ERM Announcements, December 1, 2022

Dear ERM members,

Happy December! It’s one of my favorite and most despised times of the year. In that spirit, I’m just sending a short note this week. I love the upcoming winter holidays, but I also feel the stress of the end of the term and the downhill slide from Thanksgiving break to winter break. I’m sending encouragement and well wishes for a solid finish for everyone.

All my best,



ERM Announcements for 12/1/2022

General Announcements 

  1. CALL FOR SUBMISSIONS: 9th International Research Symposium on PBL
  2. CALL FOR PARTICIPATION: Virtual Open House for Graduate School in the College of Engineering and Applied Science at the University of Cincinnati
  3. CALL FOR PAPERS: Clive L. Dym Mudd Design Workshop XIII: Collaborations in Student Design Experiences


Position Announcements 

  1. POSITION ANNOUNCEMENT: Open rank (with an emphasis on senior hires) tenured/tenure-track faculty position in Engineering Education Research at the University of Michigan
  2. POSITION ANNOUNCEMENT: Associate Professor Tenure-Track Faculty In Engineering Education & Leadership at UTEP
  3. POSITION ANNOUNCEMENT: Faculty position, all ranks, computing (will consider other fields) at Olin College of Engineering
  4. POSITION ANNOUNCEMENT: Professor & Director: Engineering Education Transformations Institute at University of Georgia
  5. POSITION ANNOUNCEMENT: Postdoctoral Researcher Position in STEM Education at Cal State LA
  6. POSITION ANNOUNCEMENT: Engineering Education Postdoc at New Mexico State University
  7. POSITION ANNOUNCEMENT: Teaching Faculty Position in Aerospace at Illinois (Open Rank)
  8. POSITION ANNOUNCEMENT: Teaching-focused faculty position in engineering design/practice at Queen’s University, Canada


General Announcements


  1. CALL FOR SUBMISSIONS: 9th International Research Symposium on PBL


Third call for extended abstracts and workshop proposals for the 9th International Research Symposium on PBL (IRSPBL23) under the theme: Transforming Engineering Education 2023 (TEE 2023). The due date for submitting extended abstracts is December 5, 2022 (previously November 14).

Addressing global challenges requires complex problem-solving, systems thinking, and interdisciplinary collaboration. How can we transform engineering education so that students develop these important skills? What learnings can be shared by higher education institutions that have embarked on educational transformation processes? What do other stakeholders in higher education, industry, and society, have to say about these efforts? These, and other questions will be discussed in a highly interactive, in-person format at the Transforming Engineering Education 2023 conference.

More details at For inquiries, email

TEE 2023 will take place over June 21-23, 2023, in two locations: at the main campus of the Massachusetts Institute of Technology (MIT) in Cambridge, and at the Harvard Science and Engineering Complex in Boston, Massachusetts, USA.  The symposium is being convened by MIT School of Engineering and its New Engineering Education Transformation (NEET) program, the Harvard John A. Paulson School of Engineering and Applied Sciences (SEAS), and Aalborg University’s Centre for Problem Based Learning (PBL) in Engineering Science and Sustainability under the auspices of UNESCO.

  1. CALL FOR PARTICIPATION: Virtual Open House for Graduate School in the College of Engineering and Applied Science at the University of Cincinnati


The University of Cincinnati is a premier, public, urban, R1 University with an enrollment of more than 46,700 students. The College of Engineering and Applied Science (CEAS) was formally established in 1900 and offers over thirty-five (35+) engineering and applied science graduate-level majors & programs including master of engineering, master of science, and doctorate degrees.

The Virtual Open House will provide you the opportunity to:

  1. learn more about the college
  2. hear about the financial support available to you
  3. learn about the application process
  4. hear more about the city of Cincinnati
  5. go into breakout sessions to learn about specific graduate programs you are interested in.

Virtual Open House Date: November 21, 2022 – 6-8 PM EST


To register to attend (and receive the link) please CLICK HERE (or copy the link

  1. CALL FOR PAPERS: Clive L. Dym Mudd Design Workshop XIII: Collaborations in Student Design Experiences


The Clive L. Dym Mudd Design Workshop XIII will be held at Harvey Mudd College June 8-10, 2023. The workshop theme is Design Education & Collaborations in Student Design Experiences: Cross-disciplinary, Cross-institutional, Community, and Industry Partnerships.

Two-page abstracts to be submitted by January 1, 2023

Authors notified of acceptance by February 1, 2023

Presenting author registration deadline March 1, 2023

Final papers to be submitted by April 1, 2023

Workshop to be held June 8-10, 2023

Call for Papers:

Abstracts should be submitted electronically to: Please note that new users will need to create an account on CMT.

Vision: Gather between fifty and seventy-five engineers, designers, and educators to discuss and share approaches for building bridges, creating connections, and removing obstacles to cross-disciplinary, inter-institutional, community and industry partnerships in design education. We approach this goal believing that the best partnerships share perspectives, domain knowledge, values, and skill sets that compliment those of their other members in service to their mission. Within engineering design education, the opportunity to expose students to perspectives and paradigms that differ or conflict with their training is sometimes limited and often resisted. Cultivating methods to productively engage students beyond classrooms, departments, and universities that increase perspective heterodoxy and improve design approaches significantly broadens the student design experience beyond what may be a narrowly focused detailed design exercise. Helping students manage a broad set of perspectives and approaches is an important aspect of these partnerships.

Mission: We will identify the best practices, opportunities, and challenges broadly associated with cooperative partnerships and expanding design perspectives. We will discuss ways that educators, students, courses, and curricula can be positioned and developed to serve partners in engineering design education.

Experience: Workshop sessions are initiated by brief summary or position statements from panelists followed by an open discussion. A wrap-up session will collect the most important outputs for improving engineering design education for dissemination to the community. Participants will receive a preliminary proceedings containing near-final manuscripts of presented papers.

Participants are invited to further refine their work and submit to peer review for publication in a Special Issue of the International Journal of Engineering Education containing the resulting proceedings of the Clive L. Dym Mudd Design Workshop XIII. In this case, authors will be requested to distinguish their workshop submission as scholarly research, position papers, or provocative observations so that they may be appropriately included in the IJEE Special Issue or elsewhere as appropriate.


Position Announcements


  1. POSITION ANNOUNCEMENT: Open rank (with an emphasis on senior hires) tenured/tenure-track faculty position in Engineering Education Research at the University of Michigan

The College of Engineering at the University of Michigan is excited to announce a tenured/tenure-track faculty opening as part of its unique, interdisciplinary engineering education research (EER) program. The position is open to all ranks, with an emphasis on senior hires. The faculty member hired through this search will join a community that includes eight core EER faculty, will conduct EER as their main form of scholarship, and will be embedded in one of the traditional engineering departments within engineering ( Accordingly, the successful applicant will demonstrate the potential to conduct world-class scholarship in EER, teach in both EER and a traditional engineering department, and provide service in support of both EER and an engineering department.

Applicants should have a Ph.D. in Engineering Education, STEM/Science Education, or Engineering AND a minimum of an M.S. degree (or equivalent) in a science or engineering discipline. Candidates should also demonstrate the potential to: create a strong and externally-funded research program in EER (which includes advising graduate and/or undergraduate student researchers and producing peer-reviewed publications); teach EER and engineering courses at both the graduate and undergraduate levels; provide service and leadership to the profession; and contribute to our goal of eliminating systemic racism and sexism by embracing our culture of Diversity, Equity, and Inclusion (DEI).

To apply, please submit the following materials: (1) cover letter explaining your interest in this position, (2) curriculum vitae, (3) two-page research statement, (4) two-page teaching statement that addresses teaching in both EER and a specific engineering department, (5) two-page diversity statement, (6) up to three representative publications, and (7) names and contact information for three confidential references. Throughout these materials, be sure to describe ways your research, teaching, and service might benefit both EER and one of the engineering departments. As well, we are especially interested in candidates who contribute, through their research, teaching, and/or service, to the diversity and excellence of the academic community, so the materials you submit should also describe your commitment and potential contributions to DEI.

Submit your application materials at: We will accept applications on a rolling basis, but those submitted by January 15, 2023, will receive full consideration. Please direct questions to

Michigan Engineers are world-class educators, researchers, students, and staff who strive to build a people-first future. As part of the nation’s number one public research institution, Michigan Engineering’s mission is to provide scientific and technological leadership to the people of the world, develop intellectually curious and socially conscious minds, create collaborative solutions to societal problems, and promote an inclusive and innovative community of service for the common good. Our vision, mission, and values are supported by a people-first engineering framework that guides our work. As Michigan Engineers, we strive to apply excellent engineering fundamentals, integrated expertise, and equity-centered values to reimagine what engineering can be, close critical gaps, and elevate all people. Information about our vision, mission, and values can be found at:

The University of Michigan has a storied legacy of commitment to DEI. The Michigan Engineering component of the University’s comprehensive, five-year, DEI strategic plan—along with updates on our programs and resources dedicated to ensuring a welcoming, fair and inclusive environment—can be found at:

COVID-19 vaccinations, including one booster when eligible, are required for all University of Michigan students, faculty, and staff across all campuses, including Michigan Medicine. This includes those working remotely. More information on this new policy is available on the websites for UM Health Response, UM-Dearborn, or UM-Flint.

The University of Michigan is an Affirmative Action, Equal Opportunity Employer with an active Dual-Career Assistance Program.

  1. POSITION ANNOUNCEMENT: Associate Professor Tenure-Track Faculty In Engineering Education & Leadership at UTEP


The University of Texas at El Paso (UTEP) ( seeks exceptional candidates for a faculty position in the Department of Engineering Education and Leadership (E-Lead, in the College of Engineering. This position will contribute to advancing research in engineering education, to developing the department’s graduate program, and to delivering our innovative B.S. program in Engineering Leadership. The position is available for a Fall 2023 start, and appointments will be at the Associate Professor level; competitive salary will be commensurate with experience.

To apply, please visit

  1. POSITION ANNOUNCEMENT: Faculty position, all ranks, computing (will consider other fields) at Olin College of Engineering


Olin College of Engineering is running a Faculty Search. We are particularly interested in candidates (all ranks) with computing backgrounds who demonstrate a commitment to engaging students in real-world and transdisciplinary contexts and whose work is aligned with Olin’s strategic priorities. “Computing” includes traditional computing fields like computer science, computer engineering, software engineering, and data science but also may include the use of computational techniques in the natural sciences, social sciences, arts, or humanities. (We’re open to other fields, so please don’t feel restricted by our special interest in computing.) Olin is committed to becoming an increasingly inclusive and diverse learning community that supports equitable learning opportunities for everyone, and we strongly encourage women and individuals from historically underrepresented communities to apply.

At Olin, we believe that engineering education must be accessible and welcoming for people from all backgrounds, and that engineering should serve not only individuals but also society and the planet. Please share our ads with people you know who are passionate about equity and access; who want to join us in reframing who can be engineers and what counts as engineering; and who want to mentor students to better integrate engineering and other fields as they study and tackle complex technical systems and societal challenges.

Details are at  . And please take a look at our new Strategic Plan.

  1. POSITION ANNOUNCEMENT: Professor & Director: Engineering Education Transformations Institute at University of Georgia


The College of Engineering at the University of Georgia is seeking an exceptional leader for the role of Professor and Director of the Engineering Education Transformations Institute. This position will be an academic (9-month), tenured appointment at the Professor level, starting on August 1, 2023, and will have the opportunity to supplement salary during the summer.

As leader of the Engineering Education Transformations Institute, the Director will:

  1. Work with a dynamic team of tenure-track and professional-track faculty to shape, advance, and uphold EETI’s mission, vision, and values as a uniquely positioned engineering education center.
  2. Direct EETI activities in consultation with faculty and other EETI leadership.
  3. Develop collaborative partnerships with organizations and individuals across the college and UGA campus to aid EETI in achieving its goals.
  4. Develop capacity for envisioning and garnering funding for large-scale engineering education initiatives with potential for college-wide and national impact.
  5. Strategically cultivate EETI and engineering education research efforts through expansion of the graduate program and the research portfolio, thus enhancing EETI’s reputation and impact in the national and international engineering education community.
  6. Liaise between EETI and the school and college leadership. Advocate for continued investment in the growth of both the research and educational development aspects of EETI’s mission. Provide periodic reports on EETI activities to college and university leadership and, when necessary, to external stakeholders.
  7. Strategize effective uses for newly implemented, state-of-the-art engineering education research and collaboration facilities.

The Engineering Education Transformations Institute (EETI) is building capacity for engineering education research and innovation through creative programs that cultivate community and shared learning experiences for faculty, students, and staff across the College of Engineering’s four schools. Additionally, EETI offers the state of Georgia’s first and only engineering education Ph.D. program, which currently houses seven graduate students, four tenure-track engineering education faculty members, and one professional-track faculty member. Through blending these two areas of programming, EETI comprises a unique engineering education center whose work creates national impact through the creation and mobilization of local educational capacity. Additional information is available at

Applications will remain open until the position is filled.  Review of applications will begin November 30, and any applications received by this date are guaranteed to receive full consideration.

To apply or for more information, please visit:

  1. POSITION ANNOUNCEMENT: Postdoctoral Researcher Position in STEM Education at Cal State LA


Cal State LA’s NSF-funded Eco-STEM project seeks a Postdoctoral Researcher in Engineering Education to support Eco-STEM’s research-based work to transform STEM education using an asset-based ecosystem model. Specifically, the Eco-STEM project focuses on shifting the metaphor in STEM education by using the ecosystem as a philosophical guide to promoting an organic and healthy environment that nurtures students, faculty, and staff to become individuals fulfilled professionally and personally. Our website is here:

We are looking for a positive, adventurous, and open-minded candidate to work on this transformative, high-impact project. The incumbent must demonstrate an interest or ability in working in a multicultural/multiethnic environment. Postdoctoral researcher responsibilities will include:

  • Work with the Eco-STEM team on the development and implementation of the Action Research Teaching Fellows Faculty Learning Community and the Department Chairs Learning Community, which focus on changing the mental models and promotes the transformations aimed by the project.
  • Work on the institutionalization of equitable and student-focused faculty development practices and procedures at Cal State LA.
  • Collaborate closely with the project team to design survey instruments, administer surveys, and clean and analyze data, utilizing a variety of quantitative and qualitative methodologies.
  • Oversee communication and collaboration with survey administration sites so that data collection, analysis, IRB, etc. are set in place and research efforts are conducted both ethically and efficiently.
  • Collaborate with project team members to disseminate findings through peer-reviewed presentations, journal articles, and conference proceedings, as well as academic and practitioner conferences.

An earned doctorate in Engineering Education, Education, Social Sciences, Engineering or Computer Science or related field, from an accredited institution (or equivalent), is required; however, applicants nearing completion of the doctorate (ABD) may also be considered. For an appointment, the doctorate must be completed by the date of the appointment. We also require evidence of research experience in engineering or STEM education at the post-secondary level and evidence of relevant scholarly publications in Engineering Education or related fields.

The application is available here: For questions about the position, please contact Gustavo Menezes at and/or Corin Bowen at

  1. POSITION ANNOUNCEMENT: Engineering Education Postdoc at New Mexico State University


A multidisciplinary research team at New Mexico State University is searching for a postdoctoral scholar to work with researchers from the Department of Sociology and College of Engineering at NMSU main campus in Las Cruces to conduct research funded by a NSF Improving Undergraduate STEM Education (IUSE): HSI grant (NSF #1953466). The purpose of the grant is to evaluate the impacts of andragogical (adult, self-directed learning) methods and experiential learning on the academic and early career success of low-income and first-generation undergraduate engineering students.

Research duties will include:

  • conducting relevant literature reviews
  • development, implementation, and analysis of quantitative longitudinal surveys and qualitative research to evaluate the impact of the e3 Initiative activities.
  • mentoring of a graduate research assistant
  • preparation of manuscripts for publication in peer-reviewed journals
  • preparation of materials for proposals, reports and presentations

The postdoctoral researcher will also engage in professional development activities as outlined in the NSF postdoctoral mentoring plan, including development of a work assessment plan, participation in teaching and research method workshops and seminars, participation in weekly research group meetings, and networking with visiting faculty/scholars. A PhD in engineering education, STEM education, sociology or related field and good verbal and written skills in English are required. To receive full consideration please submit application materials by the January 13th posting deadline. For more details and to apply please go to Applicants who have questions related to the research project are welcome to contact Dr. Sandra Way at

NMSU is a Hispanic Serving Institution and equal opportunity and affirmative action employer committed to assembling a diverse, broadly trained faculty and staff.  Women, minorities, people with disabilities, and veterans are strongly encouraged to apply.

  1. POSITION ANNOUNCEMENT: Teaching Faculty Position in Aerospace at Illinois (Open Rank)


The Department of Aerospace Engineering at the University of Illinois Urbana-Champaign invites applications for the position of Teaching Professor (open-rank, full-time). Successful candidates will join the department’s thriving community of faculty during a period of significant enrollment growth and will make an impact on aerospace engineering education by teaching undergraduate and graduate courses, leading course and curriculum development, interacting with students through academic advising, and

conducting funded research. The department has a particular need for candidates who could teach courses that place a strong emphasis on the use of either computational or laboratory methods and that have a significant design component.

Candidates will have opportunities to interact with a campus-wide community of teachers and engineering education researchers, supported by institutions that include the Academy for Excellence in Engineering Education (AE3), the Center for Innovation in Teaching and Learning (CITL), the Inclusion, Diversity, Equity, and Access (IDEA) Institute, and the College of Education. Within AE3, the Teaching Professional Program (TPro2) specifically supports teaching faculty in the Grainger College of Engineering.

Teaching faculty having voting rights in the Department of Aerospace Engineering and are encouraged to exert independence and leadership in their courses, the department, and the college.

All successful candidates must have a PhD in Aerospace Engineering or a related field (including, but not limited to, the fields of Computer Science, Electrical and Computer Engineering, Engineering Education, Mechanical Engineering, and Physics) as well as demonstrated potential for developing coursework, teaching effectively, and mentoring/advising students. In addition to teaching qualifications, successful candidates must show exceptional potential in research and scholarship. Successful candidates must also share the department’s commitment to building a culturally diverse educational environment.

Successful candidates are expected to take leadership in addressing the following specific curricular needs that have been identified by the department:

  • Support curricular innovation — through encouragement of innovation, interdisciplinary design, project-based learning, and industry interaction.
  • Strengthen computational and data science skills — through direction and coordination of learning expectations, skills, and teaching material throughout the curriculum.
  • Foster inclusion — through demonstration and evidence of a commitment to diversity, equity, and inclusion through research, teaching, and/or service endeavors.
  • Refine professional and business skills — through improved written and oral communication, and team building and leadership skills.
  • Teach or co-teach aerospace gateway courses — that provide the foundation for the longitudinal learning along the curriculum.

Successful candidates are also expected to perform the following tasks:

  • Assist with pedagogy and evidence-based reform in specific aerospace classes as needed.
  • Design and deliver assessments of the outcomes of longitudinal learning efforts.
  • Produce scholarly work in areas that may include the scholarship of teaching and learning.
  • Liaise with faculty, external advisory teams and industry professionals concerning the curriculum.
  • Provide service to the profession, the department, and the university.

This is a renewable non-tenure track position appointed on a 9-month service basis. The proposed start date is August 16, 2023; however, this date may be sooner depending on the needs of the organization. Salary is commensurate with experience and qualifications.

Applications must be submitted online at The application package should include the following: a) cover letter, b) curriculum vitae, c) teaching statement, d) statement of service, e) diversity statement, f) representative teaching artifacts including syllabi and learning goals, laboratory exercises, g) research statement, and h) names/contact information for three references (no letters), all in a single PDF file as an upload in the “CV/resume” section. The statement on diversity should address past and/or potential contributions to diversity, equity, and inclusion through research, teaching, and/or service. To ensure full consideration, applications must be received by December 16, 2022. Early applications are strongly encouraged as interviews may take place during the application period; however, no hiring decision will be made until after the closing date. Questions about the application process should be referred to Christine Gipson at or 217-244-4921.


We have an active and successful dual-career partner placement program and a strong commitment to work-life balance and family-friendly programs for faculty and staff (


The University of Illinois System is an equal opportunity employer, including but not limited to disability and/or veteran status, and complies with all applicable state and federal employment mandates. Please visit Required Employment Notices and Posters to view our non-discrimination statement and find additional information about required background checks, sexual harassment/misconduct disclosures, COVID-19 vaccination requirement, and employment eligibility review through E-Verify.


Applicants with disabilities are encouraged to apply and may request a reasonable accommodation under the Americans with Disabilities Act (2008) to complete the application and/or interview process. Requests may be submitted through the reasonable accommodations portal, or by contacting the Accessibility & Accommodations Division of the Office for Access and Equity at 217-333-0885, or by

  1. POSITION ANNOUNCEMENT: Teaching-focused faculty position in engineering design/practice at Queen’s University, Canada


The Faculty of Engineering and Applied Science at Queen’s University at Kingston, in Ontario, Canada invites applications for a Tenure-track teaching-focused faculty position at the rank of Assistant Professor, or a Tenured teaching-focused faculty position at the rank of Associate Professor, with a specialization in the fields of engineering design and practice, with a strong focus on engineering education. The preferred start date for the appointment is July 1, 2023. Details are in the posting! (