Student Division Newsletter, June 2021

Dear Student Division members, 

It’s been a while since our last newsletter, but your fellow division officers and I wanted to reach out and properly wish you a happy summer!  Whether you’re still finishing up courses or well into your summer break, I especially hope you’re all having a meaningful day today.  For many of us, this past Memorial Day weekend was an opportunity to spend time with family, remember those who served, and take time to decompress after a long semester.  However you spent it, my fellow officers and I hope you had the best time.

For those of you planning to attend the virtual ASEE conference in June, pay special attention to this newsletter, as we have some important opportunities and announcements to share.  Also, please take the time to join us on our TwitterFacebookSlackDiscord, and website to have access to the most up-to-date student division information during the conference. We’ll use these platforms to share announcements and even host events during the conference, so please join us if you can! 

Finally, as always, please don’t hesitate to reach out to Adrianne ( or Cassie ( with any questions or concerns regarding the division or the annual conference, or to Skyler ( with questions about adding a listing to our monthly newsletter.  

Until next month’s newsletter, stay well and take care! 



Skyler Austen | Information Chair | 

Adrianne Wheeler | Program Chair | 


General Announcements: 

  1. CALL FOR PARTICIPATION: Division Moderator Interest Form Due June 10th
  1. CALL FOR PARTICIPATION: Building Bridges into Engineering Education: Prospective Mentor-mentee Social 
  1. CALL FOR PARTICIPATION: ASEE Presents: Master Class on Effective Teaching 
  1. CALL FOR PARTICIPATION: First Year Engineering Experience Conference 

Position Announcements: 

  1. POSITION ANNOUNCEMENT: Several Postdoctoral Fellows positions for Engineering Educators at Georgia Institute of Technology 
  1. POSITION ANNOUNCEMENT: Postdoctoral Scholars in Data Science or Computational Science with an interest in Black Studies 


General Announcements, Detailed: 


1. CALL FOR PARTICIPATION: Division Moderator Interest Form Due June 10th

The ASEE Student Division is looking for volunteer moderators to help host events during the annual conference!  If you’re interested in moderating panels or events for the division, please fill out the form here :  Thanks! 



Dear ASEE Family,

You are invited to participate in the NSF INCLUDES Increasing the Representation of Minorities in Engineering (IRME) Workshop to be held virtually from June 2-4, 2021.

You can register for the 3 – day workshop here!

Day 1 - NSF INCLUDES IRME Workshop: Day 1 – GlobalMindED
Day 2 - NSF INCLUDES IRME Workshop: Day 2 – GlobalMindED
Day 3 - NSF INCLUDES IRME Workshop: Day 3 – GlobalMindED 

Funded by an NSF INCLUDES Planning Grant that was awarded to Morgan State University in the fall of 2020 (Award #2040830), the IRME Workshop aims to address the urgent need for the development of a diverse and equitable engineering capable workforce and broaden the participation and success of underrepresented minority students (URMs) in engineering. The IRME Workshop will focus on: developing a shared vision for improving outcomes for URMs in engineering; crystalizing partnerships between a consortium of engineering programs, pre-college programs, non-profit organizations, and industry; and creating a research agenda that will examine the social and academic factors that influence the success of URMs in engineering. 

The IRME Workshop will include Pre-Workshop Events, Key Note and panel presentations, and break-out sessions designed to capture the perspectives of students, faculty, administrators, and industry experts. One outcome of the IRME Workshop will be a research brief that will be shared with the NSF INCLUDES Inclusive Engineering Affinity Group and disseminated through GlobalMindED (, our project partner. 


To learn more about the NSF INCLUDES IRME Project, see: 

Many thanks,

IRME Planning Committee 


3. CALL FOR PARTICIPATION: Building Bridges into Engineering Education: Prospective Mentor-mentee Social 

Interested in starting engineering education research (EER)? Or are you already involved and want to support new researchers? There are grants and a community for that!

Join our free virtual social networking event to connect existing and prospective mentors and mentees.

Seeking: Potential EER mentees and mentors
Date: Wednesday June 23rd, 2021
Time: 12:00PM Pacific/3:00PM Eastern
Duration: 1 hour
Join: Zoom Registration

This networking event will consist primarily of informal breakout room conversations between pairs or small groups of researchers interested in EER. This will facilitate connections between established researchers and burgeoning engineering education researchers. Specifically, this event may be advantageous to meet potential collaborators for funded projects, such as the Research Initiation in Engineering Formation (RIEF) grant which requires both a mentor and mentee PI.

Join us by registering today!
After registering, you will be asked to fill out a Google slide with your information prior to the event to advertise your interests to other researchers.

Thank you and we look forward to seeing you soon.
– EER Mentor Network


4. CALL FOR PARTICIPATION: ASEE Presents: Master Class on Effective Teaching 

Dear Colleague, 

Are you a K-12 or university-level STEM instructor who wishes to develop more effective STEM teaching and instruction practices? If so, ASEE Presents: Master Class on Effective Teaching is for you! Learn more about ASEE’s Master Class on Effective Teaching here: 

Overview:  Coming June 2021, ASEE Presents: Master Class on Effective Teaching is a three-part, instructor-led online program that will establish STEM instruction based on materials from the forthcoming book Uncommon Sense Teaching: Practical Insights in Brain Science to Help Students Learn  

The Master Class on Effective Teaching, led by Barbara Oakley, co-teacher of Coursera–UC San Diego’s Learning How to Learn, with contributions from Beth Rogowsky, and Krzysztof (Chris) Kobus, will provide K-12 and university-level STEM instructors with a common framework, terminology, and practical exercises to develop their teaching in STEM on a soundly neuroscientific basis. 

Dates and Times:  ASEE Presents: Master Class on Effective Teaching will be held June 21, 22, and 23, 2021 from 12:00 – 4:00 PM, ET all days. 


Pricing:  Registration is $149 for ASEE Professional Members, $49 for ASEE P-12 and Student Members, and $199 for non-members. 

Don’t miss out on this opportunity to develop more effective STEM teaching and instruction practices based on neuroscientific principles. Learn more and register today! 



Erin Steigerwalt 

Learning Services Content Developer, ASEE  


5. CALL FOR PARTICIPATION: First Year Engineering Experience Conference 

Registration for the 2021 First Year Engineering Experience (FYEE) Conference is now open! This year’s conference will be held virtually on August 9-10, 2021. Early registration ($40) ends May 31. Visit for additional registration options or to register for this year’s conference. 

Check for more details.  Please direct any questions to Kevin Calabro at 



Position Announcements, Detailed: 


1. POSITION ANNOUNCEMENT: Several Postdoctoral Fellows positions for Engineering Educators at Georgia Institute of Technology 

Multiple units in the Georgia Tech College of Engineering are hiring for a total of five full-time, multi-year, Postdoctoral Fellowship positions in the area of engineering education starting by the Fall of 2021 with opportunities to start earlier. The positions will support a grant funded multi-department curricula innovation effort to integrate a reflective, story-centric, approach to developing undergraduate engineers’ entrepreneurial mindset. Units involved include Biomedical Engineering, Aerospace Engineering, Civil and Environmental Engineering, and Create-X. The Biomedical Engineering (BME) department is coordinating hiring for all five positions.

The postdoctoral fellows will assist the units in their implementation and improve our understanding of how students develop an entrepreneurial mindset and a self-concept as an entrepreneurially minded engineer. Work in each role will range from program development and curricular implementation to foundational research in engineering education. Fellows will work as part of a large team involving many faculty in multiple departments. The roles are described below. Candidates should apply to this pool advertisement following the instructions below. Please indicate a preferred role as well as whether you wish to be considered for other roles besides your preferred one.

BME-1: This role will focus on research and implementation of faculty development. Primarily, the role will involve research and learner analyses of faculty to understand what their needs are for faculty development as well as how those needs change over time. That focus will include understanding how faculty perceive students, how they approach education, and how they understand the concepts at the center of the grant. The role will also include responsibilities related to developing and facilitating faculty development activities for faculty across multiple engineering disciplines.

BME-2: This role will focus on learning sciences analysis of novel pedagogies. The key responsibility will be documenting and disseminating key research work on the theoretical foundations of story-driven learning and its contribution to engineering students’ entrepreneurial mindset and entrepreneurial self-concept. That includes the development of a learning sciences model of Story-Driven Learning. It will primarily focus on developing and executing a research agenda to study the impact that curricular change efforts have on students. The role will require expertise in both qualitative and quantitative educational research methods. It will include the development and utilization of appropriate measurement instruments as well as interviewing and observation. A background in either learning sciences or identity theory will likely be appropriate here. Prior experience with formal literature reviews and associated publication techniques would also be beneficial.

BME-3: This role will focus on documenting and disseminating curricular implementations. The goal is to understand positive and negative mutations of EM and other grant concepts that appear in the different departments’ implementations. It is centered in the area of curricular change. The work builds primarily on the concept of Fidelity of Implementation (c.f., Borrego et al., 2013; Morel et al., 2019). Work will include both curation of implementations as well as analysis of variation across different implementations. Experience with mixed-methods data and artifact analysis will be important to compare, contrast, and contextualize variation. It will include focus group work to understand faculty and student perspectives on the curricular changes in an effort to understand how variation in curricular implementation affects those perspectives.

CEE-1: This role will focus on research, design, and implementation of curricular interventions related to EM in a vertically integrated sequence of undergraduate courses. Responsibilities will range from proving support for program/course development and curricula implementation to foundational research in engineering education. The role will include research as well as development and implementation of faculty development. Responsibilities will also include assisting with evaluating the impact of the EML interventions on the students’ entrepreneurial mindset and entrepreneurial self-concept.

CX-1: This role will focus on supporting faculty in creating curricular content to teach story-driven learning (SDL) to undergraduate students. The fellow will lead identification of points in the CREATE-X Learn, Make, and Launch programs where it is optimal to integrate SDL experiences. They will also collaborate with CREATE-X Associate Directors to deploy SDL curriculum within Learn, Make, and Launch programs. This position focuses heavily on faculty development and is expected to organize and develop training workshops for faculty members throughout the College of Engineering and the Institute. The role will also include work to develop new assessment tools for SDL to measure the effectiveness of different curricular interventions.

Dates and term: Start Date ASAP, initial term of 1 year extensible to up to 3 years. Note, we expect the position to start remotely before shifting to in-person in Atlanta, GA as appropriate given for safe operation during COVID-19

Qualifications: Applications are welcome from recipients of a PhD in educational psychology; learning sciences; cognitive psychology; organizational psychology; business psychology; higher education, engineering education, research, measurement, and evaluation; or a related field. Academic and/or professional experience related to the above research areas is strongly preferred. The ideal candidate should have demonstrated the ability to perform work with faculty as well as the ability to take research from ideation to publication. Preference will be given to candidates with demonstrable prior experience in designing, implementing, and researching curricular innovation in higher education.
In addition to specific disciplinary knowledge and skill competencies, successful applicants will have demonstrated experience in one or more of the following areas: curricula change, faculty development, student development, engineering education research, and/or educational research methods. A track record of academic publications, excellent oral and written communications skills, experience working on large scale grants, and implementation-based research projects will also be beneficial. The ability to independently develop and drive a research agenda without disciplinary support will also be critical.

Applicant Instructions
To apply and be considered, please email a single complete packet of application materials: 

  • A completed one-page cover letter containing: 
  • full name 
  • physical mailing address and phone numbers 
  • email address 
  • brief introduction to your background in related research 
  • the name of the role (or roles) described above that you wish to be considered for 
  • A statement of interest of no more than two double-spaced pages describing in further detail your interest and background as it relates to this position overall and at least one of the specific roles described above 
  • A writing sample from a peer reviewed publication that is pertinent to the position 
  • An up-to-date curriculum vitae 
  • A list of three references; no reference letters are needed at this time, but please inform your references that they will be contacted if you are a finalist. 

* A sealed graduate transcript must be submitted at time of hire.
Review of applications will begin immediately and continue until the position is filled.


2. POSITION ANNOUNCEMENT: Postdoctoral Scholars in Data Science or Computational Science with an interest in Black Studies 

The Center for Black Studies Research at the University of California Santa Barbara invites applications for two postdoctoral researcher positions for the academic year 2021-22. The research areas for the 2021 year specifically focuses on Data Science, any discipline, with an interest in Black Studies and/or Black communities in the African Diaspora (Asia, Africa, North America, South America, Antarctica, Europe and Australia/Oceania). Other areas for consideration in data science include all STEM, Social Science and Humanities. Part of the Fellowship (25%) is devoted to developing the Center’s programs, which may involve mentoring undergraduate research fellows. No teaching is required. The fellowship will provide a salary based on the candidate’s qualifications. Research and travel allowance may be provided. Health insurance will be provided. This position is a 12-month appointment beginning July 1, 2021 with a possibility of 2nd year appointment, upon evaluation. 


For more information, please see the flyer and ASEE Hub posting at: