corporation’s head of corporate training and later as vice president for software engineering; senior vice president of CTA Incorporated; senior vice president and chief operating officer of Watkins-Johnson; and vice president of Raytheon Marine and managing director of its operations in Portsmouth, England.
Jenna P. Carpenter
Dean and Professor of Engineering
Campbell University
Jenna P. Carpenter is the founding dean and professor of engineering at Campbell University in North Carolina. Prior to that, she served for 26 years at Louisiana Tech University as associate dean, department head, and director of the Office for Women in Science and Engineering. She is a past president of the Women in Engineering ProActive Network (WEPAN). Carpenter was principal investigator of Louisiana Tech’s National Science Foundation ADVANCE grant, which sought to create a culture of success for female faculty in engineering and science, and previously served as coprincipal investigator on the NSF-funded WEPAN Knowledge Center Project, which created an online database/ professional community focused on women in engineering and science. She also served as vice president for Professional Interest Councils on the American Society for Engineering Education Board of Directors, as director-at-large for the ASEE Women in Engineering Division, as national Society of Women Engineers faculty adviser/counselor coordinator, and as first vice-president of the Mathematical Association of America (MAA). She served for seven years as chair of the steering committee for the National Academy of Engineering Grand Challenge Scholars Program. Carpenter currently advises and speaks about diversity and mentoring for a variety of NSF-funded programs and women-serving engineering and science organizations. She is an ABET Program Evaluator, cochair of the mathematical societies’ Joint Committee on Women, chair of the MAA Council on the Profession, chair of the ASEE Long-Range Planning Committee and the ASEE Constitution and Bylaws Committee, chair of the ASEE ECE Division Awards Committee, and a member of the Executive Committee for the Global Engineering Deans Council. In 2015 DreamBox Learning selected Carpenter as one of its 10 Women in STEM Who Rock! for her advocacy work and TEDx talk, “Engineering: Where Are the Girls and Why Aren’t They Here?”
James H. McGraw Award
The James H. McGraw Award is presented for outstanding contributions to engineering technology education. Established by the McGraw-Hill Book Company in 1950, the award is now cosponsored by McGraw-Hill Higher Education, the ASEE Engineering Technology Council, and the ASEE Engineering Technology Division. The award consists of a $1,000 honorarium and a certificate. McGraw, considered the dean of industrial publishers, entered the business as a teacher turned subscription salesman. Over the next 40 years, he laid the foundation of one of the largest industrial publishing organizations in the world.
Kenneth Burbank
Professor and Head, School of Engineering Technology, Purdue Polytechnic Institute
Purdue University
Kenneth Burbank is recognized as an outstanding leader in the engineering technology community. His dedication, passion, and contributions to the Engineering Technology Council, Engineering Technology Division, Engineering Technology National Forum, and Engineering Technology Leaders Institute have served to increase awareness throughout ASEE and nationally of the opportunities and strengths in engineering technology. Since he started volunteering in ASEE many years ago, he has maintained a positive outlook while working to build national recognition of his field and improve the status quo for faculty and students in the engineering technology community.
After graduating from Brown University, Kenneth Burbank entered the world of manufacturing. Working in the analog integrated circuit industry in Rhode Island and Pennsylvania, he went from process engineer to section head for process development. After 10 years, he went back to school, earning a Ph.D. in electrical engineering from Brown, where his research centered on the optical and electrical properties of compound semiconductors. He has been teaching in engineering and engineering technology programs ever since. While at the New England Institute of Technology and the University of Rhode Island, he taught electronics engineering technology and participated in thin film device research. After he moved to Virginia State University and then to Western Carolina University, serving as department head at each school, his role encompassed program development and leadership. Burbank joined Purdue in 2011 as head of the department of electrical and computer engineering technology. In 2014, he became head of the newly created School of Engineering Technology, the largest school within the Purdue Polytechnic Institute. He has served as an officer of the Engineering Technology Council of ASEE for the past eight years and is an active voice in the ongoing Engineering Technology National Forum on the roles of engineering technology graduates. Interfacing the university with the regional engineering community has long been a passion, and Burbank has been an active participant and leader in local sections of the Society of Manufacturing Engineers. He is also a senior member of IEEE.
Frederick J. Berger Award
Established in 1990 by the late Frederick J. Berger, this 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. The individual receives a $500 honorarium and a bronze medallion; the institution receives a $500 honorarium and an inscribed plaque.
Berger drew acclaim for his many noteworthy contributions as an engineering technology educator. These include his service for many years at the City University of New York and as the founder of Tau Alpha Pi, the professional honor society for the engineering technologies.
Keith Johnson
Professor and Department Chair, Engineering, Engineering Technology, and Surveying
East Tennessee State University
Keith V. Johnson is recognized as a visionary in engineering technology education. During his nearly 20-year tenure as chair of the department of engineering, engineering technology, and surveying at East Tennessee State University, he has brought about numerous positive changes affecting the engineering technology discipline and students. He established five new programs, including three graduate concentrations, developed new course curricula, and provided leadership for faculty and student growth. Johnson served the ET division and ASEE in various capacities, including ETD chair, and has published numerous articles.
Additionally, Johnson has responsibility for cohort programs with community college partners such as Pellissippi State and Walters State, and his department has planted many seeds in the area of extended learning through distance education and study abroad. Johnson received his B.S. and M.S. from North Carolina A&T State University and his Ph.D. from Ohio State University. He has been honored to serve as a Maxine Smith Fellow, a program designed to develop leaders through the Tennessee Board of Regents. He has maintained a research, service, and teaching agenda in addition to his role as chair, writing several successful grants, articles, and book chapters, and serving on many boards and committees. He also serves as a program evaluator and commissioner for ABET’s Engineering Technology Accreditation Commission (ETAC).
He has chaired ASEE’s Engineering Technology Division and was instrumental in preparing East Tennessee State for the Southern Association of Colleges and Schools (SACS) reaccreditation. In his new position as special assistant to the president for equity and diversity, Johnson will be working with the university’s various academic and service units to develop and execute the strategic plan on diversity and inclusion.
National Outstanding Teaching Award
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. As an organization, ASEE is committed to the support of faculty scholarship and systems that develop pedagogical expertise. The award, established in 2003 by contributions from ASEE Sections, members, and industrial partners, consists of an engraved medallion, certificate, and complimentary registration for the ASEE Annual Conference.
Mark M. Budnik
Associate Professor
Valparaiso University
Mark Budnik is recognized for his teaching excellence both inside and outside of the classroom. As a teacher, mentor, and role model, he inspires his students to be enthusiastic, creative, and innovative engineers who passionately embrace their chosen vocation.
Budnik is the Paul H. Brandt Professor of Engineering and the past chair of the electrical and computer engineering department at Valparaiso University, where he teaches courses in linear circuits, engineering design, and innovation. His primary area of research is the intersection of creativity and engineering. He has served as the general / program chair for three different international conferences, including those with the IEEE and ASEE, and was a recipient of Disney’s inaugural Inspiring Brilliance award in 2015. Since 2016, he has worked with Disney Parks to host Reimagine Engineering, a new annual pedagogical conference focused on faculty development and engineering design. Budnik, who has been an invited participant to the National Academy of Engineering’s Frontiers of Engineering Education and Pathways for Engineering Talent workshops, received his B.S.E.E. degree from the University of Illinois in 1990 and his M.S.E.E. and Ph.D. from Purdue University, where he was the 2006 Outstanding ECE Graduate Student. Prior to joining Valparaiso in 2006, he was the White Goods and Motor Control Engineering Director at Hitachi Semiconductor, where he led a multidisciplinary team of 15 embedded-systems engineers and support staff. Over the past three years, his online course—Microcontrollers and the C Programming Language—has enrolled more than 24,000 students in 151 countries. At Valparaiso, Budnik serves as a diversity advocate and Kern Entrepreneurial Engineering Network (KEEN) leader. He has been an ABET program evaluator since 2016. The author of more than 60 book chapters, journal articles, and conference proceedings, he is the recipient of six teaching awards and seven awards for his research publications. He is a senior member of the IEEE and a Fellow of the International Symposium on Quality Electronic Design.
Isadore T. Davis Award
The Isadore T. Davis Award for Excellence in Collaboration of Engineering Education and Industry was jointly established and endowed by ASEE’s Corporate Member Council, Engineering Deans Council, Engineering Technology Council, Engineering Research Council, and College-Industry Partnership Division.
The award celebrates the spirit and leadership of individuals who make a mark in improving partnerships or collaborations between engineering or engineering technology education and industry. The award is intended to promote collaborations and partnerships between engineering or engineering technology education and industry to improve learning, scholarship, and engagement practices within the engineering education community.
Joseph J. Rencis
Dean
California State Polytechnic University–Pomona
Joseph J. Rencis, dean of engineering at Cal Poly–Pomona, is recognized for his leadership and outstanding record in establishing innovative industry-university and government-university partnerships to support workforce development. As an educator and administrator, he has fostered productive collaborations and partnerships to initiate undergraduate projects and programs, graduate programs, faculty-student research, and outreach efforts. His exemplary collaborative efforts have resulted in a more well-rounded engineering workforce, inspired innovation in education and industry, and enhanced the learning, scholarship, and engagement practices within the national engineering and engineering technology education community.
Born and raised in Northwestern New Jersey, Rencis is a first-generation college graduate. He received A.A.S. and B.S. degrees in architectural and building construction engineering technology from the Milwaukee School of Engineering, an M.S. from Northwestern University, and a Ph.D. in civil engineering from Case Western Reserve University. He is a registered professional engineer in Massachusetts. Rencis joined the Worcester Polytechnic Institute in 1985, becoming a professor of mechanical engineering and the Russell D. Searle Distinguished Instructor.
In 2004, he was appointed department head and professor of mechanical engineering at the University of Arkansas, where he also held the inaugural Twenty-First Century Leadership chair. In 2011, he joined Tennessee Tech as dean of engineering and inaugural Clay N. Hixson Chair for Engineering Leadership, and professor of mechanical engineering. He became dean of engineering and professor of mechanical engineering at Cal Poly Pomona in 2017. Rencis’s principal research interests have been in boundary elements, finite elements, multiscale modeling, and engineering education. The author of more than 35 journal articles and 110 conference papers, he is an associate editor of two journals and serves on three journal editorial boards. A past president of ASEE (2015-2016) and current member of the Engineering Deans Council Executive Board, he has served as chair of Professional Interest Council III, the Mechanical Engineering Division, and the Mechanics Division. In the American Society of Mechanical Engineers (ASME), he has been chair and vice chair of the Mechanical Engineering Department Heads Committee and a member of the Center for Education Board of Directors. Rencis has also been an ABET program evaluator. A fellow of ASEE, ASME, and the Wessex Institute of Great Britain, he has received Outstanding Leader and Teaching Awards from ASEE’s Northeast Section, the Midwest Section Outstanding Service Award, and the Mechanics Division’s James L. Meriam Service Award and Archie Higdon Distinguished Educator Award.
Benjamin Garver Lamme Award
The Benjamin Garver Lamme Award, established in 1928, recognizes excellence in teaching, contributions to research and technical literature, and achievements that advance the profession of engineering college administration. The award consists of a gold-filled medal and a framed certificate.
Benjamin Garver Lamme (1864–1924) spent most of his life working for the Westinghouse Electric Company as an inventor and a developer of electrical machinery. He pioneered the design of rotary converters, developed direct current railway motors, and produced the first commercially successful induction motor. His keen interest in the training of young engineers resulted in the development of a design school at Westinghouse. A further result of his interest was the endowment of the Benjamin Garver Lamme Award, which is given to encourage good technical teaching in order to advance the engineering profession.
H. Vincent Poor
Michael Henry Strater University Professor of Electrical Engineering
Princeton University
H. Vincent Poor is recognized for landmark contributions to signal processing, wireless communications, and related fields, and their underlying scientific bases of information theory and stochastic analysis, including fundamental new theories and algorithms that significantly expand the applicability of signal processing technology. He is also being honored as one of the leading engineering educators of our time, whose gifted and creative teaching and mentoring, and inspired academic leadership at Princeton, greatly increased the size, scope, and influence of engineering in liberal arts institutions in the country.
Poor is the Michael Henry Strater University Professor of electrical engineering at Princeton University, where he is engaged in research and teaching in wireless networks, energy systems, and related fields. Between receiving his Ph.D. in electrical engineering and computer science from Princeton in 1977 and joining the faculty there in 1990, he was on the faculty of the University of Illinois–Urbana-Champaign. He has also held visiting positions at several other universities, including most recently the University of California–Berkeley and University of Cambridge, and holds ongoing appointments as a visiting professor at Imperial College London, as an honorary professor at Peking University and Tsinghua University, and as a Distinguished Chair Professor for Research at the National Taiwan University. While dean of engineering and applied science at Princeton from 2006 to 2016, Poor led a major expansion of the school’s size and influence, driven by a message that engineering is an agent for societal impact and should be an integral part of a liberal arts education. He currently serves on the boards of several organizations, including HysterYale Materials Handling, Inc., the Corporation for National Research Initiatives, the IEEE Foundation, the National Academy of Engineering, and Swarthmore College. Poor is an ASEE Fellow, a member of the National Academy of Engineering and the National Academy of Sciences, a foreign member of the Chinese Academy of Sciences and the Royal Society, and a member of other national and international academies. In 1992, he received the Frederick Emmons Terman Award, given by ASEE’s Electrical and Computer Engineering Division, and in 2005 he received the IEEE James H. Mulligan Jr. Education Medal. Recent recognition of his work includes the 2017 IEEE Alexander Graham Bell Medal and honorary doctorates from Syracuse University in 2017 and from the University of Waterloo in 2019. A world-leading researcher, he has published more than 20 books and 700 journal articles, which have been cited approximately 80,000 times.
Chester F. Carlson Award
The Chester F. Carlson Award is presented annually to an individual innovator in engineering education who, by motivation and ability to extend beyond the accepted tradition, has made a significant contribution to the profession. The award is sponsored by the Xerox Corporation and consists of a $1,000 honorarium and a plaque.
Chester F. Carlson is noted for his invention of xerography, the process of dry copying using electrostatic charges to transfer printing halftones to paper. In 1944, he demonstrated his technique to Battelle Memorial Institute, which undertook the development of the process. Fifteen years later, the first office copier was introduced by Haloid Xerox.
Matthew W. Ohland
Associate Head and Professor, School of Engineering Education
Purdue University
The Chester F. Carlson Award is presented to Matthew W. Ohland for his leadership in the creation and dissemination of the innovative CATME Team Tools system. Developed to meet the needs of engineering instructors, the CATME system has revolutionized the implementation of team projects in engineering and other disciplines by providing online tools for forming student teams and for collecting peer evaluations within teams. Originally called Comprehensive Assessment of Team Member Effectiveness, the system has had an extensive impact around the world: Since 2005, it has been used by more than 1.25 million students of 18,500 instructors at 2,350 institutions in 85 countries.
Ohland is associate head and professor of engineering education at Purdue University. He earned a Ph.D. in civil engineering from the University of Florida, M.S. degrees in materials engineering and mechanical engineering from Rensselaer Polytechnic Institute, and a B.S. in engineering and a B.A. in religion from Swarthmore College. He codirects the National Effective Teaching Institute (NETI) with Susan Lord and Michael Prince. Along with his collaborators, he has been recognized for his work on longitudinal studies of engineering students with the William Elgin Wickenden Award for the best paper published in the Journal of Engineering Education in 2008 and 2011; the best paper in IEEE Transactions on Education in 2011 and 2015; multiple conference Best Paper awards; and the Betty Vetter Award for Research from the Women in Engineering ProActive Network. The CATME Team Tools developed under Ohland’s leadership and related research were recognized with the 2009 Premier Award for Excellence in Engineering Education Courseware; the Maryellen Weimer Scholarly Work on Teaching and Learning Award, and IEEE’s Major Educational Innovation award. Ohland, a fellow of ASEE, IEEE, and AAAS, has received teaching awards at Clemson and Purdue Universities. He is an ABET program evaluator and an associate editor of IEEE Transactions on Education. He was the 2002–2006 president of Tau Beta Pi.
ASEE Lifetime Achievement Award
The ASEE Lifetime Achievement Award recognizes individuals who have retired or who are near the end of their professional careers for sustained contributions to education in the fields of engineering and/or engineering technology. The contributions may be in teaching, education, research, administration, educational programs, professional service, or any combination thereof.
The award was established through the efforts of the ASEE Lifetime Achievement Award Steering Committee and endowed using contributions from ASEE Life Members and Member Fellows. The recipient will receive a $1,000 honorarium, up to $1,000 for travel to the ASEE Annual Conference to receive the award, and a commemorative plaque.
K. L. DeVries
Emeritus Distinguished Professor
University of Utah
Kenneth Lawrence (Larry) DeVries is receiving the Lifetime Achievement Award for a 58-year academic career in which he inspired thousands of undergraduate and graduate students; supported, mentored, and advised 100 graduate students; conducted pioneering research in materials and adhesives, leading to 375 peer-reviewed publications; served as a wise and motivational mentor of junior faculty; provided academic leadership of strength and integrity in his department, college, and university faculty; and gave selfless service to his professional societies.
DeVries became an assistant professor of mechanical engineering at the University of Utah after earning a Ph.D. from the university in 1962. Advancing through the ranks, he served 12 years as a department chair and 13 years in the engineering dean’s office as research associate dean, senior associate dean, and acting dean. He spent two years, starting in 1974, as head of the Polymer Program at the National Science Foundation. He achieved the rank of distinguished professor in 1991 and became emeritus in 2018. Over most of his career he received research support from NSF, the Office of Naval Research, the Army Research Office, the Air Force Office of Scientific Research, the National Institutes of Health, the National Institute of Dental and Craniofacial Research, and industry. With his graduate students and associates, DeVries coauthored nearly 400 publications, including two books, 44 book chapters, 162 journal articles, and 180 conference papers. At Utah, he has been honored with the University Distinguished Research Award, the University Distinguished Teaching Award, the Hatch Career Teaching Prize, and the Presidential Teaching Scholar Award. He was elected president of the Academic Senate in 2004. His state awards include the Governor’s Medal for Science and Technology, the Utah Academy of Science, Arts and Letters Distinguished Service Award, and the Utah Engineering Council’s Engineering Professor of the Year Award. At the national level, he received the ASTM/Sealant and Adhesive Council Person of the Year Award and served for nine years (including as chair) on the Gordon Research Conference advisory board. Within ASEE, he has received the Ralph Coates Roe Award for Outstanding Teaching and served on the Board of Directors and as chair of the Rocky Mountain Section and Zone IV. He has been on the editorial board or associate editor of international journals, including Polymer, Adhesive Science and Technology, and ASTM International. He is a fellow of the American Society of Mechanical Engineers and the American Physical Society, and was an ABET visitor to 13 universities.
ASEE Annual Conference Best Paper Awards
(For papers that were presented at the 2018 ASEE Annual Conference)
These awards recognize high-quality papers presented at the previous year’s ASEE Annual Conference. One outstanding conference paper is selected from the four ASEE zones. The Zone Best Paper Award consists of $1,000. Six outstanding Conference papers are selected: one from each of the five ASEE Professional Interest Councils (PICs) and one overall Conference paper. The award consists of $1,000 for each PlC paper and $3,000 for the best Conference paper. The best diversity paper is selected in a separate process and can include papers published in section or zone conference proceedings.
Best Zone Paper
Presented to:
Ivan E. Esparragoza
Pennsylvania State University-University Park
Sadan Kulturel-Konak
Abdullah Konak
Pennsylvania State University-Berks
Gül E. Kremer
Iowa State University
Kristen A. Lee
Menlo College
Paper: “Assessment of Progressive Learning of Ethics in Engineering Students Based on the Model of Domain Learning”
Best Paper – PIC I
Presented to:
Michael Andre Hamilton
Read Jaradat
Emily S. Wall
Parker Jones
Vidanelage Lakshika Dayarathna
Debisree Ray
Ginnie Shih En Hsu
Mississippi State University
Paper: “Immersive Virtual Training Environment for Teaching Single and Multi-queuing Theory: Industrial Engineering Queuing Theory Concepts”
Best Paper – PIC II
Presented to:
Diane Constance Aloisio
Karen Marais
Hanxi Sun
Purdue University
Paper: “Development of a Survey Instrument to Evaluate Student Systems Engineering Ability”
Best Paper – PIC III
Presented to:
Steven C. Zemke
Whitworth University
Paper: “Case Study of a Blind Student Learning Engineering Graphics”
Best Paper – PIC IV
Presented to:
Madeline Polmear
Angela R. Bielefeldt
Daniel Knight
University of Colorado-Boulder
Chris Swan
Whitworth University
Nathan E. Canney
CYS Structural Engineers Inc.
Paper: “Faculty Perceptions of Challenges to Educating Engineering and Computing Students About Ethics and Societal Impacts”
Best Paper – PIC V
Presented to:
Lydia Ross
Eugene Judson
Robert J. Culbertson
Keith D. Hjelmstad
Lindy Hamilton Mayled
Kristi Glassmeyer
James A. Middleton
Kara Lea Hjelmstad
Stephen J. Krause
Arizona State University
Casey Jane Ankeny,
Northwestern University
Paper: “Is There a Connection Between Classroom Practices and Attitudes Towards Student-Centered Learning in Engineering?”
Best Diversity Paper
Presented to:
Sara Atwood
Elizabethtown College
Abisola Kusimo
Marissa Thompson
Sheri Sheppard
Stanford University
Paper: “Effects of Research and Internship Experiences in Engineering Task Self-Efficacy on Engineering Students Through an Intersectional Lens”
Best Conference Paper
Presented to:
Steven C. Zemke
Whitworth University
Paper: “Case Study of a Blind Student Learning Engineering Graphics”
Maestro of Magical Experiences
ASEE’s National Teacher of the Year reignites the joy of learning through playful encounters with real-world engineering.
By Mary Lord
He leads undergraduates on field trips to Disneyland, has them deliver “elevator pitches” between floors in office buildings, and hones their problem-solving skills with balloon sculptures and Tupperware Shape-O balls. “I will do whatever is necessary to get students to learn,” says Mark Budnik, 51, the Paul H. Brandt Professor of Engineering and an associate professor of electrical and computer engineering at Valparaiso University, this year’s recipient of ASEE’s Outstanding Teaching Award. Playful environments, he has found, rekindle students’ excitement in discovery while providing invaluable insights about the real world and themselves.
“There’s no right or wrong to play,” explains Budnik, an embedded systems and circuit-design specialist. While his highly interactive, problem-based courses require students to “reacquaint themselves” with how they learned as children, that doesn’t make them easy. Budnik, who views himself as more coach than instructor, pushes students beyond their comfort zones to improve performance, whether designing assistive devices for children on the autism spectrum or erecting a tower of paper clips.
Budnik’s own introduction to engineering occurred in childhood. He dismantled his Operation board game and attached the red light bulb he’d extracted to the transformer of his train set. “The entire room flashed brilliant red for a fraction of a second, and I was hooked,” he remembers. He has tried to infuse such inspirational touchstones into all 28 courses and labs he has taught, whether showing clips of Apollo 11’s journey to the moon or hosting video calls with real-life engineers who can explain how they use concepts like the Laplace transform on the job.
For fun encounters, few classes top his semester-long Creativity and Innovation in the Engineering Design Process, which includes five days of behind-the scene tours and workshops with engineers at Walt Disney World or Disneyland. After a plunge down the Tower of Terror, Budnik pulls students aside to ask, “So what just happened here?” One of them usually ventures, “I flew out of my seat.” This opens a Socratic dialogue that takes in physics, electronics, and programming. He also discusses how entrepreneurially minded Disney engineers “plussed” the attraction by adding new ride profiles with a random number of various-size drops—a software tweak that made the Tower of Terror more popular than ever.
Such out-of-classroom experiences promote candid conversations that otherwise might never take place. On a Magic Kingdom visit, for example, the women—an unusually high proportion of the class—felt comfortable enough to ask the guys why they disappeared for dinner. We didn’t think you wanted us around, came the response. “Now they know what it feels like to be a woman in engineering,” notes Budnik, a longtime diversity champion whose focus on creating a welcoming environment stems in part from having a sight-impaired father—he was diagnosed in the 1950s with juvenile macular degeneration—whose disability “didn’t define who he was.”
Budnik speaks frequently with individual students during class to build mutual trust. They have come to see his classroom as an oasis away from stress and anxiety. Of undergraduate life and its pressures, Budnik says, “Frankly, it scares me. Our country’s engineering programs are not yet prepared to provide what students need physically, emotionally, and mentally.”
Budnik chose to pursue teaching after a 16-year career in the semiconductor industry, where he became principal engineer at Hitachi Semiconductor. After earning a Ph.D. from Purdue University, he was hired off the bat by Valparaiso. Students routinely give him perfect scores on teaching evaluations. In a letter to ASEE in support of his award, electrical engineering senior Kallie Lyon wrote that she especially appreciates Budnik’s leadership lessons. “Most professors can teach students the technical skills they will need to be a successful engineer, but only the best professors have the heart and will to teach students the soft skills they need to be a truly good and kind person.”
Budnik’s colleagues are equally effusive. “He is simply the most innovative, hard-working, and patient teacher I have ever met,” wrote ECE department chair Doug Tougaw, who is also ASEE’s Vice President for Finance. He cited Budnik’s transformation of Linear Circuits from a difficult, weed-out sequence into one so engaging as to lure mechanical engineering majors into his department. Budnik doesn’t sugarcoat real-world lessons. Engineering Dean Eric W. Johnson recalls students leaving Budnik’s microcontrollers class “visibly shaken” after he re-created how an autopilot flaw contributed to a 1994 airline crash that killed all 68 people aboard.
Mary Lord is deputy editor of Prism.
2020 ASEE Annual Conference
Montréal, Quebec, Canada
Call for Papers
All divisions are ‘Publish to Present’
With a few exceptions, all papers must be submitted for peer review in order to be presented at the Conference and subsequently published in the proceedings.
The submission process 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 allow a final paper to be presented at the Annual Conference. Exceptions to the “Publish to Present” requirement include invited speakers and panels.
- Sept. 3, 2019: System opens for submission of abstracts.
- Oct. 14, 2019: All abstracts must be submitted.
- Feb. 3, 2020: All draft papers must be submitted.
- March 16, 2020: Requested revisions to blind drafts must be uploaded.
- April 6, 2020: Deadline for authors to register and accept copyright.
- April 27, 2020: Deadline for authors to upload final papers with all blind indicators removed; submit all bio and author information; and select who will present. No paper changes will be accepted after this date.
Abstracts must be submitted via ASEE’s Web-based Conference abstract/paper submission system, Monolith. Questions? Please contact the ASEE Conferences staff at conferences@asee.org.
For more information and to see the full Call for Papers from each ASEE division, please visit:
https://www.asee.org/annual-conference/2020/paper-management/call-for-papers
Awards for Prism
ASEE’S art and editorial team has won a number of awards this year:
APEX Awards of Excellence
Mary Lord, Prism Feature Writing, Education & Training. “The Mind’s Eye.” October 2018.
Jennifer Pocock, Prism Feature Writing, Green Writing. “The Last Straw.” Cover story, November 2018.
Association Trends All Media Contest
Silver Award for Commemoration/Tribute: “125th ASEE Prism Special Edition.”
The 25th Annual Communicator Awards
Award of Excellence:
Mark Matthews with Thomas K. Grose and Mary Lord, Prism Feature Writing. “Slow to Bite.” Cover story, February 2018.
Thomas K. Grose, Pierre Home-Douglas, Kathryn Masterson, Mark Matthews, Mary Lord, and Jennifer Pocock, Prism Feature Writing. “Young Pacesetters.” Cover story, May 2018.
Awards of Distinction:
Francis Igot, Prism Design Feature, Overall Design. “Faster, Smarter, Lighter.” December 2018.
Employee Publication-Magazine, Overall Publication. October 2018 Prism.
The Telly Awards
Bronze Winner – Non-broadcast, “Design for the Down & Out.” Producer/ Director Trevor DeSaussure
Norman’s Notes
Recognizing Our Members’ Expertise
(This is one of a series of quarterly letters to ASEE members from the executive director.)
By Norman Fortenberry
In July, I attended the Conference of Rectors, Vice Chancellors, and Presidents of the Association of African Universities (AAU). This continentwide meeting of university leaders was focused on “The Role of Higher Education Institutions in Promoting the Continental Education Strategy for Africa,” and I gave a plenary talk on how ASEE could contribute to the meeting’s goals. I emphasized the centrality of engineering to addressing a variety of global challenges and provided background on the broad mandate of ASEE as a society of academic engineering encompassing teaching, research, and service. I also emphasized the very broad community of members and stakeholders of the Society. Finally, I spoke of how ASEE as an organization and individual members might directly provide aid and assistance to AAU and its member institutions by offering input and assistance on accreditation preparation, curricula, instructional innovation, laboratory renewal, and collaboration in both technical and engineering education research.
To leverage such opportunities, the Board authorized creation of an “ASEE Specialist Program.” This is a register of ASEE members who have indicated a willingness to serve as either paid or unpaid consultants in their areas of expertise to individuals or organizations. In response to a specific request, participating members will have the opportunity to specify their consulting rate, their geographic areas of interest, and how much time they would be able to commit. In other words, they will have maximum flexibility.
In my view, it is crucial that our members be recognized for expertise and research in their technical fields. Indeed, it’s not too much of an overstatement to say that our credibility as an engineering society depends on the ability to demonstrate such expertise. As the majority of engineering schools belong to institutions that are, or strive to be, viewed as research-focused, our utility to potential members depends on our ability to demonstrate relevance to advancing their careers as technical researchers. We are not in a position to compete with the disciplinary engineering societies, and have no interest in doing so. But we do have a potential role in assisting doctoral students, postdoctoral fellows, and new faculty members in selecting institutions that meet their career goals; in setting up their laboratories; in selecting their graduate students and postdoctoral fellows; in maintaining a coherent research program across diverse funding sources; in planning high-impact publications; and in selecting opportunities for service to their disciplines, their institutions, and the nation. We envision a series of workshops that could be viewed as the technical parallel to the National Effective Teaching Institute (NETI). I invite any ASEE members who might be interested in leading such a workshop series to express interest to me at n.fortenberry@asee.org.
Norman Fortenberry is executive director of ASEE.
Call for Board Candidates
The ASEE Nominating Committee, chaired by Immediate Past President Stephanie Farrell, requests member participation in nominating candidates for the 2021 ASEE Board election. Board positions to be nominated are: President-Elect; Vice President, External Relations; and Chairs of the Council of Sections for Zones II and IV.
- All nominees must be individual members or institutional member representatives of ASEE at the time of nomination and must maintain ASEE membership during their term of office. Nominating Committee members are not eligible for nomination.
- Candidates for President-Elect and for Vice President of External Relations must be active members who have served or are serving on the Board of Directors. Because ASEE is a Department of Defense contractor, candidates for President-Elect must currently be U.S. citizens and undergo a security clearance.
- Candidates for Chair-Elect for Zone II and Zone IV will be selected by members of their respective sections, as the ASEE Constitution stipulates. Each proposed candidate for a Society-wide office should submit a first-person biographical sketch of fewer than 400 words that documents career contributions, ASEE offices held, awards and recognitions received, and educational background. Include comments on leadership qualities, ability to collaborate with others to achieve objectives, and willingness to serve if elected. Self-nominations are accepted. For nominations for the office of President-Elect, please include a statement summarizing why you think your nominee is a good candidate for the position. A listing of members who meet constitutional eligibility requirements for the offices of President-Elect and Vice President, External Relations is available from the executive director’s office at ASEE headquarters.
Nominations will be accepted electronically at s.nguyen-fawley@asee.org. Please include a subject line that begins with the words “2021 Nomination” so that it can be forwarded to the Nominating Committee. Please be assured that your nominations are confidential and will be seen only by the assistant Board secretary and members of the Nominating Committee. The deadline to submit nominations is June 1, 2020.
Nominations postmarked by June 1, 2020, will also be accepted by mail. Please mark the envelope CONFIDENTIAL and address it to Stephanie Farrell, Chair, ASEE Nominating Committee, ASEE, 1818 N Street, N.W., Suite 600, Washington, DC 20036.