ERM Announcements, April 1, 2023

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Dear ERM members,

As mentioned in the last announcements, the call for ERM Chair and two Director nominations was just sent out. Please consider nominating yourself or a colleague for these important roles. If you do have questions about the roles or positions, please feel free to reach out to me (afg64@cornell.edu) or one of our current Directors.

I’d also like to highlight the 2023 PEER Collaborative Unconference. This event is for early career folks (I started attending the summer before I started my tenure-track position) who are primarily evaluated on their engineering education work, and it happens immediately after the ASEE Annual Conference. I learned so much from near-peer mentoring and developed collaborations and networks that have been so valuable to my growth and development as a scholar. There’s a whole history of the Collaborative’s formation if you want to learn more:             https://www.doi.org/10.18260/1-2–23170.

I’ve also had a few folks ask about our Annual Community Celebration and Awards Reception (ACCAR). We are having our awards reception as a part of the ERM business meeting, so mark your calendars for that event for a time to network and celebrate our awardees. I’ll also be passing the hat (an ERM tradition) to our next Chair during that time. This decision was made because of our previous discussions about the expense of ERM event tickets and how high prices have been a barrier for some of our members to participate. With our BASS account frozen, all events have to be revenue neutral, and the cost of even a simple event would be a high ticket price (likely without a significant amount of refreshments). We are working with our incoming Vice Chairs for ASEE Programs, Alejandra Magana and Bruce Carroll, on planning meaningful time to be together and enjoy our community.

We will likely have our BASS account funds returned in a timeframe longer than one year from now as ASEE regains its financial solvency. In the shorter term, funds collected after October 1, 2022, are available. Dues paid to divisions are being tracked but will not be distributed until sometime in the future. So, if there are donations directly to ERM, sponsorships, or other fund sources like the IEEE FIE conference (an encouragement now to consider participating as an overage from this event would mean money back to ERM), we will be able to use those funds in the future. I welcome any creative ideas to support revenue generation in the shorter term until BASS account funds are returned.

All my best,

Allison

 

ERM Announcements for 4/1/2023

General Announcements 

  1. CALL FOR SUBMISSIONS: First-Engineering Experience Conference – Jul 30 to Aug 1, 2023
  2. CALL FOR PARTICIPATION: IEEE ETHICS-2023: Ethics in the Global Innovation Helix
  3. CALL FOR PARTICIPATION: Public Listening Sessions for 2023-2028 Federal STEM Strategic Plan
  4. CALL FOR PARTICIPATION: 2023 PEER Collaborative National Workshop and Unconference
  5. CALL FOR APPLICATIONS: Call for Editor-in-Chief of IEEE Transactions on Education
  6. CALL FOR APPLICATIONS: Curriculum Developers and Institutional Partners
  7. CALL FOR PARTICIPATION: Seeking participants for Co-design Workshops

 

Position Announcements 

  1. POSITION ANNOUCEMENT:Aalborg University – Assistant Professor in PBL
  2. POSITION ANNOUNCEMENT: Core Fellow/Visiting Assistant Professor in Human-Centered Engineering at Boston College
  3. POSITION ANNOUNCEMENT: Postdoctoral Researcher, Tufts University
  4. POSITION ANNOUNCEMENT: Teaching and Research Post-Doctoral Associate
  5. POSITION ANNOUNCEMENT: Teaching Faculty at Engineering Education Innovation Center
  6. POSITIONS ANNOUNCEMENT: Multiple Research Faculty Positions at the Institute for the Future Education—Neuroeducation, STEM Education, Discipline-Based Education, or related areas
  7. POSITIONS ANNOUNCEMENT: Multiple Postdoctoral Positions at the Institute for the Future Education—Neuroeducation, STEM Education, or related areas
  8. POSITION ANNOUNCEMENT: Engineering Education Postdoc Position at Arizona State University

 

General Announcements

 

  1. CALL FOR SUBMISSIONS: First-Engineering Experience Conference – Jul 30 to Aug 1, 2023

 

The 14th Annual First-Year Engineering Conference will be held from July 30 to August 2, 2023, at the University of Tennessee, Knoxville. Abstracts and workshop proposals are currently being accepted.

Please see conference website for more details: https://sites.asee.org/fyee2023/

Abstracts and Workshop Proposals due Mar 24, 2023

Draft Papers due May 12, 2023

Contact fyeechairs@gmail.com if you have any questions.

Haritha Malladi & Stephany Coffman-Wolph

2023 FYEE Program Co-Chairs

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

18-20 May 2023, Purdue University, West Lafayette, Indiana, USA

IEEE ETHICS-2023 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). ETHICS-2023 is co-sponsored and hosted by the National Institute for Engineering Ethics in the School of Engineering Education at Purdue University, a leading land grant university with top-ranked engineering, technology, and computing programs, and an expansive portfolio of sponsored research and engagements in the ethics and policy realms. The triple helix model of innovation was introduced in the 1990s, developed to theorize and understand interactions between academia, industry, and government. Since then, scholars have expanded it to include additional strands or sectors, including society or the public (quadruple helix) and the natural environment (quintuple helix). The conference theme, “Ethics in the Global Innovation Helix,” underscores questions about the role and place of ethics and related concerns (e.g., social responsibility, social justice, regulatory compliance, etc.) in interactions between these strands, especially in ongoing processes of technology innovation, diffusion, evolution, and maintenance.

Pre-Conference Workshop

Norbert Wiener Symposium: Discussion of the Future of Work

 

Plenary Sessions

  • Active Human Interface: Technology, Uncertainty, and Hope, Debbie Chachra (Olin College of Engineering)
  • Ethical and Legal Frameworks for Automation, Iven Mareels (Institute of Innovation, Science and Sustainability, Federation University Australia)
  • Thinking Like an Engineer: Twenty-Five Years Later, Michael Davis (Illinois Institute of Technology) plus three commentators

 

Special Sessions (Panels)

  • The Ethics of Weapons Technology Development
  • Perspectives from Liberal Arts on the Practical Turn in AI Ethics
  • The Role of Human Rights in the Global Helix for Technology Innovation and Justice
  • The Arc of a Global Engineering Education
  • Careers in Technology Ethics (Sponsored by SSIT Ethics Committee)
  • The National Artificial Intelligence Initiative and The Ethics of AI
  • 4 + 1: The Impacts of Academia, Industry, Government and Civil Society on Sustainable Development (Sponsored by IEEE TechEthics)
  • Socially Responsible Innovation for Climate Change Mitigation and Adaptation (Sponsored by IEEE TAB Program on Climate Change)

Workshops and Tutorials

  • Exploring Mental Models of Ethics and Diversity, Equity, and Inclusion in Engineering
  • Critical Design for Responsible Innovation
  • I can’t teach ethics, I’m not an ethicist: Transforming STEM ethics education begins with engaging faculty as ethical subjects
  • AI Safety, Governance, and Alignment Tutorial
  • STS Postures as a Framework for Teaching Ethics Throughout the Engineering Curriculum
  • Taking “day to day” ethics seriously outside the academy: Experiences from STS and Communication (sponsored by the ASEE Liberal Education/Engineering & Society Division)

For More Information including Registration and Housing please visit the ETHICS-2023 Website: https://attend.ieee.org/ethics-2023/

  1. CALL FOR PARTICIPATION: Public Listening Sessions for 2023-2028 Federal STEM Strategic Plan

 

The White House Office of Science and Technology Policy (OSTP) is hosting a series of virtual public listening sessions to inform the development of the 2023- 2028 Federal Science, Technology, Engineering, and Mathematics (STEM) Strategic Plan.

OSTP is seeking input from all interested parties, including students, educators, administrators, parents, researchers, employers, and others. Each listening session will focus on one aspect of the STEM ecosystem. The last session aims to include speakers unable to attend any of the earlier sessions and as such, will cover each of the five areas covered in the previous sessions. Please share the link(s) below with communities who should register for any/one of the six upcoming virtual listening sessions. Dates and links can also be found on OSTP’s public Events & Webinars webpage.

STEM Education: Support learners and educators in and across all science and technology disciplines

Wednesday, March 15, 2023 from 3pm-5pm ET 

Register at:  https://ida-org.zoomgov.com/meeting/register/vJIsceGqrjgjGNrFGmA3UrJz-XyEDItVXbA

STEM Workforce Development: Prepare and recruit our Nation’s future STEM workforce 

Friday, March 17, 2023 from 2pm-4pm ET

Register at:  https://ida-org.zoomgov.com/meeting/register/vJIsduGrqjwuHYhvjoro9itcpDyMX91kvPY

STEM Workforce: Foster inclusive STEM learning and working spaces to retain STEM learners and workers 

Monday, March 20, 2023 from 3pm-5pm ET

Register at:  https://ida-org.zoomgov.com/meeting/register/vJItdeugpzMuHAySQQNgawSNMJOHLX2iiao

 

STEM Engagement: Foster meaningful community and public engagement in science and technology

Wednesday, March 22, 2023 from 4pm-6pm ET

Register at:  https://ida-org.zoomgov.com/meeting/register/vJItcOuvqT8tGytFhXGPtQ9cukAhdagCAcQ

 

STEM Research and Innovation Capacity: Build and drive capacity and cutting-edge STEM (and STEM education) research and development 

Friday, March 24, 2023 from 2pm-4pm ET

Register at:  https://ida-org.zoomgov.com/meeting/register/vJIsf-qvpjooE3je94jU9nosqi4Vjyy-vCk

The National STEM Ecosystem

Monday, March 27, 2023 from 6pm-8pm ET

Register at: https://ida-org.zoomgov.com/meeting/register/vJIscOysrTwtGY64BQqMATzWSBdMBU-H810

  1. CALL FOR PARTICIPATION: 2023 PEER Collaborative National Workshop and Unconference

 

Save the Date: Wednesday, June 28 (dinner) and Thursday, June 29 (unconference day), 2023

Are you a faculty (new hire, pre-tenure, mid-career tenured faculty), postdoc, or staff member who is primarily evaluated on your engineering education work? The PEER Collaborative is a growing community of people in similar situations who mentor and support each other in their engineering education research positions.

Each year, academic members who are primarily evaluated on engineering education research have been meeting to talk through our needs together in our emerging research-based discipline of engineering education. There are too few senior faculty with expertise in engineering education research, and those colleagues are either too sought after or otherwise engaged to be able to spend much time with early career faculty. An annual workshop and unconference hosted immediately after ASEE has helped us to meet our own needs through peer and near-peer mentoring. The goals of the workshop are to 1. develop, support, and augment networks and working relationships and 2. support and be supported by peers near your same career level on different aspects of work and personal life.

Please join us for this year’s dinner and unconference!

Tentative PEER 2023 Schedule:

  • Wednesday, 6:30pm-8:00 pm: Dinner (at nearby restaurant)
  • Thursday, 9:00am-5:00 pm: Unconference (with lunch break)

Come to as many or as few events as you are able. Location is TBD but near the Baltimore Conference Center.

Please register at our website: https://sites.google.com/view/peer-collaborative. Please direct any questions to Corey Bowen at cbowen5@calstatela.edu.

 

  1. CALL FOR APPLICATIONS: Call for Editor-in-Chief of IEEE Transactions on Education

 

Application Submission Deadline: 28 April 2023

The IEEE Education Society (EdSoc) invites applications for the position of Editor-in-Chief (EiC) for  the  IEEE  Transaction  on  Transactions  on  Education (IEEE ToE). This is an online publication, comprising of 6 issues per year, covering the scope of Education within the fields of interest of the IEEE. Full ToE Aims & Scope are available here.

The EiC of IEEE-ToE serves either a three-year term (1 June 2023 to 31 June 2026), renewable once, or a five-year term (1 June 2023 to 31 May 2028), non- renewable. The applicant must be an IEEE member in good standing (in the grade of Life Member/Member or above), and a member of the IEEE Education Society.

 

Applications must be submitted on, or before, Friday,28 April 2023.

 

Information about submitting an application and a full list of position responsibilities can be found below.

About the Editor-in-Chief of IEEE-ToE

 

  • The responsibilities of this position include, but are not limited to: Managing the day-to-day operations of IEEE ToE through Manuscript Central;
  • Identifying and appointing editorial board members (Associate Editors); Selecting competent manuscript reviewers, with the help of editorial board members, and managing timely reviews of manuscripts;
  • Monitoring of quality (the Impact Factor) and timeliness of the publication; Identification of areas that require strengthening, and cooperation with the Society to achieve that goal;
  • Actively soliciting high-quality manuscripts from potential  authors  and, with support from publication staff, and helping these authors get their manuscripts published;
  • Managing special-issue proposals and manuscripts in specific areas; and, Resolving conflicts or problems as necessary
  • Additional responsibilities can be found in Section 2.4 of the IEEE Publication Services and Products Board Operations Manual.

 

Applicants for Editor-in-Chief of IEEE-ToE

 

Applicants for the EiC of IEEE ToE position should have strong, relevant experience in roles such as author, reviewer, associate editor, or EiC for a similar journal(s). Key qualities of successful IEEE ToE EiC are:

  1. the ability to understand the needs of the engineering education research community;
  2. the possession of the requisite administrative skills needed to manage the editorial cycle in a timely fashion;
  3. the ability to attract respected experts to his/her editorial board and,
  4. written and oral proficiency in English.

Application packages are invited (max. nine pages), structured as follows:

  1. Relevant personal data (i.e., name, IEEE number, IEEE grade, telephone number, email address and, if employed, a letter from the applicant’s employer indicating support for the EiC activity);
  2. Curriculum vitae (CV) of the applicant. The vitae should be supported by  a list of significant contributions in peer-reviewed journals and conferences, a statement that indicates the level of reviewing services the applicant has provided to relevant publications, and a statement that defines any administrative work the applicant may have executed for an IEEE (or other) publications;
  3. Names and contact information of three (3) people who can comment on the applicant’s capability/qualifications to become our Editor-in-Chief;
  4. A statement that provides a concise vision and goals for enhancing the quality (e.g., the Impact Factor), visibility, and reputation of the journal;
  5. Any other material that would further support the application (one-page maximum included in the nine-page maximum for the nomination package).

Applications should be submitted on, or before, 28 April 2023 to IEEE EdSoc Operations Manager, Margaret Raabe  (admin@ieeeedusociety.org) and John Mitchell (j.mitchell@ieee.org), the current Editor-in-Chief. Any questions may be directed to either Arnold Pears (pears@kth.se), IEEE EdSoc Vice President for Publications or John Mitchell (j.mitchell@ieee.org), the current Editor-in-Chief.

  1. CALL FOR APPLICATIONS: Curriculum Developers and Institutional Partners

Computing Research Association Receives $5M Grant for UR2PhD: an undergraduate research to PhD national mentoring program. The new UR2PhD (Undergraduate Research to PhD, pronounced “you are 2 PhD”) program is being led by four amazing faculty who have extensive experience in developing large scale programs: Christine Alvarado (University of California, San Diego), Lori Pollock (University of Delaware), Monique Ross (The Ohio State University), and Kelly Shaw (Williams College).

UR2PhD is currently seeking:

1) curriculum developers to develop (1) a national virtual undergraduate research methods course and support program and (2) a national virtual program that will train graduate students to mentor undergraduate research.  See this LINK for more information. Curriculum Developers will each be given a $10K stipend for their work. Please share this opportunity with anyone who might be interested (especially anyone who teaches an undergraduate research methods course or does graduate research mentoring). Applicants who apply by March 31 will be given full consideration.

2) institutional partners who would like support to grow the number of women and other gender-marginalized computing students who participate in undergraduate research and continue on to PhD programs. See this LINK for more information, including all the support that would be provided. For example, a local coordinator would receive $2K stipend to help manage and organize undergraduate research activities at their institution. Participation in the program would begin during the 2023-2024 academic year, with the graduate student mentor training beginning in late August and the undergraduate research methods course and support program beginning in September.  Applications will be reviewed on a rolling basis through June 15.  We hope you will consider applying.

Thanks for helping CRA launch this program toward success!

  1. CALL FOR PARTICIPATION: Seeking participants for Co-design Workshops

 

Seattle University’s NSF RED (IUSE/PFE:RED: Revolutionizing Engineering Education through Industry Immersion and a Focus on Identity1) team is looking for participants to co-design a toolkit for collaboratively changing departments.

We invite you to participate in one or all of a three-session engagement where you will have meaningful opportunities to shape the toolkit by contributing to the overall vision/value statement of the toolkit, the framing of the resources going into the toolkit, the organization of the toolkit and the delivery mechanism.

Participants will be paid $450 per session.  Those participating in all three sessions will be paid $1,350.  Participants who adapt any of the tools and share those adaptations with the PIs by August 2023 may be awarded an additional $1,000.

The workshops will be held on Zoom on the dates below.  All sessions will be between 1.5 to 2 hours.

  1. Tuesday April 25 at 1 pm PDT (4 p EDT)
  2. Wednesday May 24 at 12 pm PDT (3 p EDT)
  3. Tuesday June 14 at 10 am PDT (1 p EDT)

Signup for the three sessions at https://forms.gle/FfQpLT3g1gMx1f1f7

Meeting links will be sent 24 hours in advance.

Thank you,

SU NSF RED Team

1Award Abstract #1730354, “IUSE/PFE:RED: Revolutionizing Engineering Education through Industry Immersion and a Focus on Identity,” Washington DC: National Science Foundation, [Online]. Available: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1730354 [Accessed February 22, 2023]

 

Position Announcements

 

  1. POSITION ANNOUCEMENT: Aalborg University – Assistant Professor in PBL

At the Technical Faculty of IT and Design, Department of Planning a position as full-time Assistant Professor in Problem Based Learning in Engineering Education is open for appointment from 1 September 2023 or soon thereafter. The position will be based in Copenhagen and will be terminated after three years.

The main research area will be within the field of problem based learning (PBL) in engineering education. The position will be related to the Centre for Problem Based Learning in Engineering Science and Sustainability under the auspices of UNESCO (UCPBL). The researcher will be working in a cross-disciplinary team of researchers, who are committed to the vision and mission of the Centre. You can learn more about the centre at https://www.ucpbl.net/about/.

The applicants should demonstrate research experience within the field of PBL related to one or more of the following areas:

    • Interdisciplinary PBL and teamwork
    • Digital Education, Networked Learning and Emerging Technologies
    • Management of Change in Engineering Education and Intercultural Learning
    • Professional Practice and Continuing Engineering Education
    • Science, Technology, Engineering and Mathematics (STEM) in a lifelong learning perspective

Teaching will be related to PBL including courses, workshops and consultancy offered at all Engineering and Science programmes at Aalborg University at different levels of study. Furthermore, assist staff training internally at AAU and externally in the Master of Problem Based Learning, the UCPBL certificate programme or tailor-made training courses by request. Knowledge of engineering education and teaching experience from a PBL environment is an advantage.

You may obtain further professional information from Professor Anette Kolmos +45 9940 8307, ak@plan.aau.dk

  1. POSITION ANNOUNCEMENT: Core Fellow/Visiting Assistant Professor in Human-Centered Engineering at Boston College

 

The Morrissey College of Arts and Sciences at Boston College invites applications for the position of Core Fellow / Visiting Assistant Professor in Human-Centered Engineering. The appointment for this one-year postdoctoral visiting assistant professorship will be for the 2023-2024 academic year. Salary is competitive, and the position is renewable upon favorable review for up to three years. Core Fellows participate in the Core Fellows Program, which is designed to help newly-minted PhD holders in their scholarly pursuits as well as in becoming outstanding instructors through pedagogical training focused on the education of the whole person. You can learn more about BC’s Core Curriculum and the Core Fellows Program here: http://www.bc.edu/core.

In 2023-2024, in one semester the Core Fellow will help design and teach hands-on, project-based engineering lab sections associated with the Complex Problem course, “Making the Modern World: Design, Ethics, and Engineering,” co-taught by faculty from the Engineering Department. In the other semester, depending on curricular needs, the Core Fellow will teach engineering electives and/or Enduring Question courses (courses paired with a second course designed by another scholar in the liberal arts). The Core Fellow in Human-Centered Engineering will be encouraged to pursue their research and scholarship and participate in professional development through the Core Fellows Program and BC’s Center for Teaching Excellence. Research resources, including space, access to internal funds, and research assistants, may be available through the Engineering Department. You can learn more about BC’s Department of Engineering and the new Human-Centered Engineering major here: https://www.bc.edu/bc-web/schools/mcas/departments/engineering.html.

Applications should be submitted electronically to http://apply.interfolio.com/121413. Deadline: Applications will be reviewed beginning on March 15th and the application will remain open until the position is filled. Please contact Dr. Jenna Tonn (jenna.tonn@bc.edu) with questions.

  1. POSITION ANNOUNCEMENT: Postdoctoral Researcher, Tufts University

 

The Tufts Center for Engineering Education and Outreach (CEEO) and Institute for Research on Learning and Instruction (IRLI) invite applications for a joint full-time postdoctoral scholar to work on studying undergraduate education. The initial appointment is for the academic year 2023-2024, renewable for a second year.

The position focuses on introductory science and engineering, working across two units at Tufts: The CEEO has a K-16 mission of both outreach and education research; IRLI has a mission of supporting research on learning and instruction taking place within Tufts courses. The two units collaborate in studies situated within the Tufts School of Engineering. The postdoctoral scholar will be a key member of both units. They will be mentored by IRLI co-Directors Dr. David Hammer and Milo Koretsky (and possibly other IRLI faculty), with reporting requirements to CEEO Director Dr. Merredith Portsmore. The scholar will have significant research responsibilities, mainly but perhaps not exclusively in engineering education, including to participate in data collection, analyses, and disseminating research through presentations and publications. They will also have responsibilities in project management, mentoring undergraduate and graduate students, and as appropriate the development of new proposals for research.

The position requires a PhD in a STEM discipline, STEM Education, or a related field, and significant experience in education research; we are especially interested in applicants with experience studying undergraduate education, responsive teaching, science/engineering curriculum development, working with university faculty or mentoring education research. Please submit a letter of application, including descriptions of your background and research interests, a CV, and the names of three references to CEEO_IRLI@tuftsceeo.org. Questions about the position or application process can be directed to CEEO Director, Merredith Portsmore (Merredith.Portsmore@tufts.edu) or to IRLI co-Director Milo Koretsky (milo.koretsky@tufts.edu).

Review of applications will begin May 2, 2023 and applications are welcome until the position is filled.  Start date is negotiable.

Tufts is an equal employment opportunity/affirmative action employer.

To download the full PDF visit: https://tufts.box.com/s/96npueac4c69fpg1gjdd5j8ufib1p37j

  1. POSITION ANNOUNCEMENT: Teaching and Research Post-Doctoral Associate

 

We are hiring a Teaching and Research Post-Doctoral Associate at Elizabethtown College to contribute to an NSF Broadening Participation in Engineering grant to develop, launch, and assess the Greenway Center for Equity and Sustainability in Engineering. For details and to apply, visit: https://etown.peopleadmin.com/postings/4919

  1. POSITION ANNOUNCEMENT: Teaching Faculty at Engineering Education Innovation Center

 

In partnership with Elizabethtown College and supported through an NSF Broadening Participation Grant, Greenway Center for Equity and Sustainability seeks qualified applicants to join our founding faculty team to develop and teach our 100% hands-on, project-based, and team-based engineering education program. Guided by principles of sustainability and equity, we aim to create a community where every student can develop the competence, confidence, and connections they need to thrive in engineering. Faculty members will work with our team to develop, pilot and teach courses and to plan the innovative program. Details at:

https://greenwayinstitute.org/greenway-institute-job-announcement-engineering-faculty/

  1. POSITIONS ANNOUNCEMENT: Multiple Research Faculty Positions at the Institute for the Future Education—Neuroeducation, STEM Education, Discipline-Based Education, or related areas

 

The Institute for the future of Education (https://tec.mx/en/ife) of Tecnologico de Monterrey, Mexico invites ambitious researchers of all seniorities to apply for professor positions to develop world-class interdisciplinary research in higher education and lifelong learning. We are looking for several researchers in the following fields: 1) Ph.D. in Neuroeducation, Educational Neurosciences, or related areas or Ph.D. in another discipline with proven experience in neuroeducation or educational neurosciences (extended ad). 2) Ph.D. in STEM Education or related fields such as Engineering Education or Science Education, or Ph.D. in Education with a bachelor’s degree and/or master’s degree in engineering, science, or STEM, or Ph.D. in one STEM area with proven experience in discipline-based education (extended ad). 3) Ph.D. in Computing education or Education with a bachelor’s or master’s degree in an area of computer science or related area, or Ph.D. in an area of computer science with vast experience in computing education research (extended ad). 4) Ph.D. in Engineering education or Education with a bachelor’s or master’s degree in an area of engineering, or Ph.D. in an area of engineering with vast experience in engineering education research (extended ad).

We are looking for candidates with a substantial academic publication record in high-impact journals for the last five years, advanced level in English language proficiency, a sufficient level of Spanish proficiency is desirable but not required, at least three years of teaching experience in prestigious national or international universities or having worked as a researcher in a research center with some teaching responsibilities, and preferably experience in obtaining external funding for research.

For inquiries, please write at genaro.zavala@tec.mx

  1. POSITIONS ANNOUNCEMENT: Multiple Postdoctoral Positions at the Institute for the Future Education—Neuroeducation, STEM Education, or related areas

 

The Institute for the future of Education (https://tec.mx/en/ife) of Tecnologico de Monterrey, Mexico invites early-career, ambitious researchers to apply for postdoctoral positions to develop interdisciplinary research at a world-class level in higher education and lifelong learning. We are looking for several researchers in the following fields: 1) Ph.D. in Neuroeducation, Educational Neurosciences, or related areas or Ph.D. in another discipline with proven experience in neuroeducation or educational neurosciences (extended ad). 2) Ph.D. in STEM Education or related fields such as Engineering Education or Science Education, or Ph.D. in Education with a bachelor’s degree and/or master’s degree in engineering, science, or STEM, or Ph.D. in one STEM area with proven experience in discipline-based education (extended ad).

We are looking for candidates with publications in high-impact journals, advanced level in English language proficiency, a sufficient level of Spanish proficiency is desirable but not required.

For inquiries, please write at genaro.zavala@tec.mx

  1. POSITION ANNOUNCEMENT: Engineering Education Postdoc Position at Arizona State University

 

Arizona State University seeks a Postdoctoral Research Associate for research on multiple projects relating to graduate students in engineering programs. This position is partially funded via an NSF grant that focuses on graduate student development and the implementation of early informational interventions for their long-term success. This position is housed at ASU and coordinates efforts at UT Dallas, Virginia Tech, Rowan University, and other project institutions as needed. Key responsibilities will involve conducting literature reviews, developing survey instruments and interview protocols; identifying existing validated scales; drafting, piloting, and refining data collection instruments; and both virtual and on-site data collection. The Postdoctoral Researcher will also engage in the development of journal articles as well as other dissemination efforts. The Postdoctoral Researcher will also work with the lead faculty member to develop presentations and/or reports to the project’s funding agency. The postdoctoral researcher will also engage in professional development activities as outlined in the NSF postdoctoral mentoring plan.

Review of the applications will begin on April 15, 2023, and applications are welcome until the position is filled. Start date is negotiable. Duration is one year and non-renewable.

The ASU Charter states, “ASU is a comprehensive public research university, measured not by whom it excludes, but by whom it includes and how they succeed; advancing research and discovery of public value; and assuming fundamental responsibility for the economic, social, cultural and overall health of the communities it serves.”  The Fulton Schools of Engineering are dedicated to continuous innovation, student success, faculty excellence, and cultivation of an environment that is diverse, equitable, inclusive, and promotes belonging. The diversity statement provides applicants an opportunity to demonstrate their past and current activities in promoting diversity, equity, and inclusion and how future activities will align with upholding the ASU Charter.

Applicants who have questions related to the research project are welcome to contact Dr. Mayra Artiles at mayra.artiles@asu.edu.

To apply: http://apply.interfolio.com/123108