Call for Abstracts

Full Papers and Work-in-Progress

FIE welcomes Full Papers up to eight-pages and Work-in-Progress Papers up to four-pages that address the broad tracks of (1) innovative practice, (2) research-to-practice, and (3) research. Work-in-progress papers are typically in frontier areas where it is understood the work is in an early or intermediate stage and authors are seeking feedback from the community. Further, FIE welcomes proposals for panels, workshops, and special sessions to disseminate scholarly efforts in non-traditional ways.

The anticipated audience for FIE represents a broad spectrum of backgrounds. Attendees cover all disciplines relating to engineering and computing education and come from a variety of institutions and organizations worldwide. Typical interests range from education research to extending promising results into their own educational settings. Attendees are eager to learn not only of your results but how your results might be applied in their particular discipline at their particular institution.

We encourage authors to consider the FIE conference theme described on the conference website while also considering a track type that their paper aligns with. When submitting your paper to the conference website, you will select the relevant track from the dropdown list. Below are the main tracks prevalent at the FIE conference along with example areas within each, but these are not limiting:

1. Professional Development
   1.1 Personal and Professional Development
   1.2 Teaming and Teamwork
   1.3 Competency and Applied Learning Theory
2. Diversity and Broadening Participation
   2.1 Ethics and Thinking
3. Pedagogical Approaches
   3.1 Gamification
   3.2 Project based learning
   3.3 Instructional Methods
   3.4 Collaborative and Active Learning
   3.5 Applied Learning Theory
4. Remote/Online Teaching and Learning
   4.1 Online and Learning Technologies
   4.2 Online Learning and Teaching
5. Computing
   5.1 AI and Machine Learning
   5.2 Algorithms
   5.3 Computing and Professional Skills
   5.4 Data Science
   5.5 Cybersecurity
6. Student Perspectives
   6.1 First Year
   6.2 Improving Student Thinking
   6.3 Capstone and Design
   6.4 Affective Domain
   6.5 Innovation and Creativity
7. Curriculum and Course Development
   7.1 Electrical and Computer Engineering
   7.2 Information Systems
   7.3 Business of Research
   7.4 Competency Development
   7.5 Assessment Techniques
   7.6 Culture of Teaching and Learning
8. K12 STEM Education
9. Others

Finally, you should categorize your paper as:

1. Innovative Practice
2. Research-to-Practice
3. Research

Please note that one author from each paper is expected to register for and participate in the full conference. These categories influence the overall structure and contents of the submitted work. Each category follows with suggestions for expected paper contents.

1.     Innovative Practice Category

The innovative practice category is for scholarly proposals of reflective or novel practice in engineering and/or computing education. Excellent proposals are well situated in prior literature on teaching and learning and outline an innovation of value and interest to engineering and/or computing educators.

Abstracts: Innovative Practice Abstracts should be 300-500 words and should clearly present the paper’s relevance to engineering education and how the work is innovative.

Each abstract must briefly state the specific contribution of the paper to the innovative practice of engineering and/or computing education. Contributions may be made in various forms, and should include a description of what is unique about the innovative practice, how the innovative practice differs from and builds on previous practice as documented in the literature, and new ideas that conference participants would take away from this paper. The abstract should describe the setting for the innovative practice in the broad context of engineering and/or computing education, (not necessarily the particular institutional context), motivations for the innovative practice, and the results obtained. Abstracts must present the paper’s relevance to engineering and/or computing education and how the work is innovative.

2.     Research-to-Practice Category

The research-to-practice category is for scholarly proposals that outline applications of research in engineering and/or computing education. Excellent proposals are well situated in the theoretical framework(s) that support teaching and learning and apply these theoretical frameworks to the practice of engineering and/or computing education.

Abstracts: Research-to-Practice Abstracts should be 300-500 words and should clearly present the theoretical frameworks of teaching and learning being applied, and the implications for the practice of engineering and/or computing education.

Each abstract must briefly state the specific contribution of the paper towards illustrating how engineering and/or computing education research informs educational practice. Contributions may be made in various forms, but they should describe the setting for the practice in the broad context of engineering and/or computing education, (not necessarily the particular institutional context), motivations for the practice, research that supported the practice, and results obtained. Abstracts must outline the theoretical frameworks that inform the practice and state the implications for educational practice with a focus on action.

3.     Research Category

The research category is for scholarly proposals that outline contributions to research in engineering and/or computing education. Excellent proposals are well situated in prior literature on teaching and learning, and outlines research methods and findings of value and interest to engineering and/or computing educators.

Abstracts: Research Abstracts should be 300-500 words and should clearly present the paper’s research contribution and its relevance to engineering and/or computing education. Each abstract must state the specific research contribution of the paper. Contributions may be made in various forms, and should include the research questions addressed, methods used, and results found, and a description of how the results build on prior research. Abstracts must provide a summary of the research contribution/expected results and brief statement of the implications for educational practice with a focus on action.

Pre-Conference Workshops

Pre-Conference Workshops can provide participants with an opportunity to extend their knowledge and strengthen their skills in the area addressed by the workshops. These sessions provide additional time for interaction with participants since they are allotted three-hour time slots during the workshop day scheduled outside the regular conference blocking. Pre-conference Workshops should provide a collaborative, active learning environment for the attendees. Attendees should leave with skills, knowledge, or materials that they can use in their own teaching practice or scholarship of learning and teaching.

Approval Procedure

To be approved to offer a pre-conference workshop, facilitators/authors will need to 1) submit a special pre-conference workshop proposal abstract (800-1000 words) electronically via the conference submission website and 2) if the abstract is approved, submit a detailed outline of the workshop (~4 pages) that provides sufficient detail to give attendees a sense of what to expect during the session and motivate them to attend.

The initially submitted proposal abstract for a pre-conference workshop will be reviewed to determine if it is an appropriate fit for the FIE conference. If the proposal passes the first review, the facilitators/authors will be invited to submit a workshop outline draft that conforms to the required IEEE format for the conference. This full paper will undergo a more thorough, second round of peer review. Following the second round of peer-review, facilitators/authors will be notified of acceptance/rejection and any final requested edits prior to final paper submission. Please see the conference website for a list of relevant deadlines.

Expected Content

Both the pre-conference workshop proposals abstracts (800-1000 words) and the detailed outline (~4 pages) must include each of the following elements. An approximate word count for each section of a proposal abstract is provided and can be scaled for the detailed outline, if accepted.

• the contact information (name, affiliation, and email) for each anticipated facilitator or presenter in the workshop
• goal(s) of the Pre-Conference Workshop and how these goals align with the goals of FIE
• a description of topics/subjects/content of the workshop situated in the context of relevant literature (approximately 200-300 words)
• an explanation of the qualifications of each presenter to leading the workshop (approximately 100-200 words)
• an explanation of the interaction expected during the session and a session agenda that includes details and approximate time allotted for each activity, up to three hours total (approximately 150 words)
• a description of the anticipated audience and the maximum number of people you would prefer to participate (approximately 100 words)
• a description of the take-away skill, knowledge or material that attendees will acquire (approximately 100-200 words)
• Any special requirements for electricity, audio-visual equipment, or materials.
• Any additional anticipated fee for attendees to cover materials and supplies. The FIE committee may impose additional fees to cover facility expenses.
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Additional Information

• Pre-conference Workshop presenters will submit an outline and supporting documentation for the workshop, rather than a formal paper.
• Pre-conference Workshops detailed outlines will be peer-reviewed by at least three reviewers.
• Pre-conference Workshops detailed outlines should adhere to the required IEEE formatfor the conference. Templates are available on the conference website.
• Additionally, because workshops are partly evaluated based on the expertise of the facilitators, the submissions should be prepared for single-blind review (i.e., the authors and affiliations should be identified).
• Pre-conference Workshop presenters must register for and attend the conference.
• Pre-conference Workshop attendees must pre-register for workshops. You may charge an additional fee to cover workshop materials.

Important dates

February 14, 2022
Abstract Submission Deadline

March 7, 2022
All Acceptance Communications

April 25, 2022 (Extended deadline)
Preliminary Paper, Special Session and Panel Summary Papers, and Workshop Outlines, Submission Deadline​

June 10, 2022
Notification of Paper Revision Requirements and Final SSPCW Acceptance Communication

July 5, 2022 (Extended deadline)
Revised Paper Submission (major revisions)

July 18, 2022 (Extended deadline)
Peer Review Final Acceptance Communication

August 1, 2022 (Extended deadline)
Final Camera-Ready Paper Submission & Copyright Deadline

October 8-11, 2022
CONFERENCE