Dear ERM members,
I looked at my calendar this morning and did a double take—how is it already April? I also spent some time this morning trying to figure out if there was anything I could do in my class today for April Fool’s Day but didn’t come up with anything particularly exciting. But, this reflection started a small side exploration of the history of the day and meaning throughout history. For a full read, you can refer to this article: https://www.history.com/topics/holidays/april-fools-day . But, I’ll summarize some info.
Some historians speculate that the tradition dates back to 1582 when France switched from the Julian to Gregorian calendar. Turns out, the new year began with spring equinox around April 1 in the Julian Calendar. When folks found out about the change in calendars, which was slow, those that continued to celebrate the new year in April were mocked and pranked. Pranks typically included putting a paper fish on someone’s back and being referred to as “poisson d’avril” (April fish), which symbolized a young, easily caught fish or a gullible person. There are a number of other speculations and historical ties outlined in the linked article, but I thought this one was fun.
So, here’s hoping you find no fish on your backs today.
On another note, we will be electing two sets of positions this year: two new ERM Directors as well as the Secretary/Treasurer. More information will be coming out about each of these positions and the process for nominations. I wanted to draw folk attention to those roles as an opportunity to become involved in the Division. I will also be looking for a volunteer for Vice-Chair of FIE Programs and Vice-Chair for ASEE Programs for 2024. If you’d like more information about the positions, refer to https://erm.asee.org/bylaws/, or please email me.
All my best,
Allison
ERM Announcements for 4/1/2022
General Announcements
EVENT ANNOUNCEMENT: NETI workshops this Summer
EVENT ANNOUNCEMENT: 2022 ASEE Excellence Through Diversity Student Showcase
CALL FOR CONTRIBUTIONS: Handbook of Engineering Ethics Education – Join the team of authors!
CALL FOR PARTICIPATION: Graduate Student Academic Job Search Workshop
CALL FOR PARTICIPATION: Engineering Faculty Supporting Undergraduate Mental Health
Position Announcements
POSITIONS ANNOUNCMENT: Multiple tenure-track positions at all ranks, Department of Engineering Education, the University of Cincinnati
POSITION ANNOUNCEMENT: Postdoctoral Associate in the Craig M Berge Engineering Design Program at the University of Arizona
POSITION ANNOUNCEMENT: Limited Term Appointment in Mechanical Engineering at Penn State Berks
POSITION ANNOUNCEMENT: Lecturer in Career & Technology Teacher Education at New York City College of Technology
POSITION ANNOUNCEMENT: Wake Forest University – Leadership and Character Visiting Scholar in the Department of Engineering
POSITION ANNOUNCEMENT: Director of Assessment and Instructional Support, Leonhard Center, Penn State
POSITION ANNOUNCEMENT: Teaching Assistant Professor CU-Boulder
POSITION ANNOUNCEMENT: Academic Professional in Electrical & Computer Engineering at Georgia Institute of Technology
POSITION ANNOUNCEMENT: Postdoctoral Fellow in Learning Analytics and Educational Technology in the Department of Engineering Education at the University of Buffalo
POSITION ANNOUNCEMENT: Postdoctoral Position in Equity-Centered Engineering Education at University of Michigan
General Announcements
EVENT ANNOUNCEMENT: NETI workshops this Summer
The National Effective Teaching Institute (NETI) has been offering courses since 1991, reaching more than 2800 participants from over 365 different institutions. We are particularly thankful that we have been able to continue to offer these valuable workshops online to accommodate both safety concerns and travel restrictions. All NETI Workshops are conducted by Drs. Susan Lord, Matt Ohland and Michael Prince. Workshops are highly interactive and provide opportunities for the participants to plan applications of the content to their own courses. We will be offering the following workshops this June:
NETI-3 Teaching in an Online Environment, will be offered June 7-8, 2022, from 1:00 p.m. to 5:00 pm ET each day using Zoom. This workshop for instructors teaching engineering or other STEM classes 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. NETI-3 is highly interactive and provides opportunities for participants to plan applications of the workshop content to their own courses. Additional information can be found here.
NETI-2A (Forming, Managing & Assessing Student Teams) will be offered June 13-14, 2022, 1:00-5:00 pm ET each day using Zoom. This workshop develops participants’ ability to manage student teams – particularly in the context of team-based learning strategies. Teamwork can be taught, but students require guidance, practice, and feedback. They also need to be held accountable for their behavior. Research shows that there are effective practices for how to form teams, manage teams, and assess teams to improve student outcomes while maintaining an inclusive and welcoming learning environment. NETI-2A participants do not need to have attended NETI-1. Additional information can be found here.
NETI-2B (Advanced Student Engagement) will be offered June 16-17, 2022, 1:00 – 5:00 pm ET each day using Zoom. Inquiry based teaching is designed to help students to think deeply and equip them to solve technical problems in a social context. Research shows that inquiry-based instruction enhances motivation, improves conceptual understanding and develops life-long learning skills. NETI-2B will prepare participants to implement inquiry-based methods. Participants do not need to have attended NETI-1. Additional information can be found here.
While these workshops are offered online, the focus of NETI-2A and NETI-2B will address both face-to-face and online classes. The registration fee for each workshop is $400 per participant ($800 for both NETI-2A and NETI-2B), and includes an electronic version of presentation materials and other resources. We invite you to register for any of the workshops and to pass this notice along to faculty who would benefit from this program.
Questions should be directed to Emily Ohland, Workshop Administrator. Register at https://www.neti-workshop.org/events/. At this time, we are planning a face-to-face offering of NETI-1 in August—further information forthcoming.
EVENT ANNOUNCEMENT: 2022 ASEE Excellence Through Diversity Student Showcase
The ASEE Annual Conference and Exposition to be held at the Minneapolis Convention Center, Minneapolis, MN, will host a student showcase poster session featuring projects from students at the high school, associates, bachelor’s, master’s, doctoral, and postdoctoral levels on Wednesday, June 29, 1:00 – 4:00 PM.
The ASEE Student Showcase is an opportunity:
for students at all levels to share their creative engineering projects (including capstone design, mini-Baha, solar racers, intro
to design projects, makerspace projects, extracurricular projects, and others)
for mentors to help foster the professional networks of their students
for employers to meet young innovators
But most importantly, the ASEE Student Showcase is an opportunity:
for students to meet one another and establish the kinds of professional and scholarly relationships that will carry them forward and affect the long-term future of engineering.
To apply, fill out this form: https://www.surveymonkey.com/r/7VS67CB
First application deadline: March 30, 2022
Second, final application deadline: May 15, 2022
Poster presentations will be accepted on a first-come-first-served basis.
There is no fee to apply, nor will student presenters be required to register for the Annual Conference and Exposition, however all students and any guest attendees must be ASEE members at the time of the showcase. All students under the age of 18 must have a chaperone to attend. Students are encouraged to bring physical artifacts and devices if they have them. Ample room will be given in the Exhibit Hall for each student presenter.
Questions? Please contact r.koroloff@asee.org
CALL FOR CONTRIBUTIONS: Handbook of Engineering Ethics Education – Join the team of authors!
Please consider contributing to the upcoming Handbook of Engineering Ethics Education, organized by a team of researchers from the Engineering Ethics Education special interest group of SEFI (the European Society for Engineering Education).
The deadline for expressing your interest in authoring a chapter is May 1st, 2022. Further information and link to the expression of interest form are both available via:
Handbook of Engineering Ethics Education: Join the team of authors!
CALL FOR PARTICIPATION: Graduate Student Academic Job Search Workshop
“OMG! I’m Graduating, Now What?”
Nearing the end of your doctoral degree can be a challenging time. Apart from having to wrap up program requirements, it is necessary to start thinking about the next step in your career and what type of job you hope to secure. Uncertainty about job opportunities within the engineering education field, what resources can help with the job application process, and how to select the best job for you can only add to the stress.
The STEER workshop is designed to help address these issues by providing an interactive session that will address job searching for those interested in engineering education research positions within Academia. These positions include research focused, teaching focused, and staff focused roles. Come out and learn about what types of job opportunities have been available for the last 5 academic year cycles, how faculty have been able to “craft” their own positions, and tips/tricks for navigating your way through the job application and decision making process.
Registration is limited to 100, Register here: https://forms.gle/sqhjB58NL26kFVnF7
CALL FOR PARTICIPATION: Engineering Faculty Supporting Undergraduate Mental Health
We are working to enhance our understanding of how undergraduate engineering students experience stress. Our project is focused on gaining a better understanding of how a culture of stress develops and is perpetuated in engineering programs. We will use this knowledge to develop resources and communities that can dismantle this culture and promote student wellbeing. Specifically, we are seeking information on how engineering faculty and staff perceive undergraduate engineering culture, particularly with regard to norms around stress and mental health.
We are seeking engineering faculty and staff who work with undergraduate engineering students. Participants will complete a 30–60-minute virtual interview via Zoom sharing experiences working with undergraduate engineering students. The interview will be used to improve student support systems and faculty training. Upon completion, participants will receive a $50 Amazon gift card.
If you are interested in participating in this study, please contact Eileen Johnson at emjohns4@illinois.edu.
Position Announcements
POSITIONS ANNOUNCMENT: Multiple tenure-track positions at all ranks, Department of Engineering Education, the University of Cincinnati
The Department of Engineering Education (DEE) in the College of Engineering and Applied Science (CEAS) at the University of Cincinnati (UC) invites applications for multiple tenure-track positions at all ranks. Candidates will be expected to conduct research in one or more of the following Engineering or Computer Science (CS) Education research areas: Engineering/CS epistemologies, Engineering/CS learning mechanism, Engineering/CS learning systems, Engineering/CS diversity and inclusiveness, and Engineering/CS assessment. Successful candidates must hold a Ph.D. degree in Engineering Education, or a related discipline prior to the effective date of appointment and demonstrate excellent potential to build an independent research program at the forefront of their field (evidenced by grantsmanship and/or published refereed journal/conference papers, commensurate with rank), as well as potential to educate and mentor students (evidenced by prior experience in supervising undergraduate and/or graduate students, commensurate with rank). Commensurate with rank, faculty will be expected to develop (or advance) a nationally/internationally recognized, externally-funded research program in engineering/CS education; advise graduate students; teach graduate and undergraduate courses in engineering education (including, but not limited to, first-year engineering courses); perform service at the Department, College, University, and professional societies levels. Successful candidates will have demonstrated a commitment to collaboration and interdisciplinarity, as well as diversity and inclusion.
Applications must be submitted electronically via this site: https://jobs.uc.edu/job-invite/80442/.
The University of Cincinnati is an Affirmative Action / Equal Opportunity Employer / Minority / Female / Disability / Veteran.
POSITION ANNOUNCEMENT: Postdoctoral Associate in the Craig M Berge Engineering Design Program at the University of Arizona
A postdoctoral research associate position is available in the Craig M Berge Engineering Design Program in the College of Engineering at the University of Arizona. The postdoc will perform research in the pedagogy of engineering design across multiple engineering disciplines including the interdisciplinary senior capstone design course. The goal is to identify curricular enhancements across the disciplines to improve students’ ability to create innovative solutions to engineering design problems, assess these enhancements, and share findings to the broader engineering education community.
Duties and responsibilities include:
Conducting a review of engineering design activities within the sixteen different engineering curricula offered in the college including establishing relationships with design skills required to successfully complete industry sponsored capstone projects.
Development of assessment of engineering design activities, data collection and analysis resulting in scholarly papers.
Identification of design opportunities throughout the sixteen engineering curricula, including interdisciplinary opportunities, community design projects, and integration of diversity, equity, inclusiveness.
Please contact Larry Head, Director Craig M Berge Engineering Program at klhead@arizona.edu with questions. For more information and to apply, visit: https://arizona.csod.com/ux/ats/careersite/4/home/requisition/8160?c=arizona
POSITION ANNOUNCEMENT: Limited Term Appointment in Mechanical Engineering at Penn State Berks
Penn State Berks, located in Reading, PA, invites applications for a limited term appointment beginning August 2022 in Mechanical Engineering. For more information visit our website at https://berks.psu.edu/.
We are seeking candidates with a background and talent to teach Engineering Statics, MATLAB, Vibrations, and System Dynamics courses in the BS in Mechanical Engineering and BS in Electromechanical Engineering Technology programs. Teaching experience preferred in the mechanics, structures, and systems areas. This position carries a teaching load of twelve contact hours per semester.
Please apply online at :https://psu.wd1.myworkdayjobs.com/PSU_Academic/job/Penn-State-Berks/Lecturer-or-Assistant-Teaching-Professor-in-Mechanical-Engineering_REQ_0000025795-1?shared_id=NjkyYjI5OTYtN2ZmZC00OTM2LWE3M2QtNzcyYjMwMWQ3NWY0
POSITION ANNOUNCEMENT: Lecturer in Career & Technology Teacher Education at New York City College of Technology
New York City College of Technology (City Tech) invites applications for a Lecturer position in the Department of Career & Technology Teacher Education (CTTE), to begin in the fall 2022 semester. This is a full-time position that leads to a certificate of continuous employment. The CTTE department is part of the School of Professional Studies. The department currently offers a Bachelor of Science (BS) in Career & Technical Teacher Education and in Technology Teacher Education. CTTE also offers initial certificates in Career & Technical Teacher Education and Technology Teacher Education. The program is currently being considered for accreditation by the Association for Advancing Quality in Educator Preparation (AAQEP). The successful candidate is expected to be committed to excellence in teaching and contribute to the CTTE Department, the School of Professional Studies, the College, and the University, in service of their missions. The preferred qualifications for a successful candidate includes:
· A master’s degree or higher in STEM education, technology education, industrial technology, science education, engineering education, computer science, or a related field is preferred. Applications are encouraged in other relevant specializations.
· At least 3 years of P-12 teaching experience is preferred.
· Higher education teaching experience is also preferred, ideally in a multicultural environment.
· Previous experience as a clinical supervisor or fieldwork supervisory experience is also a plus.
For more information and to apply:
https://cuny.jobs/brooklyn-ny/lecturer-career-and-technology-teacher-education/BB1D4B40E2674048A28DC2675F712382/job/
POSITION ANNOUNCEMENT: Wake Forest University – Leadership and Character Visiting Scholar in the Department of Engineering
The Department of Engineering and Program for Leadership and Character at Wake Forest University seek an experienced Visiting Scholar to support leadership and character learning activities and scholarly efforts in Engineering. The Visiting Scholar position is a staff position with service, research, and teaching responsibilities. The Visiting Scholar will be expected to support the Engineering faculty with leadership and character expertise; host faculty development workshops to support the role of character and virtues in engineering; produce scholarship for public and scholarly audiences on character-based leadership, professionalism, and/or professional identity formation in engineering; and contribute to the development, assessment, and support the dissemination of character-related modules embedded across the engineering curriculum. Commensurate with their qualifications and expertise, the Visiting Scholar will teach or co-teach core and elective engineering courses, including supporting the senior capstone design experience. The Visiting Scholar will also advise the Chair of the Department on integrating character-development learning opportunities throughout the student experience and aligning existing character development efforts. The Visiting Scholar will build relationships among faculty, staff, and students and join the Engineering Chair and other engineering faculty in facilitating industry partnerships that can support community engaged projects that develop the leadership and character of engineering students. Collaborating with the Engineering Chair, other Engineering faculty, and the Program for Leadership and Character, and leveraging an existing departmental award by the Kern Family Foundation’s Kern Entrepreneurial Engineering Network (KEEN), the Visiting Scholar will work with faculty and staff to build a departmental culture focused on leadership and character.
This is a three-year, grant-funded position supported by a multi-year grant from the Kern Family Foundation. Wake Forest University is a private, coeducational institution dedicated to academic excellence in liberal arts, graduate, and professional education. Located in Winston-Salem, NC (“The City of Arts and Innovation”), the University has a deep institutional commitment to public service and engagement with the world, as indicated by the motto Pro Humanitate (for humanity), which encourages students to develop the qualities of human character needed to serve humanity. With the aim to educate the whole person, the University has established an innovative Program for Leadership and Character that plans creative programming and courses to help students develop the character needed to lead in an increasingly complex world. The Program is based on cutting-edge academic research on leadership and character, including research conducted by Wake Forest faculty in various fields who are leading experts on the study of character. Over the last few years, the Program has received major grants and gifts to develop leaders of character at Wake Forest and support other colleges and universities who seek to promote leadership and character on their campuses. A major grant from the Kern Family Foundation is now supporting a significant expansion of the Program’s work in Wake Forest’s professional schools and pre-professional programs. In collaboration with the Program, the Department of Engineering has received two prior grants from the Kern Family Foundation to support the integration of character into engineering education and build connections between character and entrepreneurial mindset. This new grant will build on and expand these ongoing efforts. For more on the Program for Leadership and Character, refer to https://leadershipandcharacter.wfu.edu/. For more on the Department of Engineering, refer to https://engineering.wfu.edu/.
Please submit a cover letter; a resumé or curriculum vitae; and the contact information for three professional references. Applications will be processed from February 2022 until the position is filled. The start date will be July 1, 2022.
For more information and to apply: https://wfu.wd1.myworkdayjobs.com/en-US/Staff_Career_Website_live/job/Winston-Salem-NC/Leadership-and-Character-Visiting-Scholar-in-the-Department-of-Engineering_R0004314
POSITION ANNOUNCEMENT: Director of Assessment and Instructional Support, Leonhard Center, Penn State
The Pennsylvania State University (Penn State) seeks a creative individual to serve in the position of Director of Assessment and Instructional Support (AIS) in the Leonhard Center for the Enhancement of Engineering Education. The Leonhard Center has been a critical source of educational innovation, assessment, and education-related faculty development in the College of Engineering at Penn State for more than 30 years. The Director of Assessment and Instructional Support will provide leadership across the College of Engineering for initiatives relating to teaching and learning by working with faculty members and departments. In addition, the individual will provide leadership for both funded and unfunded educational-related projects.
The ideal applicant will possess a PhD in engineering education, educational psychology, higher education, or a related field. In addition, the ideal candidate will have at least 3-5 years of experience with teaching faculty development, preferably in STEM fields. Additional qualifications include strong knowledge of the disciplinary trends in engineering education, knowledge of faculty development including holistic faculty development, and strong research and assessment skills. Knowledge of research and topics relating to diversity, equity, and inclusion as they apply to faculty development are highly desirable.
To apply, go to https://psu.wd1.myworkdayjobs.com/en-US/PSU_Academic/details/Director-of-Assessment-and-Instructional-Support_REQ_0000027340.
For more information, contact Sarah Zappe at ser163@psu.edu.
POSITION ANNOUNCEMENT: Teaching Assistant Professor CU-Boulder
The Integrated Design Engineering (IDEN) program at the University of Colorado Boulder invites applications for full-time instructors to teach undergraduate courses. Subjects will include, but are not limited to, Engineering Tools and Analysis (including MATLAB and labs with data acquisition, which evolved from the Wright State Math model) and hands-on First-Year Engineering Projects. The IDEN (formerly Engineering Plus) program offers a Bachelor of Science degree accredited under the ABET Engineering Accreditation Commission (EAC) general criteria. IDEN integrates traditional engineering disciplines such as Aerospace, Civil, Electrical, and Mechanical Engineering with a multi-disciplinary and design-based approach. IDEN also partners with the award-winning Integrated Teaching and Learning Program to deliver hands-on, design rich engineering curriculum to students throughout the College of Engineering and Applied Science. This is a non-tenure track appointment. Intended start date August 2022. The IDEN program and the University of Colorado Boulder are committed to building a culturally diverse community of faculty, staff, and students dedicated to contributing to an inclusive campus environment. We are an Equal Opportunity employer, including veterans and individuals with disabilities. Applications received by April 10, 2022, will receive full consideration; applications will continue to be accepted until the positions are filled.
Link to the full ad and to apply: https://jobs.colorado.edu/jobs/JobDetail/?jobId=37954
Contact: Angela Bielefeldt, Search Committee Chair, angela.bielefeldt@colorado.edu
POSITION ANNOUNCEMENT: Academic Professional in Electrical & Computer Engineering at Georgia Institute of Technology
The School of Electrical and Computer Engineering (ECE) at the Georgia Institute of Technology, Atlanta, invites applications for an Academic Professional position. This will be a full-time, non-tenure-track faculty position responsible for teaching two to three ECE courses per year, collaborating with the assessment team to provide education and research support, developing methods to automate and improve scheduling and faculty workload processes, and assisting the senior associate chair in managing other operational tasks associated with the school’s academic programs.
The successful candidate will be hired at the rank — Associate Academic Professional, Academic Professional, Senior Academic Professional, or Principal Academic Professional — commensurate with the candidate’s qualifications and with Institute and University System of Georgia policies. A terminal degree in an appropriate field is required; in rare and extraordinary circumstances, qualifications may be based on demonstrably successful related experience (exception has to be expressly approved by the President). A Ph.D. in ECE, or a related field, or additional experience in ABET and SACS accreditation would be a plus.
For additional information, please contact Linda Dillon (linda.dillon@ece.gatech.edu) or apply at https://careers.hprod.onehcm.usg.edu/psp/careers/CAREERS/HRMS/c/HRS_HRAM_FL.HRS_CG_SEARCH_FL.GBL?Page=HRS_APP_JBPST_FL&Action=U&FOCUS=Applicant&SiteId=3000&JobOpeningId=239442&PostingSeq=1
POSITION ANNOUNCEMENT: Postdoctoral Fellow in Learning Analytics and Educational Technology in the Department of Engineering Education at the University of Buffalo
The Department of Engineering Education, in the School of Engineering and Applied Sciences at University at Buffalo (UB), SUNY and Explore Interactive (EI), a start-up focusing on innovative educational technologies for engineering education, invite candidates to apply for the position of Postdoctoral Fellowship. This Postdoctoral opportunity, part of the Innovative Postdoctoral Entrepreneurial Research Fellowship (I-PERF) is funded through the National Science Foundation (NSF) and American Society of Engineering Education (ASEE). This specific fellowship is being hosted by UB and EI as part of a funded project seeking to develop a comprehensive, collaborative, and adaptive augmented reality application to support elementary students to learn engineering design. This is a one-year Postdoctoral fellowship with opportunity for extension that offers an exciting and unique experience working at the crossroads of Industry, Entrepreneurship, and University Research.
The successful candidate will support ongoing research and entrepreneurship endeavors in the described areas through:
· Development and test data collection instruments.
· Collaborate across entrepreneurial and development teams to create a shared vision and integrated action-plan
· Creation and submission of research protocols for ethics review.
· Execution and/or supervision of data collection, quantitative and/or qualitative data analysis
· Leading and assisting team members on scholarly dissemination
For more information, please contact Dr. Corey Schimpf at schimpf2@buffalo.edu. You can apply here (but it requires registration at NSF site, so feel free to contact if you want more information first): https://iperfapp.asee.org/company#/jobs/290
POSITION ANNOUNCEMENT: Postdoctoral Position in Equity-Centered Engineering Education at University of Michigan
A team of faculty and staff in the College of Engineering at the University of Michigan are researching and developing original case study materials that promote equity-centered engineering learning outcomes for undergraduates in the College of Engineering (refer to interview with the CoE Dean about equity-centered engineering here). This project includes finding suitable case studies, developing case study instructional materials, researching approaches for integration of materials, supporting instructors in implementation of materials into courses, and investigating student conceptions and reactions to case study materials.
The faculty leadership team, which includes Dr. James Holly, Jr., Dr. Shanna Daly, and Dr. Steve Skerlos, seeks a Postdoctoral Fellow to contribute to this initiative. The Postdoctoral Fellow will contribute to:
Literature synthesis of multiple-pathway curriculum approaches
Curriculum development of equity-centered engineering cases studies
Development of implementation strategy and supporting instructional materials
Development of data collection instruments
Submission of research protocols for ethics review
Data collection through interviews, focus groups, and observations with students and instructors
Analysis and dissemination of data for publication and refinement of curricular approaches
Required Qualifications: Candidates should have a PhD in education, engineering education, or a related field. Qualified candidates will have excellent communication skills (both written and verbal), strong qualitative research skills, and experience working in equity-focused teaching or research. Candidates should have excellent organizational and time-management skills and strong interpersonal skills, including the capacity to offer thoughtful and clear guidance on research and curriculum projects. The applicant will be expected to work independently, provide leadership to an interdisciplinary team, and work towards completing case study iteration cycles based on findings developed during the project.
Expected start date: Between June 1 and September 1, 2022
Appointment Type: Term (12 months) with a possible renewal
Instructions to Apply: Applications should include a CV and a statement of research interests. Qualified candidates may be asked to submit at least two letters of reference, if they are strongly being considered for the position. Applications should be sent by May 1, to DEIJcases@umich.edu. Evaluation of candidates will begin immediately, and continue until filled. Questions about the position can also be sent to DEIJcases@umich.edu.
The University of Michigan is an equal opportunity/affirmative action employer.
U-M COVID-19 Vaccination Policy: COVID-19 vaccinations, including boosters when eligible, are required for all University of Michigan students, faculty and staff across all campuses, including Michigan Medicine. This includes those working remotely. More information on this new policy is available on the Campus Blueprint website or the UM-Dearborn and UM-Flint websites.
About the College of Engineering: Michigan Engineering seeks to recruit and retain a diverse workforce as a reflection of our commitments to serve the diverse people of Michigan, fulfill the College’s Guiding Principles, and sustain the excellence of the College of Engineering. To learn more about diversity, equity, and inclusion visit: https://www.engin.umich.edu/about/diversity/. To learn more about the College of Engineering strategic vision visit: http://strategicvision.engin.umich.edu.
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