Dear ERM members,
Well, here we are, can you believe it? It’s the last ERM newsletter of 2020!!! Good riddance, 2020! I woke up today in central Pennsylvania to a beautiful winter wonderland. We had a fairly small amount of snow today, just enough to cover the grass and branches and make it look very pretty. But a big storm may potentially hit us on Wednesday! I used to stress about winter weather. worrying what will happen if my son has school canceled and about driving in the snow. One of the little things that I am grateful for now is that even if we get a foot of snow on Wednesday (which is supposedly a possibility!), my routine will be exactly the same except I’ll get to watch the snow fall from the comfort of my cozy home office, maybe with some hot chocolate and furry golden retrievers to keep me warm! Lots of little things to be grateful for when working from home!
I would like to take a moment to wish all of you a peaceful and joyous holiday! Even if many of our favorite traditions may not be possible this year, I hope you can all take the time to embrace the quiet and still enjoy yourself! Take a break from work and the ever-present Zoom and recharge. We will regroup and carry on in 2021!
Happy Holidays to you and your families! I’ll see you in 2021.
Sarah
ERM Announcements for 12/15/2020
General Announcements
ASEE ANNOUNCEMENT: Upcoming Workshops on Effective Teaching and Effective Proposal Preparation
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
CALL FOR ABSTRACTS: Handbook of STEM Faculty Development Call for Abstracts
CALL FOR PARTICIPATION: Edited Volume on Engineering Education
EVENT ANNOUNCEMENT: Conference – X-DBER
REU POSITIONS: Multiple REU positions at University of Florida
REU POSITIONS: REU in Engineering Education at Utah State University
APPLICATIONS INVITED: PhD in Engineering with an emphasis in Engineering Education and Transformative Practice with Fall 2021 start
Position Announcements
POSITION ANNOUNCEMENT: Faculty Position in Department of Experiential Engineering Education at Rowan University
POSITION ANNOUNCEMENT: Assistant Professor of Mechanical Engineering at San Jose State University
POSITION ANNOUNCEMENT: Director of the School of Universal Computing, Construction, and Engineering Education at Florida International University
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
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
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
CALL FOR ABSTRACTS: Handbook of STEM Faculty Development Call for Abstracts
The editors of the Handbook of STEM Faculty Development are looking for high quality submissions that focus on all stages of faculty development for those in STEM focused higher education fields.
Faculty in the science, technology, engineering, and mathematics (STEM) disciplines face intensifying pressures in the 21st century, including multiple roles as educator, researcher, and entrepreneur. In addition to continuously increasing teaching and service expectations, faculty are engaged in substantive research that requires securing external funding, mentoring other faculty and graduate students, and disseminating this work in a broad range of scholarly outlets. Societal needs of their expertise include discovery, innovation, and workforce development. It is critical to provide STEM faculty with the professional development to support their complex roles and to base this development on evidence derived from research. This edited handbook provides STEM faculty, STEM researchers, educational researchers, professional development providers, higher education administrators and other stakeholders with an opportunity to share studies and/or experiences that explore STEM faculty development (FD) in higher education settings. More specifically, we encourage work that examines professional development planning, techniques/models, experiences, and outcomes focused on supporting the teaching, research, service, and/or leadership responsibilities of STEM faculty. We particularly encourage submissions examining these roles and responsibilities within higher education from a holistic point of view, crosscutting teaching, research, service, and leadership.
We invite you to submit an abstract (due February 28th, 2021) of no more than 500 words. Please see the link below for more details. If you have any questions, please feel free to reach out to any of us.
https://www.infoagepub.com/products/Handbook-of-STEM-Faculty-Development
Sandra Linder (sandram@clemson.edu)
Cindy Lee (LC@clemson.edu
Karen High (khigh@clemson.edu)
CALL FOR PARTICIPATION: Edited Volume on Engineering Education
As part of a NSF project, I am starting work on a new handbook of engineering education with a broader scope and more diverse contributions in topics and authors. If you are interested in participating, please sign up here (you will also have the opportunity to provide input on what the volume should cover). The book will be published as an open educational resource and available publicly for free.
Survey link: http://bit.do/engehandbook
If you’ve any questions, please contact Aditya Johri at johri@gmu.edu
EVENT ANNOUNCEMENT: Conference – X-DBER
We are pleased to invite you to X-DBER 2021, a conference exploring themes in discipline-based education research across STEM disciplines. This virtual conference will take place March 1-3, hosted by the University of Nebraska-Lincoln. We look forward to fostering cross-disciplinary conversations focused on several core themes: educational tools and interventions; learning and cognitive research; diversity, inclusion, and equity; student experiences and affect; and integrating disciplinary practices. The conference will be free for all participants.
Conference Webpage: https://scimath.unl.edu/x-dber/2021/
Abstracts due: January 17, 2021
General Registration: Closes February 21, 2021
Contact: Grace Panther, grace.panther@unl.edu
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.
REU POSITIONS: REU in Engineering Education at Utah State University
The Department of Engineering Education at Utah State University will hold a ten-week summer Research Experience for Undergraduates (REU) program https://engineering.usu.edu/eed/reu/annoucement, starting May 18, 2021, to provide undergraduate students (in either 4-year or 2-year schools) in a science, technology (including engineering technology), engineering, or mathematics (STEM) discipline with intensive experience in engineering education research, such as how learners’ experience, background, and perception play a role when they learn engineering knowledge and skills. The central theme of the REU program is “Problem Solving in Engineering Education.” This shared theme of problem solving is broad enough to relate to the diverse lines of inquiry and research projects in engineering education at USU. Due to the uncertain health situation resultant to the Covid-19 pandemic, this ten-week program will be conducted at the participant’s home or internet capable area, via internet and computer access, and facilitated by USU’s Canvas learning management system and other online communication media.
Each REU student will receive up to $8,450, including 1) a stipend of $6,000, 2) a housing and meal allowance of $1,700, and 3) up to $750 for a round-trip airfare ticket to use to travel and attend any conferences. Additionally, this last amount will also help to support your research experience.
The applicants must be at least 18 years old by the time the program starts on May 18, 2021, must be a citizen, national, or permanent resident of the United States, must be an undergraduate student who will not graduate before September 1, 2021 (in either 4-year or 2-year schools) with a good academic standing in a professional undergraduate program in science, technology (including engineering technology), engineering, or mathematics.
The deadline of application is March 8, 2021. Interested students must submit applications online via https://engineering.usu.edu/eed/reu/application. If you have any questions, please contact Dr. Oenardi Lawanto at olawanto@usu.edu or Dr. Wade Goodridge at wade.goodridge@usu.edu.
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: Faculty Position in Department of Experiential Engineering Education at Rowan University
The Department of Experiential Engineering Education (ExEEd) within the Henry M. Rowan College of Engineering invites applications for tenure-¬track faculty position(s) at the Assistant or Associate Professor rank. ExEEd was launched as a new Department in 2016 to cultivate a collaborative environment for engineering education research, implement educational innovations in the classroom, and lead the College’s undergraduate engineering educational mission in the first and sophomore years. ExEEd also oversees the Henry M. Rowan College of Engineering BSc. in Engineering Entrepreneurship, a novel undergraduate degree program that blends engineering with business skills. Successful candidates will demonstrate the ability to build or sustain a robust, externally-funded research program focused on engineering education. The candidate’s research plan should show evidence of publications within the engineering education community and provide insight into their plans for obtaining funding associated with their proposed research agenda. As part of ExEEd, they will also have the opportunity to work collaboratively to further develop the research-to-practice model of graduate engineering education. Their teaching role within the department will consist of engaging in high quality, evidence-¬based teaching and contributing to the development of innovative projects, pedagogies and curricula in an environment where excellence in teaching is strongly valued. Candidates who can support the university’s commitment to a growing sustainability (people, planet and prosperity) research agenda are preferred. This can include,but is not limited to: providing methodology expertise applicable to sustainability based projects (community based, university focused, or industry); building strong interdisciplinary collaborations, for example, with Education, Social Sciences, Entrepreneurship; and/or furthering our understanding of effective teaching as related to sustainability. The successful candidate must demonstrate commitment to working with students and faculty from different engineering disciplines and from diverse backgrounds including women, students of color, LGBTQ students, first¬‐generation to college students, students with disabilities, students with low socioeconomic status, and veterans.
Applicants must have earned a minimum of a B.S. degree in Engineering and a Ph.D. in Engineering, Engineering Education, STEM Education or an equivalent field. In addition, the successful candidate is expected to demonstrate excellent written and oral communication skills and the ability to teach in a multidisciplinary, hands‐on, project and problem¬‐based learning environment.
For more details and application requirements please see: https://jobs.rowan.edu/cw/en-us/job/494833/tenure-track-assistantassociate-professor-experiential-engineering-education. For more information, please contact Dr. Cheryl Bodnar, Associate Professor and Search Chair at bodnar@rowan.edu
POSITION ANNOUNCEMENT: Assistant Professor of Mechanical Engineering at San Jose State University
The Department of Mechanical Engineering at San José State University (SJSU) invites applications for a tenure-track faculty position at the rank of Assistant Professor. Applicants must have a strong academic background in mechanical engineering, as evidenced by a Ph.D. or equivalent degree in mechanical engineering or closely related field, and expertise in mechatronics. Applicants must have demonstrated experience in a field of mechatronics such as robotics, automation, artificial intelligence, embedded systems, human-machine interface, etc.
More details at: https://jobs.sjsu.edu/en-us/job/497876/assistant-professor-mechanical-engineering
Contact: Vimal Viswanathan – vimal.viswanathan@sjsu.edu
POSITION ANNOUNCEMENT: Director of the School of Universal Computing, Construction, and Engineering Education at Florida International University
Florida International University (FIU) invites applications and nominations for Director and head of the School of Universal Computing, Construction, and Engineering Education (SUCCEED, https://succeed.fiu.edu/), which is an academic department dedicated to engineering and computing education. SUCCEED is part of FIU’s College of Engineering and Computing, collaborates closely with the university’s STEM Transformation Institute (STEM TI, https://stem.fiu.edu), and has created the first engineering and computing education program at a minority-serving institution. The School houses two-degree programs: a Bachelor of Science in Interdisciplinary Engineering, and a Ph.D. in Engineering and Computing Education, and also houses the College’s Center for Diversity and Student Success in Engineering and Computing (CD-SSEC).
Florida International University (FIU) is the fourth largest public university in the United States, and is majority-minority R1 research university and Hispanic Serving Institution. FIU has a vibrant STEM education research institute, 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.
More information about this position can be found on the SUCCEED website: https://cec.fiu.edu/job-ad-cs-engineering-education/ . To apply visit https://facultycareers.fiu.edu/?posting=522526 .
Please feel free to contact Mark Weiss (weiss@fiu.edu) if you have interest, and/or to spread the word to colleagues in other engineering education disciplines.
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)
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.
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