ERM Announcements, August 1, 2024

We are seeking respondents to our survey (https://uportland.qualtrics.com/jfe/form/SV_4Z0OtiWoZUivv26) aiming to understand how service requirements for engineering faculty are defined and compensated. Survey participants can win one of two $250 Amazon gift cards.

Thank you for your responses,

Sean Gestson and Matthew Barner, Assistant Professors

University of Portland

The Department of Engineering Education (https://eed.osu.edu/) at The Ohio State University (https://www.osu.edu/) invites applications for a tenured faculty position at the rank of senior Associate/Full professor with a target hire of Fall 2025. We seek innovative scholars in engineering education who will help further the growth of our department. The Associate or Full Professor will be required to individually establish a research program, secure outside funding, advise graduate students within our engineering education Ph.D. program, and teach courses across the department, including undergraduate courses. This individual will engage with the department across its focus areas (Multidisciplinary Capstone; Integrated Business & Engineering; Graduate Studies & Research; Engineering Technical Communications; Fundamentals of Engineering).

For questions regarding this position, please contact Search Committee Chair, Dr. Krista Kecskemety atkecskemety.1@osu.edu .  For full consideration, please apply by October 1, 2024. Applicants may view the entire job posting including required and desired qualifications and apply here.

The Department of Chemical and Biomolecular Engineering at NC State University seeks highly qualified candidates to fill multiple professional track (non-tenure track) teaching faculty positions. Successful candidates are expected to teach undergraduate- and/or graduate-level chemical engineering courses, perform internal and external professional service at a level commensurate with rank, and establish a national or international reputation in engineering education, outreach, and/or extension. Review of application materials will begin on October 18, 2024. For more information or to apply, please see https://jobs.ncsu.edu/postings/205817

For questions about the position, please contact Lilian Hsiao (lilian_hsiao@ncsu.edu).

The College of Engineering and Bowers College of Computing and Information Science at Cornell University invite applications for an Associate Director for the McCormick Teaching Excellence Institute (MTEI, https://mtei.engineering.cornell.edu/). MTEI’s mission is collaborative, developing teaching excellence in a time-efficient manner for faculty. The Associate Director will be a non-tenure track faculty member at the rank of Lecturer/Senior Lecturer, depending on experience and qualifications. Depending on the successful candidate’s background, there is a possibility of working with an engineering or Bowers CIS department to occasionally teach or co-teach a course. The position has the flexibility to be either an academic year (9-month) or full year (12-month) appointment with an initial appointment of 3 to 5 years, renewable.

MTEI currently employs a full-time Director, an Administrative Assistant, and several Faculty Teaching Fellows who have 10% appointments in MTEI (while full-time teaching in departments). In addition, MTEI-affiliated Faculty Research Fellows are fully embedded in engineering departments as tenure-track faculty with research specialization in engineering education topics.

The Associate Director will contribute to MTEI programs and work with faculty on improving and innovating in teaching across the departments in both colleges. Tasks will include a mix of writing teaching tips, leading workshops, observing classes and providing pointers to faculty, reviewing student course feedback to support course improvements, and working with faculty on course design or redesign efforts. MTEI especially works with new faculty to ensure they have a strong start to teaching. The Associate Director and the instructors who will use MTEI as a resource will be teaching a highly diverse student population, so inclusive teaching is essential.

The successful candidate must have the following qualifications:

– PhD in engineering or computer science, information sciences, statistics, or a closely related field such as physics, math, chemistry, or engineering education

– 3 years teaching experience at the college level as a full course instructor

– A knowledge base of STEM Education Research and resulting best practices

– Demonstrated use of research-informed practices

– Strong communication skills in English

– Ability to work collaboratively as part of a team engaging with both faculty and staff

– Service-oriented with an ability to provide feedback gently and succinctly with a goal of actionable suggestions for improvement

– Must be available to work predominantly in-person

For more information and to apply: https://academicjobsonline.org/ajo/jobs/27805

For questions about the position, please contact MTEI Director, Dr. Kathy Dimiduk (klc78@cornell.edu).

The post-doctoral research associate position is supported by the National Science Foundation funded project,‘Trust but Verify: The Use of Intuition in Problem Solving’ (EEC-2325524). The project is led by a multi-institutional team that includes scholars from Bucknell University (Dr. Elif Miskioğlu), Embry-Riddle Aeronautical University, Prescott (Dr. Kaela Martin), and The Ohio State University (Dr. Adam Carberry). The position is physically located at Ohio State with remote options possible depending on location (in-person preferred).

The project’s primary goal is to examine the application of intuition by engineering practitioners to generate knowledge that promotes professional formation and development of a stronger engineering workforce using cognitive task analysis (CTA) to elicit expert knowledge. Candidates will be responsible for collaborating with the investigator team, conducting CTA research, writing manuscripts, presenting on and off campus, and mentoring undergraduate research assistants. An adaptable mentoring plan has been devised by the team to support the career and professional aspirations of the identified post-doc.