Dear Colleagues:

The nomination period is open for the 2012 Mara H. Wasburn Early Engineering Educator Grant. Nomination packets are due Monday, March 2, 2020.

In 2010, the Women in Engineering Division (WIED) of the American Society for Engineering Education initiated the Apprentice Educator Grant (AEG) program to provide a $2,000 travel grant to the ASEE Annual Conference. In 2011, the award was renamed the “Mara H. Wasburn Early Educator Grant” (EEEG) in honor of Dr. Wasburn, whose passion for encouraging young female engineering educators was renowned.

WIED offers two categories for the Wasburn grant and will award a total of 4 grants (2 grants per category):

• Category 1:  Graduate students, post-docs, lecturers, research associates, and non-tenure track faculty;
• Category 2:  Tenure-track women faculty who are not more than three years into their first faculty position.

Grants are for the purpose of travel to the 2020 ASEE Annual Conference. Each grant consists of reimbursement of receipted registration, travel, food, and accommodation expenses up to a maximum of $2,000. Grant recipients are expected to attend the full duration of the conference, including the WIED Business Lunch and Reception, and one WIED-sponsored workshop.  Details can be found via our website: https://sites.asee.org/wied/wasburn-eeeg/  For any questions, please contact Dr. Lily Gossage, Director of Awards at: lggossage@cpp.edu

WEPAN Awards will be presented at the Second Annual CoNECD Conference on April 15, 2019 in Arlington, VA. The Collaborative Network for Engineering and Computing Diversity (CoNECD) is a collaborative effort of: NAMEPA, WEPAN, ASEE MIND & WIED.

Nominations Deadline for the 2019 WEPAN Awards is February 22, 2019.

To submit a nomination, check out the award categories here.

Many thanks to all who have already submitted.  The deadline is 11:59 pm, EST.  If you are new to ASEE, you can upload a new draft all day long (not just once).  Also, the reviewers will have input for you to help you improve your paper, so this is not the last time you will be able to work on your paper.

The Journal of Engineering Education (JEE) has a commitment to cultivate, disseminate, and archive scholarly research in engineering education.  To expand our reviewer base and maintain the quality of manuscript reviews, JEE is launching a new Mentored Reviewer Program in January 2019. This program is intended to coach new or novice reviewers through the review process with mentor who has substantial experience in reviewing and writing engineering education research studies. We are inviting applications for mentees to the JEE Mentored Reviewer Program. Mentees for the program should be novices in engineering education research such as graduate students, post-doctoral scholars, and engineering faculty.  Mentees should display evidence of developing expertise (through formal courses or real-world experiences) in research areas that align with the journal’s mission.  Mentees should have developing expertise in either quantitative or qualitative research methods. Individuals from countries other than the United States are welcome and encouraged to apply.

The Mentored Reviewer Program is expected to be a competitive program for both mentors and mentees.  All mentors and mentees will be acknowledged at the ASEE annual meeting and will receive a certificate recognizing their accomplishments through their participation in the program during the previous year.  Mentees will be asked to participate in an online training with their mentors and JEE editors that will include an introduction to JEE and an overview of expectations for reviews.  During the mentorship period (approximately 6 months), mentors and mentees will be asked to work together on approximately three article reviews.  A scaffolded approach to the review process will be provided allowing the mentee to gain more independence by the final review.  To the extent possible, mentors and mentees will be matched based on expertise.   

For more information on the program, please contact Lisa Benson at lbenson@clemson.edu. The application for mentees is available at: https://tinyurl.com/JEEreviewermentee.  Applications are due by February 15, 2019.

The CoNECD (Collaborative Network for Engineering and Computing Diversity) Conference Planning Committee invites nominations for 2 awards that recognize individuals, groups and organizations for their commitment to promoting diversity and inclusion in engineering and computer science.  These awards will be given out at the 2019 conference.  Information about both awards is given below. To nominate a program or individual, please visit

https://virginiatech.qualtrics.com/jfe/form/SV_0rKF303z5d93AQ5.  (self-nominations are permitted)

Program of the Year Award:

This award honors the development and/or implementation of a service activity that has significantly enhanced the participation of students from diverse populations that are historically underserved in engineering and computing, while enriching the students’ learning experience in engineering and computer science.  The Program of the Year Award recipient will be chosen on the following criteria:

• Program impact
• Participant satisfaction
• Evidence of using evaluation data to improve the program

Rising Star in Diversity Award:

The Rising Star in Diversity award recognizes an individual in their profession for less than 10 years who has actively worked to enhance diversity and inclusion by mentoring, supporting and/or advocating for the success of historically underserved individuals in engineering or computer science, or for climate and culture change that supports such success. The Rising Star in Diversity Award recipient will be chosen on the following criteria:

• Fostering community to promote networks that provide professional support for students from  diverse populations that are historically underserved in engineering and computer science
• Mentoring or leadership development
• Recruiting, retaining, or advancing underserved individuals in engineering and/or computer science
• Engaging in professional development opportunities focused on diversity and inclusion
• Promoting awareness of issues affecting underserved individuals

This award recognizes and honors outstanding women engineering educators. The award consists of an honorarium of $2,000 and an appropriately inscribed plaque which is presented annually at the ASEE Annual Conference.

 Eligibility: The award is to recognize and honor a woman engineering educator who has an outstanding record in teaching engineering students, and reasonable performance histories of research and service within an engineering school. Nominees will hold an earned doctoral degree in an engineering discipline, or in an engineering related field of natural science, including mathematics, and will have at least five years of teaching experience in an engineering school.

Nominations and Selection: Nominations will be made following the general nomination instructions (see http://www.asee.org/member-resources/awards/guidelines/awards-nomination-guidelines). All nominations will be carried over for at least one year following the initial submission. Pertinent updated nomination information should be submitted by the nominator.

Past Award Winners

Thank you in advance for participating in the award nomination process. If you have any questions, please contact Sylvie Nguyen-Fawley, ASEE Assistant Board Secretary by email at awards@asee.org or by phone at (202) 331-3516.

LATTICE II is a program to advance early-career underrepresented minority (URM) women in engineering who are interested in faculty careers. The LATTICE II symposium will take place May 30—June 2, 2019. The full announcement is below.  The application for LATTICE II is now live and applications are due 12/21/18.

We are writing to tell you about  LATTICE: Launching Academics on the Tenure Track: an Intentional Community in Engineering.  LATTICE is a national program, funded by the National Science Foundation (HRD-1500310), to advance faculty diversity in engineering. It includes a professional development intervention and a research study to understand why the intervention works. LATTICE seeks to positively impact early-career women in Electrical Engineering and Computer Science (EECS) and early-career underrepresented minority women across all fields of Engineering who are interested in faculty careers. LATTICE participants will gain a stronger sense of career self-efficacy and a stronger sense of belonging through a combination of symposia, peer mentoring networks, and other support structures over a two-year period. The long-term goal of LATTICE is to diversify the national engineering faculty population.

We are now actively recruiting applicants for our 2019 national LATTICE symposium, to be held May 30 – June 2, 2019 outside of Seattle, WA. 2019 LATTICE participants will be early-career underrepresented minority (URM) women in engineering who are interested in faculty careers. Early career includes postdoctoral researchers, assistant professors, assistant research professors, and other pre-tenure level engineering positions. Applications will be accepted  through 11:59 pm Pacific Time, Friday, December 21, 2018. We would appreciate your assistance in passing along this e-mail to any of your colleagues who might be interested in our program.

Please visit our website (www.advance.washington.edu/lattice) for program details and application materials. Applications are due December 21, 2018. Feel free to contact us with any questions you might have at lattice@uw.edu or on Twitter @LATTICEbites.

The event Reducing Sexual Harassment: A Day of Discussion will be live streaming between 9:05 AM and 12:30 PM on Wednesday, October 10, 2018. Ever wondered what you could do personally to reduce sexual harassment in your environment? This event is designed to help people take individual and institutional action. This is not an event for just women, it is an event for everyone. Participate wherever you are!

The National Academy of Science (NAS) report on sexual harassment sparked the organization of this event. The NAS panel reports, based on the best available studies to date, that more than 50 percent of women faculty and staff report having been harassed. Student surveys of university systems show disturbingly similar high rates, with 20–50 percent of women students experiencing sexually harassing behavior perpetrated by faculty/staff. One main conclusion of the report is that the academic culture needs to change in order to reduce sexual harassment. We are all each a necessary component of this change.

Hope to have you join us from afar!

The Department of Theatre and The School of Engineering Education at Purdue University announce the first Symposium on Education in Entertainment and Engineering, to be held July 25-27, 2019. This event aims to foster discussion, collaboration, and dissemination of work related to instruction and education of students seeking careers where engineering and live entertainment converge. The live entertainment industry presents increasingly complex challenges for technicians—whether in small community theatres or in large theme parks. At the same time, the shape of post-secondary education is changing—with an increasing emphasis on hands-on learning and outcome-based instructional design becoming the norm. At the convergence of these threads is the need to effectively prepare and educate students to enter the rapidly changing world of live entertainment technology.

Your submission should highlight advances, challenges, and trends in curricular design, instructional design, academic research, and cross-disciplinary work related to the intersection of engineering and live entertainment. As this symposium is specifically aimed at building bridges between two exceptionally different academic and professional cultures and practices, we welcome abstract submissions from all backgrounds and academic experiences. We will consider proposals that explore the interstitial spaces amongst the disciplines of engineering, theatre technology, and education, including the following topic areas:

• Curricular development (including explorations of curricular design, academic silos, interdisciplinary/cross-disciplinary challenges and strategies, etc.)

• Creating and navigating academic/industrial partnerships

• The relationship between “traditional research” and “creative endeavor”

• Instructional design and pedagogy in interdisciplinary/cross-disciplinary fields (Art+ Engineering, Technology…)

• K-12 and Post-Secondary education(STEAM), extra-curricular programming, and diversity/inclusion outreach

• The relationship between traditional instruction and production/performance work

• Technology, AI, and conceptualizing the theatre of the future

The Symposium Committee invites all those interested to submit proposals for papers, posters, and panels. Panels should consist of three authors/papers. All proposals should include an abstract no longer than 500 words, proposal title, 200-word biography, current CV (with contact information for each individual), and any requests for audio/visual equipment necessary for presentation. Submissions must be made via email to Rich Dionne (rdionne@purdue.edu) no later than November 15, 2018. Questions about the symposium or the submission process can be directed to the same.