Apprentice Faculty Grant

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 emerging engineering education scholars who have the potential for substantial contributions to the community.

In conjunction with the 2024 ASEE Annual Conference, the AFG program will grant up to four awards to emerging engineering education scholars, which may include: senior graduate students, postdoctoral researchers, junior faculty, staff members, or senior ranking faculty who meet the criteria of an emerging engineering education scholar (refer to the website below for details). Each award will include: 1) connection with a mentor who is a senior scholar in the engineering education community at the ASEE conference, and 2) $500 to support conference travel expenses. AFG recipients are expected to attend the full duration of the annual ASEE conference, including conference sessions in the ERM division, the ERM Annual Community Celebration and Awards Reception (ticket included), and a meet-and-greet with the other AFG recipients and mentors. We also highly encourage AFG recipients to attend at least one workshop.

If you have any questions please contact Aaron Johnson at


The goal of the AFG Program is to recognize emerging scholars in the engineering education community who have the potential for substantial contributions to the field. The areas for substantial contribution should align with ERM’s mission, and include areas such as, 1) research on learning, 2) research on methods of instruction, 3) dissemination of knowledge on teaching and learning, 4) development of procedures and materials for instruction, and 5) improvement in the evaluation of instruction.


The AFG program is geared toward any individual currently or planning to pursue a career that includes engineering education scholarship. The ERM Division is specifically looking for those who demonstrate:

  • Potential for substantial contributions to the field through engineering education scholarship that align with ERM’s mission (See the list above under the Goal for the AFG Program section)
  • A desire to become an active member of the ERM Division
  • Status as an emerging engineering education scholar, which includes (1) Graduate students or post-docs transitioning into their first faculty or staff position, (2) individuals in the first 1-3 years of their faculty or staff position, and (3) individuals who are beyond the first 1-3 years of their faculty or staff position and are transitioning their scholarship from a disciplinary focus to engineering education. This list is not exhaustive and the candidate must clearly and persuasively communicate why they are an emerging scholar in engineering education rather than an established scholar.


  1. Clearly describe the alignment between their goals and the goals of the Apprentice Faculty Grant program and the Educational Research and Methods Division of ASEE.
  2. Focus on evidence of commitment to and potential for future contributions to the field of engineering education scholarship in both the candidate’s statement and the letter of recommendation. Examples and specifics of local and national demonstrations of scholarship are particularly helpful to the review committee as they evaluate nominations. Examples of evidence of commitment include, but are not limited to:
    • Publishing engineering education research in journals or conferences
    • Publishing scholarship of teaching and learning
    • Attending engineering education research professional development
    • Submitting proposals to NSF engineering education research programs, even if those proposals have been unsuccessful
    • Receiving teaching improvement grants from their university
  3. Clearly describe the candidate’s future career goals, including how these include engineering education research and the impact their contributions will have on the engineering education community.
  4. Persuasively communicate the candidate’s status as an emerging scholar in engineering education research rather than an established scholar. As is stated in the eligibility, there are multiple ways that a candidate can be an emerging scholar. Examples include, but are not limited to:
    • Having graduate or postdoctoral experience in engineering education research and be transitioning to their first faculty career
    • Having some experience in engineering education research but still in the early stage of their faculty career.
    • Having experience in disciplinary research and be transitioning to conduct engineering education research.
  5. Using specific, concrete examples, describe how they plan to contribute to and be involved in the ERM Division as a member and/or a leader. No level of involvement is necessarily preferred over the other, but the level of involvement should align with the applicant’s background and future career goals.


Submit an application packet that is no longer than six total pages. Submit application as a single pdf in the order listed below by March 20, 2024 at 11:59 pm PDT: 2024 Application. The packet must include the following components:

  1. Personal Statement (maximum of 2 pages, 12 point Times New Roman, 1 inch margins) addressing the five bullet points listed under the “Successful Applications Will” section above.
  2. Curriculum Vitae (CV) (maximum of 2 pages, 12 point Times New Roman, 1 inch margins) with the following information: contact information, current position, and scholarly activities related to engineering education (e.g., dissertation title(s); educational research; instructional design and innovations). Additional information can be included, if space permits.
  3. Letter of Rrecommendation (2 pgs max) that describes the candidate’s commitment and potential for substantial contribution to the engineering education research community.


Nominees are evaluated by a team of ERM reviewers who will review the applicants’ Personal Statement, CV, and Letter of Recommendation. Reviewers will specifically look for evidence that addresses the five bullet points listed under the “Successful Applications Will” section above. Remember that for all of these points, there are no set credential requirements; instead, the candidate must clearly and persuasively communicate how they fit all of the criteria.


We invite everyone to join the ERM Division! We welcome all new members in a number of formal and informal ways. There are events during the ASEE Annual conference such as the All-Division Mixer, ERM Community Breakfast, ERM Business Meeting, and ERM Annual Community Celebration and Awards Reception to attend. Presenting in or attending ERM technical sessions are also ways to engage. The ERM Division also has a number of ways to volunteer through division positions and roles.

We welcome all those interested in the goals of ERM, both through the scholarship of research and of teaching. Connecting with any ERM officers can help make professional and personal connections with our community. Bi-monthly email announcements can also help you connect with the ERM community. For additional ways to get involved, see our Get Involved page.



Dates for the 2024 AFG cycle are below:
  • Wednesday, March 20, 2024 – application deadline
  • Wednesday, April 24, 2024 – notification of status to all applicants
  • Wednesday, May 22, 2024 – assignment of ERM mentor to awardees
  • June 23-26, 2024 – Awardees will attend ASEE, including two ERM events


Nominees with questions are encouraged to email Aaron Johnson at prior to submitting an application.



2023 Dayoung Kim, Virginia Tech
Robert Loweth, Purdue University
Sindia M. Rivera-Jiménez, University of Florida
Li Tan, Arizona State University
2022 Saira Anwar, Texas A&M University
Matthew Bahrson, Pennsylvania State University
Trevion Henderson, Tufts University
Dina Verdín, Arizona State University
2021 Hannah Budinoff, University of Arizona
Matilde Sanchez-Pena, University of Buffalo
Amena Shermadou, Purdue University
Cijy Elizabeth Sunny, University of Cincinnati
2020 Aaron Johnson, University of Colorado Boulder
Jill Seniuk Cicek, University of Manitoba
Christina Smith, Brown University
Jessica Swenson, University of Buffalo (SUNY)
2019 Natascha Buswell, UC Irvine
Carmen Lilley, University of Illinois at Chicago
Leroy Long III, Embry-Riddle Aeronautical University
2018 Rachel Anderson, Clemson University
Cory Brozina, Youngstown State University
Elif Miskioğlu, Bucknell University
Stephen Secules, University of Georgia
2017 Brooke Coley, Arizona State University
Stephanie Cutler, Penn State University
Cory Hixson, Rowan University
Rebecca Reck, Kettering University
2016 Courtney Faber, The College of New Jersey
Justin Hess, Indiana University – Purdue University Indianapolis
Laura Hirshfield, University of Michigan and Olin College of Engineering
Jacqueline McNeil, University of Louisville
Anastasia Rynearson, Purdue University
2015 Alexandra Coso, Georgia Tech
Adam Kirn, University of Nevada-Reno
Walter Lee, Virginia Tech
Katherine Nelson, Arizona State University
2014 Rachel Kajfez, Ohio State University
Joyce Main, Purdue University
Allison Godwin, Clemson University
Cheryl Bodnar, University of Pittsburg
Matthew Siniawski, Loyola-Marymount University
2013 Samantha Brunhaver, Stanford University
James Huff, Purdue University
Mahnas Jean Mohammadi-Aragh, Virginia Tech
Diane Peters, University of Michigan
Kyle Trenshaw, University of Illinois
2012 Morgan Hynes, Tufts University
Maria-Isabel Carnasciali, Univesity of New Haven
Alejandra Magana, Purdue University
James Pembridge, Embry-Riddle University
2011 Sharnnia Artis, The Ohio State University
Cheryl Cass, Clemson University
Adam Carberry, Arizona State University
Erin Crede, Virginia Tech
Geoffrey Herman, University of Illinois – Urbana Champaign
2010 Aidsa Santiago Roman, University of Puerto Rico, Mayaguez
Gillian Nicholls, The University of Alabama in Huntsville
Sarah Zappe, Pennsylvania State University
Marisa Orr, Clemson University
Julie Linsey, Texas A&M University
Devlin Montfort, Washington State University
2009 Mica Green, University of Cambridge
Shawn Jordan, Purdue University
Micah Lande, Stanford University
Noemi Mendoza-Diaz, Purdue University
Lora Oehlberg, University of California at Berkeley
Jen Schoepke, University of Wisconsin-Madison
Matthew Verleger, Purdue University
2008 Shanna Daly, Purdue University
Euridice Oware, Purdue University
Stephanie Rivale, University of Texas at Austin
Joachim Walther, University of Queensland
2007 Shane Brown, Washington State University
Alice Pawley, University of Wisconsin – Madison
Christine Guy Schnittka, University of Virginia
Julie Martin, University of Houston
2006 Ravel Ammerman, Colorado School of Mines
Monica Cardella, University of Washington
Daria Kotys-Schwartz, University of Colorado
Tamara Moore, Purdue University
2005 Marcia Friesen, University of Manitoba
Jenni Light, Washington State University
Ken Yasuhara, University of Washington
Stephen Zemke, University of Idaho
2004 Taryn Melkus Bayles, University of Maryland Baltimore County
Kristine R. Csavina, Arizona State University
Tammy VanDeGrift, University of Washington
Jessica M. Herrera Yellin, University of Washington
2003 John Brader, University of South Carolina
Lisa Bullard, North Carolina State University
John Feland, Stanford University
Sean St. Clair, Georgia Institute of Technology
2002 Betsy Aller, Western Michigna University
Ann McKenna, Northwestern University
Mary Cummings, Virginia Tech University
Cynthia A. Finley, University of Texas at Austin
2001 Donald Carpenter, University of Michigan
Chad Korach, Northwestern University
2000 Robin Adams, University of Washington
Kathryn Hollar, Cornell University
Brian Kinsey, Northwestern University
Heather Nachtmann, University of Pittsburgh
1999 Philip Parker, University of Wisconsin-Platteville
Debbie Kaufman, North Carolina State University
Clark Merkel, North Dakota State University
Trevor Harding, University of Michigan
1998 Diane Beaudoin, Purdue University
John Bell, Univesity of Illinois – Chicago
Kenneth Kauffman
Sarah McComb, Purdue University
 1997 Ann Marie Flynn, Manhattan College
Eric Mulkay, Purdue University
Jennifer Turns, Georgia Tech
William Oakes, Purdue University