Thoughts from the Chair
The time has come to get your abstracts in for the annual conference! There are only two weeks remaining until abstract submissions are closed.
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2018 ASEE Annual Conference – Abstracts Due Oct 16th
Paper Abstracts: Have you started crafting your submission for the annual conference? The great work that you are doing needs to be shared at our annual conference!! Abstract submissions close on Monday October 16th.
Workshops: If you are considering submitting a workshop to be part of the annual conference, those abstracts are due October 30th. There are several important details to know about for them.
Important items to Note:
· Workshops require a $150 non-refundable application fee.
· Title, objective, description, ticket cost, speaker and bio and funding source are required to complete the application. If your workshop is accepted, you’ll have until May 7 to make any necessary edits to the content.
· Workshops have been moved to Sunday, June 24 from 9:00 am to Noon. This is an exclusive timeslot that won’t have any other type of sessions. That is the only workshop block available for the 2018 Conference.
· Because of the size of the rooms and scheduling, etc., the set up for workshops this year will be “theater style” – rows of chairs with no tables. If your workshop requires a different set, please request it on the application.
· Standard AV will be provided complimentary again this year. (Screen, projector, podium & mic) – additional AV can be requested on the application.
SPECIAL NOTE: The PCEE Division has a new requirement associated with submissions. If you submit an abstract, you will also be expected to review at least one abstract and paper. Failure to complete the assigned abstract and paper reviews will jeopardize the author’s ability to have future submissions to the PCEE Division accepted.
Call for Chapters – The Literacies of Design: Studies of Equity and Imagination with Engineering and Making
Design. Though defined in different ways, it’s often recognized as a productive process that can be used to improve or transform existing conditions. As such, design can be a powerful and active tool for moving toward equity and social justice. In the context of engineering and making, people of all ages and backgrounds can use design to make life better on personal, local, and societal levels: from implementing household modifications that bring comfort to a family member; to envisioning new infrastructures that bring clean water to regions devastated by disaster; to evaluating, critiquing, and re-imagining technologies and systems that contribute to societal inequities.
For this book, we are interested in studies that illuminate communication practices or literacies of design as it relates to the material world. Under recognition that the products and methods of engineering have been deployed in ways that perpetuate marginalization, we are especially interested in studies that explore relationships between literacies, equity, and engineering/making/tinkering.
We are calling for chapters that use original empirical (qualitative or quantitative) studies to offer insights, challenges, or extensions to current conceptions of literacies of design or design communication. These chapters may (or may not) address one or more of the following questions:
-What are the communication practices of design? What are the literacies of design?
-How can literacy-related pedagogies promote equity in or with engineering and making?
-What is engineering/making for equity, and what role do literacies or communication practices play in this vision?
-What research methodologies can illuminate relationships between literacies, communication practices, equity, and/or engineering/making/tinkering?
We welcome studies conducted with different participants in different spaces: pre-K children in home settings, engineers in the workforce, children and adults in makerspaces and museums, undergraduate engineering students engaged in service learning, or K-12 students in NGSS-aligned science classrooms, to name a few. We also welcome empirically-grounded theoretical papers.
We plan to market and disseminate this book to the following audiences:
– Teacher educators and pre-service or in-service teachers in science education methods courses, technology/engineering education methods courses, and content area literacy methods courses;
– Researchers in engineering education, technology education, science education, and disciplinary literacy;
– Leaders in maker-spaces, museums, and other informal learning spaces in STEM.
If you are interested in contributing a chapter, we request that a summary of around 750-1000 words be sent to Amy Wilson-Lopez, at email@example.com, by October 31, 2017. Please also feel free to contact Amy if you have further questions about the nature or scope of the book.
The Editorial team of this project is comprised of: Amy Wilson-Lopez, Utah State University; Joel Alejandro Mejia, University of San Diego; Eli Tucker-Raymond, TERC; Alberto Esquinca, University of Texas at El Paso
Assistant Professor, Science Education – Towson University
Tenure-track, 10-month Assistant Professor of Science Education position in the Department of Physics, Astronomy and Geosciences beginning August 2018. Doctorate in science education, curriculum and instruction (or an equivalent degree) or physical, earth or space sciences and extensive experience in science education. ABD applicants considered, but appointment will be at the Instructor rank and all degree requirements must be completed by February 1, 2019. Faculty assigned an instructional workload of six (6) course units per academic year for the first year. Beginning the second year the workload reverts back to the standard instructional workload of seven to eight (7-8) course units per academic year. Teach science content, field experience and methods courses for elementary and early childhood education majors, be involved in significant scholarly activity and provide service to the department. Review of application begins October 20, 2017 and continues until the position is filled. FCSM-N-3102. Follow this link for the full ad: http://www.towson.edu/provostbudgetoffice/documents/3102a_fcsm_pags_asst_prof_science_education.pdf
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. http://precollege.asee.org/get-involved
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