Hello, All –
I want to begin the newsletter with a few statements of congratulations. First, welcome to the new officers of the ERM Division!
- Secretary/Treasurer: Aaron Johnson (University of Michigan)
- Director: Rachel Louis Kajfez (Ohio State University)
- Director: Saira Anwar (Texas A&M University)
Thank you to all who were willing to serve the ERM division by running for a position, and congratulations to our new officers!
Additionally, on behalf of the Apprentice Faculty Grant Committee Co-Chairs (Aaron Johnson and Natascha Buswell), I am thrilled to announce the ERM Apprentice Faculty Grant Awardees:
- Ashish Agrawal, Rochester Institute of Technology
- Maya Denton, University of Oklahoma
- Gabriella Coloyan Fleming, University of Texas at Austin
- Cassie Wallwey, Virginia Tech
This year we received 26 applications for the ERM Apprentice Faculty Grant (AFG), which is double the number of applications in 2023! Thank you to all who applied for this award, and we hope to meet many of you at the conference in June. We look forward to recognizing these awardees and introducing them to our ERM community at the ASEE Conference in just over a month! These awardees will be recognized as a part of the ERM business meeting and ACCAR on Tuesday morning. Thanks to all of the reviewers who dedicated their time to this selection process. Thank you also to the AFG co-chairs: Drs. Buswell and Johnson.
Please refer to the announcements below for job, professional development, publication, and service opportunities.
James
ERM Announcements for 05/15/2024
General Announcements
- CALL FOR PARTICIPATION: MIDFIELD Institute 2024
- CALL FOR SUBMISSIONS: JEE Special Issue: Generative Artificial Intelligence in Support of Engineering Education Research and Other STEM Disciplines
- CALL FOR PARTICIPATION: National Convening on the State of Mental Health in STEM
- CALL FOR PARTICIPATION: ICPSR Course in Social Network Analysis for Human Subjects Research
Position Announcements
- POSITION ANNOUNCEMENT: Postdoctoral Associate for Studying Belonging Interventions and Student and Faculty Success and Experiences in Engineering at University of Pittsburgh
- POSITION ANNOUNCEMENT: Post-Baccalaureate with Thrive Lab at University of Michigan (2024-2025)
- POSITION ANNOUNCEMENT: Instructional Faculty Position – University of Florida
- POSITION ANNOUNCEMENT: Teaching Assistant Professor – Design and Manufacturing at the University of Washington Department of Mechanical Engineering
- POSITION ANNOUNCEMENT: Postdoctoral Associate in Educational Assessment at Cornell University
- POSITION ANNOUNCEMENT: Postdoctoral research for Bucknell RED project
General Announcements
- CALL FOR PARTICIPATION: MIDFIELD Institute 2024
As part of making MIDFIELD (the Multiple Institution Database for Investigating Engineering Longitudinal Development) more accessible to researchers, the fourth offering of the MIDFIELD Institute is scheduled this summer. The Institute is scheduled for June 12-14, from 1-5 pm ET each day. It will be held virtually with some preparation in advance. There is no cost to attend the Institute. We will be available June 11 from 1-5 pm ET at the same virtual meeting space to provide assistance with the advance preparation. Anyone who is interested should respond here to let us know and further information will follow.
- CALL FOR SUBMISSIONS: JEE Special Issue: Generative Artificial Intelligence in Support of Engineering Education Research and Other STEM Disciplines
Generative Artificial Intelligence (AI) technology will substantially disrupt industries across economies, where education is not the exception (Johri, Katz, Qadir, & Hingle, 2023; Menekse, 2023). AI has the potential to address some of the pressing challenges in education, innovate teaching and learning practices, and accelerate progress towards equitable quality education (Miao & Holmes, 2023; Shiohira, 2021). Examples of how generative AI can be integrated into the context of teaching and learning, along with its opportunities and challenges in education, have started to emerge (e.g., Alasadi & Baiz, 2023; Baidoo-Anu & Ansah, 2023; Cao & Dede, 2023). In tandem, generative AI has the revolutionary potential to support or supplement (but not supplant) research. It can provide unique functionalities to process datasets, make predictions, and learn from its actions. However, research is needed “to demonstrate the efficacy and accuracy and to ensure that human agency in understanding the real world through research will not be undermined by the use of AI tools” (Miao & Holmes, 2023, p. 29).
The editors of this special issue in the Journal of Engineering Education are interested in receiving manuscripts that showcase ways in which generative AI can be used to support engineering education research workflows. For instance, generative AI can support researchers (a) in the design and development stages of research by creating consistent experiences, (b) in the deployment stages by monitoring participant engagement, and (c) in the analysis stages by supplementing data analysis processes, among others (Charness, Jabarian, & List, 2023). Important considerations will be an emphasis on the validity and reliability of the AI-generated results, aspects of reproducibility and transparency, such as the use of embedding models or agents, fine-tuning for testing and performance, and the overall impact of the interpretations and implications of the AI-generated results and methodological contributions of the overall process (Hosseini & Horbach, 2023; Watkins, 2023). Investigating the potential uses, benefits, and limitations of the use of generative AI is timely; thus, we must establish conventions and standards for their application in education research (Watkins, 2023). Authors are highly encouraged to explicitly address equity ethics, bias, privacy, and security considerations, as applicable. For manuscripts in the context of other STEM domains outside of engineering, authors are advised to address implications for engineering education research.
Special Issue Guest Editors: Alejandra J. Magana, Purdue University (Lead Editor, admagana@purdue.edu); Ryan Watkins, George Washington University; Camilo Vieira, Universidad del Norte, Colombia
Letters of Intent with Extended Structured Abstract: August 1 (feedback provided as abstracts are received)
More details: https://tinyurl.com/JEESpecialIssueGenAI
- CALL FOR PARTICIPATION: National Convening on the State of Mental Health in STEM
Join us for the National Convening on the State of Mental Health in STEM, a groundbreaking virtual event taking place during the week of May 13th – 17th. Co-hosted by esteemed scholars Dr. Kerrie Wilkins-Yel and Dr. Jennifer Bekki, this convening is a pivotal moment in recognizing May as National Mental Health Awareness Month.
Designed to elevate the discourse surrounding mental health within STEM fields, this convening aims to catalyze transformative institutional change. Whether you’re a graduate or undergraduate student, a post-doc, faculty member, or staff member in STEM, your voice matters in shaping the future of mental health support in academia.
Throughout the week, engage in insightful discussions, gain valuable insights from leading experts, and collaborate with peers from across the nation. Together, we can advance the health and wellness of our academic community while fostering a culture of inclusivity and support.
Don’t miss this opportunity to be part of a movement towards positive change. Register now to secure your spot at this critical event and join us in championing mental health awareness and support in STEM.
(https://www.mentalhealthinstem.org/register-for-sessions)
Please contact stemmentalhealthconvening@gmail.com if you have any questions!
- CALL FOR PARTICIPATION: ICPSR Course in Social Network Analysis for Human Subjects Research
There is a new, intensive workshop titled “Social Network Analysis in Human Subjects Research” as part of the ICPSR Summer program. This 20-hour, four-day workshop is tailored for researchers interested in studying networks within human subjects populations. It will be of interest to folks in the social and health sciences, education, and business/public administration.
The schedule for the course is as follows:
Days 1-2: Dive into the fundamentals of Social Network Analysis (SNA). Learn about network theory, metrics, and data collection through hands-on analysis of real-world data.
Days 3-4: Focus on the application, including designing studies, ethical considerations, data analysis, and interpreting results. We will also explore case studies from educational research to illuminate key concepts.
For more information, visit the course site here.
Please contact the course co-instructors Drs. Trevion Henderson (Trevion.Henderson@tufts.edu) and Bruce Desmarais (bdesmarais@psu.edu) with any questions.
Position Announcements
- POSITION ANNOUNCEMENT: Postdoctoral Associate for Studying Belonging Interventions and Student and Faculty Success and Experiences in Engineering at University of Pittsburgh
We are seeking a postdoctoral associate to contribute to two large NSF and NSF/IES funded studies and one internal grant focused on transforming STEM culture to create equitable outcomes for students and tenure-stream faculty who are minoritized in these environments. The postdoctoral associate will join two large multi-disciplinary, multi-institution teams (one at Pitt, Purdue, and UCI – the Ubelong Research Collaborative – and the second at CMU, NYU, and John Hopkins- Project ELEVATE) and will work most closely with Dr. Linda DeAngelo, associate professor in the School of Education, who directs and oversees the grants This is a full-time and year-round position. On the Ubelong Collaborative the scholar will focus on studying the outcomes for students as well faculty who lead the interventions in their classrooms and will have the opportunity to contribute to the development and delivery of the faculty workshops. On Project ELEVATE and the internal grant the scholar will contribute to studying the outcomes for faculty involved in the project, assessing the effectiveness of the change efforts in transforming institutional culture to create environments in which Black, Latinx, and Indigenous engineering scholars thrive.
The goal of this position is to have the scholar build expertise in theory-based advanced qualitative and mixed methods designs and strong publications. The projects have large-scale quantitative and qualitative data streams. The qualitative data streams include documents, focus groups, observations, and individual interviews. The quantitative data streams include large scale survey data focused on students and survey data focused on faculty, including the opportunity to work on the development and validation of a survey instrument for faculty designed to assess readiness and responsibility for engaging in equity-minded change initiatives.
The initial appointment will be made for one year. If funding is available there is a possibility of renewal for a second year. Applicant must have interest in doing anti-oppressive equity- and justice-centered scholarship and extended interest and experience in studying the experiences of Black, Latinx, and Indigenous students or faculty, and interest or experience in studying the relationship between faculty beliefs, attitudes, and behaviors and (in)equity in outcomes. A PhD degree in Higher Education, Science or Engineering Education, or a disciplinary-based social science field is required. Strong verbal and written communication skills, the ability to work collaboratively but independently, and to lead aspects of the project work as necessary are also required. The ability to work as a member of a large research team is a necessary characteristic for success.
Review of application will begin immediately and continue until the position is filled. Ideally, the successful candidate would join Dr. DeAngelo’s reach team in June or July, but a later start in the late summer or early fall is possible.
To apply to this position, please upload a cover letter that addresses the required and desirable features of the position (as appropriate), CV, and one or two representative publications onto www.join.pitt.edu requisition #22006055. For inquires, reach out to Dr. Linda DeAngelo (deangelo@pitt.edu).
The University of Pittsburgh is an Affirmative Action/Equal Opportunity Employer and values equity of opportunity, human dignity, and diversity. EEO/AA/M/F/Vets/Disabled.
- POSITION ANNOUNCEMENT: Post-Baccalaureate with Thrive Lab at University of Michigan (2024-2025)
Seeking post-baccalaureate graduate to join the Thrive Lab at the University of Michigan for the 2024-2025 school year! Responsibilities will include researching and engaging with biomedical instrumentation related to engineering education. Learn more about this Research Lab Tech, Senior position!
- POSITION ANNOUNCEMENT: Instructional Faculty Position – University of Florida
The Department of Mechanical & Aerospace Engineering (MAE) in the Herbert Wertheim College of Engineering at the University of Florida invites applications for a full-time, non-tenure track, 12-month faculty position at the rank of Lecturer/Senior Lecturer/Master Lecturer (working title of Instructional Assistant/Associate/Full Professor). The position’s anticipated start date is Fall 2024.
https://explore.jobs.ufl.edu/en-us/job/531222/instructional-assistantassociatefull-professor
- POSITION ANNOUNCEMENT: Teaching Assistant Professor – Design and Manufacturing at the University of Washington Department of Mechanical Engineering
The Mechanical Engineering (ME) Department in the College of Engineering at the University of Washington, Seattle, invites qualified candidates to apply for a full-time, faculty position at the Teaching Assistant Professor (non-tenure track) level. This position is specifically focused on Design and Manufacturing with an emphasis on Medical Devices and Technology. This position is on a 9-month service period with an anticipated start date of September 16, 2024 . The base salary range for this position will be $9,000-12,000 per month.
This teaching assistant professor will teach classes in all areas of Mechanical Engineering, with a special emphasis on designing, building and testing mechanical engineering prototypes that serve an important societal need, with a particular impetus on Medical Technology that addresses unmet clinical needs, as well as science and technology that serves the broader global and population health needs. This position is in line with the growth plans for the undergraduate program in ME, and will focus on supporting the Capstone Project for senior undergraduates in Mechanical Engineering, with the opportunity to develop hands-on learning course for sophomores and junior undergraduate students, as well for graduate students.
Qualifications:
– PhD or foreign equivalent in Mechanical Engineering or a closely related discipline.
– Expertise in developing and teaching courses in relevant fields including design and manufacturing, mechanics of materials and thermofluid sciences.
For more information about the position and application instructions, please visit: https://ap.washington.edu/ahr/position-details/?job_id=134762
For questions, please contact Patrick Aubin, paubin@uw.edu
- POSITION ANNOUNCEMENT: Postdoctoral Associate in Educational Assessment at Cornell University
Applications are invited for a Postdoctoral Associate with a focus on educational assessment to help guide a Cornell initiative focused on innovation in the assessment of student learning at the course level. The Postdoctoral Associate will (i) work with the Faculty Director of the Active Learning Initiative to coordinate assessment analysis and research; (ii) help organize and convene the Working Group on Innovation in Assessment, an effort to support research, experimentation with, and adoption of new practices in undergraduate student assessment; (iii) offer assessment research expertise and work with participating faculty to help facilitate experiments in assessment practices that are rooted in the research literature; (iv) compile and evaluate the results of the working group’s efforts to share with the Cornell community; and (v) lead and contribute to research publications coming out of the initiative.
This position is part of a Cornell initiative to learn from, experiment with, and test student-centered assessment practices; to gather and discuss practical experiences with alternative assessment practices; and to seek alternatives to competitive grading cultures and high-stakes testing models. In addition to some practical teaching experience, the desired candidate will have experience with education research methodologies and an appreciation for and interest in pedagogy and the assessment of student learning. Collaboration and communication skills are also essential skills for this position.
The Postdoctoral Associate will be required to be in residence at Cornell during the semesters of their tenure. The starting salary is $65,000 per year, plus benefits, moving expenses, and up to $2,000 per year in research allowance.
All applications are due before the deadline of May 15, 2024. Review of applications will begin promptly and we expect Zoom interviews with shortlisted candidates to begin in early June.
Eligibility: We will consider applicants with a Ph.D in any discipline. Applicants must have received their Ph.D. degree no earlier than September 1, 2019. Applicants who expect to complete all requirements for the Ph.D. degree (including filing the dissertation) before July 1, 2024 are eligible to apply. The completion date for the Ph.D. degree cannot be waived or extended.
For more information and to apply: https://academicjobsonline.org/ajo/jobs/27538
- POSITION ANNOUNCEMENT: Postdoctoral research for Bucknell RED project
We are looking for a postdoctoral researcher for approximately two years to serve as the resident ethnographer on Bucknell University’s Revolutionizing Engineering Departments grant. We are seeking to adapt the capability approach to undergraduate engineering programs and trying to integrate more convergent learning experiences into the curriculum. Please see more information and apply at:
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