Thoughts from the Chair

I want to send a huge THANK YOU to all of the active PCEE division members – those who volunteer to provide the important reviews of paper submissions, the authors who take the time to share the great work they are doing, and the committee members who help guide our division. We are successful because of all that each of you does, and I am grateful to be part of this community.

2018 ASEE Annual Conference

There is great news for Reviewers who have requested draft paper revisions – you have an extension until March 28th to complete your review of the revisions. Note that if you fail to meet this deadline you jeopardize the authors’ opportunity to advance to the conference. We are counting on your timeliness as part of your dedication to the PCEE division!

Deadlines which all authors should be aware of include:

  • April 9 – Author registration deadline
  • April 30 – Final paper deadline with all blind indicators removed


PCEE Media Challenge is back!

The ASEE PCEE Division is excited to celebrate the efforts of those promoting inclusion and diversity in precollege engineering. We invite you to share with the world how you engage diverse students in inclusive engineering, and compete to win a $1000 travel award to the 2018 ASEE Annual Conference in Salt Lake City, Utah.

Objective: Share your best practices and strategies that demonstrate inclusion, educational equity, and diversity in teaching precollege engineering.

Format: 2-3 minute video or podcast, essay, infographic, blog, photo essay, — basically any form of media that meets the objective.

Deadline for submissions is May 1st.

Find more information on the PCEE website.

Student Essay Competition – 4 winners get to present at ASEE!!

Exploring the Intersection between Engineering Design Education and Analysis
What do you need to better learn engineering analysis?

Inspire us all to look forward to the future of engineering design education. Challenge our current assumptions.
Consider the far-reaching and expansive or one dimension could be explored in great depth. From the lens of an undergraduate or graduate student, how might engineering design be used to better teach engineering analysis?
Four winning student essay submissions will get to present their work as part of part of the ASEE DEED
Postcard Poster Session. At the session, the winners will be honored, including the official awarding of $500 (to
offset part of the cost of attending ASEE) and a certificate to each winning submission.

Submissions due April 16, 2018

Click here for full details.

Special Issue “Computer Science and Engineering Education for Pre-collegiate Students and Teachers”

There are widespread areas to explore in both engineering education and computer science education. While

computer science has roots in mathematics and is often seen as a branch of engineering, based on Johri and Olds’ Cambridge Handbook of Engineering Education Research (2014) and Kadijevich, Angeli, and Schulte’s Improving Computer Science Education (2013), exploration of computer science and engineering education offers a rich field of study.

This Special Issue “Computer Science and Engineering Education for Pre-Collegiate Students and Teachers” is a mechanism to advance and capture the current conversation about computer science and engineering education in pre-collegiate schools—worldwide—by using current research studies in the area. Quantitative, qualitative, mixed methods, and action research methodologies are welcome for this special issue. A clear problem and research questions, appropriate theoretical framework, literature review, methodology and methods, analysis, conclusions, and limitations are expected for all submitted articles.

More information can be found at

The deadline for manuscript submissions is Nov. 5th, 2018.

Participation in Research Study about Involvement will benefit ASEE

Several faculty from University Lincoln Nebraska are conducting a research project, funded by the National Science Foundation, whose main purpose is to determine the extent to which professionals from across all engineering disciplines who are involved in Computer Science Education & Engineering Education, and ways in which they may be engaged, or not, in related professional development activities (DUE-1323633). We aim to recruit from a broad range of engineering disciplines whose members may be engaged in education across all ASEE Professional Interest Councils and every ASEE PIC division.

In recognition of your ASEE’s cooperation, we are offering an incentive to the organization.  Specifically, for each completed survey, we will donate a nominal amount ($1) to support students or other professionals in professional development activities in a manner decided by ASEE Division leadership.  We are asking survey participants to identify their PIC and their Division and we will provide you with this information so that you can allocate this fairly.

Here is the link to the survey

Frequently Asked Questions:

What is the purpose of this research project and who is funding this research?

We are conducting a research project, funded by the National Science Foundation, whose main purpose is to determine the extent to which professionals engaged in Computer Science and Engineering Education are engaged in professional development activities (DUE-1323633).  As part of this project our team is conducting a survey of computer science education and engineering educators.  Our team includes experts in in each of the substantive domains plus social science and survey methodology.

What is this study about?

This study aims to advance our scientific understanding of the factors that shape professional development trajectories, especially regarding ongoing efforts to broaden participation in ways that optimize the inclusion of previously underrepresented groups in the field of Computer Science Education & Engineering Education.  Findings from this study also may inform efforts by professional associations and employers dedicated to improving recruitment into and retention of experts in this field.

Who should participate and how is their information protected?

Participation by ASEE members will be completely voluntary and confidential (UNL IRB approved). Survey administration, coding and analyses will occur behind a firewall-protected server housed at UNL.  For questions about the dissemination process, please contact the Bureau of Sociological Research at

Job Postings

Seeking Center Director – Harpeth Hall

Harpeth Hall seeks  a dynamic and proven leader to lead the Center for STEM Education for Girls. The Director will be highly organized and a strong communicator with proven experience in STEM fields, preferably in an underrepresented field (engineering, computer science, etc.) and preferably pre-college teaching expertise. The Director will have research expertise that fosters future success in leading Center-based research and will have a demonstrated interest in and understanding of the value of girls pursuing STEM and developing STEM pathways for girls. The Director will be a fearless networker and bring strong networks in related fields to the job. Lastly, the Director will be capable of “reimagining the box” and implementing a refreshed vision for the Center. Full job description available here.

Candidates should complete an online application including a letter of interest, curriculum vita, and references.

The Institute for STEM and Diversity Project Manager – Boise State University

The Institute for STEM and Diversity Project Manager will lead the implementation of programs, services and initiatives. This position will collaborate to 1) implement strategies for students and faculty to increase the academic success, self-efficacy, and retention of students in STEM majors and others interested in STEM opportunities, 2) transform the campus culture and climate for STEM education, and 3) network with K-12, higher education, and industry partners to address needs related to STEM student success.
Duties and Responsibilities:
Provide leadership for management of STEM initiatives and programs:
1. Create, implement, and assess STEM initiatives intended to increase the STEM student access and success, and contribute to the knowledge-base of STEM education.
2. Potentially supervise employees involved with STEM program activities and support their professional development.
3. Serve as liaison to and collaborate with, campus divisions/units, faculty, student service areas, and grant advisory committees as related to STEM activities for the enhanced student access and success in STEM fields.
4. Author or co-author publications related to the STEM education programs and results.
5. Actively assist in the pursuit of funding opportunities that sustain the STEM Program and enhance STEM student success and education.

Click here for additional details and the online application
Closing date is April 3, 2018.

Get Involved!

We invite you to join us in our efforts to ensure that every child engages in high-quality pre-college engineering education facilitated by effective educators.

Contribute to the Newsletter

This newsletter is for you! If you are interested in sharing brief items that would benefit our community, please let us know.

Show off your PCEE Style

Order t-shirts, totes, mugs, thermoses, bags, buttons and more! Proceeds go to support scholarships to the annual conference.

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