1. Instructions for Submitted Announcements for the ERM Listserv
2. POSITION ANNOUNCEMENTS: Tenure-Track Assistant Professor in Engineering Education at Utah State University
3. POSITION ANNOUNCEMENTS: IMMEDIATE openings for an Assistant Director of the Learning Assistant Program and a Postdoctoral Fellow at FIU
4. POSITION ANNOUNCEMENT: Director, Teaching Innovation and Educational Design, McKelvey Engineering at Washington University in St. Louis
5. POSITION ANNOUNCEMENT: Associate professor/senior lecturer in Engineering Education Research, Chalmers University of Technology, Sweden
6. POSITION ANNOUNCEMENT: Postdoctoral Fellow, Department of Engineering, Wake Forest University
7. POSITION ANNOUNCEMENT: Vertically Integrated Projects Manager, Undergraduate Academics, NYU Tandon School of Engineering
8. CALL FOR PARTICIPATION: First Year Engineering Experience Conference
9. CALL FOR PARTICIPATION: Bucknell Summer Teaching Workshop for Engineering Faculty and Graduate Students
10. CALL FOR PARTICIPATION: The Evidence-Based Introduction to Teaching (EBIT)
11. CALL FOR PARTICIPATION: Survey to bridge the researcher-practitioner divide
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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 Sarah Zappe at ser163@psu.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. POSITION ANNOUNCEMENTS: Tenure-Track Assistant Professor in Engineering Education at Utah State University
The Department of Engineering Education (https://engineering.usu.edu/eed/) at Utah State University is seeking applications for one or two tenure-track assistant professor positions in engineering education, starting August 1, 2020. Candidates must have earned a doctorate in an engineering discipline, engineering education, cognitive science, education, or psychology by the start of the appointment. Candidates must have a B.S. and M.S. in an engineering discipline. Candidates must have ability to teach foundational undergraduate engineering mechanics courses, such as strength of materials, statics, and dynamics. The ideal candidates are expected to demonstrate potential to develop a strong and externally-funded research program in engineering education, a track record of peer-reviewed publications, potential or record of teaching competency at both graduate and undergraduate levels, and evidence of professional leadership skills.
Interested applicants should apply online via https://careers-usu.icims.com/jobs/1485/assistant-professor/job. The application should include: 1) cover letter; 2) curriculum vitae; 3) research statement describing the primary research areas and potential funding sources the applicant will target; 4) teaching statement describing teaching philosophy as well as undergraduate and graduate courses the applicant is capable of teaching; and 5) names, titles, phone number, and email addresses of three professional references. The review of applications will start the beginning of November 2019 and will remain open until the positions are filled. For inquiries, please contact the Search Committee Chair, Dr. Oenardi Lawanto, at (435) 797-8699 or olawanto@usu.edu.
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3. POSITION ANNOUNCEMENTS: IMMEDIATE openings for an Assistant Director of the Learning Assistant Program and a Postdoctoral Fellow at FIU
Florida International University’s STEM Transformation Institute has immediate openings for an Assistant Director of the Learning Assistant Program and for a Postdoctoral Fellow. Florida International University is a Carnegie R1 public research university with 54,000 students who mostly come from traditionally underrepresented groups. Located in Miami, Florida, FIU leverages the multinational and multilingual strength of our students to create an inclusive and equitable future. The STEM Transformation Institute mission is to promote active learning and supports more than 7,500 undergraduate STEM majors through a multidisciplinary collaboration across the university. Together we develop research-based education practices which effectively produce substantial increases in the number of well-prepared STEM professionals, including teachers, entering the workforce. The Learning Assistant Program is housed in the STEM Transformation institute and provides an institutional change mechanism that focuses on the implementation of evidence-based STEM instruction. The LA Program serves more than 10,000 students a semester and supports faculty across disciplines in STEM and beyond. Please explore stem.fiu.edu for more information and contact Program Director, Dr. Hagit Kornreich-Leshem, directly at hkornrei@fiu.edu or email stemti@fiu.edu with any inquiries. Applications (see Job Opening ID 517353 at facultycareers.fiu.edu) should include a cover letter and curriculum vitae as a single pdf file. Candidates will be requested to provide names and contact information for at least three references. Applications will be reviewed until position is filled.
Assistant Director of the Learning Assistant Program will be involved in all aspects of the LA Program, working closely with undergraduate students, faculty and university administrators. Primary responsibilities include facilitating adoption of the LA model with new faculty and emergent disciplines, including working with faculty and departments to redesign courses to enable best practices in LA-supported courses. Other responsibilities may include program management, faculty development. teaching and/or assessment and research. This is a full time 12-month position, starting as a 1-year postdoctoral fellowship with a path to a permanent position with the LA program. Required background includes: A doctorate in science, mathematics, engineering or science/mathematics/engineering education; Minimum 3-years academic experience in teaching and/or managing programs directly related to course transformation and/or implementation of evidence-based STEM Instruction; Very strong oral and written communication skills. Additionally, preference will be given to candidates who demonstrate: Experience in faculty development and/or supporting implementation of active learning/student-centered pedagogies; Knowledge of recent advances in science, mathematics and/or engineering teaching and learning and/or discipline-based education research (DBER); Experience working in highly collaborative environments.
Postdoctoral scholars who are interested in STEM education research, institutional change and Learning Assistants (LAs). Based upon their interest, fellows will be involved in program management, faculty development and/or assessment and research. This fellowship provides an excellent exposure to Higher Ed practices and management as well as to faculty development. When applying, please mention one or more of the categories of interest: (1) Faculty development; (2) Higher Education Management; (3) Research and Assessment of active learning classrooms
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4. POSITION ANNOUNCEMENT: Director, Teaching Innovation and Educational Design, McKelvey Engineering at Washington University in St. Louis.
The James McKelvey School of Engineering at Washington University in St. Louis is seeking to hire a Director of Teaching Innovation and Educational Design. The Director will design, direct and coordinate with McKelvey Engineering academic departments, and other support units within the engineering school and across campus, excellent and innovative educational practices to improve the learning experience and educational outcomes for undergraduate students. Key areas of focus include: (1) work with Vice Dean for Education to ensure the undergraduate experience in McKelvey Engineering is relevant, modern, and achieves the strategic goals for undergraduate education in engineering; (2) identify opportunities and conduct training/consultations to drive innovative teaching practices, as informed by the Scholarship of Teaching and Learning (SOTL), including the leveraging of digital content to make instruction both more compelling and effective; (3) develop and implement programs to evaluate teaching effectiveness and onboard new instructors; (4) coordinate with industry and faculty to provide project-based learning opportunities both inside and outside the classroom; and (5) provide guidance and expertise to departments in reviewing and revising curriculum. The Director will supervise Engineering Education Specialists who will work closely with department faculty to implement teaching innovations.
For more details, including how to apply, see https://jobs.wustl.edu/, job ID 43831.
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5. POSITION ANNOUNCEMENT: Associate professor/senior lecturer in Engineering Education Research, Chalmers University of Technology, Sweden
Chalmers University of Technology (located in Gothenburg, Sweden) has an open position as associate professor/senior lecturer in engineering education research. The position is a full-time tenure appointment. The position will be placed at the Division of Engineering Education Research, EER, at the Department of Communication and Learning in Science, CLS.
The department has a strong focus on education and teaching at different levels. At the same time CLS is in the process of building and developing a solid research environment. Engineering education research is an area that is under strong development at Chalmers. The EER division develops and provides courses and support in the area of teaching and learning in higher education as well as contributing to Chalmers upper secondary school STEM teacher education. A strong guiding principle for activities at the division, and the department, is the contribution to and support for an infrastructure for the Scholarship of Teaching and Learning, SoTL, at Chalmers. We now seek candidates with a strong interest and documented background in engineering education research and development who can contribute to the division’s teaching activities and the research environment at EER and CLS with a focus on enhanced student learning in higher education and the required faculty development.
Please see the posting for more details and how to apply: https://www.chalmers.se/en/about-chalmers/Working-at-Chalmers/Vacancies/Pages/default.aspx?rmpage=job&rmjob=7456&rmlang=UK
Application deadline: 12 August, 2019. For questions, please contact Malin Kjellberg, head of division, EER, Email: malin.kjellberg@chalmers.se
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6. POSITION ANNOUNCEMENT: Postdoctoral Fellow, Department of Engineering, Wake Forest University
The new Department of Engineering at Wake Forest University invites applications for a Postdoctoral Fellow to begin in the fall semester of 2019 and support innovative approaches to curriculum design, assessment of student learning and program outcomes, character education, accreditation efforts, and possibly contribute to teaching. Candidates should hold a Ph.D. in engineering education, assessment and measurement, learning sciences, psychology, STEM education, or other related fields. The successful candidate will diversify our team and will provide significant contributions in support of our students’ development as engineers. We seek a colleague who is excited about helping us build a new program that embodies the values of empowerment, integrity, inclusion, compassion, growth, and joy in every layer of our fabric. Further information is available at college.wfu.edu/engineering/. The new Department of Engineering is part of the undergraduate College, which prides itself in realizing the university motto of Pro Humanitate (For Humanity) through its commitment to the engaged liberal arts.
Who We Are – Wake Forest University (WFU), a top-30 nationally ranked university located in Winston-Salem, North Carolina, welcomed its inaugural class of engineering students in August 2017. As a collegiate university, WFU combines the tradition and intimacy of a small liberal arts college with the innovation and vitality of a research university. The Department of Engineering is the anchor program at the new Wake Downtown campus, located in WFU’s Innovation Quarter in downtown Winston-Salem. Wake Downtown is a splendid canvas upon which to design and build a world-renowned engineering program. In the nation, we are the only BS Engineering program (with undergraduate students only), grounded in the liberal arts at a research university. This unique combination not only defines who we are, but defines our unique characteristics. Our students will graduate with a BS in Engineering and have an exemplary undergraduate experience infused with the liberal arts. We strive to be a leader in undergraduate education with primary motivations being: innovation in the curriculum, effective learning methods, and an authentic liberal arts curriculum to educate the whole person, featuring a project-based curriculum that emphasizes creative design and community partnerships. As of August 2019, the department will have 10 faculty and 200+ students (42% female and 20% minority). Our vision for our engineering students is to help them become (a) leaders and agents of change embodying the WFU motto of Pro Humanitate (for humanity), (b) active seekers and creators of knowledge, (c) empowered with the engineering fundamentals but also strengthened with the breadth of an exceptional liberal arts education, (d) adaptive experts who recognize the strengths and limits of her/his knowledge and her/his team, (e) innovators by embracing inclusion, diversity, and equity, and (f) fearless in the face of complex problems.
Who We Want & What To Submit – We are seeking a colleague who shares this vision, who embodies the same attributes we desire in our students, and who wants to contribute to an educational environment that emphasizes excellence in engineering, creative design and problem solving, and broad societal impact. The ideal postdoctoral fellow will: (1) support the department’s curriculum and program design, (2) contribute to teaching, (3) implement well-grounded assessment methods to monitor mastery of student learning and achievement of program outcomes, (4) support other accreditation efforts, (5) support our efforts around character education in engineering education, and (6) help us disseminate our curricular innovations via scholarly artifacts. The application should include the following: (1) a cover letter that addresses the applicant’s motivation, personal values in alignment with the department values, and vision for helping us build a modern, interdisciplinary engineering program with specifics around the unique contributions she/he can make to our program; (2) a CV, and (3) a list of 3-5 references. Review of applications will begin immediately and will continue until the position is filled. Inquiries about the position and applications should be submitted to Dr. Olga Pierrakos (Professor and Founding Chair, Department of Engineering) pierrao@wfu.edu.
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7. POSITION ANNOUNCEMENT: Vertically Integrated Projects Manager, Undergraduate Academics, NYU Tandon School of Engineering
Position Summary: The Project Manager will provide operational support to the Vertically Integrated Projects (VIP) Program in the Undergraduate Academics Office. This position will facilitate the various actions required to successfully offer and conduct the Vertically Integrated Project Programs. The Project Manager will spearhead the development, coordination, and execution of student teams working on faculty research and innovation projects within the Vertically Integrated Projects Program. The manager will direct all aspects of analysis, evaluation, and educational outcomes for the VIP Program including student recruitment, applications, admission, enrollment, student success, diversity, graduation, retention, and job placement. The VIP Manager will also support program development, expansion, collaborations, events management, funding, and outreach. For any questions about this position, please contact the NYU VIP Director, Jack Bringardner at jack.bringardner@nyu.edu. Learn more and apply here: https://uscareers-nyu.icims.com/jobs/6177/vertically-integrated-projects-manager/job
About the NYU Vertically Integrated Projects Program: Vertically Integrated Projects are one-credit hour courses that offer students the opportunity to work on faculty research and innovation projects for curricular credit. VIP teams are also made up of 5-40 students of all undergraduate academic ranks & disciplines and organized into a professional management structure. Students enroll in the one to three credits for at least three semesters and up to six. The long term engagement on the project allows students to grow into leader and mentor roles and ideally create a sustainable cycle of students, as 3rd and 4th year students train new 1st and 2nd year students. This experiential learning opportunity enables students to build a portfolio of projects that will help them to secure jobs. Faculty and graduate students benefit from student work and a broader impact of their research and education efforts, while students gain additional project experience, leadership opportunities, and teamwork skills. More information on the NYU Vertically Integrated Projects Program can be found here: http://vip.engineering.nyu.edu
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8. CALL FOR PARTICIPATION: First Year Engineering Experience Conference
As you are making your summer plans, don’t forget to include the First Year Engineering Experience Conference sponsored by FPD. The 2019 conference will take place July 28-30 at Penn State in University Park PA. This year the conference will have a special focus on Diversity and Inclusion; keynote speakers are Dr. Justin Schwartz, Dean of the Penn State College of Engineering and Dr. Walter Lee, Virginia Tech. Early registration closes July 5. Group rates at the Penn Stater Hotel are available through June 26th. Additional information is available on the conference website https://sites.asee.org/fyee/. Make plans to join us for this fun and fruitful conference focused on First Year Engineering Students and Programs!
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9. CALL FOR PARTICIPATION: Bucknell Summer Teaching Workshop for Engineering Faculty and Graduate Students
Faculty Workshop: How to Engineer Engineering Education July 17-19, 2019 at Bucknell University
For the 18th consecutive year, faculty from Bucknell University are proud to offer this hands on teaching workshop. The intended audience is engineering faculty and prospective faculty (including graduate students) who want to use research-driven strategies that reduce course preparation time, make classes more engaging and increase student learning.
FINANCIAL INFORMATION: Workshop Fee and Meals: $850 (NOTE: Workshop fee is non-refundable after May 30.) On Campus Room ($150 for 3 nights) is available but optional
APPLY ON-LINE @ www.bucknell.edu/Catalyst: Applicants are accepted on a first come, first served basis and will generally be notified of their status shortly after their application is received.
QUESTIONS: Contact Professor Michael Prince, Telephone: 570.577.1781 E-mail: prince@bucknell.edu
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10. CALL FOR PARTICIPATION: The Evidence-Based Introduction to Teaching (EBIT)
We have a workshop coming up at CU Boulder in late July that may be of interest to post docs, scientists and new faculty in any STEM discipline, particularly those interested in a future path in academia. I’m hoping you can help me advertise it since this is a tricky audience to reach.
The Evidence-Based Introduction to Teaching (EBIT) is a one-week student-centered learning experience where post-docs and new faculty develop curricula for STEM college classrooms using evidence-based teaching methods. Participants apply research principles of design, build, test and iterate to specific course curriculum development. Relevant literature on evidence-based teaching techniques will be highlighted.
The workshop will be July 29 – August 2 this year, from 12:30 to 4:30 pm each day, at the University of Colorado Boulder. The workshop has a nominal registration fee of $50. For more information, please visit http://www.cirtlcu.org/stripe/what-is-ebit-stripe/ .
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11. CALL FOR PARTICIPATION: Survey to bridge the researcher-practitioner divide
Existing studies suggest that researchers and practitioners view the role of research in education differently; and this difference partly explains the disconnect between research and practice. Though reasonable argued, this idea has not been empirically investigated. In an effort to take steps toward bridging this gap between research and practice in engineering education, a survey was developed to test this idea (http://tinyurl.com/y3xkqjjz). Complete this brief survey today and enter for a chance to win a $25 gift card. Feel free to contact Drs. Jeremi London (jslondon@vt.edu) or Bev Watford (deuce@vt.edu) if you have questions.
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