1. ERM Co-Sponsored Panel at the ASEE Annual Conference: P-12 STEM Education: Learning Through Guided Discovery (June 26)
2. Workshop Openings for the Advanced National Effective Teaching Institute (June 23-24)
3. Canadian Engineering Education Association Annual Conference (June 4-7)
4. Call for Research Participants: Faculty Perceptions on Student Motivation to Learn in Concept-Heavy Engineering Courses
5. Position Announcement: Postdoctoral Fellow, Department of Engineering Education, College of Engineering & Applied Science, University of Cincinnati
6. Position Announcement: Non-Tenure Track Position: Teaching Faculty/Freshman Engineering Adviser
7. Position Announcement: Instructor, Department of Mechanical Engineering, University of South Florida, Tampa
8. Position Announcement: Tenure-track Faculty Position in Chemical Engineering at Campbell University

=============================================================
1. ERM CO-SPONSORED PANEL AT THE ASEE ANNUAL CONFERENCE

PANEL: P-12 STEM Education: Learning Through Guided Discovery

This event will be conducted by leaders in the field with experience in implementing STEM activities.
Date/time: Mon. June 26, 2017, 1:30 PM to 3:00 PM
Venue: Room A112, Columbus Convention Center
https://www.asee.org/public/conferences/78/registration/view_session?session_id=7061

=============================================================
2. WORKSHOP OPENINGS FOR THE ADVANCED NATIONAL EFFECTIVE TEACHING INSTITUTE

There are still a few openings for the advanced National Effective Teaching Institute (NETI-2), which will be offered June 23-24, 2017 at the Hyatt Regency Hotel in Columbus, OH. Drs. Susan Lord, Matt Ohland, and Michael Prince will lead each workshop. Topics to be covered are listed on the accompanying outlines.

Participants for the NETI workshop will include 50 faculty members from all branches of engineering and engineering technology. The registration fee for the 2-day NETI-2 is $1,050. This fee covers organization and presentation costs, participant notebooks, breakfasts, lunches, and breaks. Attendees’ institutions are expected to cover the participants’ expenses for transportation, lodging, and one meal per day.

Candidates for NETI-2 should be experienced with using the basic active learning techniques covered in NETI-1 and be ready to adopt more challenging techniques such as cooperative and problem-based learning. In general, these will be faculty with more teaching experience, but instructors at all age and career levels are welcome at either workshop, so long as they have the appropriate background.

Please return a copy of the registration form for the workshop and a check for the appropriate amount made out to ASEE/NETI as quickly as possible. We accept applications on a first-come, first-served basis, and have had to turn nominees down almost every year. We will contact you directly by e-mail to give you further details about the NETI. If your institution’s policies make it difficult for you to prepay the workshop fee, please send a personal check made out to ASEE/NETI. We will issue a receipt so your institution may reimburse you.

We look forward to hearing from you. If you have any administrative questions, please contact Heather Deale at ASEE headquarters via email (h.deale@asee.org). For questions about the workshop content, please contact Dr. Michael Prince at prince@bucknell.edu

=============================================================
3. 2017 CANADIAN ENGINEERING EDUCATION ASSOCIATION ANNUAL CONFERENCE, JUNE 4-7, 2017
Please consider attending the 2017 Canadian Engineering Education Association Annual Conference, June 4-7, hosted this year by the University of Toronto. Whether you want to enhance your teaching, take workshops on pedagogy, learn about engineering education research, envision educating the Engineer of 2050, or have dinner at the iconic Casa Loma (yes, the banquet is in a castle!), there are lots of wonderful reasons to attend.
We have pulled together a packed program of talks, workshops, posters, and symposia and expect over 200 engineering educators from across Canada, and beyond. Thank you!

Home 1

=============================================================
4. CALL FOR RESEARCH PARTICIPANTS: FACULTY PERCEPTIONS ON STUDENT MOTIVATION TO LEARN IN CONCEPT-HEAVY ENGINEERING COURSES
(Please distribute widely to faculty in your programs)
Dear Engineering Educator,

We would like to invite you to participate in a research study that seeks to understand faculty perceptions on student motivation to learn in concept-heavy engineering courses. Specifically, we are requesting for the help of professors and instructors who have taught the following courses:
· Statics
· Dynamics
· Thermodynamics
· Strength of Materials / Mechanics of Deformable Bodies
· Circuits
· Programming
· Fluid Mechanics
· Heat Transfer

These courses fit our focus on teaching and learning experiences in concept-heavy engineering courses. If you choose to participate, kindly fill out the following survey by clicking on this link: Faculty perspectives on motivation
As part of the survey, you will be asked if you would like to do an interview. If you choose to participate only in the survey, you will be entered in a drawing for a chance to win a $50 Amazon gift card. If you agree to give an interview, we will correspond with you separately to schedule a time within the 124th ASEE Annual Conference (June 26-28) when you will be available for an interview. The interview will be conducted at a mutually agreeable time and location within the Conference location in Columbus, Ohio. Your input, however, is valuable to us. If you are interested in participating but not attending ASEE, we can arrange for a phone interview.
To thank you for sharing your time with us, you will receive a $25 Amazon gift card for participating in the interview. Nevertheless, should you choose to withdraw from the study at any point, you are free to do so. Should you have any questions about the study or your participation, please feel free to contact Michelle Soledad at soledadmm@vt.edu or 540.355.0108.
Sincerely,
Holly Matusovich, PhD, Virginia Tech
Michelle Soledad, Virginia Tech
=============================================================
5. POSITION ANNOUNCEMENT: POSTDOCTORAL FELLOW, DEPARTMENT OF ENGINEERING EDUCATION, COLLEGE OF ENGINEERING & APPLIED SCIENCE, UNIVERSITY OF CINCINNATI

The Department of Engineering Education has two (2) positions immediately available for a Postdoctoral Fellows. Skills required include, but are not limited to, knowledge of rating scale analysis (using item response theory), traditional psychometric analysis, requiring a proficiency in SAS, LISREL, TestFact, R, or similar data analysis software. Successful candidates will have a working knowledge (or be willing to learn) SQL (language to query data bases), PHP, HTML, and Python (scripting language).

Responsibilities:
The Postdoctoral Fellows are expected to work collaboratively with an extended research team by: contributing to study design; develop surveys of students and faculty; create interview and focus group protocols; conduct interviews or focus groups of stakeholders; analyze data using statistical methodologies common in education research; disseminate research findings through scholarly journals, academic conferences, and electronic media; and develop research proposals.

Qualifications:
Ph.D or Ed.D. in an appropriate field such as engineering education, science education, educational research, measurement, or psychology, or assessment and evaluation; knowledge of quantitative and qualitative methodologies used in educational research; knowledge of SPSS; undergraduate degree in engineering or a science discipline preferred; excellent writing and speaking skills; ability to listen well and communicate tactfully.

Postdoctoral fellows will participate in data analysis, supervise the work of graduate and undergraduate research assistants, train graduate and undergraduate teaching assistants, publish research papers, contribute to grant writing, and help shape the overall scope and direction of the research. This is an opportunity to learn about and/or apply design research methods and research-to-practice with a group having over a 15-year history of conducting research in Engineering Education.

A successful candidate for this position needs strong qualitative and quantitative research skills, and good communication skills (particularly written). Prior knowledge of/interest in problem solving, mathematical modeling, or design education would be helpful.

Term of appointment:
This will be a one-year appointment with an option to renew for a second year contingent upon available funding and first year performance. The salary is competitive and includes benefits.

If you are interested in this position, please send your CV, cover letter, and contact information for three references (or reference letters that also include contact information) to:

PK Imbrie, Ph.D., Head and Professor, Department of Engineering Education and Professor, Department of Aerospace Engineering and Engineering Mechanics (pk.imbrie@uc.edu)
Teri Reed, Ph.D., Assistant Vice President for Economic Development, Office of Research and Professor of Chemical Engineering (Teri.Reed@uc.edu).

=============================================================
6. POSITION ANNOUNCEMENT: NON-TENURE TRACK POSITION:TEACHING FACULTY/FRESHMAN ENGINEERING ADVISER
The McCormick School of Engineering and Applied Science plans to hire a continuing, full-time Assistant Professor of Instruction (non-tenure track; rank negotiable) to serve as a freshman adviser in undergraduate engineering. The adviser will support first year students in academic and career planning. In addition to these duties, the adviser will be expected to teach three quarter-length courses annually, emphasizing freshman design.

Qualifications: Preferably a doctorate in engineering, with a minimum of 3-5 years of academic or industry experience. A desire to work with undergraduate students is a must. Research interest in engineering education will be a plus.

Application Procedure: Applications must be submitted electronically at https://openposition.mccormick.northwestern.edu/apply/index/NjQ=.

Applicants will need to upload a cover letter, a curriculum vitae, a statement about their advising and mentoring philosophy, and the names and e-mail addresses of three references. To receive full consideration, all materials should be received by June 15, 2017. The desired starting date is August 1, 2017.

About McCormick: Founded in 1909, the Robert R. McCormick School of Engineering and Applied Science at Northwestern University thrives at the intersection of global problems and the knowledge needed to solve them. For more information about this position, contact Associate Dean Wesley Burghardt at w-burghardt@northwestern.edu.

Northwestern University is an Equal Opportunity, Affirmative Action Employer of all protected classes, including veterans and individuals with disabilities. Women, underrepresented racial and ethnic minorities, individuals with disabilities, and veterans are encouraged to apply. Hiring is contingent upon eligibility to work in the United States.

=============================================================
7. POSITION ANNOUNCEMENT: INSTRUCTOR, DEPARTMENT OF MECHANICAL ENGINEERING, UNIVERSITY OF SOUTH FLORIDA

Instructor (job opening ID#00012993), Department of Mechanical Engineering, University of South Florida, Tampa starting Fall 2017
The Department of Mechanical Engineering at the University of South Florida invites applications for one 12 month non-tenure position at the Instructor level starting August 2017. The position requires an earned doctoral degree in Mechanical Engineering or a closely related field with preference to relevant experience. Prior teaching experience and expertise facilitating engineering design projects and programming is desired. The position requires a strong interest in teaching, supervision of student design projects, and developing new undergraduate mechanical engineering laboratory experiments.Information about the Department and open positions can be found athttp://me.eng.usf.edu.
Applicants must electronically submit the application packet to the following website:http://www.usf.edu/administrative-services/human-resources/careers/ (Applicants search Job Opening ID# 12993). Women and minorities are strongly encouraged to apply. Review of applicants will begin immediately and applications will be accepted until the position is filled. USF is an equal opportunity/equal access/affirmative action institution.
The packet must contain a cover letter, complete vitae with list of publications, names and detailed contact information for three references, and a 1-page statement of the applicant’s teaching interest and vision. The cover letter should be addressed to Dr. Rasim Guldiken, Faculty Search Committee Chair, Department of Mechanical Engineering, University of South Florida, 4202 E. Fowler Ave, ENB 118, Tampa, Florida, 33620.

=============================================================
8. POSITION ANNOUNCEMENT: TENURE-TRACK FACULTY POSITION IN CHEMICAL ENGINEERING AT CAMPBELL UNIVERSITY

The School of Engineering at Campbell University (http://www.campbell.edu/engineering/)
seeks a Chemical Engineering Faculty to fill a full-time, tenure-track position at the rank of
Assistant, Associate or Full Professor, beginning January 2018.

Qualifications: Ph.D. in Chemical Engineering or Ph.D. in Biological Engineering with a strong
chemical engineering background from a regionally accredited institution of higher education.
Background in pharmaceuticals with a specialty in fermentation and/or biological separations.
Knowledge of pharmaceutical manufacturing, best practices, and FDA regulation.

Campbell University founded a new School of Engineering in 2016 that offers the Bachelor of Science degree in General Engineering with concentrations in Mechanical Engineering (with a manufacturing focus) and Chemical Engineering (with a pharmaceutical focus). The program utilizes an innovative hands-on, project-based approach to engineering education to ensure a strong foundation in engineering fundamentals while providing flexibility through multiple concentrations and collaborations with the College of Pharmacy and Health Sciences, multiple health sciences programs, and the College of Arts and Science, among others. This position intends to assist with development and implementation of the junior and senior years of the chemical engineering concentration for the program, to include lecture courses and laboratory experiences. The position offers a unique opportunity for a scholar to provide leadership in building an innovative engineering program and in building the prominence of the new School and the University. Candidates must be committed to undergraduate engineering education; support the Christian mission of the University; and be dedicated to excellence in undergraduate teaching, mentoring students, and scholarship.

Review of applications will begin August 1 and continue until the position is filled. Campbell University is an Equal Opportunity Employer.

See this link to view the position advertisement and to apply: http://www.campbell.edu/about/employment/

Contents:

1. Election for ERM Executive Board Positions: Results
2. ERM Workshops at the ASEE Annual Conference in Columbus
3. Workshop at the ASEE Annual Conference: Specific and Generic Performance Indicators for the Comprehensive Measurement of ABET Student Outcomes
4. Revisions to NSF Research in the Formation of Engineers Program
5. Call for Applications: Program Director for the Engineering Education Cluster at the National Science Foundation
6. Position Announcement: Associate Director for the Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University

=============================================================
1. ELECTION FOR ERM EXECUTIVE BOARD POSITIONS: CHAIR AND TWO DIRECTORS

Thank you to all who participated in this year’s ERM elections — thank you to all who voted as well as those who served as candidates.

Results:
Bylaw Revision: Approved
Chair: Holly Matusovich
Directors: Allison Godwin & Matthew Verleger

Congratulations Holly, Allison & Matthew!

=============================================================
2. ERM WORKSHOPS AT THE ASEE ANNUAL CONFERENCE IN COLUMBUS

Sign up for ERM’s Workshops. This year, ERM members are putting on 5 workshops associated with the division. Consider attending them and learning more about the work being done by ERM members:

ERM Presents! An Introduction to Research Methods in Engineering Education
Presenters: Courtney Faber, Erin McCave, Katherine Khlert, & Lisa Benson
Topic: The goal of this workshop is to provide an introduction to engineering education research methods for individuals new to education research who want to use education research to inform their teaching practice and outreach activities.
Tickets: $25

Implementing and Conducting Effective and Meaningful Video-Annotated Peer Review of Faculty Teaching
Presenters: James Pembridge, Lisa Davids, Yosef Allam, & Stephanie Cutler
Topic: This workshop seeks to encourage faculty to engage in peer teaching observations and to provide support on how to start a video-annotated peer-review system within their community.
Tickets: Free

Educators’ Constructive Feedback on Students’ Design Work
Presenters: Farshid Marbouti, John Alexander Mendoza-Garcia, Monica Cardella, Matthew Verleger, & Heidi Diefes-Dux
Topic: The aim of this workshop is to nurture engineering faculty and graduate teaching assistants’ ability to provide constructive feedback on students’ design work.
Tickets: Free

How to Evaluate Published Assessments for Use in Research and Evaluation
Presenters: Kerrie Anna Douglas & Jim Pellegrino
Topic: The presenters will provide attendees with tools to evaluate the forms of evidence needed to support the appropriateness of published assessments for use in their own research or evaluation work.
Tickets: $50

Deconstructing and Assessing Motivation
Presenters: Adam Kirn, Katherine Nelson, Jonathan Hilpert, Lisa Benson, & Jenefer Husman
Topic: The purpose of this 2 hour workshop is to aid in the appropriate use of theoretically and methodologically robust means of assessing motivation in engineering education research.
Tickets: Free

=============================================================
3. WEDNESDAY WORKSHOP AT THE ASEE ANNUAL CONFERENCE: SPECIFIC AND GENERIC PERFORMANCE INDICATORS FOR THE COMPREHENSIVE MEASUREMENT OF ABET STUDENT OUTCOMES

Wednesday June 28, 2017 1:30 to 3:30PM
Room A124, Columbus Convention Center

Session Description
Free ticketed event
A case study with streaming video examples of actual applications of specific performance indicators to assess various student engineering activities related to ABET student outcomes using state of the art web based digital technology and collected data utilized for student program evaluation, performance failure analysis and continuous quality improvement.

An analysis of culminating ABET student outcomes is made with reference to Bloom’s 3 learning domains and their learning levels. A hypothetical model is presented for this analysis. The necessity of the use of performance indicators is highlighted especially in reference to the measurement of course learning outcomes and development of assessments, teaching and learning activities. The correlation of ABET student outcomes, course learning outcomes, and performance indicators is clearly outlined. The importance of scientific constructive alignment of learning outcomes, performance indicators, assessments, teaching and learning strategies is highlighted. A novel hybrid rubric for accurate assessment and scoring of student performances is presented.

In summary, this workshop presents the benefits of using a combination of specific, generic performance indicators and their rubrics to accurately assess student engineering learning activities related to the ABET student outcomes while supporting principles of authentic OBE, scientific constructive alignment, efficient performance failure analysis and continuous quality improvement.

=============================================================
4. REVISIONS TO NSF RESEARCH IN THE FORMATION OF ENGINEERING PROGRAM

The National Science Foundation has released a revised version of the Research in the Formation of Engineers (RFE) program description. RFE now accepts proposals in two categories, Research and Design & Development. The program description also includes new guidance for budgets, topics of interest, and expected elements of proposals. For full details see https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503584.

=============================================================
5. CALL FOR APPLICATIONS: PROGRAM DIRECTOR FOR THE ENGINEERING EDUCATION CLUSTER AT THE NATIONAL SCIENCE FOUNDATION

The Division of Engineering Education and Centers (EEC) in the Directorate for Engineering (ENG) is seeking a Program Director for the Engineering Education Cluster through a temporary (“rotator”) appointment. The appointment will be made for one year, although it may be extended for additional years by mutual agreement.

Formal consideration of interested applicants will begin May 1, 2017 and will continue until a selection is made. The selected applicant is expected to start in late August or early September of 2017.

NSF Program Directors bear the primary responsibility for carrying out the Foundation’s overall mission to support innovative and merit-evaluated activities in fundamental research and education that contribute to the nation’s technological strength, security and welfare. This responsibility requires knowledge in the appropriate disciplines along with: a commitment to high standards, a considerable breadth of interest and receptivity to new ideas, a strong sense of fairness, good judgment, and a high degree of personal integrity.

The Engineering Education Cluster supports the Professional Formation of Engineers (PFE) initiative, which refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all.

For more information, including instructions on submitting an application, see https://www.nsf.gov/pubs/2017/eec17001/eec17001.jsp.

=============================================================
6. POSITION ANNOUNCEMENT: ASSOCIATE DIRECTOR FOR THE CENTER OF TEACHING AND LEARNEING EXCELLENCE, EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Embry-Riddle Aeronautical University’s Daytona Beach Campus is currently recruiting for an Associate Director for the Center for Teaching and Learning Excellence (CTLE). Our CTLE organization has an embedded model of faculty development; our Associate Directors are located in each of the four colleges, leading faculty development for their college’s faculty. We are currently hiring an associate director for the College of Engineering (COE) who will work with faculty in aerospace engineering; engineering fundamentals; civil engineering; electrical, computer, software, and systems engineering; and mechanical engineering. Our new associate director will implement a variety of evidence-based faculty development teaching practices, including designing, facilitating, and assessing workshops on topics such as teaching basics, active learning, collaborative learning, digital literacies, and other topics as appropriate. Our new team member should be proficient in using the technology tools that faculty need to teach successfully. The associate director will be expected to work closely with our IT organization, the Hunt Library, and other departments as appropriate. He or she should be an excellent communicator and adept at working with faculty in a variety of settings and contexts, from one-on-one consultations to larger group settings. For further information on the Daytona Beach CTLE organization, see http://dbctle.erau.edu/.

Responsibilities include the following:

• Aid faculty in enhancing their instruction and pedagogical practices. Design, develop, facilitate, and assess appropriate activities to aid faculty in enhancing teaching and learning in their disciplines and to promote research on teaching and learning practices. Promote effective uses of technologies in the classroom. Activities may include workshops, book discussions, presentations, short courses, summer institutes, and many others.
• Consult with faculty on course redesigns. Assist faculty with course redesigns through consultations and assistance with instructional design concepts, current pedagogical practices, the integration of digital teaching and learning tools, and other concepts as appropriate.
• Initiate, manage, and assess larger CTLE administrative projects and initiatives as required. Work with campus leadership on specific initiatives, such as researching emerging digital teaching and learning technologies, researching innovative pedagogical practices, supervising student assistants, writing white papers, initiating and managing large-scale projects, making presentations to leadership and academic departments to promote CTLE, aiding with CTLE administrative activities, and other tasks as required.

To apply: The job is listed on our ERAU Jobs site at https://embryriddle.taleo.net/careersection/jobdetail.ftl?job=170119&lang=en. Submit a short vita (no more than three pages), cover letter, and contact information for three references who could speak to your skills as a faculty developer. Questions about the position, our organization, or beach life in Daytona Beach, FL should be directed to Lori Mumpower, Director of CTLE, at mumpowel@erau.edu.