ERM Announcements, May 15, 2022

Dear ERM members,

Our ERM elections are coming up shortly. We still have a need for nominations for Secretary/Treasurer. This important role is a two-year term and involves taking minutes during meetings of the ERM boards and committees as well as coordinating with ASEE on financial matters. If you are interested in serving, please contact our Nominations Chair, Nathaniel Hunsu (, as soon as possible. Volunteers help make ERM efforts possible, and it has been a pleasure to serve with our outgoing Secretary/Treasurer, Dr. Alex Mejia.

I also want to recognize our four ERM Apprentice Faculty Grantees. A message from the committee run by Drs. Jessica Swenson and Ana Rynearson, is in the announcements below. A huge congratulations to Drs. Saira Anwar, Texas A&M University; Matthew Bahrson, Pennsylvania State University; Trevion Henderson, Tufts University; and Dina Verdín, Arizona State University. We look forward to celebrating with and recognizing these individuals at our Annual Community Celebration and Awards Reception at ASEE. There was an announcement earlier this week, and tickets are now available for purchase through the ASEE registration site. I hope you will join us!

All my best,



ERM Announcements for 5/15/2022

General Announcements

  1. CONGRATULATIONS: ERM Apprentice Faculty Grantees
  2. CALL FOR PARTICIPATION: Essentials of Effective Proposal Preparation Course – June 3 – July 8 (Weekly)
  3. CALL FOR PAPERS: Australasian Journal of Engineering Education, Special Issue “Engineering Education Research Capability Development”
  4. CALL FOR PARTICIPATION: 2022 NextProf Nexus
  5. REQUEST FOR QUOTATION: NAE President’s Racial Justice and Equity Committee
  6. CALL FOR PARTICIPATION: Research Study on Men Faculty Allies for Undergraduate Women in STEM


Position Announcements

  1. POSITION ANNOUNCEMENT: Postdoctoral Fellow in Learning Sciences / Engineering Education at the University of New Mexico
  2. POSITION ANNOUNCEMENT: Director of Faculty and Student Training in Biomedical Engineering at Georgia Tech and Emory University in Atlanta, Georgia
  3. POSITION ANNOUNCEMENT: Postdoctoral Research Fellow in Engineering Education at Arizona State University
  4. POSITION ANNOUNCEMENT: Postdoctoral Scholar for NSF-Funded Project at Montana State University
  5. POSITION ANNOUNCEMENT: Program Manager for Academic Tutoring, Brown University
  6. POSITIONS ANNOUNCEMENT: Postdoctoral Fellows for Psychosocial Interventions at Scale, Learning Research and Development Center, University of Pittsburgh
  7. POSITION ANNOUNCEMENT: University of Florida Instructional Faculty


General Announcements


  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. CALL FOR PARTICIPATION: Essentials of Effective Proposal Preparation Course – June 3 – July 8 (Weekly)

Led by two former NSF Program Officers, Essentials of Effective Proposal Preparation is designed to prepare participants to craft and submit a complete and competitive education-oriented grant proposal for NSF. Participants will gain critical proposal preparation knowledge and tools related to proposal rationale, goals and objectives, Broader Impacts criteria, and more.

$750 for ASEE members, $850 for non-members

 Seats are limited – register today!

ASEE Learning offers several other instructor-led courses with topics including: job readiness, career development and leadership, teaching and instruction, proposal preparation, mitigating implicit bias, and more. Contact for more information.

  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 ( 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 ( 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:

  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 detailed literature review and a landscape scan (more information is available on our website: The commissioned papers will be used by the RJ&E committee to develop strategies and objectives for addressing racial injustice and inequity and to identify priorities for action. While there are two separate RFQs pertaining to each commissioned paper, the selected authors for each commissioned papers are encouraged to collaborate. The committee thinks this might be a good project for graduate students, from engineering education or an interdisciplinary group, with faculty oversight. The deadline to submit quotations is June 1, 2022. Please email Komal Syed ( 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



Position Announcements

  1. POSITION ANNOUNCEMENT: Postdoctoral Fellow in Learning Sciences / Engineering Education at the University of New Mexico

The Department of Chemical & Biological Engineering, in collaboration with Organization, Information, & Learning Sciences at the University of New Mexico, invites applications for a full-time postdoctoral scholar to work with the FRAME Project (, supported by the National Science Foundation CAREER program. The FRAME project introduced the construct, framing agency, defined as making decisions that are consequential to how design problems are framed, and therefore, consequential to learning and designing. To date, we have developed a linguistic toolkit for characterizing framing agency in talk, as well as a survey for measuring framing agency. We have developed and tested a constellation of tools for supporting framing agency, including the Wrong Theory Protocol (WTP). Ongoing studies leverage these developments to build theory about how framing agency develops, its role in innovative design and professional identify formation, and how it is entangled with structural, cultural, and disciplinary power relations.

The postdoctoral scholar will collaborate closely with the PI to direct the research project. In particular, the scholar will contribute to one or more ongoing research studies that investigate how framing agency develops, how it relates to innovative design and professional identity formation, or how it is entangled with power; these studies span multiple methods. The scholar will contribute to specific studies based on their existing methodological expertise in either (a) discourse analysis or (b) confirmatory factor analysis/SEM.

Candidates must have expertise in either discourse analysis or SEM/confirmatory factor analysis, and an interest in agency, engineering design, and learning.

For more information, refer to the position description ( or contact Vanessa Svihla,

  1. POSITION ANNOUNCEMENT: Director of Faculty and Student Training in Biomedical Engineering at Georgia Tech and Emory University in Atlanta, Georgia


The Wallace H. Coulter Department of Biomedical Engineering, a joint department between Georgia Tech’s College of Engineering and Emory University’s School of Medicine (Atlanta, GA), invites applications for its Director of Faculty and Student Training, an academic faculty position. This position is part of the academic professional faculty track. The position supports the use of evidence-based state-of-the-art pedagogical practices by the Coulter Department’s faculty and teaching assistants. The departments’ goal is to create learning environments in which diverse students and instructors can thrive. This position will be appointed through and located at the Georgia Institute of Technology.


Specific functions and responsibilities include:

  • Ensure the department’s innovative pedagogical approaches and curricular programs
  • are implemented with high fidelity
  • Design, implement and assess training activities for Ph.D. students and faculty on
  • effective teaching.
  • Advise the Executive Director of Teaching and Learning on matters related to faculty
  • teaching performance
  • Help administer the following aspects of the graduate program:
    • Partner with faculty instructors to conduct graduate student ethics training for second-year BME Ph.D. students
    • Assist PhD Program Manager with tracking graduate student ethics and teaching assistant (TA) training for all BME Ph.D. students, and monitoring compliance with Georgia Tech and Emory University requirements
    • Coordinate graduate student TA training in collaboration with the Center for Teaching and Learning (GT) and the Laney Graduate School (EU) for all BME Ph.D. students
    • Set TA expectations, perform classroom observation, mediate instructor/TA conflicts, and review TA evaluations
  • Teach the equivalent of three sections of required undergraduate or graduate courses per year form the department’s existing curriculum. (This number may be reduced to allow for participation in sponsored research projects).

Required Qualifications

  • This position requires a terminal degree (Ph.D., Ed.D., or equivalent)
  • The exact starting rank will depend on their education, experience, and specialization of the selected candidate


Preferred Qualifications

  • A terminal degree in engineering; engineering education; educational psychology; learning sciences; cognitive psychology; or a related field.
  • For those with terminal degrees in engineering, experience and/or other degrees that demonstrate evidence of educational expertise is necessary.
  • For those with terminal degrees in non-engineering disciplines, experience and/or other degrees that demonstrate knowledge and understanding of engineering or engineering education is necessary.
  • Prior experience with creating, conducting, and publishing higher education research or assessment is important.
  • The ideal candidate will be a collaborative and creative individual with a minimum of three years of experience in higher education.

Georgia Tech provides equal opportunity to all faculty, staff, students, and all other members of the Georgia Tech community, including applicants for admission and/or employment, contractors, volunteers, and participants in institutional programs, activities, or services. Georgia Tech complies with all applicable laws and regulations governing equal opportunity in the workplace and in educational activities. Georgia Tech prohibits

discrimination, including discriminatory harassment, on the basis of race, ethnicity, ancestry, color, religion, sex (including pregnancy), sexual orientation, gender identity, national origin, age, disability, genetics, or veteran status in its programs, activities, employment, and admissions. This prohibition applies to faculty, staff, students, and all other members of the Georgia Tech community, including affiliates, invitees, and guests.


How to apply

Initial screening of applicants will begin on May 1,2022 and continue until the position is

filled. To submit an application, please include:

  1. A cover letter that addresses your qualifications for this position;
  2. a resume/CV;
  3. a statement of education interests addressing teaching interests as well as your advising/mentoring philosophy, not to exceed 1 page;
  4. a statement describing your understanding of, prior engagement and vision for creating inclusive learning environments, not to exceed 1 page;
  5. the names, titles and contact information (email, phone) for five professional references.

The selection process will include passing a pre-employment background check and submission of official transcripts. The exact start date is negotiable.

Application materials should be submitted via the Georgia Tech’s Application Website ( Click on “Start your search here”, then click on “View all jobs”, and then search for job number 239043. Submit your application materials to that site.

For inquiries, please email the BME Search Committee at

  1. POSITION ANNOUNCEMENT: Postdoctoral Research Fellow in Engineering Education at Arizona State University

The Engineering for Us All (e4usa) project ( is currently seeking a Postdoc to engage in the project’s research efforts with high school teachers and students. The position will be housed within the Fulton Schools of Engineering and associated with the Engineering Education Systems & Design program ( This position can be remote or in-person. Application review will begin May 30, 2022.

For more information and to apply, please visit:

Question can be directed to Adam Carberry,

  1. POSITION ANNOUNCEMENT: Postdoctoral Scholar for NSF-Funded Project at Montana State University


The Department of Education at Montana State University (MSU) seeks to hire a post-doctoral scholar, starting Fall 2022, to contribute to a multi-institution NSF-funded study. The project “Investigating how intensive and modest supports effect rural, elementary teachers’ science and engineering practice”aims to build foundational knowledge on the sustainability of targeted science and engineering instructional improvements in rural schools and the viability of extending these programs through the implementation of modest teacher supports. The project brings together a team of researchers from the University of North Dakota, University of Wyoming, Montana State University, and Wested. This postdoctoral scholar will join the Montana-based research team led by Dr. Rebekah Hammack.

Duties and Responsibilities:

  • Work directly with the entire team (CA, ND, MT, WY) to help coordinate the collaboration of teachers from small schools in each state to ensure participants who engage with specific supports are connected with each other.
  • Dissemination of project results through development of conference papers and manuscripts for peer reviewed journals.
  • Mentor graduate and undergraduate students working on education research projects


Minimum Qualifications

  • PhD in Science Education, Engineering Education, or related field
  • Demonstrated ability to publish and present peer-reviewed scientific products


Preferred Qualifications:

  • Qualitative data collection and analysis skills, including videos of classroom instruction
  • Teaching and research experience in K-12 schools
  • Experience with engineering education research
  • Experience with practice-based professional development
  • Knowledgeable of rural education research


Appointment Terms:

  • This position is a 12-month contract with the potential for renewal, based on performance
  • Compensation is $55,000/yr + benefits and travel/research funds


To Apply:

Please submit the following materials as a single PDF file:

  • Cover letter
  • CV
  • Names and contact information for three references
  • Sample of professional writing

Please email application materials to Dr. Hammack ( Review of applications will begin immediately and continue until the position is filled. Please address any questions about the position or application process to

  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 ( 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.

  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:

Contact the department chair Dr. Hans van Oostrom ( 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:

Requisition No. 38928

Please reach out to Rebecca Komarek at with questions.