2019 ASEE Honors and Stats
|Event Date:||June 20, 2019|
ASEE President’s Award
INSPIRE Research Institute for Pre-College Engineering
Dr. Monica Cardella and Elizabeth Gajdzik
This award, which recognizes organizations that make the best use of print, broadcast, or electronic media to encourage K-12 students to pursue engineering and/or influence public opinion about the critical role that engineering plays in today’s technology-driven society, is being given to Purdue University’s INSPIRE Research Institute for the Pre-College Engineering program’s Engineering Gift Guide. The annual publication increases awareness of the many toys, games, and books that exist to promote engineering thinking and design and which are fun for both boys and girls. The guide also shares INSPIRE’s research findings with people who have or work with children.
Chester F. Carlson Award
Dr. Matt Ohland
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. Dr. Ohland is recognized for his team's work with CATME for "Smarter Teamwork."
Previous Purdue Recipients include, but not limited to:
William C. Oakes, 2012
Kamyar Haghighi, 2009
Karl A. Smith, 2001
Leah Jamieson, 1997
Philip C. Wankat, 1990
John C. Lindenlaub, 1988
Distinguished Service Award Recipient
Educational Research and Methods Division
Dr. Monica Cardella
“Definitely a huge honor to receive this award from the Educational Research & Methods division - it’s an amazing community and I was so touched by the kind words from Holly Matusovich," tweeted Cardella.
Conference Best Paper Awards
Minorities in Engineering Division (MIND) Overall Best Division Paper
Dr. Donna Riley, et al.
From "Leaky Pipelines" to "Diversity of Thought": What Does "Diversity" Mean in Engineering Education?
Sarah Appelhans, University at Albany
Thomas De Pree, Rensselaer Polytechnic Institute
J. Thompson, Rensselaer Polytechnic Institute
Joerene Acerrador Aviles, Rensselaer Polytechnic Institute
Dr. Alan Cheville, Bucknell University
Dr. Donna M. Riley, Purdue University
Dr. Jennifer Karlin, Minnesota State University, Mankato
Dr. Soheil Fatehiboroujeni, Indiana-Purdue University
Dr. Atsushi Akera, Rensselaer Polytechnic Institute
Pre-College Engineering Education Division Best Diversity Paper Finalist
Hoda Ehsan and Dr. Monica Cardella
Investigating Children with Autism’s Engagement in Engineering Practices: Problem Scoping
Committee on Diversity, Equity and Inclusion Diversity Best Paper Finalist
Dr. Joyce Main, et al.
Institutional Agents’ Roles in Serving Student Veterans and Implications for Student Veterans in Engineering
Dr. Catherine Mobley, Clemson University
Dr. Joyce B. Main, Purdue University
Dr. Susan M. Lord, University of San Diego
Dr. Catherine E. Brawner, Research Triangle Educational Consultants
Prof. Michelle M. Camacho, University of San Diego
Come Get Your People!” Breaking Silences about Equity in Engineering Education Research
Dr. Alice Pawley, Associate Professor
To understand the persisting gender and race disparities among engineering students and professional engineers, researchers of engineering education equity have mostly drawn on theories and methods of psychology. But increasingly, and from necessity, they are now applying theories from the humanities and cultural studies. These include gender, race, and class theories, and less commonly, queer, crip (disability), and intersectionality theories. Such boundary crossing between engineering education and cultural studies research provides a rich opportunity to rethink the direction of not only engineering education equity research but also engineering education research altogether. Not coincidentally, it occurs at a time of a global awakening to inequities spurred by the #MeToo movement, #BlackLivesMatter organizing, and youth mobilizing against gun violence. But the ideas emerging from this work are profoundly unsettling in their questioning of assumptions long taken for granted and resulting in increased targeted harassment of STEM equity scholars.
Drawing on analogies from others fields and supported by her recent NSF CAREER research published in the Journal of Engineering Education, Alice Pawley will discuss the importance of turning our collective research attention on how we in the majority devastatingly maintain engineering education as a predominantly white, male, and inequitable space. Pawley, who was a principal investigator of Purdue’s ADVANCE program from 2008 to 2014 and is an affiliate faculty member in Purdue’s gender, women’s, and sexuality studies program, has received several awards for her research on engineering undergraduates of color.
We thank all of our community members - faculty, graduate students, alumni, and staff - for all of their hard work to participate in the annual conference. Here are some quick facts for perspective:
See event photos on ASEE's Flickr Album!