Grand Bridges in STEM
Call for Abstracts is now closed. Contact Conference@asqedu.org if you have questions or have not received a reply.
Join us in Sharing Ideas, Best Practices and Research in STEM Education and STEM Partnerships with Industry
Our Conference Focus Areas are:
Who should apply?
The conference invites high school teachers, education administrators, university faculty members, government officials, scientists and engineers, and workforce development professionals, managers and executives from manufacturing and industry to share your ideas, research, best practices and passion about your STEM initiatives and collaborations.
Because there are a limited number of sessions, the process is competitive. First an abstract is submitted and the program chairs will decide if the topic is consistent with the theme and focus areas of the conference. Second, all submitted papers will be peer-reviewed by reviewers. Based on the peer-review, the best papers will be selected for the conference. Two types of papers are encouraged; a short extended abstract paper that presents an idea and best practice and a full paper that includes an assessment.
A reduced registration rate will be offered to the primary author of the paper, after the author(s)’ paper is accepted in the peer-review process.
Doctoral Student Papers are Welcome!
View the instructions for the Submission of Abstracts and Papers and Peer-Review Process for Papers. (PDF, 328 KB)
Papers will be due March 7, 2013.
Industry Partnerships and Transition to STEM and Engineering Careers
- Bridging STEM careers through co-ops, internships and joint partnerships
- Helping graduates transition to an engineering/STEM career: problems and best practices
- Challenges of partnerships between small manufacturing or engineering companies and colleges
- Industry partnerships for capstone projects or class projects
- Best practices for industry advisory committees for improving STEM curricula
- Recognizing the unique role of community/technical colleges in bridging STEM education and the workplace
- New models for partnerships between community/ technical colleges and industry for developing manufacturing and engineering technicians
- The challenge of developing 21st century global leaders in science and engineering
- U.S. and global models for P-20 STEM/engineering learning: Partnerships in the community
Higher Education STEM — Improved Learning through Teaching and Communities
- Using high impact teaching practices such as active learning, inquiry thinking, integrated curricula, experiential and problem based learning in STEM/engineering classrooms
- New teaching/learning programs such as the “flipped” classrooms for STEM courses
- Applying scholarship of teaching and learning to the STEM fields
- Engaging and retaining students at community/technical colleges: Best practices for the community college classroom
- First Year Programs for engineering and STEM students
- The influence of certifications on STEM curricula
- STEM student retention best practices — innovative learning communities, bridge programs and student learning centers
- Systems thinking for STEM retention using continuous improvement, e.g. PDSA, the Baldrige Education Criteria and Lean Six Sigma
- Using student surveys to continually improve the academic success of STEM students
- Global models for STEM higher education
College-Ready in STEM and Transition to College
- Preparing high school students to be STEM college-ready
- Partnering of P-12 schools with colleges and the community for STEM student success
- STEM High Schools: Case studies of successes and challenges
- Training/professional development of STEM high school teachers for improved student preparedness for college and STEM careers
The STEM Gap: Representation and Access in STEM
- K-12 outreach Programs: Engaging girls and minorities
- K-12 engineering and STEM curriculum innovations
- College-based summer enrichment programs
- Using the continuous improvement cycle to improve STEM support programs (mentoring, tutoring, bridge programs)
- Success with the NAE “Changing the Conversation” case studies
- Social responsibility, communities and helping disadvantaged students