1. Election for ERM Executive Board Positions: Chair and Two Directors
2. Workshop: PEER Collaborative Peer Mentoring Workshop and Unconference
3. Webinar: A Guide to Organizing and Hosting Inclusive Events – April 11, 2017
4. Weeklong Workshop: Olin College Summer Institute: Designing Student-Centered Learning Experiences
5. Call for Research Participants: Seeking Engineering Student Survey Participants
6. Call for Abstracts: World Engineering Education Forum 2017
7. Position Announcement: PhD Student to Perform Engineering Education Research – South Dakota School of Mines and Technology.5. Call for Papers for a Special Issue on Engineering Education
8. Call for Applications: Post-doctoral Position at Purdue University in K-12 Integrated STEM Emphasizing Ag Life Sciences
9. Position Announcement: Post-doctoral Researcher Position with Purdue University’s INSPIRE Research Institute in K-2 Integrated STEM+Computational Thinking
10. Position Announcement: Assistant or Associate Director for Inclusive Excellence at the Center for the Enhancement of Learning and Teaching at Tufts University
11. Position Announcement: Assistant Director for Teaching and Learning at MIT’s Teaching and Learning Laboratory
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1. ELECTION FOR ERM EXECUTIVE BOARD POSITIONS: CHAIR AND TWO DIRECTORS
ERM 2017 Ballot
The ERM ballot is now open and will close on April 15. The electronic ballot includes 1) a proposed revision to the ERM bylaws and 2) the election of the division Chair and two Directors.
You may cast you ballot here: https://www.surveymonkey.com/r/ERM2017election
Please contact Jay Pembridge (ERM Nominating Committee Chair, James.Pembridge@erau.edu) if you have any questions about the election or Monica Cardella (ERM Division Chair) if you are interested in getting involved by volunteering to chair a committee, serve on a committee, review papers, or serve as an Apprentice Faculty Grant Mentor.
The election timeline is:
March 1: Nominations Open
March 17: Nominations Closed
April 1: Elections Begin
April 15: Elections End
May 1: Announcement of new officers
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2. WORKSHOP: PEER COLLABORATIVE PEER MENTORING WORKSHOP AND UNCONFERENCE
Are you a faculty member (pre-tenure, tenured or mid-career faculty) or research staff who is primarily evaluated on your engineering education research? The PEER Collaborative is a small but growing community of people in a similar situation who mentor each other in engineering education research matters
The 2017 PEER Collaborative National Workshop is scheduled in parallel with the ASEE Annual Conference in Columbus, Ohio. Specific dates and times are still TBD.
More information and signup at http://peer-collaborative.org.
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3. WEBINAR: A GUIDE TO ORGANIZING AND HOSTING INCLUSIVE EVENTS – APRIL 11, 2017
Register now for the ASEE MIND/WEPAN Webinar: A Guide to Organizing and Hosting Inclusive Events on Tuesday, Apr 11, 2017 11amEDT/10amCDT/9amPDT
Presenters: Julie Martin, Shannon Stefl and Amy Slaton
Register at: https://attendee.gotowebinar.com/register/3178079367021111299
Last October, a group of researchers, educators and diversity experts met at Clemson for the working conference entitled, “Who’s Not at the Table?: Building Research Capacity for Underserved Communities in Engineering”. This webinar is a “don’t-miss” for anyone considering hosting a meeting, workshop, conference, or other event! Conference organizers Julie Martin, Shannon Stefl, and Amy Slaton will share what they learned about hosting an inclusive event. Webinar participants will leave with ideas for setting meeting “norms” that promote a culture of trust, planning considerations for making events fully accessible to people having disabilities, budgetary necessities, and effective ways to promote networking among and full participation among attendees. Time will be reserved for Q&A from webinar attendees. Please register and send your questions in advance to martin1@clemson.edu. This webinar is hosted by WEPAN (wepan.org) in conjunction with the ASEE Minorities in Engineering Division.
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4. WEEKLONG WORKSHOP: OLIN COLLEGE SUMMER INSTITUTE: DESIGNING STUDENT-CENTERED LEARNING EXPERIENCES
Are you looking to build new skills as a designer of student-centered learning experiences? Join teams of faculty, faculty developers, and administrators from across the U.S. and around the world at the 2017 Olin College Summer Institute. Designing Student-Centered Learning Experiences is a weeklong interactive workshop for teams of who are engaged in a curricular change effort at their own institution. Hands-on analysis and design exercises, case studies, and project consulting and coaching sessions will equip institute attendees with learner-centered mindsets and practice tools to create and launch new courses, programs and/or educational initiatives.
Designing Student-Centered Learning Experiences will be held June 5-9, 2017. The application may be found here. For more information, contact collaboratory@olin.edu.
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5. CALL FOR RESEARCH PARTICIPANTS: SEEKING ENGINEERING STUDENT SURVEY PARTICIPANTS
Dear Colleagues,
We ask that you please distribute this survey link widely to students in your engineering programs. We are collecting student responses to inform our study: “Impacts of Prior Work Experience on Adult, Non-Traditional Engineering Students” (NSF #1360987/1361028). We are seeking responses from engineering undergraduate students of all ages, 18 years and older. We are aiming to collect at least 500 responses from diverse institutes of higher education. Survey participants will respond to a variety of questions regarding their professional identity, experience, and more. Responses are not linked to individual participants.
Link: https://www.surveymonkey.com/r/ESEv2017
Thank you kindly,
Maria-Isabel Carnasciali, University of New Haven
Shannon Ciston, University of California, Berkeley
Melissa Whitson, University of New Haven
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6. CALL FOR ABSTRACTS: WORLD ENGINEERING EDUCATION FORUM 2017
The 7th World Engineering Education Forum (WEEF) 2017 will be held this year from November 13-16 in Kuala Lumpur, Malaysia. WEEF 2017 will host about 1,000 delegates and provides a platform for key players in the global engineering community to share information and network with fellow academics and industry players. This year’s theme, “The Era of Synergistic Collaboration”, will include key messages from leading international thinkers, group sharing activities, regional focus groups and specially-designed parallel sessions on a range of engineering-related topics. In-line with the theme, there will be many planned networking sessions, as well as a session for getting to know communities of practice in EER from different regions of the world, especially from Asia.
Extended abstract submissions are now open to authors presenting papers in the field of Engineering Education. All papers published in the proceedings will be indexed in Scopus. Categories of Papers include:
· Work-in-progress in Engineering Education
· Scholarly Experience Sharing in Engineering Education
· Innovative Practice Sharing in Engineering Education
· Scholarly Research in Higher Education/Engineering Education
· Short Paper / Poster
For more information on Areas of Research, Submission Guidelines and Online Submission, visit http://www.weef2017.org/paper-submission-guideline.php
For more information on WEEF 2017, please visit our website: www.weef2017.org
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7. POSITION ANNOUNCEMENT: PHD STUDENT TO PERFORM ENGINEERING EDUCATION RESEARCH- SOUTH DAKOTA SCHOOL OF MINES AND TECHNOLOGY
Our team received an official approval from NSF to pursue our research on “Extending the Theoretical Framework of Numeracy to Engineers.” We explicitly budgeted for a PhD student to perform this work. Technically, the student will receive a PhD in Chemical and Biological Engineering from the South Dakota School of Mines and Technology, but their research would be related to Engineering Education Research.
In short, numeracy is described as the means to translate math between all of its forms: symbolic, verbal, visual, and physical. This is a well-established field in the areas of health and social sciences, but not engineering. While research has been done in engineering on numeracy, the formal name or theory never has been associated with that work. The goal of the research is to formally establish the theory of engineering numeracy in a number of ways including identifying its core competencies. The second part of the work will involve developing a concept inventory to measure engineering numeracy.
If you know a student who may be interested in this, please encourage them to apply. All disciplines, genders, races, etc… are welcome to apply. All we desire is a genuine interest in the field and a motivated worker. If this sounds of interest to you (as a student) or you can think of an undergraduate in your program who may be a good fit, please forward this to them. Interested parties may contact me at any time at kevin.hadley@sdsmt.edu.
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8. CALL FOR APPLICATIONS: POST-DOCTORAL POSITION AT PURDUE UNIVERSITY IN K-12 INTEGRATED STEM EMPHASIZING AG LIFE SCIENCES
A project team of education researchers at Purdue University has a position available immediately for a post-doctoral fellow. This position is funded by a grant from the National Science Foundation’s Innovative Technology Experiences for Students and Teachers (ITEST) program. The project will require the postdoc to analyze data and disseminate findings around student work related to engagement in integrated STEM learning experiences in a disciplinary area (i.e., agricultural life sciences) that has largely been underexplored as a culturally relevant context for underrepresented minorities in K-12 settings. For more information: http://www.ydae.purdue.edu/positions/
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9. POSITION ANNOUNCEMENT: POST-DOCTORAL RESEARCHER WITH PURDUE UNIVERSITY’S INSPIRE RESEARCH INSTITUTE IN K-2 INTEGRATED STEM+ COMPUTATIONAL THINKING
The INSPIRE Reasearch Institute for Pre-College Engineering in the School of Engineering Education at Purdue University is seeking applications for a postdoctoral researcher position. The Postdoctoral Researcher would work with INSPIRE faculty, staff, and students on a project focused on integrating STEM+Computational Thinking+ Literacy for K-2nd grade students in both school and out-of-school settings. More information about the “Integrated STEM and Computing Learning in Formal and Informal Settings for K-2” project can be found on INSPIRE’s website:
https://engineering.purdue.edu/INSPIRE/Research
To apply, candidates should send: 1) a letter of interest, 2) curriculum vita, and 3) a list of three references to Monica Cardella, Director of INSPIRE. Curriculum vitae should include publications and presentations. The start date for the position is flexible, but review of applications will begin on April 3, 2017. Please contact Dr. Cardella with any questions about the position.
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10. POSITION ANNOUNCEMENT: ASSISTANT OR ASSOCIATE DIRECTOR FOR INCLUSIVE EXCELLENCE AT THE CENTER FOR THE ENHANCEMENT OF LEARNING AND TEACHING AT TUFTS UNIVERSITY
The Center for the Enhancement of Learning and Teaching (CELT) at Tufts University is seeking applicants for the newly created position of Assistant or Associate Director for Inclusive Excellence.
The leadership of Tufts has made Diversity and Inclusion a major priority on our campus. CELT has just completed a 3-year Davis Educational Foundation Grant project focused on Inclusive Excellence and this position will continue the work of the grant as well as developing new programs and activities to promote inclusive teaching.
This position will be part of a dynamic team engaged in faculty development for Tufts seven schools. Specifically the position will:
•Continue to oversee current programming for Inclusive Excellence
•Develop additional programming to advance inclusive teaching
•Work with colleagues to implement and assess the impact of inclusive excellence initiatives
•Work with CELT colleagues to infuse the concepts and practices of inclusion into current programming
•Provide consultations with Tufts faculty
•Participate in current and future initiatives at CELT as needed
•Engage in scholarship on the topic of Inclusive Teaching and faculty development
This is an excellent opportunity for a new or seasoned faculty developer to contribute to a dynamic, well-supported teaching center.
Qualifications:
Basic Requirements:
•Ph.D. or Ed.D. in social sciences, humanities, education, or STEM disciplines
•Ability to develop and coordinate appropriate faculty development opportunities on inclusive teaching, learning and assessment practices
•Knowledge of “best practices” in Inclusive teaching
•Demonstrated ability to collaborate effectively with diverse populations
•A creative and motivated self-starter who can develop and implement tested and emerging ideas from the field
•Excellent writing and oral communication skills
•Flexibility to participate where needed in programs and activities of the Center
Preferred Qualifications:
•Prior experience at a Teaching Center
•Teaching experience at the University level preferred
•Experience in developing, implementing and assessing faculty development programming
•Understanding of faculty needs in a research/student centered institution
•Familiarity with change methods and models
Candidates from groups historically underrepresented in faculty development are strongly encouraged to apply.
Tufts University is an AA/EO employer and actively seeks candidates from diverse backgrounds.
If interested in applying, please click here: http://tufts.taleo.net/careersection/ext/jobsearch.ftl?lang=en and search with the Job Number input of 17001139
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11. POSITION ANNOUNCEMENT: ASSISTANT DIRECTOR FOR TEACHING AND LEARNING AT MIT’S TEACHING AND LEARNING LABORATORY
Job Description
ASSISTANT DIRECTOR FOR TEACHING AND LEARNING, Office of the Dean for Undergraduate Education (DUE)-Teaching and Learning Laboratory (T+LL), to contribute to T+LL’s ongoing programs and activities and develop new services as needs arise. Responsibilities will include working with MIT faculty, teaching assistants, and other instructional staff to support teaching and learning through the implementation of research-based practices and pedagogies via workshops, individual consultations, and classroom observations; monitoring current developments in higher education STEM teaching and learning; serving as a liaison between the STEM teaching and learning community and MIT; developing online multimedia resources for MIT educators highlighting evidence-based classroom practices and findings from the learning sciences; disseminating information about teaching and learning activities at the Institute through T+LL’s blog; collaborating with other T+LL staff in the redesign of its website; supporting T+LL’s two certificate programs for graduate students and postdocs–the Kaufman Teaching Certificate Program (KTCP) and the Educational Technology Teaching Certificate Program (ETCP); and assisting T+LL’s associate directors for assessment and evaluation in studies related to the effectiveness of pedagogy, curriculum, and education technology.
TL+L’s mission is to jointly partner with MIT educators to create an educational environment where students are academically challenged, actively engaged, and personally supported.
Job Requirements
REQUIRED: at least two years’ experience in educational development or related field; college-level teaching experience; demonstrated knowledge of the issues, best practices, current research, and innovations in STEM higher education; excellent writing and presentation skills; talent for listening carefully and communicating tactfully; and ability to work collaboratively in a high-pressure environment with minimal supervision. Preference will be given to candidates with a Ph.D. or Ed.D. in an appropriate field such as engineering education, science education, or a STEM discipline. Job #14526-P
This is a two-year term appointment.
Apply here: https://careers.peopleclick.com/careerscp/client_mit/external/jobDetails.do?functionName=getJobDetail&jobPostId=9569&localeCode=en-us
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