1. ERM ANNOUNCEMENT: CALL FOR PAPERS: ASEE 2019 ERM Division
2. ERM ANNOUNCEMENT: ERM General Meeting at FIE
3. POSITION ANNOUNCEMENT: Full Professor in STEM Education Research
4. POSITION ANNOUNCEMENT: Assistant/Associate/Full Professor of Mechanical Engineering and of Electrical Engineering at Campbell University
5. POSITION ANNOUNCEMENT: Director of Undergraduate Laboratories in Mechanical Engineering, Penn State University
6. POSITION ANNOUNCEMENT: Three Assistant Professors of Engineering Education, University of Nebraska-Lincoln
7. POSITION ANNOUNCEMENT: Learning Assessment Coordinator, University of Nebraska- Lincoln
8. CALL FOR NOMINATIONS: Chief Editor of the Journal of Professional Issues in Engineering Education and Practice
9. CALL FOR PARTICIPATION: NSF RIEF webinar
10. CALL FOR PARTICIPATION: Open House Fall Graduate Program for the School of Engineering Education at Purdue University
11. CALL FOR PARTICIPATION: Open House University of Michigan Ph.D. and M.S. Programs Engineering Education Research
12. CALL FOR PARTICIPATIUON: Seeking Undergraduate Students to Participate in Nationwide Study
13. CALL FOR PARTICIPATION: Nominate Participants for a National Science Foundation-Funded Study
14. CALL FOR PAPERS: Global Engineering Education Conference
15. CALL FOR PROPOSALS: Removing Borders Among Disciplines
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1. ERM ANNOUNCEMENT: CALL FOR PAPERS: ASEE 2019 ERM Division
The Educational Research and Methods Division (ERM) seeks paper, panel, and workshop proposals on topics related to ERM’s primary objectives: dissemination of knowledge on learning and teaching; dissemination of knowledge on diversity, equity, and inclusion in engineering education; encouragement of efforts to improve instruction through development of innovative materials and techniques, sound instructional design, and improved evaluation methodology; and enhancement of the status of teaching in the university and beyond.
There are three types of submissions: Paper, Workshop, and Panel of Invited Speakers. There are four types of papers that will be considered: 1) Work in Progress (WIP), 2) Research, 3) Theory, and 4) Evidence-Based Practice
It is expected that the author(s) of a submission will support the Division by reviewing both abstracts and manuscripts submitted for the Annual Conference.
Submission Opens: September 4, 2018
Deadline for paper abstracts: October 15, 2018
Deadline for workshop and panel proposals: October 15, 2018
The full call for submissions: https://www.asee.org/uploads_public/conferences/session_owner/call_for_papers_file/0000/1679/ERM_2019_Call_Guidelines.pdf
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2. ERM ANNOUNCEMENT: ERM General Meeting at FIE
For those of you attending FIE the general ERM meeting will be on Thursday from 3:30-5:00 in Willow Glen I.
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3. POSITION ANNOUNCEMENT: Full Professor in STEM Education Research
Tufts University has just announced a new bridge professorship in discipline-based STEM education research, https://apply.interfolio.com/54150, which would come with a named tenured full professorship. The search committee is looking for a distinguished scholar with a PhD in a STEM field or in STEM education (including engineering or computer science education) who conducts cutting edge research in undergraduate STEM education. The successful applicant will help lead the newly established Institute for Research on Learning and Instruction, (https://viceprovost.tufts.edu/irli/) which spans the School of Engineering and the School of Arts and Sciences at Tufts University. Candidates may inquiry or apply at https://apply.interfolio.com/54150. Review of applications will begin on November 2, 2018.
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4. POSITION ANNOUNCEMENT: Assistant/Associate/Full Professor of Mechanical Engineering and of Electrical Engineering at Campbell University
The School of Engineering at Campbell University (http://www.campbell.edu/engineering/, http://www.campbell.edu/about/history-quick-facts/) seeks two Engineering Faculty for full-time, tenure-track positions at the rank of Assistant, Associate or Full Professor, starting in January 2019. The position in Mechanical Engineering is focused on teaching our common senior design sequence and/or thermal science courses. The second position is in Electrical Engineering, focused on teaching sophomore and junior-level courses in electrical engineering. Campbell’s BS in Engineering (with concentrations in mechanical engineering, chemical engineering and electrical engineering) welcomed its inaugural first-year class in fall 2016. These positions present faculty with a unique opportunity to provide leadership in building an innovative engineering program and the prominence of the new School and University.
Interested applicants should apply online at http://www.campbell.edu/about/employment/ and include a cover letter of introduction, a curriculum vita, and contact information for five professional references. Questions may be directed to Dr. Jenna Carpenter, Dean, School of Engineering [carpenter@campbell.edu].
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5. POSITION ANNOUNCEMENT: Director of Undergraduate Laboratories in Mechanical Engineering, Penn State University
Mechanical Engineering at Penn State is seeking to hire a Director of Undergraduate Laboratories. The Director will be responsible for working closely with the faculty in mechanical engineering to develop, build, and demonstrate systems-level experiments to illustrate important principles related to a modern mechanical engineering curriculum. The Director will develop innovative laboratories in mechanical systems and thermal systems. After the experiments are constructed and demonstrated, the Director will be responsible for overseeing the teaching of the new laboratories to students in mechanical engineering. Depending upon the qualifications, the title of Assistant or Associate Teaching Professor will be given.
Duties for this position include gaining a detailed understanding and ability to plan for the development of new systems-level experiments to illustrate the principles of mechanical systems and thermal systems; to assist the mechanical engineering faculty in providing a number of options and plans in developing the new undergraduate laboratories; construction and debugging of the new experiments to ensure readiness for laboratory classes; and provide continuous improvement of the laboratories. Beyond the first year, the Director’s duties will include overseeing the graduate teaching assistants in teaching the required undergraduate laboratories and ensuring that all experiments are operational and regular maintenance is applied. This position requires the ability to work and effectively communicate in a diverse environment with students, faculty, and staff. The position also requires direct communication with the outside vendors. This position requires that the person be a self-starter and have the ability to work independently and well as to work as a strong team member.
Qualifications for this position include, at a minimum, a doctoral degree in Mechanical Engineering or a related field. It is highly desirable to have at least three years of work experience and knowledge in designing, building, and executing experiments. It is also desirable to some teaching experience. This is a fixed-term appointment funded for one year from date of hire with a good possibility of re-funding. Nominations and applications will be considered until the positions are filled. Screening of applicants will begin on October 1st, 2018. Applicants should submit the following documents: 1) a cover letter, 2) a statement on teaching, 3) a curriculum vitae, and 4) the names and addresses of three professional references. Apply to job 82664 at https://psu.jobs/job/82664. Questions can be directed to Dr. Steve Lynch (spl11@engr.psu.edu). Penn State is an equal opportunity, affirmative action employer, and is committed to providing employment opportunities to all qualified applicants without regard to race, color, religion, age, sex, sexual orientation, gender identity, national origin, disability or protected veteran status.
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6. POSITION ANNOUNCEMENT: Three Assistant Professors of Engineering Education, University of Nebraska-Lincoln
The College of Engineering at the University of Nebraska-Lincoln (http://engineering.unl.edu) invites applications for three tenure-track faculty positions at the rank of assistant professor in the area of engineering education. The UNL College of Engineering is building a cohort of discipline-based education research (DBER) faculty to both collectively establish national leadership in DBER and contribute to research-based transformations within their engineering academic units. The UNL College of Engineering is particularly interested in those whose research centers on teaching, learning, and assessment at the undergraduate level and can extend to the K-12 and graduate levels. Candidates will be expected to contribute to the academic programs in their academic unit in the College of Engineering, through teaching courses at both the undergraduate and graduate levels and supervising graduate research. Successful candidates will be expected to establish externally funded DBER programs and collaborate with researchers within the college on studying and transforming engineering education through fundamental and applied research. The primary faculty appointment will be in one of the academic units in the College of Engineering, depending on an individual candidate’s qualifications.The DBER initiative at UNL’s College of Engineering includes the creation of a nationally recognized engineering education research center. Successful candidates will participate in establishing this center. This center will nurture and conduct rigorous and collaborative engineering education research within and across engineering disciplines. Fundamental and applied research will address research questions concerning the knowledge and skills, attitudes, and behaviors acquired by engineering students through formal curricula and informal programming. Center research will have an impact on teaching and learning locally while making national and international contributions to the knowledge-base for engineering education. DBER faculty will reside in their respective disciplines where, through their presence and participation on their faculties, they will build relationships and collaborations with their disciplinary colleagues to conduct engineering discipline-specific education research that focuses on aspects unique to the education and preparation of professionals in their discipline. The faculty will also operate as a community to conduct cross-disciplinary engineering education research focused on aspects common to the education and preparation of all engineering professionals and build graduate programming.
Applicants are expected to have a Ph.D. or equivalent in an engineering discipline (including engineering education) or closely related field. Applicants’ doctoral training should have emphasized rigorous engineering education research practices. In addition, candidates must have at least a bachelor’s degree in an engineering discipline, including computer science and construction. Applicants should have a record of strong scholarly achievement and a demonstrated commitment to excellence in undergraduate and graduate education. Candidates must have the potential to establish a strong externally funded research program. It is preferred that successful candidates have had undergraduate teaching experience and have conducted discipline-based education research as part of their Ph.D. experience.
Applications must be submitted via https://employment.unl.edu (requisition # F_180126). Complete applications will include a cover letter, CV, research and teaching statements (4 pages total), and list of three references. Review of application materials will begin October 15 and continue until the positions are filled. As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See: http://www.unl.edu/equity/notice-nondiscrimination. Questions regarding these positions should be directed to: Nancy Re, mnre2@unl.edu
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7. POSITION ANNOUNCEMENT: Learning Assessment Coordinator, University of Nebraska- Lincoln
This position will be responsible for leading, coordinating, and advancing the College of Engineering’s assessment program as part of the mission of the Center for Engineering Education Excellence. Responsibilities include development and facilitation of college-wide assessment and reporting processes to document student learning outcomes as required for ABET accreditation and university assessment reporting. Responsibilities also include the provision of support and training of faculty within the academic programs in the development and use of appropriate programmatic and classroom assessment strategies and tools to provide ongoing formative assessment. This position will assist the college and academic programs with the identification and design of appropriate quantitative and qualitative methods for measuring student learning outcomes.
The University of Nebraska-Lincoln seeks to attract and retain a high performing and diverse workforce in which employees’ differences are respected and valued to better meet the varying needs of the diverse populations we serve. The university fosters a diverse and inclusive work environment that promotes collaboration so that all individuals are able to participate and contribute to their full potential. As an EO/AA employer, qualified applicants are considered for employment without regard to race, color, ethnicity, national origin, sex, pregnancy, sexual orientation, gender identity, religion, disability, age, genetic information, veteran status, marital status, and/or political affiliation. See: http://www.unl.edu/equity/notice-nondiscrimination.
For more details and to apply: please visit https://employment.unl.edu/hr/postings/60585
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8. CALL FOR NOMINATIONS: Chief Editor of the Journal of Professional Issues in Engineering Education and Practice
The Journal of Professional Issues in Engineering Education and Practice (JPI) invites nominations for the position of Chief Editor and Publications Committee Chair. The JPI Editorial Board is currently working on a title and scope change for the journal with greater emphasis on civil engineering education research. The new chief editor will lead the transition to this new emphasis. Self-nominations are allowed and encouraged.
Applications are due October 15, 2018. For questions, please contact JPI Chief Editor Matthew Roberts at mwroberts@suu.edu. Further details are available at: http://bit.ly/JPI-Chief-Editor-Nominations
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9. CALL FOR PARTICIPATION: NSF RIEF webinar
The NSF Research Initiation in Engineering Formation (RIEF) program in the Division of Engineering Education and Centers will be hosting a webinar for prospective PIs on Friday September 28 at 1pm Eastern (link and call in information is below). Participants are invited to send questions ahead of time to Julie Martin, program director for Engineering Education to be answered during the webinar. To Join, click the link https://bluejeans.com/734662857/?src=htmlEmail or call toll-free +1.888.240.2560
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10. CALL FOR PARTICIPATION: Open House Fall Graduate Program for the School of Engineering Education at Purdue University
Purdue University’s School of Engineering Education, informally known as ENE, created the world’s first engineering education doctoral program in 2004. Our program is about conducting fundamental research on engineering learning and bridging research and practice. You are invited to attend our two-day event on October 25-26, 2018, that brings together individuals from all walks of life: current undergrad and masters students from many disciplines and professional engineers ready to make a change in their career. All are welcome! Learn more online on how to attend our open house. A limited number of travel grants are available and handled on a case-by-case basis. If you have any questions, please contact Loretta McKinniss at lmckinni@purdue.edu in the graduate program office. Click to Register Online
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11. CALL FOR PARTICIPATION: Open House University of Michigan Ph.D. and M.S. Programs Engineering Education Research
We are excited to announce that the University of Michigan has just launched a brand new graduate program in Engineering Education Research (EER). As you might know, EER is an emerging field in which scholars use methods from education and social sciences to study issues relevant in engineering education such as supporting faculty as they adopt more student-centered teaching approaches, using classroom technology to improve students’ understanding of foundational engineering concepts, or comparing the approaches used by expert and novice designers as they solve engineering problems.
The University of Michigan’s EER program represents a unique, interdisciplinary model. Several tenure-line EER faculty are embedded within the traditional engineering departments, while EER graduate students are part of a college-wide program. This allows the EER faculty and their research to be well-integrated with the traditional engineering disciplines, and it provides students a better opportunity to engage in innovative research and make scholarly contributions to the engineering education community. An EER graduate degree will provide students with career opportunities in academia, nonprofit organizations, and industry. More information about the program is available at our EER website (https://eer.engin.umich.edu/).
We will be hosting an EER Prospective Student Open House on Monday October 22, 2018, from 8:00 am to 4:00 pm in Ann Arbor, MI. Students from all institutions are invited to attend. Participants will meet with faculty, postdocs, and graduate students, tour the beautiful University of Michigan campus and EER lab spaces, and learn about career opportunities as a UM graduate in this field. Note that applicants to the EER graduate program must have Bachelor’s and Master’s degrees in a traditional engineering discipline.
Please register to attend at this open house registration site, and please forward this link to any friends who may be interested. A limited number of travel grants are available to offset the costs of traveling to Ann Arbor, so please register soon. Email us for more information at eerprogram@umich.edu Can’t make it to the open house but interested in applying? Visit the EER website to learn more about the graduate program. We hope you will consider UM as you decide to pursue your graduate studies in engineering education.
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12. CALL FOR PARTICIPATION: Seeking Undergraduate Students to Participate in Nationwide Study
Dear Colleagues,
We are currently seeking undergraduate engineering students who identify as having a disability to participate in a national study exploring professional identity formation. Please consider forwarding this email to students enrolled in your program.
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Dear Students,
Our research team, the majority of whom identify as people with various disabilities, is seeking volunteers to participate in a series of 60-90 minute interviews for a nationwide study exploring the professional identity formation of undergraduate civil engineering students who experience disabilities. In particular, we want to further understand how your experiences, skills, activities, values, and inter-personal relationships contribute to your career goals and how they shift over time. The results of this study will be used to enhance the educational policies and experiences of students with disabilities in civil engineering and in other engineering disciplines, more broadly.
Do I qualify to participate? You are eligible to participate in this study if you:
1. are 18 years old or older
2. are enrolled in (or intending to enroll in) a civil engineering program
3. experience some form of a disability such as learning disabilities, physical disabilities, cognitive disabilities, or developmental disabilities
Individuals who experience disabilities may participate in this study. Your disability does not need to have been officially diagnosed by a healthcare professional; documentation from your doctor and reporting your disability to your institution are NOT required. Disabilities include (but are not limited to) the following:
· Visual Differences (e.g., Stargardt’s Disease, glaucoma, retinitis pigmentosa, and other forms of complete or partial blindness)
· Hearing Differences (e.g., chronic buzzing or ringing in ears, deafness in one or both ears, and other forms of complete or partial hearing loss or difference)
· Learning or Developmental Differences (e.g., autism, asperger’s, obsessive compulsive disorder, dyslexia, or other forms or learning or developmental differences)
· Auto-Immune Disorders (e.g., multiple sclerosis (MS), lupus, lyme disease, amyotrophic lateral sclerosis (ALS), type I diabetes, or other auto-immune diseases)
· Limb Differences (e.g., limb amputee or born without a limb)
· Mobility Differences (e.g., needing a walker, wheelchair, cane, or crutches or experiences difficulty walking or lifting/moving objects due to paralysis, stamina limitations, cerebral palsy, or other neuromuscular or orthopedic reasons)
I’m interested, so what do I need to do? If you are interested in participating in this study, please fill out and submit the following survey: http://bit.ly/2ylSic9 or visit our website at blogs.lt.vt.edu/exploringidentity/.
Participation in the survey is voluntary and confidential; your responses may be used in research published in professional journal articles, but your identity will not be revealed to anyone outside of the research team.
If you have questions about the study or your eligibility for participation, please contact me at cgroen@vt.edu.
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13. CALL FOR PARTICIPATION: Nominate Participants for a National Science Foundation-Funded Study
You are invited to nominate interview participants for a National Science Foundation-funded study entitled “Pushing Students Away: Developing a Research Agenda for Broadening Participation of African Americans in Engineering & Computer Science.” The purpose of this project is to investigate the research-to-practice cycle as it relates to broadening participation in engineering and computer science. The study is being conducted by Drs. Jeremi London, Walter Lee, and Bevlee Watford, professors of engineering education at Virginia Tech.
We are investigating the experiences of stakeholders across all segments of the K-12-to-workforce pathway traversed by African Americans, in particular. We are also interested in learning how to improve future research and practice efforts for broadening participation in engineering and computer science. We hope to hold a 60-90 minute interviews a using web-based platform, and are inviting you to nominate interview participants for the study using this link: https://virginiatech.qualtrics.com/jfe/form/SV_eqRqBmoqNkxhrFj. Self-nominations and/or multiple nominations are allowed. If you have any questions, please email Dr. Walter Lee at walterl@vt.edu or Dr. Jeremi London at jslondon@vt.edu. Nominations will be accepted until Oct. 15, 2018.
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14. CALL FOR PAPERS: Global Engineering Education Conference
Paper Submission Deadline: September 17, 2018. Abstracts still being accepted.
On November 12 through 16, 2018, the University of New Mexico School of Engineering will host the global Engineering Education conference, WEEF-GEDC 2018, combining the VIII World Engineering Education Forum, the X Global Engineering Deans Council, the XV Global Student Forum and the First Ever Global Career Fair, and including the joint annual summit of the International Federation of Engineering Education Societies (IFEES) and the Global Engineering Deans Council (GEDC).
The theme of the WEEF-GEDC 2018 conference is Peace Engineering: engineers solving global social, economic, and environmental problems to lead towards prosperity and wellbeing, sustainability, social equity, diversity, and a culture of quality, innovation and entrepreneurship. How do we teach Peace engineering to diverse students all over the world? How do we form the collaborative relationships among diverse organizations to solve problems constructively? How do we educate our students to understand and work ethically and intelligently towards Peace?
Suggested themes include:
· Teaching and learning about peace engineering
· Collaborations among academia, industry, governments, multilateral organizations, NGOs
· Hands-on education and experiential learning
· Innovation and entrepreneurship in the circular economy
· Other peace engineering challenges
This event, held for the first time in the United States, is expected to attract over 1500 participants from around the world. It is a collaboration of UNM with the Ibero-American Science and Education Consortium (ISTEC) and the Global Innovation Network for Entrepreneurship and Technology (GINET).
Also check out the webinars on Peace Engineering: See the IFEES Peace Engineering and Ethics Webinars http://www.ifees.net/webinars/ . Next webinar on October 1.
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15. CALL FOR PROPOSALS: Removing Borders Among Disciplines
This call seeks contributions which critically analyze and theorize the intersection of social justice, feminism, philosophy, epistemology, with the engineering discipline. We invite authors to explore what Gloria Anzaldúa defined as the nepantla – the liminal space, the in-between, and the borderlands from which novel insight and inspiration emerges. Engineering discipline encompasses a broad range of subject matter and methodological boundaries. A consequence of this breadth is the diminished potential for multiple means of assessment and reflection that restrains the possibility of unique critical perspectives. This is the nepantla we wish to explore. The journal is inviting trans-disciplinary scholarship, which removes the boundaries of what engineering encompasses to enrich the academic discourse of our profession. Contributions from all academic backgrounds addressing the subject are welcomed, including undergraduate student authorship, poetry and prose, and artwork. https://ojs.library.queensu.ca/index.php/IJESJP/announcement
The International Journal of Engineering, Social Justice, and Peace is dedicated to the theory and practice of engineering that extends social justice and peace in the world. Our approach works toward engineering practices that enhance gender, racial, class, and cultural equity and are democratic, non-oppressive, and non-violent. The journal serves practicing engineers, engineering educators, and a general audience that seeks to better understand the progressive potential of engineering. The journal is peer reviewed, and the peer-review process is designed accommodate scholars as well as engineering practitioners and other interested parties. If there are any questions please contact Shehla Arif at arifsh@mountunion.edu.
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