ERM Announcements, December 15, 2022

Dear ERM members,

Happy holidays! I hope that your terms are winding up well and that you have some time planned to rest and recharge. Apologies for the later than typical announcements—I’m in a transition right now and didn’t have internet for the past week.

Until the New Year!



ERM Announcements for 12/15/2022

General Announcements 

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


Position Announcements 

  1. POSITION ANNOUNCEMENT: Postdoctoral Researcher Position in STEM Education at Cal State LA
  2. POSITION ANNOUNCEMENT: Engineering Education Postdoc at New Mexico State University
  3. POSITION ANNOUNCEMENT: Teaching Faculty Position in Aerospace at Illinois (Open Rank)
  4. POSITION ANNOUNCEMENT: Teaching-focused faculty position in engineering design/practice at Queen’s University, Canada
  5. POSITION ANNOUNCEMENT: Postdoctoral Scholar in Engineering Ethics at Penn State


General Announcements


  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: 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! (


  1. POSITION ANNOUNCEMENT: Postdoctoral Scholar in Engineering Ethics at Penn State

The Rock Ethics Institute (REI) and the College of Engineering at Penn State seek applicants for a Postdoctoral Scholar in Engineering Ethics. Applicants should have expertise in engineering ethics and a Ph.D. in a relevant discipline (e.g., Applied Ethics, Engineering, Engineering Education, Philosophy, or another relevant field). We are particularly interested in candidates with interest or experience in integrating engineering ethics with issues of sustainability and/or with issues of diversity, equity, and inclusion. The Postdoctoral Scholar will support ongoing engineering ethics education initiatives, pursue independent or collaborative research oriented toward publication, and receive training and mentorship. Postdoctoral scholars may receive experience working on grants. They will also receive support to allow them to participate in seminars and conferences appropriate to their personal career goals.

The successful candidate will collaborate with the Leonhard Center for the Enhancement of Engineering Education to promote ethics education among engineering undergraduate and graduate students. The Postdoctoral Scholar will become part of a team to develop and offer workshops to prepare faculty members to integrate ethics into their courses. Depending on interests and expertise, there will be opportunities to engage in the development of new approaches to ethics education for undergraduate and graduate engineering students and in the evaluation of the effectiveness of ethics education and the process through which faculty are supported to integrate ethics into their courses.

For more information, refer to or contact Sarah Zappe at