Dear ERM members,

 

Good afternoon! I hope the first half of August has treated you well! I received an email today in which my colleague referred to August as “the Sunday afternoon of months”. I feel like this totally sums up how I feel about August in a way that I’ve never been able to articulate before. I am starting to catch glimpses of Fall.  I can feel Logan start to buzz as students come back for the school year, which has brought a new vibe and energy to the day-to-day. For those of you starting classes next week, I am sending positive vibes and wish you the best as you start the new academic year!

 

Warm regards,

Cassandra McCall

 

 

ERM Announcements for 8/15/2022

General Announcements

1. CALL FOR PARTICIPATION: Seeking Latine and Hispanic Professors in STEM
2. CALL FOR PARTICIPATION: Fall 2022 Open House – Virginia Tech Engineering Education Ph.D. Program
3. CALL FOR PAPERS: IEEE ETHICS-2023: Ethics in the Global Innovation Helix

 

Position Announcements

1. POSITION ANNOUNCEMENT: Leonhard Center Assessment and Instructional Support Specialist
2. POSITION ANNOUNCEMENT: GMU, Postdoc Position, AI Education
3. POSITION ANNOUNCEMENT: Postdoctoral Associate for Studying Faculty and Faculty Development, School of Education, University of Pittsburgh
4. POSITION ANNOUNCEMENT: Postdoctoral fellow position in Engineering Education at Boston College
5. POSITION ANNOUNCEMENT: Assistant/Associate/Full Professor of Engineering Education at University of Connecticut

 

 

General Announcements

 

1. CALL FOR PARTICIPATION: Seeking Latine and Hispanic Professors in STEM

 

As part of the Hiring Interventions for Representation and Equity (HIRE) Alliance project funded by the National Science Foundation (HRD-2113355), and we are looking for research participants for our study.

 

Specifically, we are looking to interview STEM teaching-focused (either in teaching-focused institutions or in teaching-focused roles at research intensive institutions) faculty in higher education about their pathways to the professoriate.

 

If you are interested, please complete this interest survey:

https://forms.gle/QGpeDYUDTJptFKn46

Please contact Natascha Buswell with your questions at nbuswell@uci.edu, and please pass on this call to anyone you know who might be interested!

 

Thank you!

 

1. CALL FOR PARTICIPATION: Fall 2022 Open House – Virginia Tech Engineering Education Ph.D. Program

 

The Engineering Education Ph.D. program at Virginia Tech will host an Open House for

prospective Ph.D. students on October 20-21, 2022. Participants are invited to attend On-

Campus (in-person) or virtually. Both the On-Campus Open House and the Virtual Open House will feature an introduction to our program, a seminar given by leaders in the engineering education field, and a chance to talk with faculty and current graduate students. Attendees will learn more about our Ph.D. program and welcoming community.

 

A limited number of travel grants (for travel within the US) are available to attend the On-Campus Open House. Information about the travel grants and registration links are available on our Open House webpage.

 

We strongly encourage people who are interested in a Ph.D. program that is balanced between research and real-world application to apply. Visit the Virginia Tech Engineering Education website to learn more about our Ph.D. program.

 

We hope you give Virginia Tech serious consideration as you explore Ph.D. programs! If you have any questions, please contact Mara Knott, Academic Program Manager, at knott@vt.edu.

 

1. CALL FOR PAPERS: IEEE ETHICS-2023: Ethics in the Global Innovation Helix

 

We’re pleased to inform you that IEEE ETHICS-2023, with the theme “Ethics in the Global Innovation Helix,” will be held May 18-20 at Purdue University, West Lafayette, Indiana, USA.  The conference will draw together the global community of technology and ethics practitioners and theoreticians from industry, academia, government, and civil society. Issues will be explored from industry, scientific and societal perspectives, in a global and multicultural manner. ETHICS-2023 is a conference of the IEEE Society on Social Implications of Technology (SSIT) (series originally launched in 2014) and is co-sponsored and hosted by the National Institute for Engineering Ethics in the School of Engineering Education at Purdue University.  For details on the conferences see https://attend.ieee.org/ethics-2023/.

 

Best wishes,

Brent Jesiek

ETHICS-2023 Conference Chair

 

Joe Herkert and Justin Hess

ETHICS-2023 Program Chairs

 

 

Position Announcements

 

1. POSITION ANNOUNCEMENT: Leonhard Center Assessment and Instructional Support Specialist

 

The Pennsylvania State University (Penn State) seeks a creative individual to serve in the position of Assessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education. The Leonhard Center is comprised of a small team of dynamic, creative individuals who offer a wide range of expertise from engineering writing to psychometrics. This team provides teaching & learning workshops, courses for graduate teaching assistants as well as the design and evaluation of educational innovations.

 

The Assessment and Instructional Support Specialist provides assistance across the College of Engineering for initiatives relating to teaching and learning by working with faculty members and departments. Applicants should have skills in faculty development and assessment, ideally with experience in both qualitative and quantitative data analysis. They should also have interest and experience in faculty development as it relates to teaching. Knowledge of research and topics relating to diversity, equity, and inclusion as they apply to faculty development are highly desirable.

 

This position is a fixed term, 10-month non-tenure track faculty position with excellent possibility of funding for additional years. Applications should include a curriculum vita, the names of three professional references, and a cover letter highlighting the candidate’s strengths and interest in the position. Review of applications will begin on 8/15/2022 and will continue until the position is filled.

 

For the full job description or to apply, go here!https://psu.wd1.myworkdayjobs.com/PSU_Staff/job/University-Park-Campus/Assessment—Instructional-Support-Specialist_REQ_0000033059-3

 

1. POSITION ANNOUNCEMENT: GMU, Postdoc Position, AI Education

 

A postdoc position is available at George Mason University to work on an NSF-supported research project led by Dr. Aditya Johri to study and develop AI education resources for undergraduate and graduate students. The focus of the project is on learning outcomes for improving ethical and responsible use of AI. In addition, the position provides opportunity to work on related projects broadly in the area of engineering and computing education. The postdoctoral fellow will play a key role in partnering with other project collaborators and in the design and assessment of educational interventions. Based on the expertise and interests of the candidate, the project also has provisions for supporting the development of AI-driven technologies for education.

 

Ideally, an applicant should have relevant research exposure in one or more of the areas of: computing and/or engineering education, ethics education, IT, computer science, learning sciences, or workforce development, and have demonstrated expertise in qualitative and/or quantitative research. The successful postdoctoral fellow will be committed to educational equity and be highly motivated and self-driven. Fellows will receive targeted mentoring by project PIs towards achieving their professional goals including support for grant writing, publishing, and if desired, teaching.

 

This position is a full-time, one-year position with the possibility of extension for an additional two years.

 

Required Qualifications:

Applicants must have earned a doctorate in engineering and/or computing education, learning sciences, educational technology, or a related field. Evidence of scholarly activity or potential is required.

Preferred Qualifications:

Experience in managing the research process, including communications and relationships related to research and maintenance and management of data. Strong organizational and time management skills and ability to collaborate effectively as well as work independently. Content knowledge, ideally evidenced by publications and/or presentations, and coursework. Comfortable with (or with learning) project technology platforms and software packages as needed.

 

To Apply:

Please submit a CV and a cover letter that explains your interest in the position and experience related to it via email (PDF files only please) to me directly: johri@gmu.edu

 

 

1. POSITION ANNOUNCEMENT: Postdoctoral Associate for Studying Faculty and Faculty Development, School of Education, University of Pittsburgh

 

We are seeking a postdoctoral associate to contribute to two large NSF and NSF/IES funded  studies focused on transforming STEM culture, engineering education specifically, to create  equitable outcomes for students and tenure-stream faculty who are minoritized in these  environments. The postdoctoral associate will join two large multi-disciplinary, multi-institution  teams (one at Pitt, Purdue, and UCI – the Ubelong Research Collaborative – and the second at  CMU, NYU, and John Hopkins- Project ELEVATE) and will work most closely with Dr. Linda DeAngelo, associate professor in the School of Education, who directs and oversees the faculty  professional development and scholarship aspects of these grants. This is a full-time and year round position. On the Ubelong Collaborative the scholar will focus on studying the outcomes of  faculty professional development workshops on students and faculty and will have the  opportunity to contribute to the development and delivery of the faculty workshops. On Project  ELEVATE the scholar will contribute to studying the outcomes for faculty involved in the  project, assessing the effectiveness of the change efforts in transforming institutional culture to  create environments in which Black, Latinx, and Indigenous engineering scholars thrive.

The goal of this position is to have the scholar build expertise in theory-based advanced  qualitative and mixed methods designs and strong publications. The projects have large-scale  quantitative and qualitative data streams. The qualitative data streams include documents, focus  groups, observations, and individual interviews. Interpretive Phenomenological Analysis and  Directed Content Analysis are the primary though not exclusive qualitative methodological  traditions. Applicants are sought who have experiences working from these or similar traditions  and with collecting and analyzing qualitative data.

The initial appointment can be made for up to two years. If funding is available there is a  possibility of renewal for a third year. Applicantmust have interest in doing anti-oppressive  equity- and justice-centered scholarship and extended interest and experience in studying the  experiences of Black, Latinx, and Indigenous students or faculty, and interest or experience in  studying the relationship between faculty beliefs, attitudes, and behaviors and (in)equity in  outcomes. A PhD degree in Higher Education, Science or Engineering Education, or a  disciplinary-based social science field is required. Strong verbal and written communication  skills, the ability to work collaboratively but independently, and to lead aspects of the project  work as necessary are also required. The ability to work as member of a large research team is a  necessary characteristic for success.

Review of application will begin immediately and continue until the position is filled.

To apply to this position, please upload a cover letter that addresses the required and desirable  features of the position (as appropriate), CV, and one or two representative publications onto  www.join.pitt.edu requisition #22006055. For inquires, reach out to Dr. Linda DeAngelo  (deangelo@pitt.edu).

 

1. POSITION ANNOUNCEMENT: Postdoctoral fellow position 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 welcomed 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 work 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. The fellow’s primary responsibilities will be research design, data collection, analysis, and dissemination for two projects that interrogate the affordances of technology (fabrication, IoT, AR, VR) for engineering learning. The first is a youth participatory project with refugee and immigrant families in Massachusetts, New Hampshire, and Maine. The second project is in partnership with after-school settings in Massachusetts (near the Boston College campus) on food and climate justice oriented student projects.

 

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 and participatory methods. Frequent travel to or re-location to the Boston area will be needed. 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. 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 CV and cover letter here: https://bc.csod.com/ux/ats/careersite/2/home/requisition/6519?c=bc

 

1. POSITION ANNOUNCEMENT: Assistant/Associate/Full Professor of Engineering Education at University of Connecticut

The University of Connecticut (UConn) is pleased to invite applications for an open-rank, tenured, or tenure-track faculty position in the School of Engineering with a focus on Engineering Education Research.  Candidates may have a background in any of the engineering disciplines represented in the School (see https://engr.uconn.edu), in addition to Engineering Education, STEM Education, or another closely related area. Discipline-Based Education Research (DBER) is a growing area of interest at UConn, with discipline-based education researchers across several science and engineering disciplines. There is a strong track record of educational research on campus, and partnerships with educational researchers in the nationally recognized Neag School of Education are common (https://education.uconn.edu/). Discipline-based education researchers on campus also collaborate with the University’s Center for Excellence in Teaching and Learning (CETL) (https://cetl.uconn.edu).

The successful candidate will be expected to contribute to research and scholarship through extramural funding, high-quality publications, impact as measured through citations, and national recognition such as honorific awards. The successful candidate will share a deep commitment to the development and implementation of effective instruction at the undergraduate and graduate levels, the development of new and innovative courses and instruction methods in their core discipline as well as in Engineering Education, and mentoring of students in research, outreach, and professional development. Successful candidates will also be expected to broaden participation among members of under-represented groups; demonstrate through research, teaching, and/or public engagement the commitment to, and support of, diversity in the learning experience; integrate multicultural experiences into instructional methods and research tools; and provide leadership in developing pedagogical techniques designed to meet the needs of diverse learning styles and intellectual interests.

MINIMUM QUALIFICATIONS

An earned Ph.D. in an engineering discipline, including engineering education, STEM education, or a closely related field; a proven record of excellence in teaching; and, depending on rank and experience, a demonstrated track record (or potential thereof) of successful research and scholarship, and a deep commitment to promoting diversity through their academic and research programs. Equivalent international degrees are acceptable.

PREFERRED QUALIFICATIONS

Demonstrated experience in educational research methods as applied to engineering and higher education settings. Educational research in areas of justice, equity, diversity, and inclusion as they intersect with elements of engineering education are especially welcome. An outstanding record (or potential thereof) of research and scholarship excellence; commitment to effective teaching, integrating technology into instruction, online instruction; the ability to contribute through research, teaching, and/or public engagement to the diversity and excellence of the learning experience.

TO APPLY

Please apply online to Academic Jobs Online https://academicjobsonline.org/ajo/jobs/22171 and submit the following application materials:

• Cover letter
• Curriculum vitae
• Research and scholarship statement (innovative concepts that will form the basis of academic career, experience in proposal development, mentorship of graduate students, etc.)
• Teaching statement (including teaching philosophy, teaching experience, commitment to effective learning, concepts for new course development, etc.)
• Commitment to diversity statement (including broadening participation, integrating multicultural experiences in instruction and research and pedagogical techniques to meet the needs of diverse learning styles, etc.)
• Sample journal articles or books
• Contact for 3 references (name and email, no actual letters required at this stage)

Evaluation of applicants will begin immediately and continue through the fall semester. Applications received by December 1, 2022, will receive full consideration. For more information regarding the School of Engineering, please visit the website at https://engr.uconn.edu.

Please direct any questions to Prof. Dan Burkey (daniel.burkey@uconn.edu)

 

To send an announcement to the ERM listserv, please prepare a 2-3 paragraph description including any relevant URLs as well as a subject line. Be sure that the announcement includes the person to contact with questions. Submit all of this information to Allison Godwin via https://bit.ly/ERMAnnouncements. Announcements will be sent out on the 1st and 15th of each month. Submissions 48 hours before these dates will be guaranteed to be included in announcements. Each set of announcements will be included in the announcements email twice. Announcements will also be recorded on the ERM website: http://erm.asee.org/

 

For more resources and position announcements, please refer to the Engineering Education Community Resource Wiki available at http://bit.ly/engredu.  A direct link to job postings at https://bitly.com/eecr-jobs.

Dear ERM members,

 

Hello! Over the next few months, you will be getting your bi-weekly announcements from your friendly neighborhood ERM Directors. I am in charge of the month of August, and I can’t believe it’s August already. It is about this time of the summer when I start to fret over all of the things that I haven’t accomplished or finished since the Spring semester ended. As I reflect on this summer, though, I realize that it has been a whirlwind of events and emotions, both professionally and personally. And, in all actuality, with everything going on, I have accomplished a lot. If you are like me and dreadfully compare the countdown to the start of the Fall semester with your never-ending to-do list, remind yourself of all of the things that you HAVE accomplished. Make a list, if necessary. You will probably find that you accomplished more than you originally thought.

 

Warm regards,

Cassandra McCall

 

 

ERM Announcements for 8/1/2022

General Announcements

1. CONGRATULATIONS: ERM Awards Recap – congratulations to all of our winners!

 

Position Announcements

1. POSITIONS ANNOUNCEMENT: Engineering Fundamentals – Multiple Teaching Positions, Embry–Riddle Aeronautical University
2. POSITION ANNOUNCEMENT: Ethics Professor of Practice at the University of Florida
3. POSITION ANNOUNCEMENT: Leonhard Center Assessment and Instructional Support Specialist
4. POSITION ANNOUNCEMENT: GMU, Postdoc Position, AI Education
5. POSITION ANNOUNCEMENT: Postdoctoral Associate for Studying Faculty and Faculty Development, School of Education, University of Pittsburgh
6. POSITION ANNOUNCEMENT: Postdoctoral fellow position in Engineering Education at Boston College

 

 

General Announcements

 

1. CONGRATULATIONS: ERM Awards Recap – congratulations to all of our winners!

 

These awards were presented at the ERM Community Celebration and Awards Reception

 

Additional photos from the event: https://erm.asee.org/2022/07/05/asee-2022-erm-awards-and-recognition/

 

Apprentice Faculty Grants awardees

Saira Anwar, Texas A&M University

Matthew Bahnson, Penn State University

Trevion Henderson, Tufts University

Dina Verdín, Arizona State University

 

Best Paper in ERM

Joyce Main & Amanda Griffith

“The Impact of Math and Science Remedial Education on Engineering Major Choice, Degree Attainment, and Time to Degree”

 

Best Diversity Paper in ERM

Robert Loweth, Shanna Daly, Leah Paborsky, Sara Hoffman, & Steve Skerlos

“Professional Merit in Engineering Career Advancement: Student Perspectives and Critiques”

 

ERM Service Award

James Pembridge, Embry Riddle Aeronautical University

 

Journal of Engineering Education awards

JEE Wickenden Award

Stephen Secules (Florida International University), Cassandra McCall (Utah State University), Joel Alejandro Mejia (University of Texas San Antonio), Chanel Beebe (Purdue University), Adam S. Masters (Virginia Tech), Matilde L. Sanchez-Peña (University at Buffalo—SUNY), Martina Svyantek (Virginia Tech, now UVA)

“Positionality Practices and Dimensions of Impact on Equity Research: A Collaborative Inquiry and Call to the Community”

Journal of Engineering Education, January 2021

 

JEE Wickenden Award Honorable Mention

David Reeping (University of Cincinnati) & David Knight (Virginia Tech)

“Information Asymmetries in Web‐based Information for Engineering Transfer Students”

Journal of Engineering Education, April 2021

 

JEE Star Reviewers

Erin Carll, University of Washington

Shannon Gilmartin, Stanford University

Allison Godwin, Purdue University

Joi-Lynn Mondisa, University of Michigan

Madeline Polmear, Vrije Universiteit Brussel

 

ERM Members recognized as ASEE Fellows

Rebecca A Bates, Minnesota State, Mankato

Holly M Matusovich, Virginia Tech

Heidi A. Diefes-Dux, University of Nebraska – Lincoln

Robin A.M Hensel, West Virginia University

 

 

 

Position Announcements

 

1. POSITIONS ANNOUNCEMENT: Engineering Fundamentals – Multiple Teaching Positions, Embry–Riddle Aeronautical University

 

The Engineering Fundamentals department at Embry-Riddle Aeronautical University’s Daytona Beach campus is hiring 2 non-tenure-track Assistant Professors and 1 Visiting Assistant Professor to start this fall. These are 9-month teaching-focused appointments with benefits. The Visiting Assistant Professor position is only responsible for teaching. The non-tenure track Assistant Professor position will include teaching, service, and supporting department scholarship. Candidates must be capable of teaching one or more first or second year general engineering courses, specifically Introduction to Engineering Design, Introductory Computer Programming (i.e., MATLAB), Engineering Graphics (i.e., CATIA or SOLIDWORKS). Service will include participation on committees and in appropriate university outreach activities. Research is not required or expected for either of these positions, though the option is available for those that wish to pursue it.

 

Please see the following link for additional details and to apply for either position.

 

Non-Tenure Assistant Professor: https://embryriddle.wd1.myworkdayjobs.com/en-US/External/job/Non-Tenure-Track-Assistant-Professor–Engineering-Fundamentals-Department_R303571

 

Visiting Assistant Professor: https://embryriddle.wd1.myworkdayjobs.com/en-US/External/job/Visiting-Assistant-Professor–Engineering-Fundamentals-Department_R303631

 

Inquiries about the positions can be directed to Dr. James J. Pembridge via email at pembridj@erau.edu.

 

2. POSITION ANNOUNCEMENT: Ethics Professor of Practice at the University of Florida

 

The Herbert Wertheim College of Engineering (HWCOE) at the University of Florida (UF) invites applications for a twelve-month, full-time, non-tenure-track faculty position at the rank of Professor of Practice, with a working title of Assistant/Associate/Full Instructional Professor in the Engineering Leadership Institute (ELI). The endowed position holds the Gene Fraser Teaching Professorship title in the ELI.

 

The ideal candidate would qualify as a faculty member in the HWCOE at the non-tenure track professor level, with an academic background and demonstrated competencies related to the subject matter areas of engineering ethics and ethics in artificial intelligence. The duties and responsibilities of the position are to support the ELI mission and strategy through instructing (and improving) an existing course, and developing and/or instructing new course(s), focused on development of student competencies in the target subject matter areas. This may include instruction of undergraduate and/or graduate level courses, in face-to-face as well as on-line modalities, within these subject matter areas.

 

For more information and instructions on how to apply, go to https://explore.jobs.ufl.edu/en-us/job/521917/professor-of-practice.

 

3. POSITION ANNOUNCEMENT: Leonhard Center Assessment and Instructional Support Specialist

 

The Pennsylvania State University (Penn State) seeks a creative individual to serve in the position of Assessment and Instructional Support Specialist in the Leonhard Center for the Enhancement of Engineering Education. The Leonhard Center is comprised of a small team of dynamic, creative individuals who offer a wide range of expertise from engineering writing to psychometrics. This team provides teaching & learning workshops, courses for graduate teaching assistants as well as the design and evaluation of educational innovations.

 

The Assessment and Instructional Support Specialist provides assistance across the College of Engineering for initiatives relating to teaching and learning by working with faculty members and departments. Applicants should have skills in faculty development and assessment, ideally with experience in both qualitative and quantitative data analysis. They should also have interest and experience in faculty development as it relates to teaching. Knowledge of research and topics relating to diversity, equity, and inclusion as they apply to faculty development are highly desirable.

 

This position is a fixed term, 10-month non-tenure track faculty position with excellent possibility of funding for additional years. Applications should include a curriculum vita, the names of three professional references, and a cover letter highlighting the candidate’s strengths and interest in the position. Review of applications will begin on 8/15/2022 and will continue until the position is filled.

 

For the full job description or to apply, go here! https://psu.wd1.myworkdayjobs.com/PSU_Staff/job/University-Park-Campus/Assessment—Instructional-Support-Specialist_REQ_0000033059-3

 

4. POSITION ANNOUNCEMENT: GMU, Postdoc Position, AI Education

 

A postdoc position is available at George Mason University to work on an NSF-supported research project led by Dr. Aditya Johri to study and develop AI education resources for undergraduate and graduate students. The focus of the project is on learning outcomes for improving ethical and responsible use of AI. In addition, the position provides opportunity to work on related projects broadly in the area of engineering and computing education. The postdoctoral fellow will play a key role in partnering with other project collaborators and in the design and assessment of educational interventions. Based on the expertise and interests of the candidate, the project also has provisions for supporting the development of AI-driven technologies for education.

 

Ideally, an applicant should have relevant research exposure in one or more of the areas of: computing and/or engineering education, ethics education, IT, computer science, learning sciences, or workforce development, and have demonstrated expertise in qualitative and/or quantitative research. The successful postdoctoral fellow will be committed to educational equity and be highly motivated and self-driven. Fellows will receive targeted mentoring by project PIs towards achieving their professional goals including support for grant writing, publishing, and if desired, teaching.

 

This position is a full-time, one-year position with the possibility of extension for an additional two years.

 

Required Qualifications:

Applicants must have earned a doctorate in engineering and/or computing education, learning sciences, educational technology, or a related field. Evidence of scholarly activity or potential is required.

 

Preferred Qualifications:

Experience in managing the research process, including communications and relationships related to research and maintenance and management of data. Strong organizational and time management skills and ability to collaborate effectively as well as work independently. Content knowledge, ideally evidenced by publications and/or presentations, and coursework. Comfortable with (or with learning) project technology platforms and software packages as needed.

 

To Apply:

Please submit a CV and a cover letter that explains your interest in the position and experience related to it via email (PDF files only please) to me directly: johri@gmu.edu 

 

5. POSITION ANNOUNCEMENT: Postdoctoral Associate for Studying Faculty and Faculty Development, School of Education, University of Pittsburgh

 

We are seeking a postdoctoral associate to contribute to two large NSF and NSF/IES funded  studies focused on transforming STEM culture, engineering education specifically, to create  equitable outcomes for students and tenure-stream faculty who are minoritized in these  environments. The postdoctoral associate will join two large multi-disciplinary, multi-institution  teams (one at Pitt, Purdue, and UCI – the Ubelong Research Collaborative – and the second at  CMU, NYU, and John Hopkins- Project ELEVATE) and will work most closely with Dr. Linda DeAngelo, associate professor in the School of Education, who directs and oversees the faculty  professional development and scholarship aspects of these grants. This is a full-time and year round position. On the Ubelong Collaborative the scholar will focus on studying the outcomes of  faculty professional development workshops on students and faculty and will have the  opportunity to contribute to the development and delivery of the faculty workshops. On Project  ELEVATE the scholar will contribute to studying the outcomes for faculty involved in the  project, assessing the effectiveness of the change efforts in transforming institutional culture to  create environments in which Black, Latinx, and Indigenous engineering scholars thrive.

 

The goal of this position is to have the scholar build expertise in theory-based advanced  qualitative and mixed methods designs and strong publications. The projects have large-scale  quantitative and qualitative data streams. The qualitative data streams include documents, focus  groups, observations, and individual interviews. Interpretive Phenomenological Analysis and  Directed Content Analysis are the primary though not exclusive qualitative methodological  traditions. Applicants are sought who have experiences working from these or similar traditions  and with collecting and analyzing qualitative data.

 

The initial appointment can be made for up to two years. If funding is available there is a  possibility of renewal for a third year. Applicantmust have interest in doing anti-oppressive  equity- and justice-centered scholarship and extended interest and experience in studying the  experiences of Black, Latinx, and Indigenous students or faculty, and interest or experience in  studying the relationship between faculty beliefs, attitudes, and behaviors and (in)equity in  outcomes. A PhD degree in Higher Education, Science or Engineering Education, or a  disciplinary-based social science field is required. Strong verbal and written communication  skills, the ability to work collaboratively but independently, and to lead aspects of the project  work as necessary are also required. The ability to work as member of a large research team is a  necessary characteristic for success.

 

Review of application will begin immediately and continue until the position is filled.

To apply to this position, please upload a cover letter that addresses the required and desirable  features of the position (as appropriate), CV, and one or two representative publications onto  www.join.pitt.edurequisition #22006055. For inquires, reach out to Dr. Linda DeAngelo  (deangelo@pitt.edu).

 

6. POSITION ANNOUNCEMENT: Postdoctoral fellow position 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 welcomed 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 work 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. The fellow’s primary responsibilities will be research design, data collection, analysis, and dissemination for two projects that interrogate the affordances of technology (fabrication, IoT, AR, VR) for engineering learning. The first is a youth participatory project with refugee and immigrant families in Massachusetts, New Hampshire, and Maine. The second project is in partnership with after-school settings in Massachusetts (near the Boston College campus) on food and climate justice oriented student projects.

 

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 and participatory methods. Frequent travel to or re-location to the Boston area will be needed. 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. 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 CV and cover letter here: https://bc.csod.com/ux/ats/careersite/2/home/requisition/6519?c=bc 

 

To send an announcement to the ERM listserv, please prepare a 2-3 paragraph description including any relevant URLs as well as a subject line. Be sure that the announcement includes the person to contact with questions. Submit all of this information to Allison Godwin via https://bit.ly/ERMAnnouncements. Announcements will be sent out on the 1st and 15th of each month. Submissions 48 hours before these dates will be guaranteed to be included in announcements. Each set of announcements will be included in the announcements email twice. Announcements will also be recorded on the ERM website: http://erm.asee.org/

For more resources and position announcements, please refer to the Engineering Education Community Resource Wiki available at http://bit.ly/engredu.  A direct link to job postings at https://bitly.com/eecr-jobs.