ERM Announcements, August 1, 2022

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:


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:–Engineering-Fundamentals-Department_R303571


Visiting Assistant Professor:–Engineering-Fundamentals-Department_R303631


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


  1. 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


  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!—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: 


  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.edurequisition #22006055. For inquires, reach out to Dr. Linda DeAngelo  (


  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

Please apply with a CV and cover letter here: 


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 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:

For more resources and position announcements, please refer to the Engineering Education Community Resource Wiki available at  A direct link to job postings at