Workshops will increase participants awareness of issues and opportunities related to enhancing the first year engineering experience at multiple levels (e.g. learning, teaching, advising, retention, diversity, inclusion and other important topics listed in the call for participation).
Effective workshops encourage interaction between the facilitators and the attendees to help the explore solutions to challenges they face in their programs.
Workshop proposal submission is through ASEE’s monolith system:
All authors on a paper will be expected to participate in the review process. You do not need to be a member of ASEE to attend FYEE or submit a proposal or abstract. However, you do need to create an account by setting up your ASEE profile here.
Basic Workshop Descriptions
To help authors prepare their final submissions, the conference suggests the following guidelines for preparing a workshop proposal/description.
- What is the breadth of the audience that will be interested in the subject of the Workshop?
- To what extent are the practices described in the workshop innovative, leading-edge, cutting-edge?
- How does the workshop help attendees develop ideas for future research or projects that can be included into their First Year Engineering program?
- To what degree have questions about purpose, potential hypotheses, and possible methodologies been addressed?
Authors should include description of what the participants will gain from the workshop. A proposal should also include a brief discussion of the types of learning activities the participants will engage in during the workshop, and a timeline/outline for the session. If the workshop has been conducted in the past, then please provide any information about the success of the workshop.
Purpose of the workshop
Workshops should share information about how a faculty and staff member (or team of faculty and staff members) are developing and/or implementing, new or novel practices across the breadth of topics of interest to conference participants. The work should be based on research on engineering education and/or education, however, it does not have to be completed but should be at a phase where meaningful information can be presented.
Content – Suggestions not Requirements
Presentations may be made in various forms, but they should answer and/or propose questions such as the following: What is unique about the innovative practice to be presented? How does this innovative practice differ from and build on previous practice as documented in the literature, including previous conferences? Has this approach ever been attempted before? What new ideas would conference participants take away from this presentation?
The workshop facilitators might consider questions such as: What situation is being addressed? What are the goals of the practice being implemented? What research provides the foundations for the inventive practice?
The facilitators could include a description of the setting for the proposed practice discussed in the workshop, motivations for the practice, what has been accomplished, what remains to be done, issues involved with making the discussed practice functional on a given campus setting, or some similar content. It is assumed that the practices described in the workshop or an implementation of the research has been tested at some level.
The workshop proposal could also describe some similar research that informs the major topic of the session. This could include results on students learning, teaching practices, student perspectives, or results from analytics. A brief synopsis of the methodology, and/or describe the research question(s) should be included.
Finally, it is suggested that the workshop should describe what results the authors anticipate will be obtained, and what remains to be done before the study will be completed, or some similar content.