A note on participation in NSF AI Institutes Competition Review Panels

We are currently seeking potential reviewers for our AI Institutes competition, and there are significant STS components to virtually all of the institute-level projects. We would specifically be looking for scholars in STS or closely related fields with interest/expertise in AI issues.

We’re writing to ask you to consider volunteering for the interdisciplinary panels that will review proposals submitted to NSF’s upcoming National Artificial Intelligence Research Institutes competition. More information about the program is available here. We are planning to review proposals in interdisciplinary panels that will meet between March-May. Because we will be on a very tight schedule to meet NSF deadlines, we want to identify possible panelists as soon as possible. If you are interested, please complete this short survey.  Please feel free to forward this survey to your colleagues who might be interested.

Direct survey link:  https://www.surveymonkey.com/r/AIInstitutes

If you have questions or concerns, please email us at: AIInstitutes@nsf.gov


NSF National AI Research Institute Program Team


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Edward Berger

Program Director, Engineering Education

Division of Engineering Education and Centers (EEC)

National Science Foundation



22nd International Conference on Ethics Across the Curriculum Oct. 8-10th: Deadline 08/01/2020

SEAC 2020 – Call For Papers (.doc of call)

Call for Papers

22nd International Conference on Ethics Across the Curriculum
October 8 -10, 2020

Colorado School of Mines Golden, CO

Directors: Sandy Woodson, Qin Zhu, Wade Robison

Conference Theme:

Environmental Ethics


Keynote speakers:

Bill McKibben, founder of 350.org

Adam Briggle, University of North Texas

We welcome submissions addressing any aspect of teaching ethics across the curriculum. For this year’s conference we have a special interest in approaches for teaching environmental ethics, with possible topic areas including (but not limited to) climate change, food and/or water security, energy production and use, literature and the environment, development and community engagement, risk communication, animal rights, the “Green New Deal,” and environmental education, justice, policy and politics, or refugees.

Submissions are to be abstracts of no more than 250 words. Session formats include papers, panels, case study analysis and discussion, poster sessions and pedagogical demonstrations. Undergraduate and graduate students are encouraged to submit their work.


Presentations are typically 20-25 minutes in length, allowing for 5-10 minutes of Q&A. Submissions are to be formatted for blind review and submitted by August 1, 2020 via Document Management System (DMS). (Submissions must be in word doc form.) The submission template is here: https://dms.csmspace.com/SEAC/AbstractTemplate.pdf

The Society sponsors a competition for the best paper submitted by a graduate student. The winner will receive a $500 cash award and free conference registration.


The Society publishes Teaching Ethics, and conference papers may be sent to the editors for publication consideration.

For more information, contact Sandy Woodson swoodson@mines.edu

Global Engineering Education Conference

Webinar and CALL FOR PAPERS deadline:
Paper Submission Deadline: September 17, 2018.
Abstracts still being accepted.
Also check out the webinars on Peace Engineering: See the IFEES Peace Engineering and Ethics Webinars http://www.ifees.net/webinars/ . Next one on October 1.

On November 12 through 16, 2018, the University of New Mexico School of Engineering will host the global Engineering Education conference, WEEF-GEDC 2018, combining the VIII World Engineering Education Forum, the X Global Engineering Deans Council, the XV Global Student Forum and the First Ever Global Career Fair, and including the joint annual summit of the International Federation of Engineering Education Societies (IFEES) and the Global Engineering Deans Council (GEDC).

The theme of the WEEF-GEDC 2018 conference is Peace Engineering: engineers solving global social, economic, and environmental problems to lead towards prosperity and wellbeing, sustainability, social equity, diversity, and a culture of quality, innovation and entrepreneurship. How do we teach Peace engineering to diverse students all over the world? How do we form the collaborative relationships among diverse organizations to solve problems constructively? How do we educate our students to understand and work ethically and intelligently towards Peace?

Themes & Process

Suggested themes include:
· Teaching and learning about peace engineering
· Collaborations among academia, industry, governments, multilateral organizations, NGOs
· Hands-on education and experiential learning
· Innovation and entrepreneurship in the circular economy
· Other peace engineering challenges
This event, held for the first time in the United States, is expected to attract over 1500 participants from around the world. It is a collaboration of UNM with the Ibero-American Science and Education Consortium (ISTEC) and the Global Innovation Network for Entrepreneurship and Technology (GINET).

Indira Nair
Professor and Vice Provost Emeritus
Carnegie Mellon University
505 459 3704

2019 Annual Call For Proposals

Post any thoughts, questions, or comments about the current CfP.  As you think about the Call for Proposals, please consider the notes and comments on sessions from 2018: http://sites.asee.org/lees/2018/08/13/2018-annual-conference-notes-and-commentary/

The full CfP can also be found here

Liberal Education/Engineering & Society (LEES) Division Call for Papers 2019

The Liberal Education/Engineering & Society (LEES) Division invites abstracts for papers and proposals for partial or full sessions, panel discussions, and innovative session formats for the ASEE Annual Conference, June 16-19, 2019, Tampa, Florida.

LEES provides a diverse and dynamic forum for those concerned with integrating the humanities, arts, and social sciences into engineering education and emphasizing the connectedness between the technical and non-technical dimensions of engineering learning and work. The division is dedicated to helping engineers develop professional skills in areas such as communication, teamwork, ethical and professional responsibility, and lifelong learning and to situating engineering within the larger social, historical, political, and cultural contexts that shape and are shaped by technological development. We welcome engineers as well as non-engineers and encourage researchers in STS (Science, Technology and Society/Science and Technology Studies) to contribute to the division.

LEES welcomes proposals related to any of the diverse areas that fall within the broad scope of our division as delineated above. We are particularly interested in facilitating conversations across divisions of ASEE in areas such as the following:

  • “Professional Skills,” both ways of assessing them and differences in the ways they are understood and developed in different contexts
  • Diversity and inclusion, in all forms (age, ethnicity, sexual identity, disability, disciplinary, socioeconomic, etc.), as practices and as subjects of research and critical understanding
  • The human dimension of engineering, including social psychology, user studies, listening and negotiation, peer review, engineering cultures, and student motivation
  • Mindfulness, empathy, care and reflection as components of engineering innovation, education and practice \
  • Social justice, social responsibility, and sustainability
  • The role of technology in promoting and undermining democratic ideals and social cohesion
  • Lifeview/Workview integration and careers in engineering
  • Putting engineering education reform efforts, including accreditation and assessment processes, in social and historical perspective
  • Global origins and impacts of engineering practice, education, labor and policy

All paper submissions are publish-to-present. Papers submitted to technical sessions are peer reviewed through the LEES Division process, and those accepted will appear in ASEE Proceedings. Paper submissions may include research reports, classroom applications, or other frameworks. We encourage review papers that synthesize and identify trends in research of interest to the division. Papers published through LEES in the conference proceedings are typically 10-15 pages Iong and include a substantial literature review. We also welcome proposals for partial or complete sessions, particularly those that involve authors from multiple institutions. If you are proposing a paper as part of a partial or complete session, please inform the Program Chair by email (contact information below) and provide the names of all authors intended to make up this partial or complete session. All paper abstracts, including those proposed as parts of such planned sessions, are considered for acceptance on an individual basis.

The first step in proposing a paper is to submit an abstract to the ASEE paper management system between Tuesday, Sept. 4 and Monday, October 15, 2018. Abstracts for papers should be 500-600 words long. We recommend that abstracts include at least a few references/sources that connect the material proposed to previous relevant work, including previous papers presented at ASEE conferences.

The complete program from the 2018 conference is available on the LEES website (https://sites.asee.org/lees/annual-conference). For each 2018 technical session we have also provided a brief summary and a list of possible topics for future papers and collaborations. We welcome submissions that address topics and questions other than those included on this website, but we hope the material posted there will be helpful both for those who are new to LEES and those seeking broader collaborations within LEES.

If you have further questions or would like to submit a panel, a partial or complete session, or a proposal for a non-traditional session (including workshops or discussion-centered sessions) for the 2019 ASEE Annual Conference, please contact the LEES Program Chair, Amy Slaton, Drexel University, slatonae@drexel.edu.

Posted in CfP