ERM Announcements, June 1, 2022

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Dear ERM members,

Our ERM elections are now open! Please take a moment to vote for two Director positions and Secretary/Treasurer. Each of these positions will serve a two-year term and shape the direction of the Division. For more information on the positions, please refer to our bylaws (https://erm.asee.org/bylaws). The ballot is open at this link:
https://ugeorgia.ca1.qualtrics.com/jfe/form/SV_3Vr2pXAoU13MyJE until June 8, 2022.

If you have any questions, please contact our Nominating Committee Chair, Nathaniel Hunsu (nathaniel.hunsu@uga.edu).

I also want to recognize more of our ERM award winners. The 2022 ERM Best Paper Award will awarded to Joyce Main and Amanda Griffith and the 2022 ERM Best Diversity Paper will be awarded to Robert Loweth, Shanna Daly, Leah Paborsky, Sara Hoffman, and Steve Skerlos. We look forward to celebrating with and recognizing these individuals at our Annual Community Celebration and Awards Reception at ASEE. Tickets are available for purchase through the ASEE registration site. I hope you will join us!

All my best,

Allison

 

ERM Announcements for 6/1/2022

General Announcements

  1. ERM ELECTIONS: Open until June 8
  2. CONGRATULATIONS: ERM Apprentice Faculty Grantees
  3. CONGRATULATIONS: ERM Paper Awardees
  4. CALL FOR PAPERS: Australasian Journal of Engineering Education, Special Issue “Engineering Education Research Capability Development”
  5. CALL FOR PARTICIPATION: 2022 NextProf Nexus
  6. REQUEST FOR QUOTATION: NAE President’s Racial Justice and Equity Committee
  7. CALL FOR PARTICIPATION: Research Study on Men Faculty Allies for Undergraduate Women in STEM
  8. CALL FOR PARTICIPATION: Engineering Education Funding Programs at the National Science Foundation and Techniques to Prepare Competitive Engineering Education Research Proposals
  9. CALL FOR PARTICIPATION: Mentors Needed for ASEE New Engineering Educators Division Early-Career Engineering Educators Mentoring Program

 

Position Announcements

  1. POSITION ANNOUNCEMENT: Program Manager for Academic Tutoring, Brown University
  2. POSITIONS ANNOUNCEMENT: Postdoctoral Fellows for Psychosocial Interventions at Scale, Learning Research and Development Center, University of Pittsburgh
  3. POSITION ANNOUNCEMENT: University of Florida Instructional Faculty
  4. POSITION ANNOUNCEMENT: ME Instructional Lab Engineer at Colorado
  5. POSITION ANNOUNCEMENT: Postdoctoral Research Associate in Engineering Education at University at Buffalo

 

General Announcements

 

  1. ERM ELECTIONS: Open until June 8

ERM Elections are now open for two Director positions and Secretary/Treasurer. Each of these positions will serve a two year term. For more information on the positions, please refer to our bylaws (https://erm.asee.org/bylaws).

The ballot is open at this link: https://ugeorgia.ca1.qualtrics.com/jfe/form/SV_3Vr2pXAoU13MyJE until June 8, 2022.

If you have any questions, please contact our Nominating Committee Chair, Nathaniel Hunsu (nathaniel.hunsu@uga.edu).

 

  1. CONGRATULATIONS: ERM Apprentice Faculty Grantees

 

We received 13 AFG applications this year. We are excited to announce the Apprentice Faculty Grant Award winners for 2022:

  • Saira Anwar, Texas A&M University
  • Matthew Bahrson, Pennsylvania State University
  • Trevion Henderson, Tufts University
  • Dina Verdín, Arizona State University

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

We’d also like to thank our reviewers – you know who you are!

 

  1. CONGRATULATIONS: ERM Paper Awardees

 

We would like to congratulate the awardees for the 2022 ERM paper awards. The Best Paper Award recognizes Joyce Main and Amanda Griffith for their paper titled, “The Impact of Math and Science Remedial Education on Engineering Major Choice, Degree Attainment, and Time to Degree.” The Best Diversity Paper Award recognizes for their paper titled, “Professional Merit in Engineering Career Advancement: Student Perspectives and Critiques.”

I would also like to thank the ERM Best Paper Committee Chair, Kirsten Davis, and the committee as well as the ERM Diversity Committee Chair, Walter Lee, and the committee for their service to the Division to select these outstanding papers.

 

  1. CALL FOR PAPERS: Australasian Journal of Engineering Education, Special Issue “Engineering Education Research Capability Development”

The Australasian Journal of Engineering Education has issued a call for papers for a special issue on Engineering Education Research Capability Development. Guest Editors for the issue are Dr. Sarah Dart, Queensland University of Technology, Dr. Jillian Seniuk Cicek, University of Manitoba, and Dr. Sohum Sohoni, Milwaukee School of Engineering.

Full papers for the special issue must be submitted to the Journal by 31 July 2022 for consideration for review. The Editorial Team plans to publish the special issue in May 2023.

The guest editors envision a range of empirical studies, theoretical and conceptual explorations, and reviews, on developing engineering education research capability in local, national and international contexts involving, but not limited to, topics such as:

  • Faculty/academic development, training, and practice
  • Stakeholder engagement in the field (e.g., students, academics, graduate researchers, mentors, reviewers, editors, authors, funders, industry partners, research teams, professional staff, university policy-makers, governments)
  • Development of research communities
  • Impact of research agendas on the field
  • Graduate programs (e.g., graduate students, supervisors, advisors)
  • Pathways, trajectories, and careers (e.g. graduate students, professional development programs, early-career engineering education researchers; challenges, barriers, opportunities)
  • Developing academic capability in embedding Aboriginal/Indigenous perspectives in curriculum
  • Developing capabilities related to inclusion, intersectionality, diversity, decoloniality, equity, accessibility, and cultural relevancy
  • Enhancing student capabilities in engineering

Authors should ensure that manuscripts align with the Aims and Scope, and submission guidelines, of the Journal (https://www.tandfonline.com/journals/teen20). The international relevance or relevance to the Australasian region must be clear. Paper should by 5000 to 7000 words including references.

Papers must be submitted through the journal website (https://www.editorialmanager.com/teen/default1.aspx). In the submission process, authors should select ‘Special Issue: Engineering Education Research Capability Development’.

  1. CALL FOR PARTICIPATION: 2022 NextProf Nexus

On September 27-30, 2022, the University of California, Berkeley, the University of Michigan, and Georgia Tech will co-host the 2022 NextProf Nexus future faculty workshop on Berkeley’s campus.

This program aims to diversify the engineering professoriate by bringing together 40+ senior-level Ph.D. students, postdocs, and early career scientists and researchers from across the country for an intensive 3-day workshop about becoming a faculty member.

The 2022 NextProf Nexus future faculty workshop is designed to encourage people in traditionally underrepresented U.S. demographic groups to seek academic careers. It is open to U.S. citizens and permanent residents of any ethnicity, race, sexual orientation, gender identity, age, ability, veteran status, socio-economic status, first generation to college status, nation of origin, and/or religion.

We are planning on having the workshop in-person at this time. However, the well-being of our community and guests is our top priority. We will continue to monitor safety guidelines for group gatherings related to COVID-19 and will keep applicants and participants informed of any changes to the format of the workshop. For up-to-date information on the workshop format, please visit our website.

To apply: https://docs.google.com/forms/d/e/1FAIpQLSfyEMCt4KuCP70PP5_1_xCsCeJoyzrTm5SdI-8rsbEnh8hugA/viewform

  1. REQUEST FOR QUOTATION: NAE President’s Racial Justice and Equity Committee

NAE’s Racial Justice and Equity (RJ&E) Committee is commissioning two papers to conduct a comprehensive landscape scan and a literature review on five topical areas:

  1. Increased Awareness of Racial Injustice and Inequity
  2. Mentoring for Minority Engineering Students and Early-Career Minority Engineers
  3. Non-degree Training for High-Tech Positions
  4. Development of Data and Relationships to Support ML Algorithms
  5. Efforts to Increase the Participation of Minorities in Engineering and Technology Using Place-Based Innovation Zones

The knowledge gained from these papers will be used by the NAE’s Presidential Racial Justice and Equity (RJ&E) Committee to determine how best to use the convening power and strengths of the NAE to amplify existing best practices, build collaborations between individuals and organizations working toward a common goal, and promote emerging work that address racial inequity and injustice. The landscape scan and literature review will help the RJ&E Committee develop a framework for action which will inform all its future work.

More information on the expectations for paper and topic area: https://www.nae.edu/275849/Request-for-Quotation-Literature-Review-and-Landscape-Scan).

It is expected that the authors of the two commissioned papers will collaborate as needed to provide system-level information to the RJ&E Committee. Quotes can also be submitted for both papers by the same group of authors.

Budget: Maximum budget for each commissioned paper is $20,000.

Due Date: Instructions to submit quotation are are available at https://www.nae.edu/275849/Request-for-Quotation-Literature-Review-and-Landscape-Scan. The quotes must be emailed by 7:00 am ET on Tuesday, June 21, 2022.

Please email Komal Syed (ksyed@nae.edu) if you have any questions.

  1. CALL FOR PARTICIPATION: Research Study on Men Faculty Allies for Undergraduate Women in STEM

 

I am a Ph.D. student in the University at Buffalo’s Higher Education program and am seeking your participation in my research study which aims to explore the motivations, perceptions and experiences of men faculty allies for undergraduate women in STEM. In order to be eligible, participants must: identify as a man, hold a faculty position in a STEM discipline at an institution awarded a NSF ADVANCE grant, and self-identify as an ally for women in STEM. Although there are many ways to be an ally, for this study, allies must: possess an awareness of one’s own privilege and actively advocate against inequity and the systemic oppression of underrepresented populations (Bishop, 2002; Broido, 2000; Patton & Bondi, 2015). If you do not fit the study criteria, but you have colleagues that you are willing to recommend, I would greatly appreciate if you would forward this email on my behalf.

If you are willing to participate, please complete this brief survey to ensure you meet the study criteria. Interviews with eligible participants will be scheduled at a mutually convenient time, last approximately 60 minutes and can be conducted in person, over the phone or Skype, Zoom or other videoconference software. The interview will be recorded, however names and identifiable information will be anonymized. Additionally, participants will be invited to share a document or artifact that serves as a visual illustration of how they serve as an ally. Participation in this study is voluntary and can be terminated at any point. As a token of my appreciation, I will select one participant at random who will be invited to select a non-profit organization to which I will make a $100 donation.

I understand that you are likely very busy, but I would be especially grateful if you would consider participating in this sudy, as it may help inform future approaches to allyship and ultimately, the representation of women in STEM. If you have any questions, please do not hesitate to reach out. Again, please complete this brief survey if you are willing to participate or reply to this email if you do not fit the study crtieria and have recommendations for potential participants. If you have any questions, please email Danielle Lewis at dvegas@buffalo.edu.

  1. CALL FOR PARTICIPATION: Engineering Education Funding Programs at the National Science Foundation and Techniques to Prepare Competitive Engineering Education Research Proposals: Workshop at 2022 ASEE Conference; Sunday, June 26 (9-12 pm,  Room 211, Convention Center)

 

Ten NSF Program Directors representing four divisions (Engineering Education and Centers, Division of Graduate Education, Division of Undergraduate Education, and Division of Research on Learning in Formal and Informal Settings) will conduct a 3-hr workshop on Sunday (June 26, 9-noon, Room 211, Convention Center) at the 2022 ASEE Annual Conference. About 20 NSF programs that are directly and indirectly related to engineering education research will be discussed. Abstracts of selected awards from different programs will be distributed along with funding program solicitations to help participants identify appropriate programs. Workshop attendees will learn about proposal submission and administration processes as well as how to write better proposals. Additionally, they will engage with Principal Investigators (PIs) of previously funded NSF projects to better understand the process of planning, crafting, and submitting engineering education research proposals from the PI perspective.  Attendees will leave the workshop with a better understanding of the engineering education research programs available at the NSF as well as strategies to improve their proposals. The workshop is FREE and tickets are required.

  1. CALL FOR PARTICIPATION: Mentors Needed for ASEE New Engineering Educators Division Early-Career Engineering Educators Mentoring Program

The New Engineering Educators Division of ASEE is very happy to announce a new mentoring program sponsored by NEE and supported by a grant from ASEE. The program aims to connect early-career engineering educators with senior mentors to get guidance on:

  • Teaching pedagogy,
  • Coming up with education research ideas,
  • Collecting and analyzing data, and
  • Publishing in archival education journals.

We are currently recruiting mentors and mentees for the current cycle of the program (7/1/2022 – 6/30/2024). Interested mentors/mentees can register usingthis link through 6/2/2022. Participation in the program is voluntary and aim to foster the interaction among the engineering educators society.

Mentees will be matched with their mentors based on several factors including, but not limited to, the following:

  • Education research interests.
  • Teaching pedagogy.
  • Technical background.
  • Geographical proximity.

Matching emails will be sent out to each mentor-mentee pair by the middle of June 2022. Mentor-mentee teams are expected to meet in person for the first time during the ASEE annual conference in Minneapolis.

For more details please refer to this document or contact the NEE membership chair, Dr. Ahmed Dallal (ahd12@pitt.edu).

Registration:

https://pitt.co1.qualtrics.com/jfe/form/SV_8jewCrYXZAMVvWC

The mentoring program is open to all ASEE members – you do not need to be a member of NEE (though we hope participants will join the division) – so please share this with any groups or persons you believe might be interested!

 

 

Position Announcements

  1. POSITION ANNOUNCEMENT: Program Manager for Academic Tutoring, Brown University

The Sheridan Center at Brown University is hiring a Program Manager for Academic Tutoring. The individual will join the dynamic Science, Technology, Engineering, Mathematics (STEM) Hub, a collaborative and diverse team dedicated to student learning and development. The Program Manager will work in close collaboration with the Associate Director for Academic Tutoring to provide support and direction for the Academic Tutoring Program. Key functions of the position are to increase support for athletic tutoring, tutor training, coordination between program and courses, and provide administrative support for the Academic Tutoring Program. The Program Manager will also collaborate with the STEM Hub and other Sheridan staff to promote student learning and success across the curriculum. For additional information and application, see the Brown Career site (REQ177107). Please submit a cover letter and CV, bundled as a single .pdf. Applications accepted on a rolling basis until the position is filled.

  1. POSITIONS ANNOUNCEMENT: Postdoctoral Fellows for Psychosocial Interventions at Scale, Learning Research and Development Center, University of Pittsburgh

We are seeking up to two Postdoctoral Fellows to participate in the complex, multidisciplinary UBelong Project funded by IES and NSF involving a series of large-scale experiments with college students across multiple universities around the relationship between belonging, growth-mindsets, and academic performance in large lecture courses and in engineering majors with a history of poor and inequitable outcomes. Postdoctoral fellows will join the UBelong Research Collaborative and would work most closely with Kevin Binning and Christian Schunn at the LRDC, a leading center for the study of learning and education.

The positions could begin as early as July 2022 or as late as October 2022 and would have the goal of building expertise in theory-grounded advanced quantitative data analysis and strong publications. Initial appointments are for two years and have the possibility of extension for an additional year if funding is available. Applicants must have interest in doing equity-centered research and already have some experience in using multiple regression techniques in educational or psychological research. Additional desirable features in applicants: diversity in background (broadly defined), prior experience in doing research on survey data and/or large undergraduate courses, experience with advanced quantitative methods (e.g., HLM, growth curving modeling, IRT), interest and/or experience in mixed method designs, and experience in research with a focus on equity, diversity, belonging, or justice.

Review of applications will begin immediately and will continue until the positions are filled.

To apply to these positions, please send a cover letter that addresses the required and desirable features (as appropriate), CV, and one or more representative publications to: Kelly Tatone (Kelly.tatone@pitt.edu). The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equity of opportunity, human dignity, and diversity. EEO/AA/M/F/Vets/Disabled.

https://careers.insidehighered.com/job/2480282/postdoctoral-fellows-for-psychosocial-interventions-at-scale/

  1. POSITION ANNOUNCEMENT: University of Florida Instructional Faculty

 

The University of Florida Department of Engineering Education is looking for an Instructional Professor at the assistant, associate, or full level.  The 75% teaching assignment will primarily be teaching engineers intro to programming using Matlab or Python.  Faculty get 20% time assigned to research in Engineering Education.  The HR title is Lecturer.

Submit your application here: https://explore.jobs.ufl.edu/en-us/job/519534/lecturersenior-lecturermaster-lecturer

Contact the department chair Dr. Hans van Oostrom (oostrom@ufl.edu) for more information.

  1. POSITION ANNOUNCEMENT: ME Instructional Lab Engineer at Colorado

 

CU Engineering encourages applicants for the Mechanical Lab Engineer position! The Mechanical Engineering (ME) Lab Engineer is a student-facing technical engineering lead position in the Department of Mechanical Engineering in the College of Engineering and Applied Science. This position supervises the Mechanical Engineering Labs located in the Idea Forge, a flexible, cross-disciplinary engineering student project space with special focus on student-led design initiatives and close partnerships with industry.

This position provides engineering instruction and crafts customizable testing and data acquisition solutions for mechanical engineering course project needs. This position has technical, operational, budgetary, and decision-making oversight for the operations of the ME Labs in the Idea Forge. Additionally, this position sets lab policies, hires and trains student lab support staff, and is responsible for daily operations within the lab. Equipment overseen includes, but is not limited to, measurement and testing equipment (e.g. vibration, hardness, and strength testing, etc.) and data acquisition hardware and software (e.g. National Instruments data acquisition systems or similar, Matlab, Simulink or similar, Arduino, etc.).

Please refer to this link for the full posting: https://jobs.colorado.edu/jobs/JobDetail/?jobId=38928

Requisition No. 38928

Please reach out to Rebecca Komarek at Rebecca.komarek@colorado.edu with questions.

  1. POSITION ANNOUNCEMENT: Postdoctoral Research Associate in Engineering Education at University at Buffalo

 

Advisor: Dr. Andrew Olewnik (olewnik@buffalo.edu)

Position Description: The successful candidate will focus on research related to evidence-based pedagogy in supporting the professional formation of engineers. Our research generally spans two areas. The first area is reflected in the core idea that engineers as problem solvers who engage different types of problems in practice and that educational settings should provide experience with those different types of problems. The candidate will support research on the development and use of engineering problem typology as a framework to support design, facilitation, and reflection in problem-based learning environments. The second area considers the role of a range of learning experiences, including co-curriculars in the professional formation of engineers. Areas of study include 1) student motivation and learning in co-curriculars, 2) navigation and tradeoffs among curricular and co-curricular opportunities, and 3) institutional support for co-curriculars to broaden participation and persistence in engineering.

A successful candidate will be expected to develop data collection instruments, submit research protocols for ethics review, perform data collection and analysis, and collaborate on publication and proposal development. In addition, they will contribute to evolving the vision and developing the ‘connective tissue’ between the research areas described above. This position requires quantitative and qualitative research experience, excellent writing skills, demonstrated ability to take initiative, proven experience collaborating across disciplines, and the ability to manage multiple projects. The candidate will also contribute to mentoring of undergraduate and graduate research assistants.

This position is one year in duration. Please contact Dr. Andrew Olewnik with questions.

For full position details and to apply: https://www.ubjobs.buffalo.edu/postings/32775   (Posting number: P220023)