[INES Announce] ASEE 2025 LEES Division CFP - Due Oct 1

[Sarah Appelhans]

Dear INES community,

Planning has begun for the ASEE 2025 conference in Montreal, Canada! ASEE
has moved their abstract submission timeline up for this year. The LEES
division's CFP is appended below and attached. The abstract submission
portal *opened on NEMO <https://nemo.asee.org/> September 1 and will close
on October 1, 2024, 11:59 PM ET.*



Liberal Education/Engineering & Society (LEES) Division

Call for Papers and Proposals



The Liberal Education/Engineering & Society (LEES) Division invites
abstracts for papers and

posters, and proposals for full sessions, panel discussions, workshops, and
non-traditional

session formats for the ASEE Annual Conference
<https://www.asee.org/events/Conferences-and-Meetings/2025-Annual-Conference>
,
<https://www.asee.org/events/Conferences-and-Meetings/2025-Annual-Conference>
June
22 - 25, 2025 in Montreal, Quebec,

Canada. We especially welcome sessions that highlight local collaborators
and engineering

practice and engagement in and around Montreal and/or reimagine the
traditional conference

paper-session. *If you would like to propose a non-paper or poster-centered
session of any*

*kind, please email the LEES Program Chair, Kari Zacharias, at*

*kari.zacharias at umanitoba.ca <kari.zacharias at umanitoba.ca> **as early as
possible. *We are excited to work with you on

planning, proposing, and reviewing these sessions.



LEES is interested in the role of the humanities, arts, social sciences,
and communication in

engineering education, and in the role of engineering in broad and relevant
liberal education.

Engineering processes and products are value-laden; work in LEES calls
attention to implicit

and explicit values in engineering education. LEES welcomes proposals
related to any of the

diverse areas falling within the scope of our division, including but not
limited to: critical analysis

of social and ethical dimensions of technoscience; situating engineering
within larger social,

historical, political, and cultural contexts; course- and curricular-level
integration of engineering

and the humanities, arts, and social sciences; and the development, study,
and transformation

of engineering education programs.



LEES welcomes submissions on any topic pertaining to the broader division
goals. For the 2025

conference, we especially encourage work that pertains to the specific
themes below. We

encourage prospective contributors to consider building collaborations
across ASEE divisions

that might support our scholarship and capacity building. Past LEES work
has had strong

overlaps with, among other divisions: Ethics; Equity, Culture & Social
Justice in Education; and

Technological and Engineering Literacy/Philosophy of Engineering.



1. *Engineering Education for Truth and Reconciliation*

We invite submissions that explore engineers’ past and present connections
with

colonialism, as well as ways that engineering education can support
Indigenous

sovereignty and actions towards truth and reconciliation. Work in this area
may analyze

the role of engineering in (re)creating colonial relationships (Nieusma &
Riley, 2010),

examine engineers’ engagement with Indigenous communities (Ketchum et al.,
2023), or

critically explore STEM education as a space for reconciliation,
decolonization, or

Indigenization (Liboiron, 2021; Valle, Slaton, & Riley 2022). We welcome
contributions

that address colonialism, decolonization, and reconciliation in a wide
variety of local

contexts, including but not limited to American and Canadian settler
colonialism and the

many Indigenous cultures of Turtle Island (North America).



*2. Engineering and Conflict*

Engineers have long played significant roles in global politics, war, and
revolution, but

the field of engineering education has shown reluctance to confront its own
involvement:

“to write of politics, activism, or past events is not to engage in any
familiar way with

engineering epistemics” (Slaton & Vakil, 2024). We invite contributions
that contravene

this norm by examining relationships between engineering and conflict, both
in the literal

sense of engineers’ involvement in war, protest, labor disputes, etc.
(Nieusma & Blue,

2012; Riley & Lambrinidou, 2015; Wisnioski, 2012) and as an analytical
category that

can be applied to teaching and/or research in engineering education (Tonn &
Hira,

2024). In the context of ongoing geopolitical conflicts, rights violations,
and anti-DEI

legislative efforts, how might engineering education prepare students for
conversations,

considerations, and choices that acknowledge and address conflict?



*3. Engineering and Climate Change*

We invite submissions that focus on engineering values and practices
pertaining to

energy transition, decarbonization, and sustainability broadly. While
engineering has

contributed to climate change, it has also hidden the evidence (Oreskes &
Conway,

2011) and dodged or denied responsibility (Pawley, 2019). With states’
increased

attention to justice in energy transition and environmental racism
(Heffron, 2022;

Sovacool, 2021), we ask, how might engineering education prepare students to

participate in complicated, global, and local sociotechnical transitions
for climate change

mitigation?



4. *Sociotechnical Integration in Engineering Education*: LEES leads
efforts to critique

and dissolve the artificial boundaries between “social” and “technical” to
show that

engineering is always a sociotechnical endeavor. LEES work holds engineers

accountable for understanding how to bridge the socio-technical “divide,”
and minimizing

discriminatory disciplinary chauvinism (Reddy et al., 2023; Bairaktarova &
Pilotte, 2020;

Smith & Smith, 2018; Carrigan & Bardini, 2021). This work may be done on a
variety of

scales, from the personal to the cross-institutional. We especially welcome
submissions

that recognize, analyze, and otherwise engage with a “generative tension”
among LEES

participants, a group that serves as a venue for engineering educators
grounded in

science and technology studies and/or engineering studies and also makes
space for

liberal arts education program building which includes promoting the
importance of

communication and professional skills, etc (Nieusma, 2015).



The first step for all submission formats is an abstract or proposal.
Abstracts for papers and

posters must be submitted via Nemo by *October 1, 2024*. *Note that this is
one month earlier*

*than past abstract submission deadlines! *Abstracts should be
approximately 300-500 words

long and will be peer reviewed.



We will also work to incorporate a wide variety of other formats into the
peer review system,

designate them as special sessions, or otherwise find ways to include this
work in the

conference. We plan to repeat the special session format on teaching case
studies that LEES

hosted at the 2024 conference. Please stay tuned for more information about
submissions to

this session! If your proposal does not fit comfortably into the submission
options available

through Nemo, *please email LEES Program Chair Kari Zacharias*

*(**kari.zacharias at umanitoba.ca <kari.zacharias at umanitoba.ca>**) to
initiate the submission and review process.*



*ASEE is once again adamant that they will not extend any deadlines this
year because*

*they are trying to adapt a standard, annual calendar. *Information for
Authors will be posted

by ASEE regarding submission times and uploading instructions. All paper
submissions are

publish-to-present and will be peer reviewed by the LEES Division process
after submission to

ASEE’s paper management system. Abstracts and papers are double-blind
reviewed. It is the

author’s responsibility to ensure that the requirements for double-blind
review are met. The

abstract and subsequent drafts should NOT include authors’ names or
institutional affiliations

nor should author names be in the file name or in document properties. It
is not necessary to

include references in the abstract. Additional information will be shared
to the listserv for current

members and the LEES website <https://sites.asee.org/lees/> as the year
progresses.



To share ideas for panels/workshops or any questions about possible papers,
panels,

co-sponsoring with other divisions or other special session concepts, or to
express interest in

serving as a peer reviewer or session moderator, please contact the program
chair.



*(full reference list available in the attached PDF and on NEMO)*


Sarah E. Appelhans
Assistant Professor
Department of Engineering Studies
Lafayette College
Office: AEC 316
(610)330-5442
appelhas at lafayette.edu
Pronouns: she/her/hers
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