Dear ERM members,
Happy December! We are in the home stretch of 2020, which has been a challenging year to say the least! Last push before we end this tough year and hopefully look forward to a brighter 2021!
Thank you to those who complete the vote for the revised bylaws. Both changes were approved by a large majority of those who responded. A total of 141 out of 145 members who voted, responded with “I vote for this change” on changing the language surrounding the ERM social event for the role of the ASEE Vice Chair. A total of 138 out of 145 responded with “I vote for this change” regarding the language surrounding how dues can be changed. I have submitted these bylaws changes to our PIC chair for approval.
This is a very full ERM newsletter! It took me quite a while to compile all the announcements today. But I don’t mind this at all, because it speaks to the level of activity in our community which is really exciting. There are lots of events, calls for papers, and new positions listed below.
Enjoy your day and I’ll be in touch in a couple of weeks!
Sarah
ERM Announcements for 12/1/2020
General Announcements
ASEE ANNOUNCEMENT: Upcoming Workshops on Effective Teaching and Effective Proposal Preparation
ASEE ANNOUNCEMENT: Board and CDEI Statements on the Executive Order on Combating Race and Sex Stereotyping
ASEE ANNOUNCEMENT: Cultivating Inclusive Communities Community of Practice and Virtual Workshop
CALL FOR PARTICIPATION: JEE Mentored Reviewer Program
CALL FOR PAPERS: Special Themed Section of the Journal of Engineering Education: Effects on the Engineering Education Community of the COVID-19 Pandemic (extended deadline: March 2021)
CALL FOR PAPERS: Journal of International Engineering Education Special Issue
CALL FOR PAPERS: Journal of Advanced Engineering Informatics Special Issue on Emerging Learning Technologies for Future of Work and Education in Engineering
RESEARCH STUDY: Survey and potential interview on motivations and barriers of your entry of engineering education research
RESEARCH STUDY: Survey on STEM learning among Black and Brown undergraduate students
RESEARCH STUDY: Entering and Leaving Careers in Computer Science, Engineering and Mathematics
REU POSITIONS: Multiple REU positions at University of Florida
EVENT ANNOUNCEMENT: NETI-3B workshop second offering available
EVENT ANNOUNCEMENT: Webinar – Envisioning Your Future Faculty Career in Engineering Education at Nebraska
EVENT ANNOUNCEMENT: Informational webinar on engineering for us all (e4usa)
APPLICATIONS INVITED: PhD in Engineering with an emphasis in Engineering Education and Transformative Practice with Fall 2021 start
Position Announcements
POSITION ANNOUNCEMENT: Multiple open-rank positions available in engineering and computing education at Florida International University
POSITION ANNOUNCEMENT: ASPIRE Workforce Development Coordinator
POSITION ANNOUNCEMENT: Engineering Education Postdoc at New Mexico State University
POSITION ANNOUNCEMENT: Tenured/Tenure-Track Faculty Position, Any Rank Engineering Education Research, College of Engineering, University of Michigan
POSITION ANNOUNCEMENT: Postdoctoral Positions (2) – Department of Engineering Education, University at Buffalo
POSITION ANNOUNCEMENT: Engineering faculty – Baldwin Wallace University
POSITION ANNOUNCEMENT: Postdoc Diversity and Innovation Scholars at the University of New Hampshire
POSITION ANNOUNCEMENT: Assistant Teaching Professor, Science Education, Florida International University
POSITION ANNOUNCEMENT: Tenure-track Assistant Professor position in Computer Science (CS) at The University of Texas at El Paso (UTEP)
General Announcements
ASEE ANNOUNCEMENT: Upcoming Workshops on Effective Teaching and Effective Proposal Preparation
ASEE Presents: Master Class on Effective Teaching (Jan. 6, 7, and 8, 2021 from 12:00 – 4:00 PM, ET)
Led by Barbara Oakley, co-teacher of Coursera–UC San Diego’s Learning How to Learn, the world’s most popular MOOC, the Master Class will provide STEM instructors of all levels with a common framework, terminology, and practical exercises to develop their STEM teaching on a soundly neuroscientific basis, based on materials from Oakley’s forthcoming book Uncommon Sense Teaching. Special pricing of $99 for ASEE members. Learn more at https://bit.ly/ASEE-STEM and register at https://www.asee.org/public/conferences/241/registration
Essentials of Effective Proposal Preparation (Jan. 28 – Mar. 4, 2021 – Thursdays from 2 – 3:30 PM, ET)
Led by Bev Watford (Virginia Tech) and Susan Burkett (University of Alabama), this six-part, instructor-led online program will prepare participants to craft and submit education-oriented grant proposals for NSF, provide critical information on proposal preparation from rationale to impact, and offer strategies for developing more effective proposals. Pricing is $600 for ASEE members. Learn more at https://bit.ly/ASEE-Prep and register at https://www.asee.org/public/conferences/247/registration.
Contact: Alexandra Sharpe – a.sharpe@asee.org
ASEE ANNOUNCEMENT: Board and CDEI Statements on the Executive Order on Combating Race and Sex Stereotyping
The ASEE Board of Directors released a statement regarding the September 22, 2020 Executive Order on Combating Race and Sex Stereotyping (https://www.whitehouse.gov/presidential-actions/executive-order-combating-race-sex-stereotyping/). To read ASEE’s response, please see https://www.asee.org/documents/about-us/the-organization/public-policy/Formal_ASEE_Response_to_22_Sept_EO_16_Oct_2020.pdf
The ASEE Commission on Diversity, Equity, and Inclusion (CDEI) also released a statement on this Executive Order which can be read at https://diversity.asee.org/deicommittee/2020/11/03/reaffirming-commitment-to-diversity-equity-and-inclusion-a-community-call-to-action/.
ASEE ANNOUNCEMENT: Cultivating Inclusive Communities Community of Practice and Virtual Workshop
The CDEI has started a Cultivating Inclusive Communities Community of Practice and Virtual Workshop. This free workshop/community allows participants to 1) connect with others who care about diversity, equity, and inclusion in engineering, 2) expand their network with like-minded professionals, and 3) learn more about diversity, equity, and inclusion practices in engineering education. For more information, see https://community.elevateinclusion.com/plans/102962
CALL FOR PARTICIPATION: JEE Mentored Reviewer Program
The Journal of Engineering Education (JEE) is committed to cultivate, disseminate, and archive scholarly research in engineering education. To expand our reviewer base and maintain the quality of manuscript reviews, JEE launched a new Mentored Reviewer Program in January 2019. This program is intended to coach new or novice reviewers through the review process with mentor who has substantial experience in reviewing and writing engineering education research studies. We are inviting applications for mentees to the JEE Mentored Reviewer Program. Mentees for the program should be novices in engineering education research such as graduate students, post-doctoral scholars, and engineering faculty. Mentees should display evidence of developing expertise (through formal courses or real-world experiences) in research areas that align with the journal’s mission. Mentees should have developing expertise in either quantitative or qualitative research methods. Individuals from countries other than the United States are welcome and encouraged to apply.
The Mentored Reviewer Program is a competitive program for both mentors and mentees. All mentors and mentees will be acknowledged at the ASEE annual meeting and will receive a certificate recognizing their accomplishments through their participation in the program during the previous year. Mentees will be asked to participate in an online training with their mentors and JEE editors that will include an introduction to JEE and an overview of expectations for reviews. During the mentorship period (approximately 6 months), mentors and mentees will be asked to work together on approximately three article reviews. A scaffolded approach to the review process will be provided allowing the mentee to gain more independence by the final review. To the extent possible, mentors and mentees will be matched based on expertise. For more information on the program, please contact Lisa Benson at lbenson@clemson.edu, or visit our website: https://cecas.clemson.edu/jee/.
The application for mentees is available at: https://tinyurl.com/JEEMentoredReviewMentee. Applications are due by December 11, 2020.
CALL FOR PAPERS: Special Themed Section of the Journal of Engineering Education: Effects on the Engineering Education Community of the COVID-19 Pandemic (extended deadline: March 2021)
The Editor and Editorial Board of the Journal of Engineering Education (JEE) invite article submissions for a special themed section of a forthcoming issue on the effects of the COVID-19 outbreak and subsequent pandemic on the engineering education community. The special themed section, a collection of related papers, would be part of a regularly published issue of JEE that includes other original research and research review articles. Articles accepted for publication in the special section would be tentatively scheduled for publication in 2022, and these related manuscripts will be compiled in a virtual issue of JEE.
The COVID-19 outbreak has prompted unprecedented events and widespread use of online platforms for teaching, research and collaboration. This presents the opportunity to reflect on how the pandemic has affected students, educators, teaching and learning, and the engineering education community broadly. Topics could include, but are not limited to, new knowledge about learning, virtual learning environments, the impact of stress on learning, and virtual collaborations between stakeholders in the engineering education community. Other broader topics could include socio-cultural issues related to access to technology that enable online education, and critical analyses of how engineering education prepares individuals for global crises such as COVID-19.
The deadline for articles to be submitted for this special section should be submitted by *March 1, 2021* (extended from the original deadline of December 1, 2020). It is anticipated that they will be published by April 2022; the peer review and revision process will be accelerated for these articles to allow publication in a timely manner. Articles submitted for this special themed section will go through a double-blind peer review process. Authors should indicate in their cover letter that their manuscript is intended for the special themed section by including the following statement: “This manuscript is submitted in response to the call for papers for the Special Themed Section of the Journal of Engineering Education: Effects on the Engineering Education Community of the COVID-19 Pandemic.” Articles received after the deadline will be considered for peer review and publication, and if accepted, will be published in an upcoming issue of JEE and will be added to the special virtual issue dedicated to research related to effects of COVID-19 on engineering education. The virtual issue will include those articles published in the special themed section, and will be updated quarterly with accepted manuscripts about ongoing research in this area.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere. A guide for authors and other relevant information for submission of manuscripts is available on the JEE website under Author Guidelines: https://onlinelibrary.wiley.com/page/journal/21689830/homepage/forauthors.html .
CALL FOR PAPERS: Journal of International Engineering Education Special Issue
The Journal of International Engineering Education (JIEE, https://digitalcommons.uri.edu/jiee/) invites submissions for a special issue on contemporary trends in international engineering education, including in response to the COVID pandemic, rapid changes in political and economic dynamics, and other disruptions. We especially seek papers focused on global learning for engineering students and professionals, including adaptations and innovations in program formats, as well as other types of interventions at home and abroad. We will also consider submissions on related topics, such as student mobility and enrollment patterns, international student experiences, global competency development, etc. Submissions will be considered in all three of our publication categories: perspective, research, and practice. Abstracts of up to 400 words should be submitted by e-mail to JIEE Co-Editor Brent Jesiek (bjesiek@purdue.edu) by January 15, 2021. Invitations for full papers will be made by February 1, 2021.
CALL FOR PAPERS: Journal of Advanced Engineering Informatics Special Issue on Emerging Learning Technologies for Future of Work and Education in Engineering
New and emerging technologies are poised to transform engineering. Artificial Intelligence (AI), robotics, automation, and the gig economy are changing the future realities of design and engineering work, and some of the engineering expertise and knowledge areas are likely to grow, contract, emerge, or disappear entirely. These changes would create exciting new opportunities but also come with the risks of losing jobs to those technological advancements and high demand for an engineering workforce with new skills not met by current educational and training pathways. As such technological advancements are poised to spread across the industry, to embrace these disruptive changes, we need to educate and re-skill / up-skill engineering students, workers, and professionals and prepare them to excel in work at highly technological environments.
This special issue focuses on emerging learning technology research that incorporates the learning and technological methods to enable radical improvements in engineering education and training and prepare higher education and lifelong learning for the future of work. This special issue aims to advance knowledge in the application of next-generation learning technologies in engineering work and education by encouraging authors to present new concepts, experiments, and case studies, as well as to define methodologies and best practices to foster and assess education and re-skilling through technology-rich learning environments. Such studies might cover a wide range of learning contexts and domains from formal (e.g., higher education, continuing education) or informal to non-formal (e.g., vocational education, work-based learning) or open and distance learning. Topics of interest would cover all advances in learning technologies, new modalities of education and training, and their applications in the context of future engineering work and education, including but not limited to:
Augmented/Virtual/Mixed/Extended-Reality (AR/VR/MR/XR) technologies to create technology-rich learning experiences
AI-enabled/augmented learning (e.g., AI partners, Human-AI collaboration)
Educational robotics: learning experiences based on the use of robots
Innovative online learning systems (e.g., peer-tutoring, collaborative learning tools, automated intelligent systems)
Learning with sensors, mobile devices, and wearables
Learning with educational games and simulations
Learning with social media networks and infrastructures
Intelligent instructors (including teachers/trainers, teaching assistants, or apprenticeship mentors/masters)
Virtual communities/spaces for learner engagement (e.g., virtual social spaces, virtual clubs and groups)
Technology-mediated field trips, lab work, on-the-job training, internships/Co-Ops, career fairs, and interviews
Personalized and adaptive learning systems (e.g., adapting to learners/workers’ interests, needs, prior knowledge, and available resources)
Learning analytics and educational data mining
Important Dates:
Submission open: November 1, 2020
Submission deadline: April 30, 2021
Final review decision due: September 30, 2021
For more Information: https://circls.org/call-for-submissions/call-for-papers-emerging-learning-technologies-for-future-of-work-and-education-in-engineering
Contact: Burcin Becerik-Gerber – becerik@usc.edu
RESEARCH STUDY: Survey and potential interview on motivations and barriers of your entry of engineering education research
Calling all interested faculty in entering engineering education research!
Please consider participating in this study centered on understanding faculty motivations and barriers of engineering education research (EER). By understanding these motivations and barriers, introductory EER programs can better target and provide resources for interested faculty members. Such outcomes are insightful in expanding the EER community with the hopes of creating a community that is more inclusive and diverse.
If willing and able, please take and share the survey (5 minutes) https://www.surveymonkey.com/r/MDQ2Y53. Selected participants will be notified via email for one 30-45 minute follow-up interview. If you have any questions, please email Mia Ko mko5@illinois.edu Thank you.
RESEARCH STUDY: Survey on STEM learning among Black and Brown undergraduate students
Researchers at Stanford University are conducting a study on STEM learning among Black and Brown undergraduate students, especially those who identify as Latinx/o/a, Afro-Latinx or Hispanics. This study seeks to improve STEM education for these communities. The survey takes approximately 30 minutes. You will have the option to enter a raffle for 20 prizes of $50 each.
If you are interested, please access the survey here https://stanforduniversity.qualtrics.com/jfe/form/SV_9sIxBRFfoe15kwZ or share with your students and colleagues. If you have questions, please contact the Principal Investigator, Greses Pérez, at greses@stanford.edu. Thank you! Gracias.
RESEARCH STUDY: Entering and Leaving Careers in Computer Science, Engineering and Mathematics
A team of researchers at Penn State seeks participants to complete a 5-10 minute survey on why individuals enter and/or leave careers in Computer Science, Engineering and Math (CSEM). This study aims to add to the current knowledge base by asking individuals to describe their education and career choices in their own words. The primary populations of interest are those who are working or have worked in CSEM. The survey can be accessed at https://redcap.ctsi.psu.edu/surveys/?s=NCF3JHX4Y9. For more information, see http://csempathways.wpengine.com/
REU POSITIONS: Multiple REU positions at University of Florida
Multiple REU positions are available through the University of Florida for undergraduate students to conduct research on a project investigating problem solving in engineering. The work will be done remotely due to COVID-19, and students will receive a $6000 stipend. The program runs from May 29 to August 6, and includes other activities such as online professional development seminars and an optional online GRE prep course. Requirements for applying are:
– Students will be an undergraduate student through at least fall 2021.
– Students are a US citizen or permanent resident.
– It is preferred that the students have already taken Statics or the equivalent.
For further information and instructions on how to apply, contact Professor Elliot Douglas, edouglas@ufl.edu.
EVENT ANNOUNCEMENT: NETI-3B workshop second offering available
Due to high demand, another offering of the National Effective Teaching Institute (NETI-3B) workshop will be held January 6th and 7th from 1:00 to 5:00 pm EST each day using Zoom. This workshop is intended for instructors teaching engineering or engineering technology focuses on effective teaching in a virtual environment. Topics explored in the workshop include student motivation, active engagement, assessment and adopting an inclusive mindset in online environments. The National Effective Teaching Institute (NETI-1) has been given since 1991, reaching nearly 2500 participants from over 350 different schools. It will be facilitated by Susan Lord, Matt Ohland, and Michael Prince, who also direct NETI-1 and NETI-2. Like those workshops, NETI-3 will be highly interactive and will provide opportunities for the participants to plan applications of the workshop content to their own courses. Faculty are encouraged to seek institutional sponsorship to attend. Questions about the workshop content or logistics should be directed to Michael Prince (prince@bucknell.edu). Register at https://www.neti-workshop.org/events/.
EVENT ANNOUNCEMENT: Webinar – Envisioning Your Future Faculty Career in Engineering Education at Nebraska
Let’s dispel some myths about Nebraska! There are hidden gems amongst the fields and intellectual opportunities abound. Come learn about the vibrant and growing College of Engineering and the direction of the Discipline-Based Education Research Initiative. Get your questions answered about our open faculty positions, including those about the state-of-the-art research and teaching facilities, support for new hires, and the Lincoln and Omaha communities.
Date: December 4, 2020
Time: 12 PM EST / 11 AM CST / 9 AM PST
Registration Link: https://unl.zoom.us/webinar/register/WN_AcXysb3ZTKmBpC0V3OwIOg
Contact: Heidi Diefes-Dux, heidi.diefes-dux@unl.edu
Position Announcement: https://employment.unl.edu/postings/70587
EVENT ANNOUNCEMENT: Informational webinar on engineering for us all (e4usa)
You are invited to an informational webinar to learn more about engineering for us all (e4usa). e4usa is a national initiative that aims to increase access to engineering by providing a free engineering curriculum, with the opportunity for it to be a credit-bearing course at participating colleges and universities. We launched this effort in the 2019-20 academic year with our five core universities, and in 2020-21 we have expanded to nearly a dozen additional post-secondary institutions. Collectively, these colleges and universities are supporting 36 high schools involving approximately 2,000 students and 39 instructors! In fact, more than 110 engineering deans across the U.S. have already signed a pledge to accept our e4usa course for credit on their campuses. This webinar will provide you and your college’s or university’s leadership to learn about how to support e4usa at your institution through course credit, direct service to high schools, or other options. Potential benefits include access to an engaged and diverse audience of potential freshmen applicants for your engineering programs.
To learn more about partnership with e4usa and how to apply for the 2021-22 academic year, we invite you to sign up to participate in this informational webinar on Tuesday, December 1st from 11:30 a.m. – 12:30 p.m. (Eastern Standard Time). To sign up, go to https://docs.google.com/forms/d/e/1FAIpQLSe8mLusL_sz63iwiTkQzoDpF7WGA7af228766x84-gnlVxb_Q/viewform. If you are unable to participate on this date, we still ask you to complete the signup so that we can send you a recording of the webinar after it is complete.
For more information or to learn how to apply to be a partner institution, you may visit our website at e4usa.umd.edu or email us at e4usa@umd.edu. We look forward to hearing from you!
Sincerely,
Stacy Klein-Gardner, Ph.D. (stacy.klein-gardner@vanderbilt.edu)
co-Director and co-PI, e4usa
APPLICATIONS INVITED: PhD in Engineering with an emphasis in Engineering Education and Transformative Practice with Fall 2021 start
We are excited to invite students interested in a PhD in engineering education to apply for our PhD in Engineering with emphasis in Engineering Education and Transformative Practice. This dedicated PhD program is housed in the Engineering Education Transformations Institute (EETI) of the College of Engineering at the University of Georgia (UGA). EETI is an integrative model that brings together faculty and students across the college of engineering to build shared capacity around engineering education research, and the scholarship of teaching and learning in engineering.
Our engineering education faculty also have a home schools in one of the engineering discipline-focused schools and collaborate with technical faculty to conduct cutting-edge engineering education research with real-world impacts on the educational experience of our students. Such interdisciplinary opportunities for PhD students are further enhanced by our program’s flexibility to facilitate an interdisciplinary program of study. Under the guidance of dedicated faculty, students can strategically choose courses across the university that prepare them for their research project and future careers.
We are seeking interested students to join a new cohort in the Fall of 2021. Students with degrees in Engineering or related fields may apply. We can support graduate students through multiple funding opportunities such as teaching assistantships provided at college level and graduate research assistantships on funded projects.
Contact: Nathaniel Hunsu – Nathaniel.hunsu@uga.edu
Position Announcements
POSITION ANNOUNCEMENT: Multiple open-rank positions available in engineering and computing education at Florida International University
Florida International University (FIU) invites applications and nominations for open-rank faculty in the newly formed school dedicated to engineering and computing education. Our new School of Universal Computing, Construction, and Engineering Education (SUCCEED, https://succeed.fiu.edu/), which is part of FIU’s College of Engineering and Computing and collaborates closely with the university’s STEM Transformation Institute, (STEM TI, https://stem.fiu.edu/) and the Center for Diversity and Student Success in Engineering and Computing (CD-SSEC, https://cec.fiu.edu/academics/student-resources/cd-ssec), is the first engineering and computing education program at a minority-serving institution. The School houses two degree programs: a Bachelor’s of Science in Interdisciplinary Engineering, and a Ph.D. in Engineering and Computing Education (https://succeed.fiu.edu/academics/degree-programs).
Florida International University (FIU) is the fourth largest public university in the United States, and is a majority-minority R1 research university. FIU has a vibrant Discipline-Based Education Research community (https://stem.fiu.edu/about/team/) and there are also ample education research opportunities afforded in Dade and Broward counties which host the nation’s largest and 4th largest state colleges and two of the largest public school districts.
We are seeking faculty at all levels as we continue to grow our community. More information available at the SUCCEED website https://succeed.fiu.edu/about/faculty-staff-positions/index.html and at the official FIU job posting website https://facultycareers.fiu.edu/?posting=522491. Please feel free to contact STEM TI Director, Laird Kramer (lkramer@fiu.edu) or Interim SUCCEED Director, Mark Weiss (weiss@fiu.edu) if you have interest, and/or to spread the word to colleagues in other engineering and computing education disciplines.
POSITION ANNOUNCEMENT: ASPIRE Workforce Development Coordinator
The Diversity & Culture of Inclusion (DCI) / Engineering Workforce Development (EWD) Coordinator will be responsible for day-to-day development, operation and management of created ASPIRE programs. Specifically, the Coordinator will plan and implement DCI/EWD research, education and training programs with all ASPIRE institutions, as well as interface with external cooperators, industry stakeholders, and partnering school and community organizations. ASPIRE (Advancing Sustainability through Powered Infrastructure for Roadway Electrification) is a newly-funded NSF Engineering Research Center.
The ideal candidate will possess a Ph.D. or commensurate experience in planning, implementing and managing education and training programs with emphasis in engineering workforce development and attracting, developing, promoting and retaining a diverse and inclusive academic and workplace environment.
Further information and application instructions may be found at: https://careers.purdue.edu/job/West-Lafayette-ASPIRE-Diversity-&-Culture-of-Inclusion-and-Engineering-Workforce-Development-Coordinator-IN-47906/684185100/?locale=en_US
Contact: Carl Huetteman – chuettem@purdue.edu
POSITION ANNOUNCEMENT: Engineering Education Postdoc at New Mexico State University
A multidisciplinary research team at New Mexico State University is searching for a postdoctoral scholar to work with researchers from the Department of Sociology and College of Engineering at NMSU main campus in Las Cruces to conduct research funded by a NSF Improving Undergraduate STEM Education (IUSE): HSI grant (NSF #1953466). The purpose of the grant is to evaluate the impacts of andragogical (adult, self-directed learning) methods and experiential learning on the academic and early career success of low-income and first-generation undergraduate engineering students.
Research duties will include
conducting relevant literature reviews
development, implementation, and analysis of quantitative longitudinal surveys and qualitative research to evaluate the impact of the e3 Initiative activities.
refinement of evaluation metrics using validation and/or qualitative research methods
mentoring of engineering graduate research assistant
preparation of manuscripts for publication in peer-reviewed engineering education journals
preparation of presentations for professional conferences and workshops/seminars.
The postdoctoral researcher will also engage in professional development activities as outlined in the NSF postdoctoral mentoring plan, including development of a work assessment plan, participation in teaching and research method workshops and seminars, participation in weekly research group meetings, and networking with visiting faculty/scholars. A PhD in engineering education, STEM education, sociology or related field and good verbal and written skills in English are required. Target start date is April 1st, 2021. Duration is one year with option to extend for a second year. To receive full consideration please submit application materials by the January 14th posting deadline. Remote work options may be available. For more details and to apply please go to https://jobs.nmsu.edu/postings/39887. Applicants who have questions related to the research project are welcome to contact Dr. Sandra Way at sway@nmsu.edu.
NMSU is an equal opportunity and affirmative action employer committed to assembling a diverse, broadly trained faculty and staff. Women, minorities, people with disabilities, and veterans are strongly encouraged to apply.
POSITION ANNOUNCEMENT: Tenured/Tenure-Track Faculty Position, Any Rank Engineering Education Research, College of Engineering, University of Michigan
The College of Engineering at the University of Michigan is excited to announce a tenured/tenure-track faculty opening as part of its unique, interdisciplinary engineering education research (EER) program. The faculty member hired through this search will join a community that includes five core EER faculty, will conduct EER as their main form of scholarship, and will be embedded in one of the traditional engineering departments within the College of Engineering (https://www.engin.umich.edu/departments/). Accordingly, the successful applicant will demonstrate the potential to conduct world class scholarship in EER, teach in both EER and in a traditional engineering department, and provide service in support of both EER and an engineering department.
Applicants should have a Ph.D. in Engineering Education, STEM/Science Education, or Engineering AND a minimum of an M.S. degree (or equivalent) in a science or engineering discipline. Candidates should also demonstrate the potential to create a strong and externally-funded research program in engineering education (which includes advising graduate and/or undergraduate student researchers and producing peer-reviewed publications), teach EER and engineering courses at both the graduate and undergraduate levels, provide service and leadership to the profession, and contribute to our goal of eliminating systemic racism and sexism by embracing our culture of Diversity, Equity and Inclusion (DEI).
To apply, please submit the following materials: (1) cover letter explaining your interest in this position, (2) curriculum vitae, (3) two-page research statement, (4) two-page teaching statement that addresses teaching in both EER and a specific engineering department, (5) two-page diversity statement, (6) up to three representative publications, and (7) names and contact information for three confidential references. Throughout these materials, be sure to describe ways your research, teaching, and service might benefit both EER and one of the engineering departments within the College of Engineering. As well, the College of Engineering is especially interested in candidates who contribute, through their research, teaching, and/or service, to the diversity and excellence of the academic community, so the materials you submit should also describe your commitment and potential contributions to DEI.
Submit your application materials electronically at the following College of Engineering website: http://apply.interfolio.com/79968. We will accept applications on a rolling basis, but applications submitted by January 15, 2021 will receive full consideration for this position (because the process for finalizing this position took longer than expected, this deadline has been extended). Please direct questions to cfinelli@umich.edu.
Michigan Engineering’s vision is to be the world’s preeminent college of engineering serving the common good. This global outlook, leadership focus and service commitment permeate our culture. Our vision is supported by a mission and values that, together, provide the framework for all that we do. Information about our vision, mission and values can be found at: http://strategicvision.engin.umich.edu/. The University of Michigan has a storied legacy of commitment to DEI. The Michigan Engineering component of the University’s comprehensive, five-year, DEI strategic plan—along with updates on our programs and resources dedicated to ensuring a welcoming, fair and inclusive environment—can be found at: http://www.engin.umich.edu/college/about/diversity.
The University of Michigan is an Affirmative Action, Equal Opportunity Employer with an active Dual-Career Assistance Program.
POSITION ANNOUNCEMENT: Postdoctoral Positions (2) – Department of Engineering Education, University at Buffalo
Advisor: Dr. Jessica Swenson (jswenson@buffalo.edu)
Position Description: This post-doc position will be focused on undergraduate engineering education, specifically improving learning engineering science courses. This will include collaborating on a multi-institution team to collect and analyze qualitative data. Other work includes writing manuscripts, mentoring undergraduate students, and contributing to grant proposals.
This position is one year in duration. Application reviews will begin on January 15, 2021 and continue each month until the position is filled. Contact Dr. Swenson at jswenson@buffalo.edu with questions.
To apply: http://www.ubjobs.buffalo.edu/postings/26936 (Posting number: R2000176)
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Advisor: Dr. Andrew Olewnik (olewnik@buffalo.edu)
Position Description: This position is one year in duration and will focus on undergraduate engineering education, especially as it pertains to developing problem solving skills of undergraduates through problem-based learning. The candidate is also be expected to support research based on the experiential learning program, especially as it pertains to student learning and motivation in co-curricular settings.
This position is one year in duration. Application reviews will begin on January 15, 2021 and continue each month until the position is filled. Candidates are encouraged to contact Dr. Olewnik with questions or to discuss the position further.
For full position details and to apply: http://www.ubjobs.buffalo.edu/postings/26930 (Posting number: R2000175)
POSITION ANNOUNCEMENT: Engineering faculty – Baldwin Wallace University
We seek a full-time, tenure-track Assistant Professor of Engineering to begin August of 2021. We are especially interested in candidates with expertise in design and manufacturing, mechatronics, systems engineering, structural engineering, and can contribute to our degree program in these areas. Qualified candidates in other areas of engineering are encouraged to apply as well. Dedication to undergraduate teaching and mentoring of laboratory, research and design projects is of importance. To learn more about the program, please visit: https://www.bw.edu/academics/undergraduate/engineering/.
Apply at https://www.bw.edu/employment
Contact – Jennifer Kadlowec – jkadlowe@bw.edu
POSITION ANNOUNCEMENT: Postdoc Diversity and Innovation Scholars at the University of New Hampshire
The University of New Hampshire invites your application to the Postdoctoral Diversity and Innovation Scholars (https://www.unh.edu/engagement/postdoctoral-diversity-and-innovation-scholars). This 2-year postdoctoral appointment will provide opportunities to hone your scholarship in preparation for the professoriate through mentoring, professional development, development funds, a minimum salary of $50,000 (dependent on discipline), and benefits. The link below describes the range of professional development opportunities (https://www.unh.edu/engagement/faculty-development) and the opportunity to apply for a tenure track faculty opening in the 2nd year. We have nine postdoctoral opening across four colleges.
The University of New Hampshire is a Carnegie R1 institution with land- space-, and sea- grant designations. We are situated in the beautiful seacoast region of New Hampshire, with a train station on the main campus, an hour from Boston and 1.5-hour plane flight to Washington DC. The beauty of our location cannot be surpassed in the fall. We look forward to your application by the November 16, 2020 deadline. For questions, contact patricia.walsh@unh.edu to set up an appointment with me. Please share this opportunity with current postdoctoral scholars (seeking a 2nd postdoc) or recent PhD graduates in your network. For more information and to apply, see https://www.unh.edu/engagement/postdoctoral-diversity-and-innovation-scholars.
POSITION ANNOUNCEMENT: Assistant Teaching Professor, Science Education, Florida International University
The Department of Teaching and Learning in the College of Arts, Sciences and Education at Florida International University, invites applications for a twelve-month, full-time, non-tenure-track Assistant Teaching Professor position in Science Education for an anticipated start date of Fall 2021.
Responsibilities include teaching undergraduate courses in Elementary Science Education as part of the Early Childhood and Elementary Education programs. Specifically, the Assistant Teaching Professor will teach four courses in the Department of Teaching and Learning during Fall and Spring semesters and three courses during the Summer term. In addition, the Assistant Teaching Professor will contribute to the Department, College, and University through service and committee involvement. Other responsibilities are detailed in the full job description.
Qualified candidates are encouraged to apply to Job Opening ID 522359 at facultycareers.fiu.edu and attach a cover letter, curriculum vitae, statement of teaching philosophy, and commitment to diversity statement as a single pdf file.
POSITION ANNOUNCEMENT: Tenure-track Assistant Professor position in Computer Science (CS) at The University of Texas at El Paso (UTEP)
The University of Texas at El Paso (UTEP) invites applications for a tenure-track Assistant Professor position in Computer Science (CS) starting in fall 2021. We invite applicants from all areas of CS with preference to those with demonstrated expertise in Artificial Intelligence and/or Engineering Education. Candidates are expected to have a record of high-quality scholarship and should be able to demonstrate the potential for excellence in both research and teaching in Computer Science. The department values both interdisciplinary research and relevant research or work experience in industry or government.
Applicants must hold an earned doctorate in Computer Science, Engineering Education or a closely related field by the time they are hired, and demonstrate excellence in both research and teaching with a focus in Computer Science. All candidates must demonstrate excellent communication skills, have the ability to establish an active research program, and be motivated to support the student-oriented culture of the department and the university.
Review of applications will begin November 1, 2020 and will continue until the position is filled. Applications must include 1) cover letter, 2) curriculum vitae, 3) research statement (3 pages maximum), 4) teaching statement (2 pages maximum), and 5) names and contact information of at least three referees.
To apply, please visit https://www.utep.edu/employment. For additional information about the position, contact Dr. Christopher Kiekintveld, Search Committee Chair, via email at cdkiekintveld@utep.edu. The University of Texas at El Paso is an Equal Opportunity/Affirmative Action employer. Link to full position description: https://www.utep.edu/cs/news/cs-faculty-position-sept-2020.html
To send an announcement to the ERM listserv, please prepare a 2-3 paragraph description including any relevant URLs and contact info as well as a subject line. Do not include any attachments. Be sure that the announcement includes the person to contact with questions. Email all of this information to Sarah Zappe at ser163@psu.edu with [ERM Announcement] in the subject line to facilitate email sorting. Announcements will be sent out on the 1st and 15th of each month. Each set of announcements will be included in the announcements email twice. Announcements will also be recorded on the ERM website: http://erm.asee.org/
For more resources and position announcements, please see the Engineering Education Community Resource Wiki available at http://bit.ly/engredu. A direct link to job postings at https://bitly.com/eecr-jobs.
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