Thoughts from the Chair

Why can’t you ever trust an atom? Because they make up everything. However, this newsletter if full of awesome information that is not made up. Please read and enjoy.

Bradley Bowen, PCEE Division Chair (bowenb@vt.edu)


PCEE Executive Committee Elections

We have a wonderful slate of candidates for the positions opening up on our division’s executive committee! The voting period will end on Friday, March 13th. Please take a few minutes to go to the ballot to learn about the candidates and vote. Short candidate bios are available by hovering a mouse over their name on the ballot. If the ballot link above does not work, copy and paste the following into your browser. http://wpi.qualtrics.com/jfe/form/SV_2fvJAfkmSeKlMOh


2020 ASEE Annual Conference – Distinguished Lecturer!

We are collaborating with MIND and WIED to host Dr. Renetta Garrison Tull, Vice Chancellor of Diversity, Equity and Inclusion from the University of California, Davis. She will be presenting a talk titled, “Creating Inclusive and Diverse P12 Learning Environments” on Wednesday, June 24, from 1:45-3:15 pm. Please put this on your calendar and get the word out to show our support. You can read more about Dr. Tull at https://diversity.ucdavis.edu/renetta-garrison-tull.


Can’t Make it to the Annual Conference?

ASEE has regional and section meetings and conferences that may be a better fit for your schedule. Check out the opportunities at https://www.asee.org/conferences-and-events/meetings/section-meetings.


Job Postings

National Science Foundation Program officer positions in the Division of Research on Learning; https://beta.nsf.gov/careers/openings/ehr/drl/drl-2020-1076  “Visiting program officers” (non-permanent) in multiple areas of STEM education research; Review of applications begins March 2, 2020; https://www.usajobs.gov/GetJob/ViewDetails/558901500 Permanent program officer in K-12 math education research; Closes March 5, 2020; https://www.usajobs.gov/GetJob/ViewDetails/560359700 Permanent program officer in K-12 science or engineering education research; Closes March 20, 2020

Director, ITEEA STEM Center for Teaching and Learning. The STEM CTL Director’s key responsibilities are to advance research, curriculum, instruction (PD), and assessment as they relate to technological and engineering literacy. For more information please go to https://www.iteea.org/Community/CareerConnection/Jobs/167654.aspx

Tenure track positions in the Department of Applied Engineering, Safety & Technology at Millersville University of Pennsylvania. Assistant Professor, Automation & Electronics Technologies https://jobs.millersville.edu/postings/8147; Assistant Professor, Manufacturing Technology https://jobs.millersville.edu/postings/8145; Assistant Professor, Construction Management https://jobs.millersville.edu/postings/8171

Tenure-track or tenured faculty position – Engineering Education, Ira A. Fulton Schools of Engineering, Arizona State University. For more information and to apply, please visit: https://apply.interfolio.com/69641

Assistant/Associate Professor to direct the first year engineering course – College of Engineering, University of Delaware. For more information and to apply, please visit: https://careers.udel.edu/cw/en-us/job/494517

Full-time tenure track position in Technology and Engineering Studies –  School of Technology at Brigham Young University. For more information and to apply, please visit: http://yjobs.byu.edu/ or contact Dr. Steven Shumway at (801) 422-6496 or at steve_shumway@byu.edu.

Three Faculty Positions; one Assistant Professor and two Visiting Assistant Professors – Department of Technology, State University of New York at Oswego. For more information and to apply, please visit: https://www.oswego.edu/human-resources/

Postdoctoral Researcher – Center for Engineering Education and Outreach (CEEO) and Institute for Research on Learning and Instruction (IRLI), Tufts University. For more information and to apply, please visit: https://tufts.app.box.com/s/31ncy30sr13wxfpx7uztwygot5rxjvdk

Assistant or Associate Professor of Engineering Education – School of Engineering Education, Purdue University. For more information and to apply, please visit: https://careers.purdue.edu/job/West-Lafayette-Assistant-or-Associate-Professor-of-Engineering-Education-IN-47906/585050900/

Dale and Suzi Gallagher Professorship of Engineering Education – School of Engineering Education, Purdue University. For more information and to apply, please visit: https://careers.purdue.edu/job/West-Lafayette-Dale-and-Suzi-Gallagher-Professorship-of-Engineering-Education-IN-47906/585458300/


Other Announcements

Upcoming NSF program due dates

Computer Science for All (CsforAll: Research and RPPs); 20-539; April 13, 2020 deadline

Inclusion Across the Nation of Communities of Learners of Underrepresented Discoverers in Engineering and Science (NSF INCLUDES) Planning Grants 19-600; July 13, 2020 deadline

Faculty Early Career Development Program (CAREER) 20-525; July 27, 2020 deadline

Innovative Technology Experiences for Students & Teachers (ITEST) NSF 19-583 ; August 14, 2020 deadline

Participate in a Survey to help better understand K-12 teachers’ self-efficacy towards engaging students in engineering practices.

The following study aims to measure K-12 teacher’s self-efficacy, i.e., confidence, toward engaging students in engineering practices. We cordially invite any K-12 teacher with experience engaging students in STEM activities. The survey should take no more than 5 minutes to complete. For more information, please use the following link:
https://drexel.qualtrics.com/jfe/form/SV_7VRItvb5rXeraip

New Report on Teaching Engineering in K-12

A new report from the National Academies of Sciences, Engineering, and Medicine says there is a growing mismatch between the need for engineering-literate K-12 educators and the capacity of the U.S. education system to prepare and support these professionals. In addition, there are very few postsecondary programs that educate prospective K-12 teachers of engineering, and professional development experiences — through which the bulk of the current teaching workforce learned what they know about engineering and how to teach it — vary in duration, scope, and effectiveness. The report also finds there is little evidence that K-12 science teachers are being given opportunities to learn to incorporate engineering concepts and practices in their instruction, as described in NGSS. The report includes 10 recommendations for improving the preparation of K-12 teachers of engineering geared toward a range of stakeholders, from federal agencies and private foundations with an interest in STEM education to colleges, accrediting bodies, and state departments of education. In addition, to address lack of diversity, the report recommends programs that prepare prospective K-12 teachers of engineering make greater efforts to recruit and retain teacher candidates from populations currently underrepresented in STEM education and careers. A more diverse workforce that is encouraged to use inclusive pedagogies could help attract and retain a more diverse population of students interested in the study of engineering and in STEM-related careers, the report says. A prepublication of the report is available for free download at https://www.nap.edu/catalog/25612/building-capacity-forteaching-
engineering-in-k-12-education. In March, the final report will be available at the same site. Please direct questions to Beth Cady (ecady@nae.edu).

E4USA Project

The course, Engineering For Us All (E4USA), empowers, engages, and excites students to use what they know and find what they are passionate about to take control and boldly influence the world. Empowerment is built through an awareness of engineering in everyday life, the diversity of engineers, and by interrogating and emphasizing how engineering is embedded in society. Read more about it on this project summary document.  For more information contact e4usa@umd.edu.  More information is also available at https://e4usa.umd.edu/.

Contemporary Issues in Technology and Teacher Education Journal Science

Consider submitting a manuscript to the CITE Journal Science as they are trying to put together an edition on engineering education. For more information please go to https://www.citejournal.org/

Florida International University launches a PhD Program in Engineering and Computing Education

Florida International University, the fourth largest public university in the United States, and a premier majority-minority R1 research university, is launching a PhD in Engineering and Computing Education in Fall 2020. Researchers in engineering and computing education research engage in projects to understand how people learn within these fields and how we can improve the design of educational experiences for all interested learners. FIU’s PhD program seeks to prepare students to not only conduct and direct research in engineering and/or computing education, but also to be leaders in a diverse set of professional trajectories both inside and outside an academic setting. Our faculty focus on a variety of research areas in K-12, higher education, and the engineering workplace, with specialties in diversity, inclusion and equity research as well as faculty development, engineering design, and entrepreneurship. To learn more about this new program, check out our website: http://succeed.fiu.edu and reach out to our faculty. See more here: http://engineeringcas.liaisoncas.org/apply/

Advancing Excellence in P-12 Engineering Education (AE3) Research Collaborative Partners with the American Society for Engineering Education to Establish a Defined and Cohesive Educational Sequence for P-12 Engineering

The Advancing Excellence in P-12 Engineering Education (AE3) research collaborative (www.p12engineering.org) announces a partnership with the American Society for Engineering Education (ASEE) to establish a defined and cohesive educational sequence to serve as the foundation for P-12 Engineering Standards. National educational content standards in science and technology have included engineering practices and content as way to facilitate design-based, engineering learning experiences in the classroom. Previous standards, however, may provide a too narrow of a view to adequately describe authentic engineering, specifically with concern to engineering content and competencies beyond design. Please read more on the AE3 blog page at https://www.p12engineering.org/post/framework-first-let-s-talk-engineering-standards

 
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