ERM Announcements, December 1, 2023

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Happy Friday, ERM Members!

Please check out the opportunities for participation and employment in the newsletter below. Additionally, please note that the deadline for submitting special sessions, panels, or workshops to the ERM division has been extended to Monday (12/4).


Also, to reference any past newsletters, please be sure to check out our website!

 

ERM Announcements for 12/01/2023

 

General Announcements 

 

  1. CALL FOR APPLICATIONS: Call for JEE Associate Editors
  2. CALL FOR APPLICATIONS: Call for JEE Assistant Editors
  3. CALL FOR SUBMISSIONS: ASEE CP12 Teacher Conference Session Proposal Form is Open!
  4. CALL FOR SUBMISSIONS: [Deadline Extension to 12/4] Special Sessions, Panels, and Workshops for the ERM Program, ASEE 2024.
  5. CALL FOR PARTICIPATION: Research in Engineering Education Symposium will be in El Paso TX from Jan 13-16 2025
  6. CALL FOR APPLICATIONS: Recruiting Graduate Students to Develop Sociotechnical Modules for the Introduction to Circuits Course
  7. CALL FOR PARTICIPATION: National Effective Teaching Institute

 

Position Announcements 

 

  1. POSITION ANNOUNCEMENT: Join our innovative team in the new School of Integrated Engineering at Arizona State University!
  2. POSITION ANNOUNCEMENT: University of Tennessee, Knoxville: Biomedical Engineering Lecturer Position
  3. POSITION ANNOUNCEMENT: Postdoctoral Scholar in STEM Higher Ed
  4. POSITION ANNOUNCEMENT: Assistant Professor of Teaching – Chemical & Biomolecular Engineering
  5. POSITION ANNOUNCEMENT: Unique clinical track faculty position in UGA’s Engineering Education Transformations Institute

 

General Announcements

 

  1. CALL FOR APPLICATIONS: Call for JEE Associate Editors

 

The Journal of Engineering Education (JEE), which serves to cultivate, disseminate, and archive scholarly research in engineering education, is currently accepting applications for Associate Editors. Associate Editors are an integral part of the JEE Editorial Board and ensure the quality and timeliness of published material. Associate Editors serve 3-year terms that may be renewed.

 

An Associate Editor’s primary responsibilities are (1) reading manuscripts submitted to JEE, (2) recruiting and selecting reviewers to review the manuscripts, (3) synthesizing reviewers’ comments and feedback, (4) integrating that feedback with their own evaluative and constructive report reflecting the strengths and weaknesses of the manuscript, and (5) making a recommendation to the JEE Editor. Other duties include attending quarterly (virtual) meetings of the JEE Editorial Board, selecting the annual Wickenden award winner, and completing various tasks related to maintaining the quality and relevance of JEE. Generally, an Associate Editor will be assigned 12-16 manuscripts annually.

 

To qualify for the position, an Associate Editor must have an earned doctoral degree, be an active researcher in engineering education or a related field, and have experience publishing in the field of science, technology, engineering and mathematics (STEM) education research. Preferred qualifications include previous experience as a peer reviewer of a scholarly journal, publication experience in peer-reviewed journals, and rank at the associate professor (or equivalent) level.

 

If interested, please submit a cover letter, CV and list of references to David Knight (dbknight@vt.edu) and Joyce Main (jmain@purdue.edu), JEE Co-Editors-in-Chief. In your cover letter, please describe why you wish to serve as a JEE Associate Editor and what you could contribute in this role (e.g., research methods, content knowledge, work experience), especially as they pertain to responsibilities and qualifications for the position. We will be accepting applications on a rolling basis.

 

  1. CALL FOR APPLICATIONS: Call for JEE Assistant Editors

 

The Journal of Engineering Education (JEE), which serves to cultivate, disseminate, and archive scholarly research in engineering education, is currently accepting applications for one or more volunteer Assistant Editors. This position was created to increase the diversity of voices contributing to the scholarship published in JEE and to provide opportunities for individuals in a variety of faculty and administrative roles to engage in the editorial process.

 

The Assistant Editor position is appropriate for early career scholars who want to gain experience in the editorial and review processes at JEE. The position is also appropriate for mid- or late-career scholars who have not yet served on an editorial board. Like Associate Editors and Senior Associate Editors, Assistant Editors are an integral part of the JEE Editorial Board and ensure the quality and timeliness of published material. Assistant Editors serve 2-year terms that may be renewed.

 

An Assistant Editor’s primary responsibilities are (1) reading manuscripts submitted to JEE that are assigned to them by the Editor or a Deputy Editor, (2) recruiting and selecting reviewers to review the manuscripts, (3) synthesizing reviewers’ comments and feedback, (4) integrating that feedback with their own evaluative and constructive report reflecting the strengths and weaknesses of the manuscript, and (5) making a recommendation to the JEE Editor or Deputy Editor. Other duties include attending quarterly (virtual) meetings of the JEE Editorial Board, helping to select the annual Wickenden award winner, and completing various tasks related to maintaining the quality and relevance of JEE such as special issues and guest editorials. Typically, an Assistant Editor will be assigned six manuscripts within a 12-month period, and the duties of the position will require approximately four to six hours per month.

 

To qualify for the position, an Assistant Editor must have an earned doctoral degree, be an active researcher in engineering education or a related field, and have experience publishing in the field of science, technology, engineering and mathematics (STEM) education research. Preferred qualifications include previous experience as a peer reviewer of JEE, and publication experience in peer-reviewed journals.  Although every circumstance is different, we generally encourage applicants to have been in their current roles for at least a year or two since editorial board engagement is often viewed as professional service above and beyond institutional responsibilities; for example, we would advise brand new faculty members to wait to apply until they are at least a second year into their positions.

 

If interested, please submit a cover letter, CV and list of references to David Knight (dbknight@vt.edu) and Joyce Main (jmain@purdue.edu), JEE Co-Editors-in-Chief. In your cover letter, please describe why you wish to serve as a JEE Assistant Editor and what you could contribute in this role (e.g., research methods, content knowledge, work experience), especially as they pertain to responsibilities and qualifications for the position. We will be accepting applications on a rolling basis.

 

  1. CALL FOR SUBMISSIONS: ASEE CP12 Teacher Conference Session Proposal Form is Open!

 

The ASEE Commission on P12 Engineering Education invites you to propose a session for our 2024 CP12 Teacher Conference. In partnership with Portland State University’s Maseeh College of Engineering and Computer Science, the Portland Metro STEM Partnership, and Oregon MESA, this conference will engage grades preK-12 Portland-area educators in a day of *free* engineering education professional learning. Our partners requested hands-on, active learning sessions on Increasing and Diversifying Access to STEM. Please help us provide a rich learning experience to these educators by proposing a terrific session!

Details are on the proposal form and below.

 

– Date, time, location: The 2024 ASEE CP12 Teacher Conference will be held at Portland State University’s Maseeh College of Engineering and Computer Science (1930 SW 4th Ave, Portland, OR 97201) on June 22, 2024, from 8:30 AM to 3:30 PM. Lunch will be provided.

 

– Theme and session details: “Increasing and Diversifying Access to STEM.” Sample ideas from the Portland Metro STEM Partnership include: “Problems worth solving” or “STEM & STEAM for a Purpose.” We are seeking proposals for sessions with lower-barrier-to-entry activities and real hands-on classroom materials. The workshop audience will be actual teachers, not faculty from Maseeh. Sessions should be 90 minutes long. For your reference, here is the 2023 workshop list.

 

– Sponsors and keynote speakers: We are also seeking sponsors and keynote speakers. Please use the tick boxes at the bottom of the form if you have suggestions for those.

 

– Due date: Session proposals are due December 31, 2023. Proposal decisions will be communicated to you by January 15, 2024, along with a copy of the teacher registration form for you to approve.

 

Please contact CP12 if you have any questions: katey@edukatey.com

 

 

 

  1. CALL FOR SUBMISSIONS: Special Sessions, Panels, and Workshops for the ERM Program, ASEE 2024.

 

ERM is soliciting proposals for Workshops (2-4 hours usually on the first day of the conference during the conference workshop time slot), Special Sessions, and Panels (both held during a 90-minute technical session time slot). Applications opened on November 1, 2023, and are due by December 1, 2023.

 

Special Session and Panel Proposals

 

Maximum 5 pages (not including references). Proposals for Special Sessions or Panels submitted through the ERM should be sent directly to the ERM Program Chairs (send to bfc@ufl.edu) and NOT through the New Monolith (NEMO) system. The deadline for submitting special session proposals is December 4, 2023. Proposals should include the following information:

 

– A description of the session/panel, including its purpose, format, learning goals, content, and activities.

– A schedule of workshop activities.

– An explanation of why the non-traditional/panel format is needed to accomplish the learning goals.

– A list of presenters/facilitators/panelist and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals.

 

Proposals will be reviewed and selected by ERM leadership team to be forwarded for further consideration by ASEE, which makes the final decision. Acceptance of a Special Session or Panel proposal by ERM does not guarantee that it will appear in the final program.

 

Workshop Proposals

 

Maximum 7 pages (not including references). Proposals for Workshops submitted through the ERM should be sent directly to the ERM Program Chairs (send to bfc@ufl.edu) and NOT through the NEMO system. The deadline for submitting workshop proposals is December 4, 2023. Proposals should include the following information:

 

– A description of the session, including its purpose, format, learning goals, content, and activities.

– A schedule of workshop activities.

– An explanation of why the non-traditional/panel format is needed to accomplish the learning goals.

– A list of presenters/facilitators and their contact information, along with a brief justification for their ability to successfully accomplish the stated goals.

 

All workshops have an associated $150 fee. If the workshop is approved by the ERM leadership team, it is then submitted to ASEE by the Program Chair. The submission to ASEE will include additional information such as estimated attendance, estimated ticket cost, and responsible party to subsidize the expense if tickets don’t cover the entire cost of the event (ASEE charges for the room, audio-visual, etc.), expected food and beverage requests, and audio-visual needs.

 

  1. CALL FOR PARTICIPATION: Research in Engineering Education Symposium will be in El Paso TX from Jan 13-16 2025

 

REES is the signature conference of the REEN (https://reen.co/) and was founded in 2007 in Hawaii. Ever since the conference traveled the world and will be back in North America after nearly 20 years.

 

The conference is jointly organized by the UTEP College of Education (Drs. Johannes Strobel, Maartje Van den Bogaard and Diane Golding) and the College of Engineering (Dr. Peter Golding). UTEP is a leading Hispanic serving institution (84% for our students are Latine) and the only R1 institution in the country with an 100% acceptance rate.

 

The conference will take place from January 13 to 16, 2025. The theme of the conference is: Servingness as Bridging Research and Practice in Engineering Education. The website and Abstract management system will open in late January 2024.

 

– The first day of the conference will be organized as a Doctoral Symposium and a parallel event for engineering faculty moving into the space of engineering education research. Both pre-events will be advertised with an open call to participate.

– The full conference starts then on January 14 and goes to half-day January 16.

– We are planning cultural events reflecting our location as a borderland community.

– Program officers from NSF’s Engineering Education will be present during the conference and we are actively pursuing conference funding from NSF.

– Best papers of the conference will be invited for a special issue of a new journal called Bridging Educational Research and Practice: An Interdisciplinary Journal [more to come].

 

In addition, we are looking for senior faculty who are interested in serving as advisors for the doctoral symposium and event for engineering faculty moving into EER to provide advice and mentorship, and we are looking for reviewers. Anybody interested in serving as reviewers, senior advisor can provide their information through the following google form: https://forms.gle/JS4H8bDdQoLyTVzy7

 

For more information, please contact Dr. Maartje Van den Bogaard at mvdbogaard@utep.edu

 

  1. CALL FOR APPLICATIONS: Recruiting Graduate Students to Develop Sociotechnical Modules for the Introduction to Circuits Course

 

Were you bored and uninspired with the purely technical nature of your Introduction to Circuits course? Are you a graduate student interested in bringing sociotechnical issues into electrical engineering? Do you see yourself teaching circuits in the future but wanting your course to be “different”? Do you have creative ideas for connecting circuits to real world social issues? If so, please consider applying for our Sociotechnical Electrical Engineering Stars (SEES) Cohort of graduate students to learn about and design sociotechnical modules for circuits.

 

We (Drs. Susan Lord at the University of San Diego and Cindy Finelli at the University of Michigan) were awarded a grant from the National Science Foundation to (1) create a series of sociotechnical modules for the Introduction to Circuits course, (2) prepare detailed teaching guides for each module to make it easy for instructors to integrate them into their courses, and (3) assess the impact of the modules on students’ sociotechnical knowledge and sense of social responsibility. To date, we have developed and piloted one module about conflict minerals tied to capacitors and another about repurposing electric vehicle batteries tied to the voltage divider.

 

We are currently recruiting a diverse group of at least four engineering graduate students, each having a strong connection to electrical engineering, who will join our SEES Cohort to create and test additional sociotechnical modules during Summer 2024. Each member of the SEES Cohort will receive a $2400 stipend for their participation.

 

The SEES Cohort will begin their work with a two-day, all-expenses-paid, in-person SEES Summit on May 23-24, 2024 in Ann Arbor, Michigan. During the summit, students will discuss the rationale behind addressing social and technical material in circuits, learn about effective course design, and brainstorm topics for sociotechnical modules. Then, over the following three months, members of the SEES Cohort will devote approximately eight hours each week, through a combination of individual and collaborative work, as they develop and refine sociotechnical modules. Finally, during the week of August 19, 2024, we will hold a one-day virtual SEES Showcase (date to be determined) for the cohort to share and discuss the developed modules.

 

Following the SEES Showcase, members of the cohort may continue to engage in this project in multiple ways. For instance, they could present their work at the ASEE 2025 Annual Conference (we have additional funding to support conference travel for interested members of the cohort) or they could assist with launching the modules and helping faculty learn how to implement them.

 

To apply for the SEES Cohort, please complete this application form which asks about your interest in the project, your career goals, your past education and experience with the Introduction to Circuits course, your availability, and demographics. We aim to recruit a diverse group of applicants with a strong connection to electrical engineering who are interested in the goals of our project and available to engage throughout Summer 2024. Applications are due by January 15, 2024 with decisions announced by February 28, 2024.

 

Thank you for considering this opportunity, and please share with others! If you have any questions, please contact Susan Lord slord@sandiego.edu or Cindy Finelli cfinelli@umich.edu

 

Susan Lord (Fellow, IEEE & ASEE), Chair and Professor, Integrated Engineering, University of San Diego

Cindy Finelli (Fellow IEEE & ASEE), Professor, Electrical and Computer Engineering and Director, Engineering Education Research, University of Michigan

 

  1. CALL FOR PARTICIPATION: National Effective Teaching Institute

 

NETI-1, Course Design and Student Engagement, will be offered January 3-5, 2024, at the University of San Diego. Drs. Susan Lord, Matt Ohland, and Michael Prince will lead the long-standing foundational NETI-1 workshop, which has been offered since 1991. Previous NETI programs have reached over 2900 participants from more than 365 different schools. Our past participant evaluations have been overwhelmingly positive . The workshop features material for relatively new faculty members and other material designed to equip experienced faculty members to become teaching leaders and mentors on their campuses. Participants will include up to 60 faculty members from all branches of engineering, engineering technology, and other STEM areas. The registration fee is $1275 per participant, which covers organization and presentation costs, participant notebooks, lunches, and breaks. Participants also receive a copy of Felder & Brent’s Teaching and Learning STEM: A Practical Guide and the option of touring the Shiley-Marcos School of Engineering. There is a discount for bringing larger teams from the same institution. Travel expenses, including breakfasts and dinners, are not included. Further details about the workshop program and a link to register can be found at https://www.neti-workshop.org/event/neti-1-course-design-and-student-engagement-1-2024/.

 

  1. CALL FOR SUBMISSIONS: [Deadline Extension to 12/1] Special Issue of Emotions in Engineering Education –European Journal of Engineering Education

 

This special issue of the European Journal of Engineering Education aims to strengthen the emerging research field focusing on emotions in engineering education by showcasing a rich collection of novel empirical research on emotions in engineering education. This call is primarily directed at empirical and methodological articles that can broaden the scope of research on emotions in engineering education beyond the currently dominant topics of socio-emotional competences, empathy, anxiety, and academic emotions (unless they are connected to less dominant topics in novel ways). Articles describing studies that employ in-depth qualitative, physiological, and/or mixed-methods approaches will be prioritized. Theoretical articles may also be considered if they apply or develop currently under-represented theoretical perspectives (e.g., sociological or critical theories of emotion). The study context is engineering education at any level, including higher (tertiary) education, K-12, informal education, and work-bases education.

 

For this special issue, we welcome research on a wide range of topics, but the following ones are of particular interest, given they focus on emotions in engineering education: cognitive processes, international and cultural perspectives, socialization and discourses, well-being, ethics and morality, decision-making and action, identity and sense of belonging, sustainability and wicked problems, novel methodological or theoretical approaches, novel ways of representing data or research findings.

 

Submission process:

 

– Deadline for extended abstracts  – 1 December 2023

– Notifications of invitation for full paper submission – 2 January 2024

– Full paper submission due date – 15 June 2024

 

Instructions for authors

 

Extended abstracts should be anonymized and limited to 800-1000 words, plus references and any supplementary files(optional). The format is free.

Please submit your abstract here: https://mc.manuscriptcentral.com/ceee

 

Co-Leading Guest Editors:

 

– Inês Direito, University College London, Great Britain (i.direito@ucl.ac.uk)

– Johanna Lönngren, Umeå University, Sweden (johanna.lonngren@umu.se)

 

Guest Editors:

– James Huff, Harding University (USA), Nihat Kotluk, École Polytechnique Fédérale de Lausanne (Switzerland), Khairiyah Mohd-Yusof, Universiti Teknologi (Malaysia), Madeline Polmear, Vrije Universiteit Brussel, (Belgium), Roland Tormey, École Polytechnique Fédérale de Lausanne, (Switzerland), Idalis Villanueva Alarcón, University of Florida, (USA)

 

  1. CALL FOR PARTICIPATION: Queer in STEM Anthology Project

 

We invite you to contribute to an anthology of creative and academic works around queerness/LGBTQIA+ in STEM. We define STEM broadly and include social sciences.

 

Our goal is to self-publish a collection of materials to be mainly distributed in print to our Boston campus community, but also to be made available online publicly to everyone.

 

If this interests you, we would welcome any contribution that you’d be willing to provide. For example, options include but are not limited to:

 

– Poems

– Short stories

– Editorials/opinion pieces

– Short autobiographical narratives

– Photographs

– Drawings/artwork

– Other scholarly works

 

Please note that it is perfectly acceptable to use a pseudonym or be published anonymously if you so choose.

 

This project is supported by the Full-Time Faculty Professional Development Fund (FTFPDF) at Northeastern University, awarded to Prof. Andrew Gillen (a.gillen@northeastern.edu) and V Royzen (royzen.v@northeastern.edu).

 

Although we are trying to collect most contributions before the new year, we are accepting submissions through April 2024. Please feel free to reach out to either of us with any questions, ideas, or submissions.

 

 

 

 

 

Position Announcements

 

  1. POSITION ANNOUNCEMENT: Join our innovative team in the new School of Integrated Engineering at Arizona State University!

 

Are you passionate about shaping the future of engineering education? At ASU, we are in the process of transforming engineering education with innovative models and modalities to make excellent education more accessible for all. As a part of this process, we are launching a new School of Integrated Engineering which will offer degrees that holistically integrate engineering content and mindsets with other disciplines. We are thrilled to announce exciting employment opportunities for dynamic faculty members and professors of practice to join our launch team! Our first offering will be an Engineering Science degree with concentrations in Business and Microelectronics. Successful candidates for this position will have a demonstrated record of excellence in teaching that incorporates active and experiential learning, will share our passion for engineering education, are informed by experience with industry and communities, and will be effective in a highly collaborative and team-driven environment.

More information on the positions is available here:

 

Teaching Professors: https://apply.interfolio.com/136316

Professors of Practice: https://apply.interfolio.com/133414

 

For additional information on the positions, please contact Shawn Jordan <Shawn.S.Jordan@asu.edu>, Incoming Interim Director, School of Integrated Engineering, Ira A. Fulton Schools of Engineering, ASU.

 

  1. POSITION ANNOUNCEMENT: University of Tennessee, Knoxville: Biomedical Engineering Lecturer Position

 

The Biomedical Engineering (BME) Program at the University of Tennessee, Knoxville (UTK), is seeking exceptionally qualified candidates for a full-time, non-tenure-track, lecturer position in biomedical engineering. The successful candidate will teach undergraduate and graduate courses in biomedical engineering and perform service duties as needed. The successful candidate is expected to build an exceptional record of accomplishment in teaching and student engagement, leading to promotions to senior lecturer and distinguished lecturer. Salary and benefits are nationally competitive and commensurate with experience and qualifications. Questions about the position should be directed to Dr. Sara Hanrahan, shanraha@utk.edu.

 

More information on the position can be found on Interfolio: https://apply.interfolio.com/135971

 

  1. POSITION ANNOUNCEMENT: Postdoctoral Scholar in STEM Higher Ed

 

One Postdoctoral Scholar position is open, funded by a Howard Hughes Medical Institute (HHMI) grant that investigates and transforms STEM departments to supporting and retaining minoritized students. The postdoctoral scholar will join an interdisciplinary research team including faculty and staff from College of Arts and Sciences and College of Education and Human Ecology to assess 1) pedagogical changes, 2) culture shifts, and 3) policy implementation to support minoritized students’ sense of belonging through Culturally Relevant Pedagogy. The initial appointment is 12 months and is renewable contingent upon satisfactory performance and the availability of funds. Benefits include opportunities to contribute to a collaborative, positive, congenial, and professional team environment; to be mentored by nationally recognized faculty with diverse perspectives; to disseminate findings at national conferences and within peer-reviewed scholarly journals; to develop skills necessary to support systemic change at university-level.

 

Tentative start date: As soon as possible.

 

If you have any questions, please feel free to reach out to Dr. Lin Ding, Professor of STEM Education (ding.65@osu.edu) or Dr. Giselle Guanes Melgarejo, Project Manager for the grant (guanesmelgarejo.1@osu.edu).

 

Link to apply for the position: https://osu.wd1.myworkdayjobs.com/OSUCareers/job/Columbus-Campus/Post-Doctoral-Scholar_R90178

 

 

 

  1. POSITION ANNOUNCEMENT: Assistant Professor of Teaching – Chemical & Biomolecular Engineering

 

The Department of Chemical and Biomolecular Engineering in the Henry Samueli School of Engineering at the University of California, Irvine invites applications for an Assistant Professor of Teaching with a target start date of July 1, 2024. Professors of Teaching are hired under the Lecturer with Security of Employment series at the University of California. Assistant Professors of Teaching are full members of the Academic Senate and, upon promotion, receive security of employment comparable to tenure. Appointment, merit, and promotion in the Professor of Teaching series requires, in addition to excellence in teaching and service, that the candidate makes outstanding and externally recognized contributions in research/creative activity in pedagogy and/or the discipline.

 

Responsibilities will include teaching undergraduate and graduate courses in chemical and biomolecular engineering; developing, supporting, and assessing best practices for education across the department; evaluating and deploying new and emerging instructional tools and resources; and leading undergraduate accreditation initiatives. We seek candidates with a doctoral degree in Chemical Engineering or a closely related field. Candidates should demonstrate evidence of a commitment to diversity, equity, and inclusion. Postdoctoral experience and a proven teaching record at the university level are highly desirable. Preference will be given to candidates who have innovative ideas for lecture and laboratory instruction and for the development of courses relevant to graduate professional degree programs.

For more information about the department, visit http://engineering.uci.edu/dept/cbe

Applications will be accepted until the position is filled. To ensure full consideration, applications and supporting materials should be received by November 30, 2023. Apply online, and see more details, at https://recruit.ap.uci.edu/apply/JPF08605.

 

  1. POSITION ANNOUNCEMENT: Unique clinical track faculty position in UGA’s Engineering Education Transformations Institute

 

The Engineering Education Transformations Institute (EETI) at UGA has a unique career opportunity for a Clinical Assistant Professor. This is a 9-month non-tenure track, clinical faculty appointment with opportunities for promotion and for summer salary through extramural funding. The Clinical Assistant Professor will join EETI’s existing faculty, students, and staff in supporting our vision to become the premier global model for integrating scholarship and practice. This is a uniquely defined position in the field of engineering education whose professional activities involve serving as a mediator between educational research and practice.

This position offers an exciting opportunity to transform engineering education practices and cultures across our College of Engineering by contributing to the growth of a committed community of educators who work at the intersection of engineering education research, pedagogical innovations, and curricular transformations. The successful applicant will join EETI, an innovative, cross-cutting engineering education unit that integrates scholarship and practice throughout the College of Engineering’s four Schools: the School of Chemical, Materials, and Biomedical Engineering; School of Electrical and Computer Engineering; School of Environmental, Civil, Agricultural, and Mechanical Engineering; and School of Computing.

The Clinical Assistant Professor will build research capacity for engineering education by supporting and collaborating with engineering tenure-track faculty, lecturers, staff, and graduate students to (1) design educational research projects and proposals for competitive extramural funding programs (e.g., NSF) and (2) develop and lead a graduate certificate program in engineering education. The successful candidate will utilize using asset- and strength-based perspectives as they engage with members of the UGA community.

 

This is a novel position in the field that provides a passionate individual with the opportunity to combine their educational research experience and desire for educational transformation in the context of building research capacity in the field. For more information see the full position description: https://www.ugajobsearch.com/postings/347786

 

Applications received by January 5, 2024 will receive full consideration. For more information, please contact EETI Director Julie P. Martin at Julie.Martin@uga.edu.