Student Division Newsletter – May 2023

General Announcements:

  1. CALL FOR PARTICIPATION: Student Division Interest Survey
  3. CALL FOR SUBMISSIONS: 2024 Research in Engineering Education Symposium
  4. CALL FOR PARTICIPATION: Community-Engagement Workshop before ASEE
  5. CALL FOR PARTICIPATION: 2023 PEER Collaborative National Workshop and Unconference

Position Announcements:

  1. POSITION ANNOUNCEMENT: Lecturer in Engineering Fundamentals, University of Tennessee, Knoxville
  2. POSITION ANNOUNCEMENT: Postdoctoral Associate in Engineering Education at University at Buffalo
  3. POSITION ANNOUNCEMENT: Postdoctoral Researcher Position Available in STEM Education at Cal State LA
  4. POSITION ANNOUNCEMENT: Full-Time Lecturer at Mechanical Engineering, Cal Poly, San Luis Obispo
  5. POSITION ANNOUNCEMENT: Assistant/Associate Teaching Professor at Rutgers University
  6. POSITION ANNOUNCEMENT: Postdoctoral Scholar at Ingram School of Engineering of Texas State University
  7. POSITION ANNOUNCEMENT: Research Associate/Scientist, Center for Evaluation, Policy, & Research, Indiana University Bloomington
  8. POSITION ANNOUNCEMENT: Educational developer for inclusion and belonging at Radford University

General Announcements, Detailed:


  • Because there was a delay in processing some of the draft decisions and because Monday is a holiday for many, the draft revision upload deadline has been extended to Friday, April 14, 2023, @ 23:59. Program chairs can also upload late revised submissions on behalf of their authors if need be. It is up to the program chair if you want to accept a late submission after April 14, 2023.
  • Registration fee for student members is now $50.00
  • Please find the link for the reduced-rated rooms set aside for the student division.

U447·SUNDAY WORKSHOP: Assisting International Graduate Students to Overcome Barriers in Life and Work: Co-Constructing a Handbook for Key Stakeholders

Workshop Student Division (STDT)

Sun. June 25, 2023 1:00 PM to 3:30 PM

Room 305, Baltimore Convention Center

See details:

U447B·SUNDAY WORKSHOP: A Strategic Literature Review Process in Engineering Education Research: Quantitative, Qualitative, and Mixed-Method Studies

Workshop Student Division (STDT)

Sun. June 25, 2023 1:00 PM to 3:30 PM

Room 313, Baltimore Convention Center

See details:

T447·The Use of Generative AI in Engineering Education – the Concerns and Opportunities Panel Student Division (STDT) and Computers in Education Division (COED)

Tue. June 27, 2023 1:30 PM to 3:00 PM

Room 349, Baltimore Convention Center 

See details:

T332·The Unseen Community: Untold Stories of Struggles and Resilience of International Students and Faculty in Computing and Engineering Education

Panel International Division (INTL)

Tue. June 27, 2023 11:00 AM to 12:30 PM

Room 330, Baltimore Convention Center

See details:

U747·Student Division Social Event Social Student Division (STDT)

Sun. June 25, 2023, 7:00 PM to 9:00 PM

Locations for the social event will be updated in Student Division Newsletter.

Please look out for this info!


  1. CALL FOR SUBMISSION: 2024 Research in Engineering Education Symposium

4-6 January 2024


The biennial Research in Engineering Education Symposium (REES) is the signature event of the Research in Engineering Education Network (REEN) that provides a forum to share, discuss, disseminate, and propagate high-quality research and best practices through the Global Engineering Education Research community. The 10th edition of the conference, REES 2024, will be held on 4-6 January 2024 in face-to-face mode. It is being jointly hosted by KLE Technological University (KLE Tech) and Indo-Universal Collaboration for Engineering Education (IUCEE) at KLE Tech, B. V. Bhoomaraddi Campus, Vidyanagar, Hubballi, Karnataka, India (580031).


The emergence of India as an important player in the global scenario and the implementation of the National Education Policy in India make it apt to choose the theme of REES 2024 as “Connecting Research-Policy-Practice for Transforming Engineering Education”. The conference aspires to galvanise the efforts of leaders, academia, policy, regulatory and monitoring agencies in engineering education worldwide to contribute and nurture the engineering education research ecosystem. In line with this aspiration, we are delighted to invite submissions of papers and workshop proposals.


  • The conference will be held in face-to-face mode only.
  • Themed clusters of papers will be presented in 90-minute sessions, including a 3-minute recording for each paper followed by a discussion on all papers in the session.
  • Workshops will be held face-to-face at KLE Tech for a duration of 90 minutes.
  • We invite you to submit abstracts/ workshop expressions of interest. Refer to the website for the templates


Important Deadlines


Call for Abstracts                          –      12th April 2023

Deadline for Abstract Submission  –      25th May 2023

Abstract Acceptance Notification   –      25th June 2023

Full Paper Submission Deadline     –      25th August 2023

Full Paper Acceptance Notification –      10th October 2023

Final Paper Submission Deadline   –      10th November 2023



Deadline for workshop Submission –     15th June 2023

Deadline for workshop Acceptance –     15th  July 2023


Accepted papers and workshops will be presented/facilitated at the conference by registered participants. The conference proceedings will be Scopus-indexed and available at must follow the templates available on the conference website.

Submission of abstracts will be via easychair only.

Refer to the website for submitting the Abstracts and Workshop Expression of Interest.


Contact Us for More Information


  1. CALL FOR PARTICIPATION: Community-Engagement Workshop before ASEE

2023 EPICS and Community Engagement Workshop Jun 22-23, 2023, at Morgan State University,   Baltimore Maryland (USA)


If you are attending the ASEE 2023 Annual Conference & Exhibition in Baltimore MD, arrive early and participate in this workshop at Morgan State University.


Share your community engagement efforts, and hear what others are doing to help students learn technical and professional skills in authentic multidisciplinary design experiences.



Interested in opportunities for theme discussions and breakout sessions? Please contact


Hosted by Morgan State University

Sponsored by the EPICS University Consortium and EPICS in IEEE


  1. CALL FOR PARTICIPATION: 2023 PEER Collaborative National Workshop and Unconference

Save the Date: Wednesday, June 28 (dinner) and Thursday, June 29 (unconference day), 2023

Are you a faculty (new hire, pre-tenure, mid-career tenured faculty), postdoc, or staff member who is primarily evaluated on your engineering education work? The PEER Collaborative is a growing community of people in similar situations who mentor and support each other in their engineering education research positions.

Each year, academic members who are primarily evaluated on engineering education research have been meeting to talk through our needs together in our emerging research-based discipline of engineering education. There are too few senior faculty with expertise in engineering education research, and those colleagues are either too sought after or otherwise engaged to be able to spend much time with early career faculty. An annual workshop and unconference hosted immediately after ASEE has helped us to meet our own needs through peer and near-peer mentoring. The goals of the workshop are to 1. develop, support, and augment networks and working relationships and 2. support and be supported by peers near your same career level on different aspects of work and personal life.

Please join us for this year’s dinner and unconference!

Tentative PEER 2023 Schedule:

Wednesday, 6:30pm-8:00 pm: Dinner (at a nearby restaurant)

Thursday, 9:00am-5:00 pm: Unconference (with lunch break)

Come to as many or as few events as you are able. The location is TBD but near the Baltimore Conference Center.

Please register at our website: Please direct any questions to Corey Bowen at


Position Announcements, Detailed:


  1. POSITION ANNOUNCEMENT: Lecturer in Engineering Fundamentals, University of Tennessee, Knoxville

The Engineering Fundamentals Program (EFP) at the University of Tennessee, Knoxville, seeks a dynamic and innovative Lecturer to contribute to its first-year engineering program. EFP is the home of the engage program, an integrated and team-taught first-year curriculum and is responsible for teaching nine credit hours of common coursework for each of the College’s first year students (1000 per year).

This position is a full-time, non-tenure-track, 9-month appointment. Questions about the position should be directed to Dr. Rachel Ellestad, Chair of the Search Committee, (voice: 865.974.9810; email: The anticipated starting date is August 2023.

Applications should include: (1) a letter of interest addressing teaching interests and how the applicant’s background and experience make them an ideal candidate, (2) a comprehensive curriculum vitae, and (3) the names and contact information (address, phone number, and e-mail address) for at least three professional references.  Questions about the position should be directed to Dr. Rachel Ellestad, Chair of the Search Committee, (voice: 865.974.9810; email:  The anticipated starting date is August 2023.

Link to apply:


  1. POSITION ANNOUNCEMENT: Postdoctoral Associate in Engineering Education at the University at Buffalo

The Department of Engineering Education (DEE), in the School of Engineering and Applied Sciences invites candidates to apply for the position of Postdoctoral Associate. The successful candidate will work as a postdoctoral scholar with Dr. Corey Schimpf, collaborating on and taking the lead on research themes around:


  1.     Analyzing how expertise develops in engineering design across the continuum from novice pre-college students to practicing engineers;
  2.     Advancing engineering design research by integrating new theoretical or analytical frameworks (e.g., from data science or complexity science); and
  3.     Conducting design-based research to develop scaffolding tools for supporting the learning of complex skills like design.


Specific projects the successful candidate will have an opportunity to work on include studying front-end design skill development in middle and high school students undertaking Earth science and community oriented design projects, exploring how elementary students learn engineering design, collaboration and socio-emotional learning skills through an augmented reality game and creating new ways to scaffold their learning, and investigating how increased agency and power or influence in projects affects more senior engineering undergraduates development.


The successful candidate will support ongoing research endeavors in the described areas through:

  •       Execution and/or supervision of data collection, quantitative and/or qualitative data analysis and scholarly writing and dissemination.
  •       Coordinating and/or supervising research, curriculum development and professional development efforts
  •       Development of data collection instruments
  •       Submission of research protocols for ethics review
  •       Mentoring graduate and/or undergraduate students


Minimum Qualifications

  •       Ph.D. in Engineering Education, Science Education, Education, Design, or related field
  •       Experience with researching or teaching engineering design at any level
  •       Experience with quantitative and/or qualitative research methods
  •       Excellent writing and communication skills
  •       Ability to work independently, provide leadership to an interdisciplinary team and understand different perspectives of stakeholders
  •       Ability to work on campus


Preferred Qualifications

  •       Experience researching or teaching engineering design and/or earth science in K-12 settings
  •       Experience with R, Python or other environments for data science research methods


Refer to the full posting and to apply, click here:


For any questions about the position please contact Dr. Corey Schimpf:


  1. POSITION ANNOUNCEMENT: Postdoctoral Researcher Position Available in STEM Education at Cal State LA

Cal State LA’s NSF-funded Eco-STEM project seeks a Postdoctoral Researcher in Engineering Education to support Eco-STEM’s research-based work to transform STEM education using an asset-based ecosystem model. Specifically, the Eco-STEM project focuses on shifting the metaphor in STEM education by using the ecosystem as a philosophical guide to promoting an organic and healthy environment that nurtures students, faculty, and staff to become individuals fulfilled professionally and personally. Our website is here:


We are looking for a positive, adventurous, and open-minded candidate to work on this transformative, high-impact project. The incumbent must demonstrate an interest or ability in working in a multicultural/multiethnic environment. Postdoctoral researcher responsibilities will include:

  • Work with the Eco-STEM team on the development and implementation of the Action Research Teaching Fellows Faculty Learning Community and the Department Chairs Learning Community, which focus on changing the mental models and promotes the transformations aimed by the project.
  • Work on the institutionalization of equitable and student-focused faculty development practices and procedures at Cal State LA.
  • Collaborate closely with the project team to design survey instruments, administer surveys, and clean and analyze data, utilizing a variety of quantitative and qualitative methodologies.
  • Oversee communication and collaboration with survey administration sites so that data collection, analysis, IRB, etc. are set in place and research efforts are conducted both ethically and efficiently.
  • Collaborate with project team members to disseminate findings through peer-reviewed presentations, journal articles, and conference proceedings, as well as academic and practitioner conferences.

An earned doctorate in Engineering Education, Education, Social Sciences, Engineering or Computer Science or related field, from an accredited institution (or equivalent), is required; however, applicants nearing completion of the doctorate (ABD) may also be considered. For an appointment, the doctorate must be completed by the date of the appointment. We also require evidence of research experience in engineering or STEM education at the post-secondary level and evidence of relevant scholarly publications in Engineering Education or related fields.


The application is available here:


For questions about the position, please contact Gustavo Menezes at and/or Corin Bowen at


  1. POSITION ANNOUNCEMENT: Full-Time Lecturer at Mechanical Engineering, Cal Poly, San Luis Obispo

The Mechanical Engineering Department within the College of Engineering at California Polytechnic State University, San Luis Obispo, CA, invites applications for a Full Time Lecturer of Mechanical Engineering during the academic year of 23/24. This is an opportunity for candidates who have a passion for teaching and the practice of mechanical engineering design communication. Primary duties will be teaching fundamental courses in Mechanical Engineering including Design Communication such as Drafting, CAD, and Solid Modeling as well as Engineering Mechanics and Design courses. 

Interested candidates must attach (1) a cover letter, (2) resume/curriculum vitae, (3) statement of teaching philosophy including approach to working with individuals from diverse backgrounds, and (4) an unofficial transcript. If applicable, please upload a list of CSU courses taught or requesting consideration to teach. Please be prepared to provide three professional references with names and email addresses when completing the online faculty application.

Department Contact: Dr. Jim Widmann ( For full consideration, please apply by the review begin date of June 3, 2023. Applications received after this date may be considered. See details at


  1. POSITION ANNOUNCEMENT: Assistant/Associate Teaching Professor at Rutgers University

Rutgers University-New Brunswick’s School of Engineering is seeking applications for a full-time, non-tenure track teaching faculty position starting in fall 2023.

The preferred rank is at the assistant professor level, however, applicants with exceptional teaching records will be considered for the associate professor rank. This is a long-term, career-oriented position that provides an initial three-year appointment with the potential for renewal, contingent on satisfactory performance, along with opportunities for reappointment and advancement through the university’s teaching faculty track.

Applicants must hold a Doctoral Degree in Engineering, Engineering Education, or a related STEM field and have demonstrated evidence of effective teaching and commitment to instructional innovation and student advising. Prior experience in the engineering industry is also highly valued. Candidates should be dedicated to providing high-quality education to a diverse undergraduate student body and exhibit an unwavering commitment to diversity, equity, and inclusion.

Apply at


  1. POSITION ANNOUNCEMENT: Postdoctoral Scholar at Ingram School of Engineering of Texas State University 

The Ingram School of Engineering invites applications for a postdoctoral scholar position in Mechanical Engineering Education. The prospective Postdoc will develop interventions to incorporate Industry 4.0 competencies in undergraduate mechanical engineering courses, develop qualitative and quantitative assessment instruments to gauge the effectiveness of those interventions, analyze the data collected with the assessment instruments, prepare IRB protocols, and write journal papers, proposals, and reports. 

Required qualifications include Ph.D. in Engineering Education or a closely related field;B.S. in Mechanical Engineering or a closely related field; Good knowledge of active learning strategies, survey scales, and data analysis; Excellent verbal and written communication skills; Experience in leading the preparation of scientific publications.

Review of applicants will begin immediately and will continue until the position is filled. Submissions must be received through the university’s application portal,


  1. POSITIONS ANNOUNCEMENT: Research Associate/Scientist, Center for Evaluation, Policy, & Research, Indiana University Bloomington

The Indiana University Center for Evaluation, Policy, & Research seeks multiple research associate/scientists, non-tenure track, to join its team of research and evaluation specialists. The expected start date is July 1, 2023. The Center provides clients and project stakeholders with the information and/or evidence needed to make informed decisions about policies, programs, and practices. We provide rigorous, high-quality, and non-partisan evaluation, policy analyses, and research using quantitative and qualitative approaches while meeting client and stakeholder needs for meaningful, useful, and actionable data. CEPR maintains this balance through a dual emphasis on a client-centered focus to our work and leveraging the expertise of highly qualified methodological and content experts. More information about the Center is available at

 CEPR research faculty are responsible for the day-to-day management of funded projects and may be involved in every phase of the process from project design and proposal preparation through execution of the planned project activities. Typical activities include proposal preparation, data collection, data analysis, interpretation and application, and dissemination of findings in oral and written forms. Project management responsibilities frequently involve the supervision of several project staff and the coordination of efforts among support staff.

Interested candidates should review the application requirements and submit their application at: . Applications received by May 10, 2023 will be given full consideration; however, the search will remain open until a suitable candidate(s) is found. Positions are listed as in-person preferred but remote applicants considered. Salary commensurate with experience.

Department Contact for Questions

Anne-Maree Ruddy, Ph.D., Director, Center for Evaluation, Policy, & Research, Room 501, Eigenmann Hall, 1900 East 10th St. Bloomington, Indiana, 47406,


  1. POSITION ANNOUNCEMENT: Educational developer for inclusion and belonging at Radford University

The Educational Developer for Inclusion and Belonging will play an important role in Radford University’s Realizing Inclusive Student Excellence (RISE) Quality Enhancement Plan (QEP). The RISE QEP seeks to improve student performance in required 100- and 200-level courses and increase academic and campus belonging among students, especially via the RISE Faculty Institute. The Faculty Institute is a series of 26 workshops, both in-person and online, over three semesters that will help faculty revise a course to incorporate active learning and inclusive teaching practices. Following the three semesters of training, faculty members will become part of a community of practice to continue the iterative process of course and teaching improvement.

The Educational Developer will coordinate and assist in the development, implementation, and assessment of the Faculty Institute along with the QEP Program Director, the QEP Assessment Director, CITL, and other campus partners. The Educational Developer will also design and facilitate the community of practice for the QEP. This person will also assist CITL in providing instructors with ongoing professional development related to inclusion and student success. As a permanent member of the CITL staff, the Educational Developer will also participate in CITL’s general faculty development initiatives, such as leading reading groups, facilitating workshops, and conducting course observations and reviews.

See more details at