Apprentice Faculty Grant

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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 aaronwj@umich.edu.

WHAT IS THE GOAL OF THE AFG PROGRAM?

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.

WHO IS ELIGIBLE?

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.

SUCCESSFUL APPLICATIONS WILL:

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.

HOW DOES ONE APPLY?

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.

HOW ARE NOMINATIONS EVALUATED?

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.

HOW CAN YOU GET INVOLVED IN ERM?

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.

 

SCHEDULE OF EVENTS

QUESTIONS?

Nominees with questions are encouraged to email Aaron Johnson at aaronwj@umich.edu prior to submitting an application.

 

PAST ERM APPRENTICE FACULTY GRANT AWARDEES

–	–	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