1. ERM ANNOUNCEMENT: CALL FOR PAPERS: ASEE 2019 ERM Division
2. ERM ANNOUNCEMENT: ERM General Meeting at FIE
3. ERM ANNOUNCEMENT: 2019 ASEE Annual Conference Registration Information
4. POSITION ANNOUNCEMENT: Professor and Chair, Department of Engineering Education, University of Buffalo
5. POSITION ANNOUNCEMENT: Tenure Track Faculty Position at the Assistant Professor Rank, Department of Engineering Education, Virginia Tech
6. POSITION ANNOUNCEMENT: Associate or Full Professor of Electrical Engineering, Irwin Chair of Engineering
7. POSITION ANNOUNCEMENT: Assistant Professor of Mechanical Engineering, California Polytechnic State University (Cal Poly), San Luis Obispo
8. POSITION ANNOUNCEMENT: Tenure-track faculty positions in Mechanical Engineering, Civil Engineering, Electrical Engineering, and Computer Science, and for a Visiting Professor in Engineering Education, Cal State
9. POSITION ANNOUNCEMENT: Full Professor in STEM Education Research
10. POSITION ANNOUNCEMENT: Assistant/Associate/Full Professor of Mechanical Engineering and of Electrical Engineering at Campbell University
11. POSITION ANNOUNCEMENT: Director of Undergraduate Laboratories in Mechanical Engineering, Penn State University
12. POSITION ANNOUNCEMENT: Three Assistant Professors of Engineering Education, University of Nebraska-Lincoln
13. POSITION ANNOUNCEMENT: Learning Assessment Coordinator, University of Nebraska- Lincoln
14. CALL FOR NOMINATIONS: Chief Editor of the Journal of Professional Issues in Engineering Education and Practice
15. CALL FOR PARTICIPATION: Open House Virginia Tech Engineering Education PhD Program, Virginia Tech
16. CALL FOR PARTICIPATION: Open House Fall Graduate Program for the School of Engineering Education at Purdue University
17. CALL FOR PARTICIPATION: Open House University of Michigan Ph.D. and M.S. Programs Engineering Education Research
18. CALL FOR PARTICIPATIUON: Seeking Undergraduate Students to Participate in Nationwide Study
19. CALL FOR PARTICIPATION: Nominate Participants for a National Science Foundation-Funded Study
20. CALL FOR PAPERS: Clive L. Dym Mudd Design Workshop XI: Design Education & Practice “How Process Matters”
21. CALL FOR PROPOSALS: Removing Borders Among Disciplines
22. OPPORTUNITY FOR GRADUATE STUDENTS: Travel Grants for ASEE 2019 – Research Opportunity for Graduate Students
23. CALL FOR PAPERS: 2019 Symposium on Education in Entertainment and Engineering
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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. ERM ANNOUNCEMENT: 2019 ASEE Annual Conference Registration Information
Registration for the 2019 ASEE Annual Conference will open on Monday, January 7, 2019. Reflecting increasing costs of conference production, registration fees are going up a modest 2.5 percent for members. Life member conference fees have increased by $20. The last increase in Life Member Registration fees was over 15 years ago. ASEE’s conference fees remain competitive with peer organizations. Student members will continue to be able to attend the conference for free. Click here for additional information on the conference registration rates.
Here’s the hyperlink in plain text: https://www.asee.org/conferences-and-events/conferences/annual-conference/2019/registration
Here’s the linked table of costs:
Rate Type
Early ends
04/08
Advance
04/9 – 05/16
Regular
05/17 – 06/19
Member
US $720
US $770
US $820
Non Member
US $870
US $920
US $970
Life Member
US $105
US $105
US $105
Retiree Member
US $195
US $195
US $195
Student Member
US $0
US $0
US $0
Student Non Member
US $50
US $50
US $50
Industry Day**
US $290
US $290
US $290
Spouse/Guest
US $125
US $175
US $225
Child (7-16)*
US $35
US $35
US $35
Child (under 6)*
US $0
US $0
US $0
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4. POSITION ANNOUNCEMENT: Professor and Chair, Department of Engineering Education, University of Buffalo
The newly formed Department of Engineering Education (DEE) in the School of Engineering and Applied Sciences (SEAS) at the University at Buffalo invites candidates to apply for the position of Professor and Chair. The Department of Engineering Education will study and advance modern pedagogical tools and teaching methods including the field of online education. The department will focus on scaling and translations of engineering research to classroom practice. At the undergraduate level, the department supports a variety of SEAS courses including technical communication, engineering computations, statics and dynamics. The department was established by reorganizing existing faculty from within SEAS and currently numbers 13. It intends to grow by recruitment of tenured faculty with expertise in engineering education, computer science education, inclusion/diversity/persistence, pedagogy and assessment.
The University at Buffalo (UB), a member of the prestigious American Association of Universities, is the largest and most comprehensive university in The State University of New York (SUNY) system, with about 20,000 undergraduates and 10,000 graduate students and 1,600 full-time faculty. Review of applications will begin immediately and continue until the position is filled. Applications should include a current curriculum vita and letter explaining interest and relevant experience. Nominations and applications should be submitted electronically in confidence to:
Jeffrey Harris, Managing Partner
Harris Search Associates
Tel: 614-798-8500 ext. 125
Cell: 614-354-2100
Email: jeff@harrisandassociates.com
Web: www.harrisandassociates.com
For best consideration, applications should be received by November 15, 2018.
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5. POSITION ANNOUNCEMENT: Tenure Track Faculty Position at the Assistant Professor Rank, Department of Engineering Education, Virginia Tech
The Department of Engineering Education (EngE) at Virginia Tech invites applications for a tenure-track faculty position at the assistant professor rank. Candidates must hold a doctorate (by August 2019) in engineering education, engineering, education, or a related field; at least one degree (BS, MS, PhD) in engineering or a related field is desirable.
Successful candidates will demonstrate the potential to conduct research in engineering education, secure external research funding, teach in both our first-year and graduate programs, and collaborate within and beyond the department. We welcome applicants with expertise across a wide range of engineering education areas and methods. Our faculty hold degrees in diverse fields, including engineering education, higher education, educational psychology, and linguistics as well as a range of STEM disciplines. Experience in industry is also welcome.
Applications must be submitted online to http://jobs.vt.edu (posting number TR0180132). Review of applications will begin November 19, 2018. Applications should include: (1) a curriculum vitae, (2) a two-page research statement describing current research and future plans, (3) a two-page teaching statement, and (4) names and contact information for three references. Details on how to prepare and submit all materials can found under “Posting Details” for this position on the website. Inquiries about the position should be directed to Chair, EngE Search Committee, 345 Goodwin Hall, 635 Prices Fork Rd., Blacksburg, VA 24061, engesearch18@vt.edu
A more detailed description of the position and information about the Department of Engineering Education can be found at http://www.enge.vt.edu/
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6. POSITION ANNOUNCEMENT: Associate or Full Professor of Electrical Engineering, Irwin Chair of Engineering
Full Time. Fall 2019.
The Department of Physics, Computer Science, and Engineering at Houghton College invites applications at the associate or full professor rank for the fully-funded Irwin Chair of Engineering, a new tenure-track faculty position that will be endowed and that provides support for salary and a spending allowance for research, publications, and travel. In addition, the person holding this chair will receive yearly release time for the purpose of nurturing and developing our newly launched program in engineering. The first engineering major, B.S. Electrical Engineering, begins in the Fall of 2019.
Less qualified individuals may apply at the assistant professor rank without applying for the Irwin Chair of Engineering.
We are looking for someone with experience in engineering education and a strong desire to provide leadership to an exciting new engineering program that couples rigorous academics with a strong emphasis on active student engagement in real-world collaborative design projects.
We are serious about our mission to provide a Christ-centered education in the liberal arts and sciences, and we see our new engineering program as a strategic next step in preparing graduates who can serve the world in a way that honors God and improves the human condition.
The Department of Physics, Computer Science, and Engineering currently has five full-time faculty members and plans to add four electrical engineers as the new major grows over the next four years. Houghton College encourages faculty to pursue opportunities in their field and provides incentives for external collaborations that can benefit students, including research projects or outside consulting. Startup funding and other support, from sources such as the Houghton Summer Research Institute (SRI) and the Center for Data Science Analytics (CDSA), are available for faculty to develop innovative faculty-student collaborative research and experiential learning programs.
Responsibilities: The successful candidate will be expected to teach a broad range of undergraduate courses: electrical engineering courses, introductory physics, and general education.
Qualifications: A Ph.D. in electrical engineering is required. Previous teaching experience, experience with the ABET accreditation process, and experience in industry are all desirable. Other important qualities for this position include a commitment to excellence and creativity in undergraduate teaching, strong interpersonal and leadership skills, a mature Christian faith and an interest in integration of faith and learning. Academic rank and salary will be determined based on experience.
To apply, visit http://www.houghton.edu/campus/human-resources/employment/faculty-openings and follow the PROCEDURE FOR APPLICANTS. Women and minorities are especially encouraged to apply.
Houghton College is a nationally-ranked, selective, Christian liberal arts and sciences institution that attracts students from across the United States and abroad. For more information about Houghton College, visit www.houghton.edu.
Houghton College is fully committed to a culturally diverse faculty, staff and student body. Successful candidates will evidence similar commitments.
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7. POSITION ANNOUNCEMENT: Assistant Professor of Mechanical Engineering, California Polytechnic State University (Cal Poly), San Luis Obispo
The Mechanical Engineering Department within the College of Engineering at California Polytechnic State University, San Luis Obispo, CA, (Cal Poly) invites applications for a full-time, tenure-track faculty appointment at the Assistant Professor rank in the area of mechanical engineering controls and mechanics. Preferred specializations include classical and modern controls, system dynamics, practical industrial control applications, microcontroller and hardware in the loop implementations, mechatronics, autonomous systems, robotics or advanced vibrations. The projected start date is September 2019. Review of applications will begin October 1, 2018. Applications received after this date may be considered.
This is an opportunity for candidates who are passionate about undergraduate education to join a unique institution that values teaching and applied research involving undergraduate and Masters students. As part of its strategic initiative in controls and mechanics, the department seeks faculty to develop and lead hands-on learning activities that foster student innovation and creativity. The position involves teaching both foundational courses which introduce the fundamentals of mechanics and analytical skills and upper division courses which emphasize system dynamics, classic and modern controls theory and applications or related topics. The selected candidate will also be expected to develop new technical elective and/or graduate level courses within their area(s) of expertise. Additional responsibilities include advising students, participating in university service activities, and conducting applied research activities in mechanical engineering or engineering education.
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8. POSITION ANNOUNCEMENT: Tenure-track faculty positions in Mechanical Engineering, Civil Engineering, Electrical Engineering, and Computer Science, and for a Visiting Professor in Engineering Education, Cal State
Cal State Los Angeles is committed to the inclusive classroom and is searching for teacher-scholars in all departments in our College of Engineering, Computer Science, and Technology. We seek to hire faculty who will be committed to the undergraduate and masters-level diverse student learning, as well as to developing funded research and projects with federal, local and regional partners. We invite applications for tenure-track faculty positions in Mechanical Engineering, Civil Engineering, Electrical Engineering, and Computer Science, and for a Visiting Professor in Engineering Education. More detail on each position as well as application information can be found at www.calstatela.edu/ecst/faculty-search. Thanks for assisting us in this important search.
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9. 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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10. 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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11. 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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12. 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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13. 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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14. 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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15. CALL FOR PARTICIPATION: Open House Virginia Tech Engineering Education PhD Program, Virginia Tech
The Engineering Education PhD graduate program at Virginia Tech seeks to prepare students for successful careers in research, academia, and industry by offering a program that is balanced between rigorous research and real world application.
We are hosting our annual Fall Open House for prospective PhD students November 8th and 9th, 2018. to help you gather information about our program. Open House attendees will have the opportunity to learn about our program and the faculty and students who make up our close community. The Open House will include current faculty research presentations, a poster session on current student research, and a seminar given by a leader in the engineering education field. Visitors will also have the chance to meet with faculty to discuss personal research interests and to participate in a relaxed discussion with our current graduate students. The events will begin at 3:00 pm on Thursday, November 8th and conclude at 5:00 pm on Friday, November 9th. Visit https://enge.vt.edu/graduateprogram/doctoralopenhouse.html for more information and to register. A limited number of travel grants are available on a first come first served basis.
Not able to attend the On Campus Open House? Consider participating in our Virtual Open House on Thursday November 15th. Find out more at: https://enge.vt.edu/graduateprogram/doctoralopenhouse.html
Visit the ENGE website at https://enge.vt.edu/graduateprogram.html to learn more about the Virginia Tech Engineering Education graduate program. We hope you will consider VT as you decide to pursue your graduate studies in engineering education. If you have any questions please contact Mara Knott, Academic Program Manager, at knott@vt.edu.
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16. 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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17. 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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18. 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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19. 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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20. CALL FOR PAPERS: Clive L. Dym Mudd Design Workshop XI: Design Education & Practice “How Process Matters”
Two-page abstracts to be submitted by January 31, 2019
Authors notified of acceptance by February 28, 2019
Presenting author registration deadline March 31, 2019
Final papers to be submitted by April 15, 2019
Workshop to be held May 30 – June 1, 2019
Website: https://mudddesignworkshop.com/
Call for Papers: https://mudddesignworkshop.com/callforpapers-mdwix/
The Clive L. Dym Mudd Design Workshop XI will be held at Harvey Mudd College May 30 – June 1, 2019. The workshop theme is Design Education & Practice “How Process Matters.”
Vision: Engineers, designers, and educators will gather to discuss the importance of process to the engineering design enterprise. Participants will reflect on the meaning of process in design, discuss stages and aspects of design processes, and compare approaches to teaching, learning, and practicing engineering design. In design education contexts, key learning goals and deliverables vary by course and experience; the focus may be on mastering particular design skills, building a high quality product, or gaining exposure to some or all of a design process. With variation in emphasis, important questions arise: How might the alternatives of formative or summative perspectives on design education be in real conflict or supportive of larger learning goals? What is the role of process in the context of engineering design education? And how does a process-led pedagogy differ from actual practice?
Mission: To identify, articulate, and address the importance of process in engineering design and design education and to improve the methods by which process is taught, learned, and applied in the context of engineering design process activities.
Possible topics are listed in the call for papers at https://mudddesignworkshop.com/callforpapers-mdwix/.
Experience: Podium sessions are initiated by brief position paper summaries from panelists followed by extended open discussion. Poster sessions will include multiple perspectives and will be included in the wrap-up session. The wrap-up session will collect the most important outputs for improving engineering design education for dissemination to the community. Participants will receive a preliminary proceedings containing near-final manuscripts of presented papers. Those drafts will subsequently be refined and reviewed for publication in a Special Issue of the International Journal of Engineering Education to comprise the archival proceedings of the Clive L. Dym Mudd Design Workshop XI.
Abstracts should be submitted electronically to:
https://hmc.formstack.com/forms/clive_l_dym_mudd_design_workshop_xi_abstracts and may be emailed to: Sydney_Torrey@hmc.edu and Gordon_Krauss@hmc.edu
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21. 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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22. OPPORTUNITY FOR GRADUATE STUDENTS: Travel Grants for ASEE 2019 – Research Opportunity for Graduate Students
We are currently inviting graduate students to contribute to an NSF funded qualitative engineering education research study. If you are selected to contribute to this project, you will receive a travel grant to cover $1,500 of your expenses to attend ASEE 2019.
The project is focused on exploring how institutional context influences the agency of early career engineering education faculty as it relates to achieving impact locally and within the field. In particular, we are seeking to identify a group of 6 doctoral students who are willing to contribute as outlined below:
· Participate in our virtual monthly reading club (Feb. to May) – requires about 2 hours a week
· Conduct a pilot interview (April) – requires about 4 hours in total
· Attend the training workshop before ASEE 2019 conference (Sunday, June 16th)
· Conduct two hour long interviews at ASEE
· Contribute to data analysis in July 2019 – requires up to 10 hours in total
If you are interested in being involved, please apply at the following site: https://unccprojectmosaic.az1.qualtrics.com/jfe/form/SV_6YJbMDrjm5TBAXP
For more information about our project, you can read our public abstract available at https://www.nsf.gov/awardsearch/showAward?AWD_ID=1738262&HistoricalAwards=false
Applications are due by 11:59 PM (your time zone) on Thursday, November 15th. Applicants will be notified shortly after that and work will begin in February 2019.
Please direct any questions to Courtney Faber at University of Tennessee (cfaber2@utk.edu) or Courtney Smith-Orr at University of North Carolina Charlotte (csmit530@uncc.edu). Thanks in advance for your time.
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23. CALL FOR PAPERS: 2019 Symposium on Education in Entertainment and Engineering
The Department of Theatre and The School of Engineering Education at Purdue University announce the first Symposium on Education in Entertainment and Engineering, to be held July 25-27, 2019. This event aims to foster discussion, collaboration, and dissemination of work related to instruction and education of students seeking careers where engineering and live entertainment converge. The live entertainment industry presents increasingly complex challenges for technicians—whether in small community theatres or in large theme parks. At the same time, the shape of post-secondary education is changing—with an increasing emphasis on hands-on learning and outcome-based instructional design becoming the norm. At the convergence of these threads is the need to effectively prepare and educate students to enter the rapidly changing world of live entertainment technology.
Your submission should highlight advances, challenges, and trends in curricular design, instructional design, academic research, and cross-disciplinary work related to the intersection of engineering and live entertainment. As this symposium is specifically aimed at building bridges between two exceptionally different academic and professional cultures and practices, we welcome abstract submissions from all backgrounds and academic experiences. We will consider proposals that explore the interstitial spaces amongst the disciplines of engineering, theatre technology, and education, including the following topic areas:
• Curricular development (including explorations of curricular design, academic silos, interdisciplinary/cross-disciplinary challenges and strategies, etc.)
• Creating and navigating academic/industrial partnerships
• The relationship between “traditional research” and “creative endeavor”
• Instructional design and pedagogy in interdisciplinary/cross-disciplinary fields (Art+ Engineering, Technology…)
• K-12 and Post-Secondary education(STEAM), extra-curricular programming, and diversity/inclusion outreach
• The relationship between traditional instruction and production/performance work
• Technology, AI, and conceptualizing the theatre of the future
The Symposium Committee invites all those interested to submit proposals for papers, posters, and panels. Panels should consist of three authors/papers. All proposals should include an abstract no longer than 500 words, proposal title, 200-word biography, current CV (with contact information for each individual), and any requests for audio/visual equipment necessary for presentation. Submissions must be made via email to Rich Dionne (rdionne@purdue.edu) no later than November 15, 2018. Questions about the symposium or the submission process can be directed to the same.
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