Contents:

1. Election for ERM Executive Board Positions: Results
2. ERM Workshops at the ASEE Annual Conference in Columbus
3. Workshop at the ASEE Annual Conference: Specific and Generic Performance Indicators for the Comprehensive Measurement of ABET Student Outcomes
4. Revisions to NSF Research in the Formation of Engineers Program
5. Call for Applications: Program Director for the Engineering Education Cluster at the National Science Foundation
6. Position Announcement: Associate Director for the Center for Teaching and Learning Excellence, Embry-Riddle Aeronautical University

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1. ELECTION FOR ERM EXECUTIVE BOARD POSITIONS: CHAIR AND TWO DIRECTORS

Thank you to all who participated in this year’s ERM elections — thank you to all who voted as well as those who served as candidates.

Results:
Bylaw Revision: Approved
Chair: Holly Matusovich
Directors: Allison Godwin & Matthew Verleger

Congratulations Holly, Allison & Matthew!

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2. ERM WORKSHOPS AT THE ASEE ANNUAL CONFERENCE IN COLUMBUS

Sign up for ERM’s Workshops. This year, ERM members are putting on 5 workshops associated with the division. Consider attending them and learning more about the work being done by ERM members:

ERM Presents! An Introduction to Research Methods in Engineering Education
Presenters: Courtney Faber, Erin McCave, Katherine Khlert, & Lisa Benson
Topic: The goal of this workshop is to provide an introduction to engineering education research methods for individuals new to education research who want to use education research to inform their teaching practice and outreach activities.
Tickets: $25

Implementing and Conducting Effective and Meaningful Video-Annotated Peer Review of Faculty Teaching
Presenters: James Pembridge, Lisa Davids, Yosef Allam, & Stephanie Cutler
Topic: This workshop seeks to encourage faculty to engage in peer teaching observations and to provide support on how to start a video-annotated peer-review system within their community.
Tickets: Free

Educators’ Constructive Feedback on Students’ Design Work
Presenters: Farshid Marbouti, John Alexander Mendoza-Garcia, Monica Cardella, Matthew Verleger, & Heidi Diefes-Dux
Topic: The aim of this workshop is to nurture engineering faculty and graduate teaching assistants’ ability to provide constructive feedback on students’ design work.
Tickets: Free

How to Evaluate Published Assessments for Use in Research and Evaluation
Presenters: Kerrie Anna Douglas & Jim Pellegrino
Topic: The presenters will provide attendees with tools to evaluate the forms of evidence needed to support the appropriateness of published assessments for use in their own research or evaluation work.
Tickets: $50

Deconstructing and Assessing Motivation
Presenters: Adam Kirn, Katherine Nelson, Jonathan Hilpert, Lisa Benson, & Jenefer Husman
Topic: The purpose of this 2 hour workshop is to aid in the appropriate use of theoretically and methodologically robust means of assessing motivation in engineering education research.
Tickets: Free

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3. WEDNESDAY WORKSHOP AT THE ASEE ANNUAL CONFERENCE: SPECIFIC AND GENERIC PERFORMANCE INDICATORS FOR THE COMPREHENSIVE MEASUREMENT OF ABET STUDENT OUTCOMES

Wednesday June 28, 2017 1:30 to 3:30PM
Room A124, Columbus Convention Center

Session Description
Free ticketed event
A case study with streaming video examples of actual applications of specific performance indicators to assess various student engineering activities related to ABET student outcomes using state of the art web based digital technology and collected data utilized for student program evaluation, performance failure analysis and continuous quality improvement.

An analysis of culminating ABET student outcomes is made with reference to Bloom’s 3 learning domains and their learning levels. A hypothetical model is presented for this analysis. The necessity of the use of performance indicators is highlighted especially in reference to the measurement of course learning outcomes and development of assessments, teaching and learning activities. The correlation of ABET student outcomes, course learning outcomes, and performance indicators is clearly outlined. The importance of scientific constructive alignment of learning outcomes, performance indicators, assessments, teaching and learning strategies is highlighted. A novel hybrid rubric for accurate assessment and scoring of student performances is presented.

In summary, this workshop presents the benefits of using a combination of specific, generic performance indicators and their rubrics to accurately assess student engineering learning activities related to the ABET student outcomes while supporting principles of authentic OBE, scientific constructive alignment, efficient performance failure analysis and continuous quality improvement.

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4. REVISIONS TO NSF RESEARCH IN THE FORMATION OF ENGINEERING PROGRAM

The National Science Foundation has released a revised version of the Research in the Formation of Engineers (RFE) program description. RFE now accepts proposals in two categories, Research and Design & Development. The program description also includes new guidance for budgets, topics of interest, and expected elements of proposals. For full details see https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=503584.

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5. CALL FOR APPLICATIONS: PROGRAM DIRECTOR FOR THE ENGINEERING EDUCATION CLUSTER AT THE NATIONAL SCIENCE FOUNDATION

The Division of Engineering Education and Centers (EEC) in the Directorate for Engineering (ENG) is seeking a Program Director for the Engineering Education Cluster through a temporary (“rotator”) appointment. The appointment will be made for one year, although it may be extended for additional years by mutual agreement.

Formal consideration of interested applicants will begin May 1, 2017 and will continue until a selection is made. The selected applicant is expected to start in late August or early September of 2017.

NSF Program Directors bear the primary responsibility for carrying out the Foundation’s overall mission to support innovative and merit-evaluated activities in fundamental research and education that contribute to the nation’s technological strength, security and welfare. This responsibility requires knowledge in the appropriate disciplines along with: a commitment to high standards, a considerable breadth of interest and receptivity to new ideas, a strong sense of fairness, good judgment, and a high degree of personal integrity.

The Engineering Education Cluster supports the Professional Formation of Engineers (PFE) initiative, which refers to the formal and informal processes and value systems by which people become engineers. It also includes the ethical responsibility of practicing engineers to sustain and grow the profession in order to improve quality of life for all peoples. The engineering profession must be responsive to national priorities, grand challenges, and dynamic workforce needs; it must be equally open and accessible to all.

For more information, including instructions on submitting an application, see https://www.nsf.gov/pubs/2017/eec17001/eec17001.jsp.

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6. POSITION ANNOUNCEMENT: ASSOCIATE DIRECTOR FOR THE CENTER OF TEACHING AND LEARNEING EXCELLENCE, EMBRY-RIDDLE AERONAUTICAL UNIVERSITY

Embry-Riddle Aeronautical University’s Daytona Beach Campus is currently recruiting for an Associate Director for the Center for Teaching and Learning Excellence (CTLE). Our CTLE organization has an embedded model of faculty development; our Associate Directors are located in each of the four colleges, leading faculty development for their college’s faculty. We are currently hiring an associate director for the College of Engineering (COE) who will work with faculty in aerospace engineering; engineering fundamentals; civil engineering; electrical, computer, software, and systems engineering; and mechanical engineering. Our new associate director will implement a variety of evidence-based faculty development teaching practices, including designing, facilitating, and assessing workshops on topics such as teaching basics, active learning, collaborative learning, digital literacies, and other topics as appropriate. Our new team member should be proficient in using the technology tools that faculty need to teach successfully. The associate director will be expected to work closely with our IT organization, the Hunt Library, and other departments as appropriate. He or she should be an excellent communicator and adept at working with faculty in a variety of settings and contexts, from one-on-one consultations to larger group settings. For further information on the Daytona Beach CTLE organization, see http://dbctle.erau.edu/.

Responsibilities include the following:

• Aid faculty in enhancing their instruction and pedagogical practices. Design, develop, facilitate, and assess appropriate activities to aid faculty in enhancing teaching and learning in their disciplines and to promote research on teaching and learning practices. Promote effective uses of technologies in the classroom. Activities may include workshops, book discussions, presentations, short courses, summer institutes, and many others.
• Consult with faculty on course redesigns. Assist faculty with course redesigns through consultations and assistance with instructional design concepts, current pedagogical practices, the integration of digital teaching and learning tools, and other concepts as appropriate.
• Initiate, manage, and assess larger CTLE administrative projects and initiatives as required. Work with campus leadership on specific initiatives, such as researching emerging digital teaching and learning technologies, researching innovative pedagogical practices, supervising student assistants, writing white papers, initiating and managing large-scale projects, making presentations to leadership and academic departments to promote CTLE, aiding with CTLE administrative activities, and other tasks as required.

To apply: The job is listed on our ERAU Jobs site at https://embryriddle.taleo.net/careersection/jobdetail.ftl?job=170119&lang=en. Submit a short vita (no more than three pages), cover letter, and contact information for three references who could speak to your skills as a faculty developer. Questions about the position, our organization, or beach life in Daytona Beach, FL should be directed to Lori Mumpower, Director of CTLE, at mumpowel@erau.edu.

1. Election for ERM Executive Board Positions: Chair and Two Directors
2. ASEE Interdivisional Committee Virtual Conference on “The Cutlure of TEaching” – April 24-27
3. Workshop: PEER Collaborative Peer Mentoring Workshop and Unconference
4. Call for Research Participants: Seeking Engineering Student Survey Participants
5. Position Announcement: PhD Student to Perform Engineering Education Research – South Dakota School of Mines and Technology
6. Position Announcement: Diversity, Equity, and Inclusion Lecturer position at University of Michigan
7. Position Announcement: Post-Doctoral Research Associate, NSF-Funded Project on the Persistence of Women in Engineering
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1. ELECTION FOR ERM EXECUTIVE BOARD POSITIONS: CHAIR AND TWO DIRECTORS

ERM 2017 Ballot
The ERM ballot is now open and will close on April 17. The electronic ballot includes 1) a proposed revision to the ERM bylaws and 2) the election of the division Chair and two Directors.

You may cast you ballot here: https://www.surveymonkey.com/r/ERM2017a

Please contact Jay Pembridge (ERM Nominating Committee Chair, James.Pembridge@erau.edu) if you have any questions about the election or Monica Cardella (ERM Division Chair) if you are interested in getting involved by volunteering to chair a committee, serve on a committee, review papers, or serve as an Apprentice Faculty Grant Mentor.

The election timeline is:
March 1: Nominations Open
March 17: Nominations Closed
April 1: Elections Begin
April 17: Elections End
May 1: Announcement of new officers

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2. ASEE INTERDIVISIONAL COMMITTEE VIRTUAL CONFERENCE ON “THE CULTURE OF TEACHING” – APRIL 24-27

** The 2017 Interdivisional Town Hall Meeting to be held at the ASEE Annual Conference in June will focus on “The Culture of Teaching.” A pre-event activity, the Virtual Conference, will be held April 24-27. I believe that this is an important event for ERM members to participate in, and I encourage you to participate in this important discussion which will help to prepare for the Town Hall Meeting. Below is the message from Atsushi Akera, chair of the committee.
~ Monica
**

As part of the 2017 Interdivisional Town Hall meeting, the 2017 ASEE Interdivisional Town Hall Planning Committee is convening a Virtual Conference at the following site:

2017 ASEE Interdivisional Town Hall meeting
“The Culture of Teaching”*
Monday, April 24th (8am EDT) – Thursday, April 27th (11pm EDT)
https://aseetownhall.wordpress.com/virtual-conference/2017-virtual-conference/

This is an exciting event focusing on twelve different aspects of our culture of teaching, contributed by the delegates from the co-sponsoring divisions. We’ll be using the responses to structure the hand-on activities at the Town Hall meeting itself in Columbus.

2017 ASEE Interdivisional Town Hall Planning Committee
(Scroll down on this link for a list of members & contributors)

(*Content may be previewed in advance; the site will open up for comments on April 24th.)

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3. WORKSHOP: PEER COLLABORATIVE PEER MENTORING WORKSHOP AND UNCONFERENCE

Are you a faculty member (pre-tenure, tenured or mid-career faculty) or research staff who is primarily evaluated on your engineering education research? The PEER Collaborative is a small but growing community of people in a similar situation who mentor each other in engineering education research matters

The 2017 PEER Collaborative National Workshop is scheduled in parallel with the ASEE Annual Conference in Columbus, Ohio. Specific dates and times are still TBD.

More information and signup at http://peer-collaborative.org.

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4. CALL FOR RESEARCH PARTICIPANTS: SEEKING ENGINEERING STUDENT SURVEY PARTICIPANTS

Dear Colleagues,

We ask that you please distribute this survey link widely to students in your engineering programs. We are collecting student responses to inform our study: “Impacts of Prior Work Experience on Adult, Non-Traditional Engineering Students” (NSF #1360987/1361028). We are seeking responses from engineering undergraduate students of all ages, 18 years and older. We are aiming to collect at least 500 responses from diverse institutes of higher education. Survey participants will respond to a variety of questions regarding their professional identity, experience, and more. Responses are not linked to individual participants.

Link: https://www.surveymonkey.com/r/ESEv2017

Thank you kindly,
Maria-Isabel Carnasciali, University of New Haven
Shannon Ciston, University of California, Berkeley
Melissa Whitson, University of New Haven

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5. POSITION ANNOUNCEMENT: PHD STUDENT TO PERFORM ENGINEERING EDUCATION RESEARCH- SOUTH DAKOTA SCHOOL OF MINES AND TECHNOLOGY

Our team received an official approval from NSF to pursue our research on “Extending the Theoretical Framework of Numeracy to Engineers.” We explicitly budgeted for a PhD student to perform this work. Technically, the student will receive a PhD in Chemical and Biological Engineering from the South Dakota School of Mines and Technology, but their research would be related to Engineering Education Research.

In short, numeracy is described as the means to translate math between all of its forms: symbolic, verbal, visual, and physical. This is a well-established field in the areas of health and social sciences, but not engineering. While research has been done in engineering on numeracy, the formal name or theory never has been associated with that work. The goal of the research is to formally establish the theory of engineering numeracy in a number of ways including identifying its core competencies. The second part of the work will involve developing a concept inventory to measure engineering numeracy.

If you know a student who may be interested in this, please encourage them to apply. All disciplines, genders, races, etc… are welcome to apply. All we desire is a genuine interest in the field and a motivated worker. If this sounds of interest to you (as a student) or you can think of an undergraduate in your program who may be a good fit, please forward this to them. Interested parties may contact me at any time at kevin.hadley@sdsmt.edu.

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6. POSITION ANNOUNCEMENT: DIVERSITY, EQUITY, AND INCLUSION LECTURER POSITION AT UNIVERSITY OF MICHIGAN

Is your research focus or career emphasis related to diversity, equity, and inclusion (DEI) in engineering? If so, you may be interested in applying to this position. University of Michigan is seeking a lecturer to teach engineering courses and support the College of Engineering’s strategic DEI initiatives (job posting at this site: http://careers.umich.edu/job_detail/140133/leo_lecturer_iii). Applications are open until April 30.

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7. POSITION ANNOUNCEMENT: POST-DOCTORAL RESEARCH ASSOCIATE, NSF-FUNDED PROJECT ON THE PERSISTENCE OF WOMEN IN ENGINEERING
This is a non-tenure track, 12 month post-doctoral associate position funded by a National Science Foundation (NSF) grant that explores the persistence of women, particularly women of color faculty in engineering, within the context of race, class, and gender. The post-doctoral associate will join an interdisciplinary research team including faculty and graduate students from the Department of Engineering Education at The Ohio State University, the School of Engineering Education at Purdue University, and the Department of Teaching and Learning at Vanderbilt University.
Responsibilities
The successful candidate will co-lead a team of undergraduate and graduate students across all phases of the research and should demonstrate expertise in qualitative methods, quantitative methods, and mixed methods. This researcher will also assist with overseeing the logistics, internal and external communication and coordination of the project and will assist with managing and coordinating documentation, budgets, timelines, and reports. Quantitative expectations include the creation, launch, and analyses of a national survey of women engineering faculty representing race, class, and gender. Qualitative expectations involve the utilization of techniques such as interviews, focus groups, document analysis, discourse analysis, and multi- modal analysis, for scholarship and research that contribute to the overall project. Most ideal would be an advanced knowledge of qualitative social science techniques of data collection and analysis and knowledge of current debates in regard to qualitative methods.
The candidate is expected to draw upon theoretical perspectives across a variety of fields (e.g., higher education sociology, statistics, psychology, and anthropology). Benefits include opportunities to contribute to a collaborative, positive, congenial and professional team environment; to be mentored by nationally recognized faculty with diverse perspectives; to disseminate findings at national conferences and within peer-reviewed scholarly journals. The salary for this position is $50,000.
Qualifications`
The candidate must possess a Ph.D. in Educational Psychology, Sociology, science, technology, engineering, and/or mathematics (STEM) Education, Leadership and Policy Studies, Learning Sciences, or related fields and must demonstrate skills in retrieving, reviewing, and synthesizing literature related to higher education, sociology, anthropology, or other related discipline. Preference will be given to candidates with experience in mixed methods research. The ideal candidate will demonstrate excellent statistical analyses, instrument development, and/or survey research skills and will have experience overseeing research projects; preparing reports and manuscripts; conducting and transcribing interviews; and organizing and compiling qualitative and quantitative data. The candidate must demonstrate research interest(s) in one or more of the following areas: STEM postsecondary education; recruitment and retention of STEM graduate students and faculty; mixed methods in STEM education; and intersectionality across diverse contexts. Good verbal and written skills in English are required.
Application Procedure
Send a letter electronically addressing your interest and qualifications, a current vita, the names of three professional references, and a copy of one or more publications (published or in press) to Dr. Monica F. Cox (cox.1192@osu.edu), Professor and Chair, Department of Engineering Education, The Ohio State University and to Dr. Ebony McGee (ebony.mcgee@vanderbilt.edu), Assistant Professor of Diversity and STEM Education at Vanderbilt University. The first round of application screenings will begin immediately and will continue until the position is filled.