ERM Announcements, May 1, 2021

Dear ERM members,

Happy (almost) May everyone! May has always been my favorite month of the year. I love the warm weather and all the flowers blooming. I wanted to check in with you and see how you’re all doing. Yesterday I had a checkup with my doctor, who is a good friend of mine. I asked how things were in his office, and he said that they aren’t seeing a lot of physically sick people. But what they are seeing are many individuals having major mental health challenges. He went on to explain that April, for some reason, is typically the highest month of the year for major mental health challenges, with the highest suicide rates. That surprised me quite a bit! Anyhow, I ask that you think about how you’re doing and consider seeking help if needed. And reach out to your friends and colleagues. There may be some of them who could really use a kind note right about now.

On to a brighter topic…I would like to congratulation this year’s Apprentice Faculty Grant (AFG) Award winners! Congratulations to Cijy Elizabeth Sunny, Matilde Sanchez-Pena, Hannah Budinoff, and Amena Shermadou. The AFG award is a great honor and a first step to getting more involved with the engineering education community and the ERM division. I am looking forward to seeing the things that you do in your careers! Please see the announcement below for the winners’ affiliations and more information on the award process. And thank you to Rachel Anderson and Jessica Swenson for their work on this committee.

For those of you who want to be more involved with ERM, we have extended the deadline for our nominations to Directors and Chair. As of yesterday, we do not have many nominations, especially for the Chair position. Please consider nominating colleagues or yourself. For those ERM members who have held positions before, we especially need your help with considering running for Chair. As of yesterday, we did not have anyone who had agreed to run for chair! I have greatly enjoyed my time as ERM Chair and have met many wonderful people. If you want more information about either of these positions, please contact me.

Finally, I want to thank all of you who engaged in constructive conversations about the role of ASEE and ERM in regard to the change in conference venues. I also wanted to share information provided by Gary Lichtenstein from Arizona State University for those of you who may want to help the migrant children. As Gary shared, “The City of Long Beach has opened up a volunteer portal for those wishing to support the unaccompanied children (UCs). They first of all request donations, but also are accepting applications for volunteers. Here’s the link: http://longbeach.gov/pages/city-news/lb-humanitarian-family-reunification-efforts/.” Thanks, Gary!

Take care of yourselves and each other!

Sarah

ERM Announcements for 5/1/2021

General Announcements

ERM ANNOUNCEMENT: Nominations open for ERM Directors and Chair: Deadline extended
ERM ANNOUNCEMENT: 2021 Apprentice Faculty Grant Awardees
ASEE ANNOUNCEMENT: ASEE Presents: Master Class on Effective Teaching
ASEE ANNOUNCEMENT: Commission on Diversity, Equity, and Inclusion (CDEI) April 2021 Updates
NSF ANNOUNCEMENT: New NSF funding opportunity: Racial Equity in STEM Education (EHR Racial Equity)
NSF ANNOUNCEMENT: Dear Colleague Letter: Supplemental Funding for Postdoctoral Researchers to Mitigate COVID-19 Impacts on Research Career Progression
NSF ANNOUNCEMENT: New NSF Funding Opportunity: Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education
CALL FOR PARTICIPATION: First Year Engineering Experience Conference
REQUEST FOR REVIEWERS: Call for reviewers for a special issue of SAIEE Africa Research Journal
CALL FOR RESEARCH PARTICIPATION: Effects of participation in computing outreach programs
CALL FOR RESEARCH PARTICIPATION: Study of student problem-solving in engineering science courses
CALL FOR RESEARCH PARTICIPATION: Engineering the Academy Survey
CALL FOR RESEARCH PARTICIPATION: Statics problem solving approaches survey

Position Announcements

POSITION ANNOUNCEMENT: Postdoctoral Research Fellow in Engineering Education at Boston College
POSITION ANNOUNCEMENT: Post-Doc, Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University, Daytona Beach
POSITION ANNOUNCEMENT: Lecturer of Mechanical Engineering, Southern Utah University
POSITION ANNOUNCEMENT: Postdoctoral Positions in the Georgia Tech College of Engineering
POSITION ANNOUNCEMENT: Two New Positions: Instructional Consultant, University of Michigan (CRLT in Engineering)
POSITION ANNOUNCEMENT: Associate Director, MIT Teaching and Learning Lab

General Announcements

ERM ANNOUNCEMENT: Nominations open for ERM Directors and Chair: Deadline extended

The deadline for nominations has been extended to May 7.

The Education Research and Methods Division Bylaws state that in odd-numbered years, the membership shall elect two Directors and a chair. Below are descriptions of the positions open for nominations. All that is required are name, affiliation, and email via email to Nicole Pitterson – npitters@vt.edu during the nomination period.

Directors: Directors shall be elected to serve a two-year term and shall not be eligible to serve a second successive term. Two directors shall be elected each year. Directors may be asked to serve in a capacity as determined by the Chair.

Chair: The Chair shall be elected in odd-numbered years to serve a two-year term, and having served a two-year term, may not be re-nominated for a succeeding two-year term. The nominees for Chair shall have previously served at least one full term as a Division officer. The Vice-Chair for ASEE Programs shall serve as acting Chair in the event the Chair cannot serve. The Chair shall have administrative responsibility for this Division. The Chair shall serve as ERM representative on such committees or boards of ASEE which the ASEE constitution and bylaws shall designate.

ERM Bylaws: https://erm.asee.org/bylaws/

ERM ANNOUNCEMENT: 2021 Apprentice Faculty Grant Awardees

We received 9 AFG applications this year. We are excited to announce the Apprentice Faculty Grant Award winners for 2021:

Cijy Elizabeth Sunny, University of Cincinnati

Matilde Sanchez-Pena, University at Buffalo

Hannah Budinoff, University of Arizona

Amena Shermadou, The Ohio State University

We will recognize our winners to the community through videos and during the ERM Awards Ceremony after the Business Meeting at this year’s ASEE conference.

We’d also like to thank our reviewers – you know who you are! And a special thanks to those who answered our call for last minute help!

Thanks to Rachel Anderson (Clemson) and Jessica Swenson (University of Buffalo) for their work on this committee!

ASEE ANNOUNCEMENT: ASEE Presents: Master Class on Effective Teaching

Dear Colleague,

Are you a K-12 or university-level STEM instructor who wishes to develop more effective STEM teaching and instruction practices? If so, ASEE Presents: Master Class on Effective Teaching is for you! Learn more about ASEE’s Master Class on Effective Teaching here: https://resources.asee.org/course_catalog/master-class-on-effective-teaching/

Overview: Coming June 2021, ASEE Presents: Master Class on Effective Teaching is a three-part, instructor-led online program that will establish STEM instruction based on materials from the forthcoming book Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn (https://www.penguinrandomhouse.com/books/666737/uncommon-sense-teaching-by-barbara-oakley-phd-beth-rogowsky-edd-terrence-j-sejnowski-phd/?pdivflag), now available for pre-order via Penguin Random House.

The Master Class on Effective Teaching, led by Barbara Oakley, co-teacher of Coursera–UC San Diego’s Learning How to Learn, with contributions from Beth Rogowsky, and Krzysztof (Chris) Kobus, will provide K-12 and university-level STEM instructors with a common framework, terminology, and practical exercises to develop their teaching in STEM on a soundly neuroscientific basis.

Dates and Times: ASEE Presents: Master Class on Effective Teaching will be held June 21, 22, and 23, 2021 from 12:00 – 4:00 PM, ET all days.

Pricing: Registration is $149 for ASEE Professional Members, $49 for ASEE P-12 and Student Members, and $199 for non-members.

Don’t miss out on this opportunity to develop more effective STEM teaching and instruction practices based on neuroscientific principles. Learn more and register today!

Regards,

Erin Steigerwalt

Learning Services Content Developer, ASEE

ASEE ANNOUNCEMENT: Commission on Diversity, Equity, and Inclusion (CDEI) April 2021 Updates
The ASEE Year of Impact on Racial Equity (https://diversity.asee.org/deicommittee/resources/yire/) starts at the end of the 2021 Annual Conference and will go through the 2022 Annual Conference. The Taskforce work will start promptly after the Annual Conference, with lots of planning during Summer 2021, so please sign up now to get involved: https://virginiatech.qualtrics.com/jfe/form/SV_3Q54NJGEokuSlcq

Our Communications committee has posted a new Scholar Spotlight on Idalis Villanueva-Alarcón (https://diversity.asee.org/deicommittee/2021/03/16/asee-cdei-scholar-spotlight-series-dr-idalis-villanueva-alarcon/), and we also have a new guest blog post from Jenn Stroud Rossmann (https://diversity.asee.org/deicommittee/2021/03/30/remolding-the-world-together/) about remolding our engineering education world to remove neutrality assumptions and create inclusive educational spaces. Check it and our other guest blogs out at https://diversity.asee.org/deicommittee/category/blog/guest-blog-post/.

Our Professional Development committee has been working to create a facilitators guide for our DEI 100 Annual conference session, so that interested individuals can take the curriculum back to their organizations. In addition, there are more Virtual Workshops (https://diversity.asee.org/deicommittee/workshops/), and the Work in Progress Feedback Workshop Series (two-part virtual session: 30 minutes of guided networking, and 60 minutes of small groups for feedback on diversity, equity, and inclusion (DEI) related works in progress (WIP) https://diversity.asee.org/deicommittee/2021/01/17/work-in-progress-feedback-workshop-series/). If you’d like to join the Cultivating Inclusive Communities conversation and large group events, join us here: https://community.elevateinclusion.com/sign_up.

For more information on CDEI, see https://diversity.asee.org/.

NSF ANNOUNCEMENT: New NSF funding opportunity: Racial Equity in STEM Education (EHR Racial Equity)
Persistent racial injustices and inequalities in the United States have led to renewed concern and interest in addressing systemic racism. The National Science Foundation (NSF) Directorate for Education and Human Resources (EHR) seeks to support bold, ground-breaking, and potentially transformative projects addressing systemic racism in STEM. Proposals should advance racial equity in science, technology, engineering, and mathematics (STEM) education and workforce development through research (both fundamental and applied) and practice. Core to this funding opportunity is that proposals are led by, or developed and led in authentic partnership with, individuals and communities most impacted by the inequities caused by systemic racism. The voices, knowledge, and experiences of those who have been impacted by enduring racial inequities should be at the center of these proposals, including in, for example: project leadership and research positions, conceptualization of the proposal, decision-making processes, and the interpretation and dissemination of evidence and research results. The proposed work should provide positive outcomes for the individuals and communities engaged and should recognize peoples’ humanity, experiences, and resilience. Proposals need to consider systemic barriers to opportunities and benefits, and how these barriers impact access to, retention in, and success in STEM education, research, and workforce development. Competitive proposals will be clear with respect to how the work advances racial equity and addresses systemic racism, as these constructs may have different meanings in different settings.

Prospective PIs are encouraged to send a one-page concept paper to EHRRacialequityPD@nsf.gov in advance of submitting a proposal.

Upcoming program Deadlines:

July 13, 2021

October 12, 2021

More information and additional deadlines: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505910&org=DRL&from=home

NSF ANNOUNCEMENT: Dear Colleague Letter: Supplemental Funding for Postdoctoral Researchers to Mitigate COVID-19 Impacts on Research Career Progression
NSF seeks to lessen the impacts of the COVID-19 pandemic on science, technology, engineering, and mathematics (STEM) research and STEM education research and development. Known impacts include decreased faculty research productivity and difficulty in initiating and/or maintaining a career trajectory in either STEM or STEM education research and development. The goal of this funding opportunity is to support sustained research productivity and career progression of early career researchers who have been disproportionately impacted by the pandemic. Such support could sustain the research careers of new or current postdoctoral researchers, as well as help mitigate pandemic-related reductions in research productivity of early career faculty.

This Dear Colleague Letter (DCL) particularly welcomes requests for supplemental funding to support postdoctoral researchers who are working or will work at institutions that have been disproportionately affected by the pandemic. These institutions include, but are not limited to, Historically Black Colleges and Universities, Tribal Colleges, Alaska Native, Pacific-islander, and Native Hawaiian-Serving Institutions, and/or Hispanic Serving Institutions1. In addition, this funding opportunity seeks to support research projects that will contribute to diversity, equity, and inclusion in STEM research and STEM education research.

The NSF Directorate for Education and Human Resources (EHR) invites grantees with active awards in specific programs (see Eligibility and Priority Funding Areas on the DCL webpage) to request supplemental funds to support a new postdoctoral researcher for up to two years or a continuing postdoctoral researcher for one year. EHR particularly encourages requests from principal investigators who are at institutions that have been disproportionately impacted by the pandemic. It also encourages supplemental funding requests for a postdoctoral researcher from principal investigators who are early in their careers and/or who are still actively building their careers.

When to submit:

Requests will be accepted until December 31, 2021. However, for consideration for funding in Fiscal Year 2021 (i.e., before October 1, 2021), requests should be received at NSF no later than June 1, 2021.

For more information, including Eligibility, Priority Funding Areas, and Information on How to Request Supplemental Funding, see: https://www.nsf.gov/pubs/2021/nsf21066/nsf21066.jsp?org=NSF

NSF ANNOUNCEMENT: New NSF Funding Opportunity: Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education
NSF’s Education and Human Resources Directorate seeks to significantly enhance its support for research, development, implementation, and assessment to improve STEM education at the Nation’s two-year colleges. NSF encourages bold, potentially transformative projects that address immediate challenges facing STEM education at two-year colleges and/or anticipate new structures and functions of the STEM learning and teaching enterprise. This program description is a targeted approach for advancing innovative and evidence-based practices in undergraduate STEM education at two-year colleges. It also seeks to support systemic approaches to advance inclusive and equitable STEM education practices.

Full Proposal Target Date:

May 10, 2021

The target date is May 10, 2021 and the first Monday in May thereafter. Though proposals are accepted at any time, those submitted before May 28, 2021 have the potential to be considered for funding in FY21.

More information: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505899&org=DUE&from=home

CALL FOR PARTICIPATION: First Year Engineering Experience Conference
Registration for the 2021 First Year Engineering Experience (FYEE) Conference is now open! This year’s conference will be held virtually on August 9-10, 2021. Early registration ($40) ends May 31. Visit https://sites.asee.org/fyee2021/registration/ for additional registration options or to register for this year’s conference.

Check https://sites.asee.org/fyee2021/ for more details. Please direct any questions to Kevin Calabro at kcalabro@umd.edu.

REQUEST FOR REVIEWERS: Call for reviewers for a special issue of SAIEE Africa Research Journal

I am writing to invite you to serve as a reviewer for the Special Issue of SAIEE Africa Research Journal (ARJ) on the theme of Engineering Education. This special issue is based on the WEEF&GEDC conference concluded in November 2020. For this issue, a select group of conference papers were invited to be extended to a journal article. The papers that were invited to be submitted as a full journal article were selected by the WEEF&GEDC Technical Program Committee. The selection of papers was based on the recommendation of the reviewers for the conference proceedings, as well as a consideration of the completeness, significance, and relevance of the research.

This special issue is edited by:

• Prof Sunil Maharaj, University of Pretoria, South Africa

• Dr Helen Inglis, University of Pretoria, South Africa

• Dr Ashish Agrawal, B V Raju Institute of Technology, Narsapur, Telangana State, India

Based on your expertise in the field of engineering education research and the scholarship of teaching and learning, we think you will be an excellent reviewer for the special issue. We will be extremely thankful if you agree to review papers submitted to the special issue. We expect each reviewer to review one paper with up to two rounds of review. All reviews will be double-blind, and we will ensure that we assign you a paper with which you do not have a conflict of interest.

The paper submission deadline for authors is 3 May 2021, and the first round of reviews is due from the reviewers by 24 May 2021.

Many authors who submitted papers to WEEF&GEDC are new to the field of Engineering Education Research. Hence we will request reviewers to provide constructive and formative feedback to the authors to help them develop as Engineering Education researchers.

If you would like to sign up to be a reviewer, please respond to me at ashishag@vt.edu and I will get back to you with details about the logistics.

Kind regards,

Ashish Agrawal

CALL FOR RESEARCH PARTICIPATION: Effects of participation in computing outreach programs

Looking for undergraduate students to tell us about their experiences in computer courses, classes, and camps that they attended prior to becoming university students.

Open until May 17. Participants have opportunity to win Amazon gift cards for participating.

Please see https://csedresearch.org/outreach-survey-invite/ for more information.

CALL FOR RESEARCH PARTICIPATION: Study of student problem-solving in engineering science courses

Dear Engineering Education Researchers,

I am part of a team of researchers at Stanford and Cornell studying student problem-solving in engineering science courses. We have developed a novel assessment of problem-solving in heat transfer that we believe captures students’ problem-solving skills in real-world contexts.

We are in need of experts — folks who have taught heat transfer in any discipline, or who study heat transfer in their research — to validate the assessment. We are asking for volunteers to participate in 1-hour think-aloud Zoom interviews with our research team. You can sign up for a time here: https://calendly.com/eburkhol/heat-transfer-interview?month=2021-04

Your responses will be recorded and we will video record the session, but your identity will be masked in the publication or presentation of any results.

Many thanks in advance for your assistance!

Eric Burkholder, Soheil Fatehiboroujeni, Matthew Ford

Eric Burkholder, PhD

Postdoctoral Scholar, Wieman Group

Department of Physics

CALL FOR RESEARCH PARTICIPATION: Engineering the Academy Survey

Hi everyone!

My name is Madeleine Jennings, and I am a Ph.D. student in the Engineering Education Systems and Design program at Arizona State University. I am conducting a study that explores how the quality of socialization during the doctoral student years affects engineering tenure-track faculty’s perceived success in achieving tenure, as well as their teaching, mentorship, and research self-efficacy.

Institutional Review Board (IRB) approval was granted by Arizona State University to conduct this study in this setting. I invite you to take part in a research study by filling out a survey (Click here to take the Engineering the Academy survey!) created to measure your perceived quality of doctoral socialization, as well as your teaching, mentorship, and research self-efficacy. Your participation in this study will help us understand how the quality of the socialization that you received during your doctoral experience affected your confidence surrounding the tenure process. This project has implications for improving doctoral student socialization standards in engineering, as well as to help us understand more about how the quality of this socialization changes with regard to doctoral student identity/identities.

Participation in this study is completely voluntary and all survey responses will be anonymous. Your participation will consist of a single survey instrument that will require approximately 20 minutes to complete. The survey will be available from 3/25/2021 to 4/30/2021. In order to participate in this survey, you must hold or be applying to a tenure-track position in an engineering discipline. Upon completion of this survey, you may choose to enter your email into a raffle for a $50 visa gift card. This survey may be completed online through the survey link below.

If you have any questions about the survey or about the study itself, please do not hesitate to reach out to me at mfjenni1@asu.edu. Thank you in advance for your time and your help with this important research project. Click here (https://asuengineering.co1.qualtrics.com/jfe/form/SV_3sfNLySqmBfDuku) to take the Engineering the Academy survey!

All the best,

Madeleine Jennings (they/them)

Madeleine Jennings (They/Them)

PhD Student, Engineering Educations Systems & Design

MS Student, Human Systems Engineering

The Polytechnic School

Ira A. Fulton Schools of Engineering

Arizona State University

mfjenni1@asu.edu

C: (979) 587-2283

Zoom link: https://asu.zoom.us/j/3105404987

CALL FOR RESEARCH PARTICIPATION: Statics problem solving approaches survey
If you teach students that are currently enrolled in or have taken statics, can you pass along the following survey information to your students?

Thanks,

Elif, Kaela, and Adam

———————————-

Want to help improve engineering mechanics instruction? Look no further!

We’re currently recruiting participants to complete a brief survey on statics problem solving approaches that will be used to ultimately improve statics instruction. The survey itself should take around 10 to 15 minutes.

This study, funded by NSF grant numbers 1927149 and 1927250 is being conducted by Dr. Elif Miskioğlu, Assistant Professor of Chemical Engineering at Bucknell University, Dr. Kaela Martin, Associate Professor of Aerospace Engineering at Embry-Riddle Aeronautical University, Prescott, and Dr. Adam Carberry, Associate Professor in the Ira A. Fulton Polytechnic Schools of Engineering at Arizona State University.

Participation is entirely voluntary, involves minimal risk, and has no direct benefit to you. Results will be used to develop modifications for engineering education curriculum focused on producing better-prepared professional engineers.

More information on the study is provided in the first page of the survey, which can be accessed here: https://bucknell.co1.qualtrics.com/jfe/form/SV_cCJ4JLjHsgR6xZs or https://bit.ly/StaticsSurvey2021.

Should you have questions or concerns at any time about the study and its procedures, please feel free to reach out to any member of the research team:

Dr. Elif Miskioğlu

Assistant Professor

Chemical Engineering

Bucknell University

(570)-577-1369

elif.miskioglu@bucknell.edu

Dr. Kaela Martin

Associate Professor

Aerospace Engineering

Embry-Riddle Aeronautical University, Prescott

(928)-777-6746

kaela.martin@erau.edu

Dr. Adam Carberry

Associate Professor

Ira A. Fulton Schools of Engineering

Arizona State University

(480)-727-5122

adam.carberry@asu.edu

For general questions regarding the rights of human subjects in research, please reach out to the chair of the coordinating Institutional Review Board, Matthew Slater of Bucknell University, at matthew.slater@bucknell.edu or 570-577-2767.

Thank you for your time,

Elif Miskioğlu, Kaela Martin, and Adam Carberry

Position Announcements

POSITION ANNOUNCEMENT: Postdoctoral Research Fellow in Engineering Education at Boston College

We invite applicants for a postdoctoral fellow position in the Department of Engineering at Boston College. The department is responsible for the new undergraduate human-centered engineering program which will welcome its first cohort of students in Fall 2021. The program integrates Boston College’s core liberal arts curriculum with experiential engineering curriculum that emphasizes societal responsibility.

The fellow will be working with Dr. Avneet Hira and her collaborators on projects aimed at humanizing engineering and design practices, using technology to support learning, and engineering in informal (often low-resource) settings. Candidates interested in interrogating questions pertaining to engineering in open-ended project-based settings like Makerspaces, museums, community organizations, and family units are strongly encouraged to apply.

The fellow will have a PhD in engineering education, science education, learning sciences, science and technology studies, or any other relevant field. They should have expertise in research design appropriate to the kinds of studies described above, ideally with a focus on qualitative narrative-based methods. This position will require the candidate to travel (sometimes internationally) if and when safe. Frequent travel to or re-location to the Boston area will be needed.

Background or interest in human-centered design methods and reflective practice is a plus. So is interest in emerging technologies for creating spaces that are inclusive and trans-disciplinary. While the fellow will spend most of their time conducting research and working on manuscripts, there may be opportunities for teaching, mentoring and grant writing if there is interest.

This is a 1-year appointment with the possibility for renewal.

For questions, please contact Avneet Hira at avneet.hira@bc.edu

Please apply with a cover letter and CV here: https://bc.csod.com/ux/ats/careersite/2/home/requisition/4642?c=bc

POSITION ANNOUNCEMENT: Post-Doc, Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University, Daytona Beach

This is a full-time, 12-month appointment, with a 3-year expected appointment. The Post-Doctoral Associate will primarily support CTLE’s GTA Academy, our teacher training program for graduate teaching assistants at Daytona Beach campus. The Associate will also have opportunities to pursue their professional research interests and collaborate with our team on a number of educational development programs. Candidates with expertise in quantitative data analysis and equity-focused educational development will receive preference. A full description can be found at https://embryriddle.wd1.myworkdayjobs.com/en-US/External/job/Daytona-Beach-FL/Post-Doctoral-STEM-Associate_R300771.

POSITION ANNOUNCEMENT: Lecturer of Mechanical Engineering, Southern Utah University

The Department of Engineering & Technology (E&T) at Southern Utah University invites applications for a non-tenure track, full-time Lecturer. The successful candidate for this position will teach courses in the mechanical engineering undergraduate program and assist managing engineering laboratories. To apply online and for further details: https://suu.applicantpro.com/jobs/1762699.html

POSITION ANNOUNCEMENT: Postdoctoral Positions in the Georgia Tech College of Engineering
Multiple units in the Georgia Tech College of Engineering are coordinating to hire five full-time, multi-year, Postdoctoral Fellowship positions in the area of engineering education. We anticipate start dates in the Fall of 2021 with opportunities to start earlier. The positions will support a grant funded multi-department curricula innovation effort to integrate a reflective, story-centric, approach to developing undergraduate engineers’ entrepreneurial mindset. Units involved include Biomedical Engineering, Aerospace Engineering, Civil and Environmental Engineering, and Create-X. The Biomedical Engineering (BME) department is coordinating hiring for all five positions.

Full position descriptions and application instructions can be found by emailing KEENPostdoc@bme.gatech.edu. The postdoctoral fellows will assist the units in implementation and research of curricular innovations. The primary focus will be on understanding how students develop an entrepreneurial mindset and a self-concept as an entrepreneurially minded engineer. Work in each role will range from program development and curricular implementation to foundational research in engineering education. Fellows will work as part of a large team involving many faculty in multiple departments.

The roles are described in the linked job ad. Candidates can apply by sending an single pdf application package consisting of a one page cover letter, a statement of interest (no more than 2 double spaced pages), a peer-reviewed writing sample pertinent to the position, a CV, and a list of three references (no letters are needed at this time). Applications should be emailed to KEENPostdoc@bme.gatech.edu. lease indicate a preferred role from the listing in the job description as well as whether you wish to be considered for other roles besides your preferred one.

POSITION ANNOUNCEMENT: Two New Positions: Instructional Consultant, University of Michigan (CRLT in Engineering)
The Center for Research on Learning and Teaching in Engineering (CRLT-Engin) at the University of Michigan is expanding, and we are inviting applications for two Instructional Consultant positions. Applicants with extensive experience will be considered for an assistant director title. Candidates from groups historically underrepresented in faculty development are strongly encouraged to apply. Full position descriptions can be found on the University of Michigan careers site (information below).

The College of Engineering at U-M is in the process of implementing a major strategic plan that includes a pillar devoted to promoting excellence in engineering education. This plan includes a focus on diversity, equity and inclusion at all levels; implementing technological solutions learned from the pandemic, and a renewed commitment to experiential learning. The Center for Research on Learning and Teaching in Engineering (CRLT-Engin) is a key player in enacting this vision; hence, the College is expanding its capacity and staffing.

· Instructional Consultant Focused on Diversity Equity and Inclusion (DEI) (See https://careers.umich.edu/, keyword search:196662 or https://careers.umich.edu/job_detail/196662/instructional_consultant_for_diversity_equity_and_inclusion)

· Instructional Consultant focused on Technology-Informed Pedagogy (Technology) (See https://careers.umich.edu/, keyword search: 196723 or https://careers.umich.edu/job_detail/196723/instructional_consultant_for_technology-informed_pedagogy)

For more information about the search process, working at U-M, and life in the Ann Arbor area, please visit the CRLT-Engin Careers website. You may also contact Tershia Pinder-Grover (tpinder@umich.edu) for questions).

POSITION ANNOUNCEMENT: Associate Director, MIT Teaching and Learning Lab

The MIT Teaching and Learning Lab (TLL) seeks an Associate Director who will work with MIT educators to support teaching and learning through the implementation of research-based practices and pedagogies via workshops, individual consultations, classroom observations, and multiscale initiatives. The successful candidate will have a Ph.D. or Ed.D. in a field such as engineering education, science education, or a STEM discipline, along with at least five years of experience in educational development or a related field. A full description is available now at https://careers.mit.edu/ (Position #19460). Application deadline is Friday, May 7, 2021.

ERM Announcements, April 15, 2021

Dear ERM members,

Good morning, ERM members! The end of the semester is just around the corner for many of us. Personally, I am very much looking forward to this summer, which will hopefully be a time to rest and recharge…with lots of warm weather.

I wanted to comment further on the decision for ASEE to host the 2021 conference virtually. While personally, I was somewhat relieved that the conference would go virtual, for both safety and planning reasons. However, I was very surprised to hear that the reason the conference venue had changed was because of the decision to use the Long Beach Convention Center to host migrant children. Since learning about this decision on Monday, I have done some reflecting and reading about the many protests happening in Long Beach. I also have been in touch with several members of ERM about this decision.

I specifically wanted to thank Alex Mejia (Assistant Professor at the University of San Diego and also ERM Secretary/Treasurer) for initiating a conversation about the change of venue. Alex has suggested that ERM and ASEE organize a response to this decision. I want to share a portion of a reflection that Alex wrote below:

“As engineers, we contribute to the existing oppression of those who inhabit the Borderlands. If we as engineering educators seek to expand the diversity within engineering and broaden the participation of others–particularly those that have been situated at the margins of engineering–we need to start conversations about the sociopolitical context of the Borderlands. We need to recognize that ignoring our active engagement in surveillance of the Border and of people of color makes us complicit with the injustices we observe. We cannot continue feel comfortable about the uncomfortable reality of migrant children being held captive–not here, not anywhere. If we want to engage in decolonial thinking, promote culturally responsive education, and challenge dominant narratives in engineering, then it is important that we begin the conversation of not turning a blind eye to what happened with the change of plans for this year’s ASEE annual conference and continue with business as usual. We need to stand up against the continued criminalization of immigrants. We cannot stay silent about children placed in these sites with no hope of possibilities for their future in the United States.” – Alex Mejia
Thank you Alex, for sharing these important words with our community. There is a lot here for us to think about and determine how to respond. As a start, ERM is in the process of organizing a session regarding this for the annual conference. More information will be shared at a later date. To continue to engage in conversation about what ERM can do, I encourage you to use the ASEE HUB. I have started a thread on this on the HUB. Please use this space to engage in conversation about what ASEE, ERM, and the engineering community can do to organize a response.

As we continue to reflect on these issues, I encourage you to get involved with our community. There are a few ways listed in the newsletter below on how to get involved. As I mentioned last month, ERM has a call for volunteers which is listed in #1 below. In addition, the April updates from the Commission on Diversity, Equity, and Inclusion (in #2 below) highlight ways to get involved with the ASEE Year of Impact on Racial Equity.

I hope you are all doing well.

Sarah

ERM Announcements for 4/15/2021

General Announcements

ERM ANNOUNCEMENT: Nominations open for ERM Directors and Chair
ASEE ANNOUNCEMENT: Commission on Diversity, Equity, and Inclusion (CDEI) April 2021 Updates
NSF ANNOUNCEMENT: New NSF funding opportunity: Racial Equity in STEM Education (EHR Racial Equity)
NSF ANNOUNCEMENT: Dear Colleague Letter: Supplemental Funding for Postdoctoral Researchers to Mitigate COVID-19 Impacts on Research Career Progression
NSF ANNOUNCEMENT: New NSF Funding Opportunity: Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education
JEE ANNOUNCEMENT: Journal of Engineering Education Revised Author and Reviewer Guidelines: Seeking Community Input
REES ANNOUNCEMENT: REES call for abstracts by 4/30/2021
REQUEST FOR REVIEWERS: Call for reviewers for a special issue of SAIEE Africa Research Journal
EVENT ANNOUNCEMENT: PEER Collaborative Annual Unconference Announcement, Information, and Registration
EVENT ANNOUNCEMENT: Registration for NETI-3D and NETI-3E open
CALL FOR PARTICIPATION: Applications being accepted to the 5th Dissertation Institute
CALL FOR RESEARCH PARTICIPATION: Engineering the Academy Survey
CALL FOR RESEARCH PARTICIPATION: Statics problem solving approaches survey
CALL FOR RESEARCH PARTICIPATION: Participants needed for a study of student socioeconomic experiences

Position Announcements

POSITION ANNOUNCEMENT: Associate Director, MIT Teaching and Learning Lab
POSITION ANNOUNCEMENT: Dean at Tickle College of Engineering at University of Tennessee
POSITION ANNOUNCEMENT: Editor-in-Chief, Scholarship and Practice of Undergraduate Research
POSITION ANNOUNCEMENT: Visiting biomedical engineering faculty position at Bucknell University
POSITION ANNOUNCEMENT: University of Florida Chief Diversity Officer
POSITION ANNOUNCEMENT: Full time temporary faculty position in Environmental Resources Engineering at Humboldt State University
POSITION ANNOUNCEMENT: Postdoctoral Fellow at Tufts Center for Engineering Education and Outreach

General Announcements

ERM ANNOUNCEMENT: Nominations open for ERM Directors and Chair

The Education Research and Methods Division Bylaws state that in odd-numbered years, the membership shall elect two Directors and a chair. As such, the nominating committee is opening nominations April 1 – 20, 2021. Below are descriptions of the positions open for nominations. All that is required are name, affiliation, and email via email to Nicole Pitterson – npitters@vt.edu during the nomination period.

Directors: Directors shall be elected to serve a two-year term and shall not be eligible to serve a second successive term. Two directors shall be elected each year. Directors may be asked to serve in a capacity as determined by the Chair.

Chair: The Chair shall be elected in odd-numbered years to serve a two-year term, and having served a two-year term, may not be re-nominated for a succeeding two-year term. The nominees for Chair shall have previously served at least one full term as a Division officer. The Vice-Chair for ASEE Programs shall serve as acting Chair in the event the Chair cannot serve. The Chair shall have administrative responsibility for this Division. The Chair shall serve as ERM representative on such committees or boards of ASEE which the ASEE constitution and bylaws shall designate.

ERM Bylaws: https://erm.asee.org/bylaws/

Elections are scheduled to be held May 1 – May 17, 2021.

ASEE ANNOUNCEMENT: Commission on Diversity, Equity, and Inclusion (CDEI) April 2021 Updates
The ASEE Year of Impact on Racial Equity (https://diversity.asee.org/deicommittee/resources/yire/) starts at the end of the 2021 Annual Conference and will go through the 2022 Annual Conference. The Taskforce work will start promptly after the Annual Conference, with lots of planning during Summer 2021, so please sign up now to get involved: https://virginiatech.qualtrics.com/jfe/form/SV_3Q54NJGEokuSlcq

Our Communications committee has posted a new Scholar Spotlight on Idalis Villanueva-Alarcón (https://diversity.asee.org/deicommittee/2021/03/16/asee-cdei-scholar-spotlight-series-dr-idalis-villanueva-alarcon/), and we also have a new guest blog post from Jenn Stroud Rossmann (https://diversity.asee.org/deicommittee/2021/03/30/remolding-the-world-together/) about remolding our engineering education world to remove neutrality assumptions and create inclusive educational spaces. Check it and our other guest blogs out at https://diversity.asee.org/deicommittee/category/blog/guest-blog-post/.

Our Professional Development committee has been working to create a facilitators guide for our DEI 100 Annual conference session, so that interested individuals can take the curriculum back to their organizations. In addition, there are more Virtual Workshops (https://diversity.asee.org/deicommittee/workshops/), and the Work in Progress Feedback Workshop Series (two-part virtual session: 30 minutes of guided networking, and 60 minutes of small groups for feedback on diversity, equity, and inclusion (DEI) related works in progress (WIP) https://diversity.asee.org/deicommittee/2021/01/17/work-in-progress-feedback-workshop-series/). If you’d like to join the Cultivating Inclusive Communities conversation and large group events, join us here: https://community.elevateinclusion.com/sign_up.

For more information on CDEI, see https://diversity.asee.org/.

NSF ANNOUNCEMENT: New NSF funding opportunity: Racial Equity in STEM Education (EHR Racial Equity)
Persistent racial injustices and inequalities in the United States have led to renewed concern and interest in addressing systemic racism. The National Science Foundation (NSF) Directorate for Education and Human Resources (EHR) seeks to support bold, ground-breaking, and potentially transformative projects addressing systemic racism in STEM. Proposals should advance racial equity in science, technology, engineering, and mathematics (STEM) education and workforce development through research (both fundamental and applied) and practice. Core to this funding opportunity is that proposals are led by, or developed and led in authentic partnership with, individuals and communities most impacted by the inequities caused by systemic racism. The voices, knowledge, and experiences of those who have been impacted by enduring racial inequities should be at the center of these proposals, including in, for example: project leadership and research positions, conceptualization of the proposal, decision-making processes, and the interpretation and dissemination of evidence and research results. The proposed work should provide positive outcomes for the individuals and communities engaged and should recognize peoples’ humanity, experiences, and resilience. Proposals need to consider systemic barriers to opportunities and benefits, and how these barriers impact access to, retention in, and success in STEM education, research, and workforce development. Competitive proposals will be clear with respect to how the work advances racial equity and addresses systemic racism, as these constructs may have different meanings in different settings.

Prospective PIs are encouraged to send a one-page concept paper to EHRRacialequityPD@nsf.gov in advance of submitting a proposal.

Upcoming program Deadlines:

July 13, 2021

October 12, 2021

More information and additional deadlines: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505910&org=DRL&from=home

NSF ANNOUNCEMENT: Dear Colleague Letter: Supplemental Funding for Postdoctoral Researchers to Mitigate COVID-19 Impacts on Research Career Progression
NSF seeks to lessen the impacts of the COVID-19 pandemic on science, technology, engineering, and mathematics (STEM) research and STEM education research and development. Known impacts include decreased faculty research productivity and difficulty in initiating and/or maintaining a career trajectory in either STEM or STEM education research and development. The goal of this funding opportunity is to support sustained research productivity and career progression of early career researchers who have been disproportionately impacted by the pandemic. Such support could sustain the research careers of new or current postdoctoral researchers, as well as help mitigate pandemic-related reductions in research productivity of early career faculty.

This Dear Colleague Letter (DCL) particularly welcomes requests for supplemental funding to support postdoctoral researchers who are working or will work at institutions that have been disproportionately affected by the pandemic. These institutions include, but are not limited to, Historically Black Colleges and Universities, Tribal Colleges, Alaska Native, Pacific-islander, and Native Hawaiian-Serving Institutions, and/or Hispanic Serving Institutions1. In addition, this funding opportunity seeks to support research projects that will contribute to diversity, equity, and inclusion in STEM research and STEM education research.

The NSF Directorate for Education and Human Resources (EHR) invites grantees with active awards in specific programs (see Eligibility and Priority Funding Areas on the DCL webpage) to request supplemental funds to support a new postdoctoral researcher for up to two years or a continuing postdoctoral researcher for one year. EHR particularly encourages requests from principal investigators who are at institutions that have been disproportionately impacted by the pandemic. It also encourages supplemental funding requests for a postdoctoral researcher from principal investigators who are early in their careers and/or who are still actively building their careers.

When to submit:

Requests will be accepted until December 31, 2021. However, for consideration for funding in Fiscal Year 2021 (i.e., before October 1, 2021), requests should be received at NSF no later than June 1, 2021.

For more information, including Eligibility, Priority Funding Areas, and Information on How to Request Supplemental Funding, see: https://www.nsf.gov/pubs/2021/nsf21066/nsf21066.jsp?org=NSF

NSF ANNOUNCEMENT: New NSF Funding Opportunity: Advancing Innovation and Impact in Undergraduate STEM Education at Two-year Institutions of Higher Education
NSF’s Education and Human Resources Directorate seeks to significantly enhance its support for research, development, implementation, and assessment to improve STEM education at the Nation’s two-year colleges. NSF encourages bold, potentially transformative projects that address immediate challenges facing STEM education at two-year colleges and/or anticipate new structures and functions of the STEM learning and teaching enterprise. This program description is a targeted approach for advancing innovative and evidence-based practices in undergraduate STEM education at two-year colleges. It also seeks to support systemic approaches to advance inclusive and equitable STEM education practices.

Full Proposal Target Date:

May 10, 2021

The target date is May 10, 2021 and the first Monday in May thereafter. Though proposals are accepted at any time, those submitted before May 28, 2021 have the potential to be considered for funding in FY21.

More information: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505899&org=DUE&from=home

JEE ANNOUNCEMENT: Journal of Engineering Education Revised Author and Reviewer Guidelines: Seeking Community Input
The Journal of Engineering Education (JEE) is in the process of updating the JEE Author Guidelines and Reviewer Guidelines to increase transparency in the manuscript submission and review processes, and to incorporate aspects of diversity, equity and inclusivity in these guidelines. We are seeking feedback from members of the engineering education research community on the drafts of the updated JEE Author Guidelines and Reviewer Guidelines. If you would like to provide feedback, please click here (https://asuengineering.co1.qualtrics.com/jfe/form/SV_1RO9hq1UGYNeHMq) which will take you to a questionnaire that includes a link to the revised guidelines. Reading the guidelines and providing feedback through the questionnaire should take approximately 60 minutes to complete. We ask that you provide this feedback by the end of April 2021. Questions? Please contact Lisa Benson, Editor, Journal of Engineering Education (https://onlinelibrary.wiley.com/journal/21689830).

REES ANNOUNCEMENT: REES call for abstracts by 4/30/2021

The Research in Engineering Education Symposium (REES) and Australasian Association for Engineering Education Annual Conference (AAEE) will be held jointly on 5-8 December 2021:

• face-to-face at The University of Western Australia, Perth, Western Australia

• hybrid during Perth business hours, and

• online outside Perth business hours.

We are delighted to invite submissions of papers and workshop proposals.

Structured abstracts (up to one page) should be submitted by 30 April 2021. Please see https://rees-aaee21.org/call-for-papers-and-workshops/ for details.

Looking forward to seeing you, literally or virtually, in Perth! Please also subscribe to REEN’s new blog, https://reen.co/subscribe/

REQUEST FOR REVIEWERS: Call for reviewers for a special issue of SAIEE Africa Research Journal

I am writing to invite you to serve as a reviewer for the Special Issue of SAIEE Africa Research Journal (ARJ) on the theme of Engineering Education. This special issue is based on the WEEF&GEDC conference concluded in November 2020. For this issue, a select group of conference papers were invited to be extended to a journal article. The papers that were invited to be submitted as a full journal article were selected by the WEEF&GEDC Technical Program Committee. The selection of papers was based on the recommendation of the reviewers for the conference proceedings, as well as a consideration of the completeness, significance, and relevance of the research.

This special issue is edited by:

• Prof Sunil Maharaj, University of Pretoria, South Africa

• Dr Helen Inglis, University of Pretoria, South Africa

• Dr Ashish Agrawal, B V Raju Institute of Technology, Narsapur, Telangana State, India

Based on your expertise in the field of engineering education research and the scholarship of teaching and learning, we think you will be an excellent reviewer for the special issue. We will be extremely thankful if you agree to review papers submitted to the special issue. We expect each reviewer to review one paper with up to two rounds of review. All reviews will be double-blind, and we will ensure that we assign you a paper with which you do not have a conflict of interest.

The paper submission deadline for authors is 3 May 2021, and the first round of reviews is due from the reviewers by 24 May 2021.

Many authors who submitted papers to WEEF&GEDC are new to the field of Engineering Education Research. Hence we will request reviewers to provide constructive and formative feedback to the authors to help them develop as Engineering Education researchers.

If you would like to sign up to be a reviewer, please respond to me at ashishag@vt.edu and I will get back to you with details about the logistics.

Kind regards,

Ashish Agrawal

EVENT ANNOUNCEMENT: PEER Collaborative Annual Unconference Announcement, Information, and Registration
With the recent news that ASEE will be virtual, the PEER Collaborative Unconference is also going virtual June 21 and 22.

Are you a faculty member (pre-tenure, tenured or mid-career faculty) or research staff who is primarily evaluated on your engineering education research? If so, the PEER Collaborative Unconference may be for you. PEER is a small and growing community of active participants and alumni whose primary role in higher education derive from engineering education scholarship. The Collaborative engages in peer mentoring and support in engineering education scholarship related matters within a community of similarly situated people.

The unconference is free to participate and typically involves a dinner and unconference immediately following the ASEE Annual Conference.

Please save Monday, June 21 (unconference and dinner) and Tuesday, June 22 (unconference day), platform TBD, for the conference.

Please direct any questions to Kaela Martin (kaela.martin@erau.edu).

Our website is found at: https://www.peer-collaborative.org/

Registration is open and available at the following link: https://www.peer-collaborative.org/register-for-2021

EVENT ANNOUNCEMENT: Registration for NETI-3D and NETI-3E open

There are still spots available in NETI-3D, which will be held May 26-27, 2021, from 1:00 p.m. to 5:00 pm, EST, each day using Zoom. With NETI-3D close to capacity, NETI-3E has been scheduled for June 2-3, 2021, from 1:00 p.m. to 5:00 pm, EST, each day using Zoom. The NETI-3 online workshop 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 has been given since 1991, reaching nearly 2500 participants from over 350 different schools. The registration fee is $400 per participant, and includes an electronic version of presentation materials with literature reviews of effective online teaching practices. It will be directed by Drs. Susan Lord, Matt Ohland, and Michael Prince. NETI-3 will be highly interactive and will provide opportunities for the participants to plan applications of the workshop content to their own courses. We invite you to register for the workshop using the link below and to pass this notice along to faculty who would benefit from this program. We will accept up to 60 paid applications on a first-come, first-served basis. Questions should be directed to Michael Prince at prince@bucknell.edu. Register at https://www.neti-workshop.org/events/.

CALL FOR PARTICIPATION: Applications being accepted to the 5th Dissertation Institute

We are pleased to announce the 5th Dissertation Institute (DI), an interactive workshop for underrepresented (African American, Native American, Pacific Island and Hispanic American) graduate students in engineering. The 2021 DI will take place July 10th – 16th on the University of Michigan campus.* The Institute is funded by the National Science Foundation and hosted by University of Texas, Dallas and Virginia Tech. The primary goal is to address issues that prolong completion times for those at the dissertation proposal preparation and dissertation completion stages of the targeted population.

The week-long event will focus on skills and strategies needed to successfully complete the dissertation process as well as provide networking opportunities to build connections for future collaborative career advancement. Institute participants will build new writing habits, work on their dissertation or dissertation proposal, and learn skills that will help them continue making progress when they return to their institutions. Participants will be housed in a private room; will share a bathroom with one other participant; receive meals; and be reimbursed for travel costs up to $500. As a part of the application process, participants will be asked to identify barriers that have impeded their progress to completing their dissertation and to provide suggestions for additional topics to be presented.

We seek your assistance in identifying students who might benefit from participating in the Institute. The application deadline is April 1st. Please share the following link with students, faculty and any other colleagues who might assist us in announcing this wonderful opportunity: https://www.dissertationinstitute.com/

If you have questions, please email them to dissertationinstitute@gmail.com.

Stephanie G. Adams, Ph.D. Holly M. Matusovich, Ph.D.

University of Texas, Dallas Virginia Tech

* The Institute is scheduled to be an in-person meeting. If we cannot meet physically, we will meet virtually.

CALL FOR RESEARCH PARTICIPATION: Engineering the Academy Survey

Hi everyone!

My name is Madeleine Jennings, and I am a Ph.D. student in the Engineering Education Systems and Design program at Arizona State University. I am conducting a study that explores how the quality of socialization during the doctoral student years affects engineering tenure-track faculty’s perceived success in achieving tenure, as well as their teaching, mentorship, and research self-efficacy.

Institutional Review Board (IRB) approval was granted by Arizona State University to conduct this study in this setting. I invite you to take part in a research study by filling out a survey (Click here to take the Engineering the Academy survey!) created to measure your perceived quality of doctoral socialization, as well as your teaching, mentorship, and research self-efficacy. Your participation in this study will help us understand how the quality of the socialization that you received during your doctoral experience affected your confidence surrounding the tenure process. This project has implications for improving doctoral student socialization standards in engineering, as well as to help us understand more about how the quality of this socialization changes with regard to doctoral student identity/identities.

Participation in this study is completely voluntary and all survey responses will be anonymous. Your participation will consist of a single survey instrument that will require approximately 20 minutes to complete. The survey will be available from 3/25/2021 to 4/30/2021. In order to participate in this survey, you must hold or be applying to a tenure-track position in an engineering discipline. Upon completion of this survey, you may choose to enter your email into a raffle for a $50 visa gift card. This survey may be completed online through the survey link below.

If you have any questions about the survey or about the study itself, please do not hesitate to reach out to me at mfjenni1@asu.edu. Thank you in advance for your time and your help with this important research project. Click here (https://asuengineering.co1.qualtrics.com/jfe/form/SV_3sfNLySqmBfDuku) to take the Engineering the Academy survey!

All the best,

Madeleine Jennings (they/them)

Madeleine Jennings (They/Them)

PhD Student, Engineering Educations Systems & Design

MS Student, Human Systems Engineering

The Polytechnic School

Ira A. Fulton Schools of Engineering

Arizona State University

mfjenni1@asu.edu

C: (979) 587-2283

Zoom link: https://asu.zoom.us/j/3105404987

CALL FOR RESEARCH PARTICIPATION: Statics problem solving approaches survey
If you teach students that are currently enrolled in or have taken statics, can you pass along the following survey information to your students?

Thanks,

Elif, Kaela, and Adam

———————————-

Want to help improve engineering mechanics instruction? Look no further!

We’re currently recruiting participants to complete a brief survey on statics problem solving approaches that will be used to ultimately improve statics instruction. The survey itself should take around 10 to 15 minutes.

This study, funded by NSF grant numbers 1927149 and 1927250 is being conducted by Dr. Elif Miskioğlu, Assistant Professor of Chemical Engineering at Bucknell University, Dr. Kaela Martin, Associate Professor of Aerospace Engineering at Embry-Riddle Aeronautical University, Prescott, and Dr. Adam Carberry, Associate Professor in the Ira A. Fulton Polytechnic Schools of Engineering at Arizona State University.

Participation is entirely voluntary, involves minimal risk, and has no direct benefit to you. Results will be used to develop modifications for engineering education curriculum focused on producing better-prepared professional engineers.

More information on the study is provided in the first page of the survey, which can be accessed here: https://bucknell.co1.qualtrics.com/jfe/form/SV_cCJ4JLjHsgR6xZs or https://bit.ly/StaticsSurvey2021.

Should you have questions or concerns at any time about the study and its procedures, please feel free to reach out to any member of the research team:

Dr. Elif Miskioğlu

Assistant Professor

Chemical Engineering

Bucknell University

(570)-577-1369

elif.miskioglu@bucknell.edu

Dr. Kaela Martin

Associate Professor

Aerospace Engineering

Embry-Riddle Aeronautical University, Prescott

(928)-777-6746

kaela.martin@erau.edu

Dr. Adam Carberry

Associate Professor

Ira A. Fulton Schools of Engineering

Arizona State University

(480)-727-5122

adam.carberry@asu.edu

For general questions regarding the rights of human subjects in research, please reach out to the chair of the coordinating Institutional Review Board, Matthew Slater of Bucknell University, at matthew.slater@bucknell.edu or 570-577-2767.

Thank you for your time,

Elif Miskioğlu, Kaela Martin, and Adam Carberry

CALL FOR RESEARCH PARTICIPATION: Participants needed for a study of student socioeconomic experiences

Faculty are needed who can pass on the below solicitation to undergraduate engineering students in their final year. Interviews contribute to a graduate students’ dissertation. Questions about the study can be sent to Justin Major (major5@purdue.edu) or Allison Godwin (godwina@purdue.edu).

Dear Student,

We are writing to invite you to participate in a research study exploring the long-term socioeconomic experiences of engineering students (Purdue University IRB-2021-238). This study will consist of interviews that ask you about these experiences in specific contexts at different points of time throughout your education.

To determine your eligibility to participate in interviews, we ask that you fill out an eligibility survey. Completing the survey should take no more than 5 minutes of your time.

Invited participants who complete interviews will receive a $25 Amazon Gift Card for their participation. If additional interviews are needed to gather more information, or to clarify your statements, you will receive another $25 Amazon Gift Card for each additional interview. In addition, participants who complete interviews will be invited to participate in the process of member checking to ensure the accuracy or proper depiction of their statements. Participants who participate in member checking will receive another $10 Amazon Gift Card for each time.

Participation in any phase of this study has no relationship to your grade in any class in which you are enrolled. Your participation is strictly voluntary. As part of the survey, you will be invited to read about the study, including all the ways we will protect your confidential information. If you agree to participate, simply click “I agree” on the consent page, and then you can complete the eligibility survey.

You can complete the eligibility survey by visiting the following link:

https://purdue.ca1.qualtrics.com/jfe/form/SV_5iNkcT5zTTWdYDc

Questions about this study should be directed to the research team:

Justin Major (major5@purdue.edu) – Graduate Student

Dr. Allison Godwin (godwina@purdue.edu; 765-496-0196) – Principal Investigator

Position Announcements

POSITION ANNOUNCEMENT: Associate Director, MIT Teaching and Learning Lab

The MIT Teaching and Learning Lab (TLL) seeks an Associate Director who will work with MIT educators to support teaching and learning through the implementation of research-based practices and pedagogies via workshops, individual consultations, classroom observations, and multiscale initiatives. The successful candidate will have a Ph.D. or Ed.D. in a field such as engineering education, science education, or a STEM discipline, along with at least five years of experience in educational development or a related field. A full description is available now at https://careers.mit.edu/ (Position #19460). Application deadline is Friday, May 7, 2021.

POSITION ANNOUNCEMENT: Dean at Tickle College of Engineering at University of Tennessee

The Tickle College of Engineering at University of Tennessee is searching for their next dean of engineering. Please share this position announcement with your networks or consider applying yourself: https://tickle.utk.edu/dean-search/

POSITION ANNOUNCEMENT: Editor-in-Chief, Scholarship and Practice of Undergraduate Research

The Council on Undergraduate Research invites nominations and applications for the next Editor-in-Chief of Scholarship and Practice of Undergraduate Research. The Editor should be a leader and scholar in the undergraduate research community with a broad understanding of the evolving discipline. Submit nominations by April 8, 2021 and applications by April 30, 2021 to Lindsay Currie, lcurrie@cur.org

Position announcement: https://www.cur.org/assets/1/7/EIC_2021.pdf

POSITION ANNOUNCEMENT: Visiting biomedical engineering faculty position at Bucknell University

The Biomedical Engineering Department at Bucknell University invites applications for open-rank, visiting faculty positions to begin August 2021. These positions are ideal for candidates considering a career in academia with an emphasis on undergraduate education. Visiting faculty would join a top-ranked, highly selective undergraduate biomedical engineering department with small class sizes (< 24 students) that facilitate close student-faculty interaction in a hands-on, interactive, learning community. The University sponsors a range of developmental activities for its visiting faculty supported by a well-resourced Teaching and Learning Center. Candidates would have the potential to engage in both innovative teaching and collaborative scholarship within Bucknell’s excellent core facilities, notably our recently opened teaching and laboratory facilities (fall 2019) supporting modestly increased student enrollments. The appointment is for the 2021-2022 academic year; reappointment may be possible subject to institutional need and satisfactory performance.

We seek individuals with enthusiasm for teaching and a desire to engage undergraduates in the classroom and laboratory across a broad range of biomedical engineering subjects. The ideal candidate would have teaching abilities in multiple areas to support a biomedical engineering curriculum containing courses in bioinstrumentation, signals and systems, biomechanics, materials, biostatistics, computing, fluid mechanics, heat and mass transfer, and medical device design.

Applications must include a cover letter, a current C.V., and three statements of no more than two pages each describing the applicant’s 1) teaching philosophy, experience relevant to the Bucknell biomedical engineering curriculum, and identification of current required and new elective courses they would be interested in teaching at Bucknell, 2) evidence of a commitment to diversity and engaging students in an inclusive environment, and 3) career goals and how this position aligns with those goals. Applicants should be prepared to provide references upon request. Applications will only be accepted online through Bucknell's career site (careers.bucknell.edu) and they will be reviewed beginning on April 1, 2021 in the order in which they are received until the positions are filled.

POSITION ANNOUNCEMENT: University of Florida Chief Diversity Officer

The University of Florida, the state of Florida’s flagship university and ranked No. 6 among the nation’s top public research universities by U.S News and World Report, is accepting inquiries, nominations, and applications for the position of Chief Diversity Officer and Senior Advisor to the President. Review of applications will begin in mid-March and will continue until the position is filled. Candidates may apply at https://explore.jobs.ufl.edu/en-us/job/516079/chief-diversity-officer.

Inquiries and nominations can be sent to Audrey Gainey, Director for University of Florida Talent Acquisition and Onboarding, gaineya1@ufl.edu or at 352-273-1706. More information can be found at https://hr.ufl.edu/manager-resources/recruitment-staffing/talent-search/chief-diversity-officer/ and https://explore.jobs.ufl.edu/en-us/job/516079/chief-diversity-officer.

POSITION ANNOUNCEMENT: Full time temporary faculty position in Environmental Resources Engineering at Humboldt State University

Humboldt State University, a Hispanic Serving Institution, seeks a full time temporary faculty position in Environmental Resources Engineering for the academic year 2021/22. This academic year position that would likely be extended past one year. The ERE department anticipates additional tenure track positions in the near future and an excellent temporary faculty member would be very competitive.

HSU is primarily a teaching institution and the ERE department values high quality and innovative instruction. Our diverse student population includes 41% first in family to attend university, 42% are Pell Grant eligible, a third self identify coming from an underrepresented ethnic group and a third are women. Two thirds of our tenure track faculty member members are women and two of our eight tenure track faculty are Latina. We welcome a colleague who is committed to make a difference in these engineering students' lives.

Please find the job announcement at https://hraps.humboldt.edu/sites/default/files/vacancy_announcements/2122-07_ere_ftt_tempfaculty_vacancy_final.pdf Application deadline is April 26,2021. Contact Margaret Lang at engineer@humboldt.edu for more information. Please distribute this announcement widely.

POSITION ANNOUNCEMENT: Postdoctoral Fellow at Tufts Center for Engineering Education and Outreach
Tufts Center for Engineering Education and Outreach (CEEO) invites applications for a joint full-time postdoctoral scholar to work on studying undergraduate teaching and learning. The position will be part of a project that is exploring how to create resources and tools to support student-centered, hands-on engineering and robotics learning in Rwanda, Brazil, and Kenya. Leveraging ideas from learning through play, makerspaces, and engineering education, the Tufts team is working collaboratively with country-based partners to co-design hands-on materials, teacher professional development, and educational activities focused on the primary/elementary years. Together with partners at each of the sites, our collaborative design process will jointly explore different dimensions of play, making, and engineering in classrooms. Taking an asset-based approach, our co-designs will work to amplify local funds of knowledge and repertoires of practice in classroom practice. The network of researchers and local educational partners provides opportunities to explore collaborations at a distance and models of research partnership that can expand our understandings of how play, making, and engineering enrich classroom learning.

The position requires a PhD and experience in qualitative research. Applications are encouraged from those with backgrounds in K-12 STEM education, particularly in the primary/elementary years (ages 5-12). Experience in the focal countries (Rwanda, Brazil, Kenya) or supportive language skills for working in those countries is highly desired. Any expertise in studying responsive teaching or teacher noticing, design or facilitation of teacher professional development, learning through play-based approaches, engineering education or makerspace work, should be highlighted on the letter of application.

More information at: https://blog.tuftsceeo.org/2021/03/30/position-announcement-postdoctoral-researcher-tufts-ceeo/

Please submit a letter of application, including descriptions of your background and research interests, a CV, and the names of three references to ceeojob@tuftsceeo.org.

Questions about the position or application process can be directed to CEEO Director, Merredith Portsmore (Merredith.Portmore@tufts.edu).