Author: gherman

ERM Announcements, February 1, 2019

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1. Instructions for Submitted Announcements for the ERM Listserv

2. ERM ANNOUNCEMENT: 2019 Apprentice Faculty Grant Program Accepting Applications until February 15

3. ERM ANNOUNCEMENT: CALL FOR VOLUNTEERS: Review Apprentice Faculty Grant Applications

4. POSITION ANNOUNCEMENT: George Mason University – Advanced Studies in Teaching and Learning, STEM Focus (tenure-track, assistant/associate rank)

5. POSITION ANNOUNCEMENT: Postdoc Position at MIT, Educational Curriculum Mapping

6. POSITION ANNOUNCEMENT: Visiting Assistant Professor, Purdue’s School of Engineering Education

7. POSITION ANNOUNCEMENT: Professor of Practice, Department of Engineering Education (EngE) at Virginia Tech

8. POSITION ANNOUNCEMENT: Assistant Professor of Civil Engineering (Tenure-Track), University of Portland, Shiley School of Engineering

9. POSITION ANNOUNCEMENT: Lecturer in Technical Communication, School of Chemical, Materials and Biomedical Engineering, University of Georgia

10. CALL FOR PAPERS: Tenured/Tenure-track faculty position in structural engineering

11. CALL FOR PARTICIPATION: Research Study, he Instructional R&D group at UC Davis

12. CALL FOR PARTICIPATION: National Study on Transgender and Gender Nonconforming Undergraduate Engineering Students

13. CALL FOR PAPERS: DEADLINE EXTENSION Clive L. Dym Mudd Design Workshop XI Call for Papers, Design Education & Practice “How Process Matters”

14. CALL FOR PARTICIPANTS: NSF-funded Study on Support for NSF CAREER Award

15. CALL FOR PARTICIPATION: Undergraduate Research Experience on the Internet of Things (IoT), University of Central Florida

16. CALL FOR PARTICIPATION: JEE Launches Mentored Reviewer Program

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1. Instructions for Submitted Announcements for the ERM Listserv

To send an announcement to the ERM listserv, please prepare a 2-3 paragraph description including any relevant URLs and contact info as well as a subject line. Do not include any attachments. Be sure that the announcement includes the person to contact with questions. Email all of this information to matushm@vt.edu with [ERM Announcement] in the subject line to facilitate email sorting. Announcements will be sent out on the 1st and 15th of each month. Each set of announcements will be included in the announcements email twice. Announcements will also be recorded on the ERM website: http://erm.asee.org/

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2. ERM ANNOUNCEMENT: 2019 Apprentice Faculty Grant Program Accepting Applications until February 15

The Apprentice Faculty Grant (AFG) Program within the Educational Research and Methods (ERM) Division of the American Society for Engineering Education (ASEE) encourages and honors promising new researchers who have the potential for substantial contributions to engineering education. In conjunction with the 2019 ASEE Annual Conference, the AFG program will grant up to four awards to graduate students, postdoctoral researchers, junior faculty, staff members, or senior ranking faculty who are transitioning into engineering education research. Each award will include: 1) getting paired with a mentor who is a senior researcher in the engineering education community and 2) some support for conference travel expenses (exact level of financial support is still under consideration, but will not exceed $500). AFG recipients are expected to attend the full duration of the annual ASEE conference, including two ERM events, and are highly encouraged to attend at least one workshop. For more details, including how to apply, see https://erm.asee.org/conferences/afg/. Please feel free to contact Jennifer Bekki <jennifer.bekki@asu.edu> or Courtney Faber < cfaber2@utk.edu>) with questions.

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3. ERM ANNOUNCEMENT: CALL FOR VOLUNTEERS: Review Apprentice Faculty Grant Applications

We are seeking volunteers to review applications for this year’s ERM Apprentice Faculty Grant (AFG) program. The commitment requires reviewing 3 application packages, which will take approximately 30 minutes each. You will be provided specific review criteria and your responses will be collected online. Past award winners and senior engineering education researchers are particularly encouraged to help. With thanks from your ERM AFG committee co-chairs, Jennifer Bekki and Courtney Faber. If you have any questions please contact, Courtney Faber (cfaber2@utk.edu) or Jennifer Bekki (jennifer.bekki@asu.edu). To sign up to be a reviewer, please complete this form by February 16th.

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4. POSITION ANNOUNCEMENT: George Mason University – Advanced Studies in Teaching and Learning, STEM Focus (tenure-track, assistant/associate rank)

The College of Education and Human Development at George Mason University invites applications for a STEM-focused faculty position in its academic program in Advanced Studies in Teaching and Learning (ASTL) (https://gse.gmu.edu/advanced-teaching-studies). George Mason University has a strong institutional commitment to the achievement of excellence and diversity among its faculty and staff, and strongly encourages candidates to apply who will enrich Mason’s academic and culturally inclusive environment. Responsibilities include, but are not limited to, developing/maintaining a consequential research agenda and portfolio of external funding; teaching advanced professional development courses in the ASTL program; and working in collaboration with ASTL colleagues on program development, enrollment generation, and accreditation-related initiatives.

Applicants must have an earned doctorate in education or a related field, teaching experience at both the K-12 and university levels, and demonstrated potential for research excellence and external funding at the levels required to earn tenure at an R1 institution. Preferred qualifications include a research agenda focused on the advanced professional development of STEM educators, experience with the certification processes of the National Board for Professional Teaching Standards, expertise with problem-based learning and online learning initiatives, experience with diverse populations, and an ability to contribute to the College’s science education programs at the pre-service and doctoral levels. Apply here: https://jobs.gmu.edu/postings/44665

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5. POSITION ANNOUNCEMENT: Postdoc Position at MIT, Educational Curriculum Mapping

We are seeking a postdoc to work on the development and dissemination of educational maps, with a focus on mathematics curriculum. The project will involve data collection (primarily focused on learning outcomes), identification of conceptual linkages, creation of online interactive maps using MIT Mapping Lab tools, and utilization of maps to perform case studies. Possible focus areas include mapping the relationship between AP subjects and first-year college STEM subjects, creating maps that support self-preparation for Community College

mathematics placement exams, and mapping the relationships between the Common Core State Standards and college STEM subjects.

The ideal candidate would have a PhD in a STEM field, and past experience or a strong interest in educational technology, education policy, and/or mathematics education. Excellent oral and written communication skills, ability to work independently, and the ability to proactively set, prioritize, and accomplish goals are a must. The postdoc will be jointly supervised by the MIT Mapping Lab (http://mapping.mit.edu/) and the MIT Teaching+Learning Lab (http://tll.mit.edu/).

Initial appointment is for one year, with the possibility of renewal. A short-term research appointment would also be considered for an outstanding candidate with a master’s degree qualification but no PhD. To apply, please send a resume and brief statement of interest to Dr. K. Willcox (kwillcox@mit.edu) and Dr. D. Shah (dnshah@mit.edu).

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6. POSITION ANNOUNCEMENT: Visiting Assistant Professor, Purdue’s School of Engineering Education

Purdue’s School of Engineering Education is receiving applications for a Visiting Assistant Professor opening. Please help us communicate this opportunity! See the announcement at https://engineering.purdue.edu/ENE/AboutUs/Employment. While the description says we are reviewing applications as of April 2, 2018, rest assured we are looking for new candidates now in January/February 2019.

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7. POSITION ANNOUNCEMENT: Professor of Practice, Department of Engineering Education (EngE) at Virginia Tech

The Department of Engineering Education (EngE) at Virginia Tech is seeking applicants for a non-tenure-track, regular faculty position as Professor of Practice in Engineering Education at any rank. Applications are invited from individuals dedicated to undergraduate teaching and student engagement. Candidates are sought with experience related to teaching and developing courses in engineering problem solving, design, and professionalism at the undergraduate level. Experience with teaching applications of software tools (including CAD, computational programming, and/or data acquisition) is desirable, as well as experience teaching in a project-based learning environment. Responsibilities will include teaching up to 12 credit hours per semester in first-year engineering or an equivalent combination of teaching and course development, depending on department needs. Opportunities for supplemental summer teaching assignments are possible.

Qualifications for this position include an M.S. or Ph.D. in an engineering or closely-related field coupled with significant industry experience that includes design. The successful candidate will have excellent communication skills and be able to demonstrate an ability to effectively teach engineering courses at the undergraduate level. Review of applications will begin February 4, 2019. The start date for the position is August 10, 2019. Apply online at http://jobs.vt.edu to posting number TR0180184.

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8. POSITION ANNOUNCEMENT: Assistant Professor of Civil Engineering (Tenure-Track), University of Portland, Shiley School of Engineering

The Shiley School of Engineering is now seeking a tenure-track assistant professor to join our thriving academic community in August 2019. We are eager to prepare our students for a rapidly changing urban landscape and strongly encourage those with expertise in sustainable infrastructure and advanced computing and technology skills to apply. We recently approved a sustainability-focused environmental engineering minor and opened a Maker Space that allows for hands-on student activities to complement the curriculum. A new 30,000+ square feet Innovation Center designed to significantly increase cross-disciplinary collaboration and external partnerships is in the planning stages and we expect to renovate the civil engineering laboratories within the next three years. This is an ideal position for educators who are passionate about teaching and who want to work at a student-centered institution where we strive for a balance of professional education within a liberal arts environment.

Candidates should have a Ph.D. in Civil Engineering or a related area. Dedication to excellence in teaching is essential. To learn more about this position, our requirements and the application process, please read more at https://up.hiretouch.com/job-details?jobid=53244 Email engineering@up.edu with any questions or information about the University of Portland, Shiley School of Engineering.

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9. POSITION ANNOUNCEMENT: Lecturer in Technical Communication, School of Chemical, Materials and Biomedical Engineering, University of Georgia

The School of Chemical, Materials, and Biomedical Engineering at the University of Georgia (UGA) invites applications for a 9-month non-tenure-track lecturer position to begin August 2019. The successful candidate is expected to: (1) develop and teach new courses in technical communication for engineers at the undergraduate and graduate levels (2) collaborate with faculty who wish to incorporate “write to learn” activities in biochemical and biological engineering courses (3) exhibit a strong commitment to teaching excellence at both the undergraduate and graduate levels, and (4) actively participate in the research activities of the Engineering Education Transformations Institute.

Candidates should have a PhD in Technical Writing, Professional Writing, English or a closely related discipline OR MS in Technical Writing, Professional Writing, English or a closely related discipline with a minimum of five years’ experience teaching technical communication/writing courses at the college level as well as evidence of scholarship. Exceptions to the terminal degree requirement must be approved by the Vice President for Instruction prior to beginning employment at the University of Georgia. To apply, candidates should submit an application at: http://www.ugajobsearch.com/postings/58540. Questions related to the position may be directed to the search committee chair, Dr. Rama Ramasamy (rama@uga.edu). Applications received before March 1, 2019 will be given full consideration.

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10. POSITION ANNOUNCEMENT: Tenured/Tenure-track faculty position in structural engineering

The Herbert Wertheim College of Engineering at the University of Florida invites applications for a 9 month, tenured/tenure track, full-time, position at the rank of Assistant/Associate/Full Professor in the Engineering School of Sustainable Infrastructure and Environment (ESSIE). ESSIE is seeking dynamic, highly qualified individuals interested in developing a nationally recognized program and collaborating with a dynamic and collegial faculty in the ESSIE Structural Engineering Group. Anticipated start date of August 2019.

For more information and to apply go to https://apply.interfolio.com/59323.

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11. CALL FOR PARTICIPATION: Research Study, he Instructional R&D group at UC Davis

The Instructional R&D group at UC Davis is doing some research and user testing of informal communication of teaching and learning research among educators, to try to find more effective ways of sharing research among practitioners, outside of journals and conferences. We think that strengthening the exchange between educational researchers and practitioners is of general interest to much of this community, and we’d be deeply grateful if you helped us by participating in a survey. The survey involves a short perusal of an informal research document (chosen at random from a set), followed by a brief activity regarding your experience reading the document. It should take about ten minutes.

The link is here: https://ucdavis.co1.qualtrics.com/jfe/form/SV_bw66DE1M6vLvXCd

Naturally, your participation is voluntary, anonymous, and appreciated. Feel free to share the survey with other educators in your network, or contact PI Stephanie Pulford (spulford@ucdavis.edu) with further questions.Thank you!

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12. CALL FOR PARTICIPATION: National Study on Transgender and Gender Nonconforming Undergraduate Engineering Students

We are researchers at Oregon State University conducting the first nation-wide study of transgender and gender non-conforming (TGNC) student experiences in engineering programs. We are hoping that this message and the questionnaire link is shared by students, faculty, and professionals across engineering. The purpose of this study is to document the experiences of TGNC engineering students and learn about the strategies that promote their success. This study is funded by the National Science Foundation (Grant # 1764103). The study is titled “Invisible gendered experiences: transgender and gender nonconforming students in engineering education.”

We are asking undergraduate students who identify as members of the TGNC community to participate in an online questionaire about their educational experiences. The survey will take about 10 minutes to complete. Your responses will be confidential. The research team includes members of the TGNC community and the process will be collaborative – with TGNC students having opportunities to participate in the interpretation of the data. You must be 18 years or older to participate in the study. At the end of the survey you will have the opportunity to receive a $5 Amazon gift card. Please click the link below for more information and to begin the questionnaire: http://oregonstate.qualtrics.com/jfe/form/SV_9So7zTHoVoN8h1P

Thank you, Michelle Bothwell, Qwo-Li Driskill, Andrea Haverkamp, and Devlin Montfort, Investigators

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13. CALL FOR PAPERS: DEADLINE EXTENSION Clive L. Dym Mudd Design Workshop XI Call for Papers, Design Education & Practice “How Process Matters”

Two-page abstracts to be submitted by February 8, 2019 (date extended!)

Authors notified of acceptance by March 9, 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/

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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14. CALL FOR PARTICIPANTS: NSF-funded Study on Support for NSF CAREER Award

Drs. Jennifer Karlin and Allison Godwin are working to develop an engineering education specific mentoring community and set of resources to support the development of early career faculty (NSF EEC 1837805/1837808). This project focuses on the NSF CAREER award as a particular indicator of early success in engineering education. We would like to invite all faculty (i.e., those who are thinking about applying, have applied, or have not applied) to participate in 7-10 minute survey about their experiences with the NSF CAREER award and any resources they used or found/would find useful in the application process. This survey is completely voluntary and anonymous and can be found here (click here). For more information about this project, contact Allison Godwin (godwina@purdue.edu).

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15. CALL FOR PARTICIPATION: Undergraduate Research Experience on the Internet of Things (IoT), University of Central Florida

The Computer Science Department at the University of Central Florida (Orlando, FL) will hold an 8‐week, 2019 Summer Research Experience for Undergraduates (REU) on the Internet of Things http://iotreu.cs.ucf.edu/. REU students will be trained in research‐based theory and applications of IoT technologies, which extends the connected nature of computing devices to objects of the physical world. The REU students will join well‐established research groups under the close supervision of faculty with expertise in various IoT research areas such as smart cities, smart healthcare, and smart grids. Many of the research topics will require the students to utilize state-of-the-art techniques of artificial intelligence, machine learning and data analytics. REU program dates: May 27, 2019 ‐ July 19, 2019. Application deadline: March 1, 2019. Eligibility requirements: Sophomore, junior or senior undergraduates, Majors: computer science, computer engineering, electrical engineering, civil engineering, and mechanical engineering, Must be U.S. citizens or permanent residents, Minimum overall GPA 2.7

Program Benefits: $4,000 stipend, travel allowance, UCF on-campus housing, daily meal allowance

Interested students must submit applications online at http://iotreu.cs.ucf.edu/. If you have any questions, please contact Dr. Damla Turgut at turgut@cs.ucf.edu

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16. CALL FOR PARTICIPATION: JEE Launches Mentored Reviewer Program

The Journal of Engineering Education (JEE) is commited to cultivate, disseminate, and archive scholarly research in engineering education. To expand our reviewer base and maintain the quality of manuscript reviews, JEE is launching a new Mentored Reviewer Program in January 2019. This program is intended to coach new or novice reviewers through the review process with mentor who has substantial experience in reviewing and writing engineering education research studies. We are inviting applications for mentees to the JEE Mentored Reviewer Program. Mentees for the program should be novices in engineering education research such as graduate students, post-doctoral scholars, and engineering faculty. Mentees should display evidence of developing expertise (through formal courses or real-world experiences) in research areas that align with the journal’s mission. Mentees should have developing expertise in either quantitative or qualitative research methods. Individuals from countries other than the United States are welcome and encouraged to apply.

The Mentored Reviewer Program is expected to be a competitive program for both mentors and mentees. All mentors and mentees will be acknowledged at the ASEE annual meeting and will receive a certificate recognizing their accomplishments through their participation in the program during the previous year. Mentees will be asked to participate in an online training with their mentors and JEE editors that will include an introduction to JEE and an overview of expectations for reviews. During the mentorship period (approximately 6 months), mentors and mentees will be asked to work together on approximately three article reviews. A scaffolded approach to the review process will be provided allowing the mentee to gain more independence by the final review. To the extent possible, mentors and mentees will be matched based on expertise. For more information on the program, please contact Lisa Benson at lbenson@clemson.edu. The application for mentees is available at: https://tinyurl.com/JEEreviewermentee. Applications are due by February 15, 2019.

ERM Announcements, January 15, 2019

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1. Instructions for Submitting Announcements for the ERM Listserv

2. ERM ANNOUNCEMENT: 2019 Apprentice Faculty Grant Program Accepting Applications until February 15

3. POSITION ANNOUNCEMENT: George Mason University – Advanced Studies in Teaching and Learning, STEM Focus (tenure-track, assistant/associate rank)

4. POSITION ANNOUNCEMENT: Postdoc Position at MIT, Educational Curriculum Mapping

5. POSITION ANNOUNCEMENT: Postdoctoral researcher, Instructional Research & Development (IRD), Center for Educational Effectiveness, UC Davis

6. POSITION ANNOUNCEMENT: Assistant Professor of Electronics Engineering Technology

7. POSITION ANNOUNCEMENT: Non-tenure-track faculty position in the Department of Engineering and Applied Science Education, University of New Haven, CT

8. POSITION ANNOUNCEMENT: Assistant, Associate or Full Professor, Chemical Engineering, Campbell University School of Engineering

9. CALL FOR PAPERS: First Year Engineering Experience Conference

10. CALL FOR PARTICIPATION: NSF-sponsored Synthesis and Design Workshop on Digitally-Mediated Team Learning (DMTL)

11. CALL FOR PARTICIPATION: National Study on Transgender and Gender Nonconforming Undergraduate Engineering Students

12. CALL FOR PAPERS: Frontiers in Education (FIE)

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1. Instructions for Submitting Announcements for the ERM Listserv

To send an announcement to the ERM listserv, please prepare a 2-3 paragraph description including any relevant URLs and contact info as well as a subject line. Do not include any attachments. Be sure that the announcement includes the person to contact with questions. Email all of this information to matushm@vt.edu with [ERM Announcement] in the subject line to facilitate email sorting. Announcements will be sent out on the 1st and 15th of each month. Each set of announcements will be included in the announcements email twice. Announcements will also be recorded on the ERM website: http://erm.asee.org/

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2. ERM ANNOUNCEMENT: 2019 Apprentice Faculty Grant Program Accepting Applications until February 15

The Apprentice Faculty Grant (AFG) Program within the Educational Research and Methods (ERM) Division of the American Society for Engineering Education (ASEE) encourages and honors promising new researchers who have the potential for substantial contributions to engineering education. In conjunction with the 2019 ASEE Annual Conference, the AFG program will grant up to four awards to graduate students, postdoctoral researchers, junior faculty, staff members, or senior ranking faculty who are transitioning into engineering education research. Each award will include: 1) getting paired with a mentor who is a senior researcher in the engineering education community and 2) some support for conference travel expenses (exact level of financial support is still under consideration, but will not exceed $500). AFG recipients are expected to attend the full duration of the annual ASEE conference, including two ERM events, and are highly encouraged to attend at least one workshop. For more details, including how to apply, see https://erm.asee.org/conferences/afg/. Please feel free to contact Jennifer Bekki <jennifer.bekki@asu.edu> or Courtney Faber < cfaber2@utk.edu>) with questions.

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3. POSITION ANNOUNCEMENT: George Mason University – Advanced Studies in Teaching and Learning, STEM Focus (tenure-track, assistant/associate rank)

The College of Education and Human Development at George Mason University invites applications for a STEM-focused faculty position in its academic program in Advanced Studies in Teaching and Learning (ASTL) (https://gse.gmu.edu/advanced-teaching-studies). George Mason University has a strong institutional commitment to the achievement of excellence and diversity among its faculty and staff, and strongly encourages candidates to apply who will enrich Mason’s academic and culturally inclusive environment. Responsibilities include, but are not limited to, developing/maintaining a consequential research agenda and portfolio of external funding; teaching advanced professional development courses in the ASTL program; and working in collaboration with ASTL colleagues on program development, enrollment generation, and accreditation-related initiatives.

Applicants must have an earned doctorate in education or a related field, teaching experience at both the K-12 and university levels, and demonstrated potential for research excellence and external funding at the levels required to earn tenure at an R1 institution. Preferred qualifications include a research agenda focused on the advanced professional development of STEM educators, experience with the certification processes of the National Board for Professional Teaching Standards, expertise with problem-based learning and online learning initiatives, experience with diverse populations, and an ability to contribute to the College’s science education programs at the pre-service and doctoral levels. Apply here: https://jobs.gmu.edu/postings/44665

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4. POSITION ANNOUNCEMENT: Postdoc Position at MIT, Educational Curriculum Mapping

We are seeking a postdoc to work on the development and dissemination of educational maps, with a focus on mathematics curriculum. The project will involve data collection (primarily focused on learning outcomes), identification of conceptual linkages, creation of online interactive maps using MIT Mapping Lab tools, and utilization of maps to perform case studies. Possible focus areas include mapping the relationship between AP subjects and first-year college STEM subjects, creating maps that support self-preparation for Community College

mathematics placement exams, and mapping the relationships between the Common Core State Standards and college STEM subjects.

The ideal candidate would have a PhD in a STEM field, and past experience or a strong interest in educational technology, education policy, and/or mathematics education. Excellent oral and written communication skills, ability to work independently, and the ability to proactively set, prioritize, and accomplish goals are a must. The postdoc will be jointly supervised by the MIT Mapping Lab (http://mapping.mit.edu/) and the MIT Teaching+Learning Lab (http://tll.mit.edu/).

Initial appointment is for one year, with the possibility of renewal. A short-term research appointment would also be considered for an outstanding candidate with a master’s degree qualification but no PhD. To apply, please send a resume and brief statement of interest to Dr. K. Willcox (kwillcox@mit.edu) and Dr. D. Shah (dnshah@mit.edu).

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5. POSITION ANNOUNCEMENT: Postdoctoral researcher, Instructional Research & Development (IRD), Center for Educational Effectiveness, UC Davis

The Center for Educational Effectiveness promotes excellence in undergraduate education at UC Davis through a combination of research, teaching support, and educational analytics. We collaborate with faculty, graduate students, and instructors to implement evidence-based instructional practices and develop and explore innovative solutions that enhance learner-centered instruction.

We presently have opportunities for a postdoctoral researcher to join our growing Instructional Research & Development (IRD) team. On this team, you will participate in the development and prototyping of instructional innovations to advance teaching and learning at our large, diverse R1 university. You will also participate in generating new discoveries and knowledge that help educators to design more effective learning experiences and improve their students’ outcomes.

Examples of potential upcoming projects include: designing and testing quick cognitive-science based techniques to improve learning in learning management systems such as Canvas or Blackboard; developing and researching improv-based training for educators; researching identity and inclusion in STEM courses; understanding student outcomes and attrition patterns in online courses. Our postdoctoral fellow will also assist with IRD’s charge to build and support the SOTL (Scholarship of Teaching and Learning) community on campus. For more information, view the full position description on the Center for Educational Effectiveness website; contact Dr. Stephanie Pulford at spulford@ucdavis.edu with any further questions.

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6. POSITION ANNOUNCEMENT: Assistant Professor of Electronics Engineering Technology

Southern Utah University invites applications for an assistant professor position in the Electronics Engineering Technology program. A Ph.D. in electrical engineering or a related field is required (candidates with an engineering education Ph.D. with an emphasis in electrical engineering are encouraged to apply).

Further details are available on the SUU website, which includes contact information for questions: https://jobs.suu.edu/postings/2222

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7. POSITION ANNOUNCEMENT: Non-tenure-track faculty position in the Department of Engineering and Applied Science Education, University of New Haven, CT

The Tagliatela College of Engineering at the University of New Haven seeks an energetic, engineering educator to help refine and deliver our innovative engineering curriculum. We invite applications for a non-tenure-track faculty position in the Department of Engineering and Applied Science Education (EASE). The successful candidate will be expected to teach and coordinate courses within our Multidisciplinary Curriculum including the development, implementation and delivery of project-based curricula that leverage the use of the University Makerspace.

The EASE Department oversees the Multidisciplinary Engineering Foundation Spiral Curriculum (MEFSC), a series of multidisciplinary courses taken by students in all engineering majors. These courses are intended to develop an understanding of a broad set of engineering principles while also developing professional skills, such as team work, project planning, oral and written communication and problem solving. The EASE department houses the BS Engineering program, which allows students to combine an engineering background with other areas of study. Faculty affiliated with the EASE department have responsibility for other broad curricular initiatives, such as the Kern Entrepreneurial Engineering Network (KEEN) activities and the Project to Integrate Technical Communication Habits (PITCH). EASE faculty also engage in research related to engineering and applied science education. For more information, please see the full job posting at: https://apply.interfolio.com/58391.

Questions may be directed to Maria-Isabel Carnasciali, PhD, Department Chair, at mcarnasciali@newhaven.edu or 203.932.7159

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8. POSITION ANNOUNCEMENT: Assistant, Associate or Full Professor, Chemical Engineering, Campbell University School of Engineering

The School of Engineering at Campbell University (http://www.campbell.edu/engineering/) seeks an Engineering Faculty for a full-time, tenure-track position at the rank of Assistant, Associate or Full Professor, starting in January 2019. This position in Chemical Engineering is focused on teaching our junior and senior courses in chemical engineering, as well as assisting with the senior design sequence. 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.

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9. CALL FOR PAPERS: First Year Engineering Experience Conference

The First Year Programs Division of ASEE is accepting abstracts and proposals for papers and workshops to be presented at the 11th Annual First Year Engineering Experience (FYEE) Conference to be held July 28-30, 2019 at Penn State in State College, PA. Paper Abstract and Workshop Proposals are due Feb 8, 2019. Draft papers will be due March 25, with Final papers due June 3. For more information about the conference and abstract/proposal submission visit the FYEE website https://sites.asee.org/fyee/.

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10. CALL FOR PARTICIPATION: NSF-sponsored Synthesis and Design Workshop on Digitally-Mediated Team Learning (DMTL)

NSF is sponsoring Travel Stipends to instructors/researchers who are using or researching Computer-Supported Collaborative Learning or technology-enhanced active learning approaches for synchronous team-based learning in classroom settings. United States citizens/permanent residents are eligible for support. The Workshop will be held Sunday, March 31, 2019 to Tuesday, April 2, 2019 in Orlando, FL. During the two-and-a-half-day workshop, participants will be afforded opportunities to participate in a Poster Session, Keynotes, Panel Sessions, Breakout Technical Sessions, and Action Committees.

The purpose of the Workshop is to identify, discuss, and formulate 1, 3, and 5+ year research and development plans organized into four tracks:

1) instructional technologies to facilitate team learning in classroom settings,

2) data analytics to personalize team learning,

3) pedagogical strategies for technology-enhanced cooperative active learning in STEM, and

4) empowering equitable participation through digitally-mediated team learning.

The deliverable to NSF will be a White Paper composed jointly by the organizers and participants that captures the essence of the discussions at the workshop. Those who are utilizing, researching, and advancing computer-supported collaborative learning/work, team-based learning/training, or cooperative learning instructional technologies or pedagogies are encouraged to apply prior to the January 31, 2019 deadline via the project workshop website:

https://www.digital-learning-teams.com/ For more information, please contact the workshop organizer at Ronald.Demara@ucf.edu.

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11. CALL FOR PARTICIPATION: National Study on Transgender and Gender Nonconforming Undergraduate Engineering Students

We are researchers at Oregon State University conducting the first nation-wide study of transgender and gender non-conforming (TGNC) student experiences in engineering programs. We are hoping that this message and the questionnaire link is shared by students, faculty, and professionals across engineering. The purpose of this study is to document the experiences of TGNC engineering students and learn about the strategies that promote their success. This study is funded by the National Science Foundation (Grant # 1764103). The study is titled “Invisible gendered experiences: transgender and gender nonconforming students in engineering education.”

We are asking undergraduate students who identify as members of the TGNC community to participate in an online questionaire about their educational experiences. The survey will take about 10 minutes to complete. Your responses will be confidential. The research team includes members of the TGNC community and the process will be collaborative – with TGNC students having opportunities to participate in the interpretation of the data. You must be 18 years or older to participate in the study. At the end of the survey you will have the opportunity to receive a $5 Amazon gift card. Please click the link below for more information and to begin the questionnaire: http://oregonstate.qualtrics.com/jfe/form/SV_9So7zTHoVoN8h1P

Thank you, Michelle Bothwell, Qwo-Li Driskill, Andrea Haverkamp, and Devlin Montfort, Investigators

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12. CALL FOR PAPERS: Frontiers in Education (FIE)

The 49th Annual Frontiers in Education (FIE) conference committee invites you to submit an abstract to present at the 2019 conference. FIE is a major international conference focusing on educational innovations and research in engineering and computing education. FIE 2019 continues a long tradition of disseminating results in engineering and computing education. It is an ideal forum for sharing ideas, learning about developments and interacting with colleagues in these fields. We welcome submissions related to educational issues and innovations in computing and engineering at the graduate, undergraduate and pre-college levels. The theme for 2019 is Bridging Education to the Future.

FIE welcomes 3 paper types: 1) full papers up to 8-pages, 2) work-in-progress (WIP) papers up to 4-pages and 3) student poster papers (NEW) up to 2 pages. Each paper type should address one of the broad tracks of (1) innovative practice, (2) research-to-practice, and (3) research. WIPs are typically in frontier areas where the work is in an early/intermediate stage and authors are seeking feedback. Student poster papers require the first author to be a student. Additional information may be found on the FIE 2019 Web site. For specifics about abstract submission, visit http://fie2019.org/pages/january-19th-submission-instructions. A Call for Papers PDF reminder can be downloaded here.