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The Online Ethics Center, a project of the Center for Engineering Ethics and Society (CEES) at the National Academy of Engineering, is currently accepting applications for 1½-day workshop in Washington, DC on Training STEM Faculty New to Teaching Ethics. Applications are invited from STEM faculty who wish to identify opportunities to integrate ethics and responsible conduct of research (RCR) guidance in their courses and research environments. Workshop presenters and participants will explore a variety of hands-on tools and approaches, both formal and ad hoc, including the use of the OEC as both a teaching tool and resource for materials. Participants will consider their own classes and research projects as well as the approaches and materials presented to create or enhance a learning activity, such as a class plan, course syllabus, or laboratory practice. This workshop is designed to help faculty and others seeking to fulfill (a) NSF and NIH requirements for providing RCR instruction and (b) ABET ethics education expectations.
The OEC is looking for faculty, researchers, and/or administrators who are eager to develop strategies and plans for incorporating ethics in their courses or research environments. Some spots will be reserved for individual attendees. Applicants are sought who will broadly represent a range of STEM disciplines, including the social sciences; graduate and undergraduate instructors; and a variety of academic institutions (e.g., liberal arts colleges, large public universities, institutions serving underrepresented populations, private research institutions).
The workshop will be held October 22–23, 2019, at the National Academies’ Keck Building in Washington, DC. There is no fee for workshop registration. Participants are expected to cover their travel costs. Limited funds are available for travel assistance in cases of financial need.
I am attaching both a flyer and the call for applications with more information. If you think this opportunity may be of interest to your network, please feel free to distribute these materials widely. Any questions can be addressed to Rosalyn Berne (rberne@nae.edu).
The Journal of Engineering Education (JEE) has a commitment to cultivate, disseminate, and archive scholarly research in engineering education. To expand our reviewer base and maintain the quality of manuscript reviews, JEE is launching a new Mentored Reviewer Program in January 2019. This program is intended to coach new or novice reviewers through the review process with mentor who has substantial experience in reviewing and writing engineering education research studies. We are inviting applications for mentees to the JEE Mentored Reviewer Program. Mentees for the program should be novices in engineering education research such as graduate students, post-doctoral scholars, and engineering faculty. Mentees should display evidence of developing expertise (through formal courses or real-world experiences) in research areas that align with the journal’s mission. Mentees should have developing expertise in either quantitative or qualitative research methods. Individuals from countries other than the United States are welcome and encouraged to apply.
The Mentored Reviewer Program is expected to be a competitive program for both mentors and mentees. All mentors and mentees will be acknowledged at the ASEE annual meeting and will receive a certificate recognizing their accomplishments through their participation in the program during the previous year. Mentees will be asked to participate in an online training with their mentors and JEE editors that will include an introduction to JEE and an overview of expectations for reviews. During the mentorship period (approximately 6 months), mentors and mentees will be asked to work together on approximately three article reviews. A scaffolded approach to the review process will be provided allowing the mentee to gain more independence by the final review. To the extent possible, mentors and mentees will be matched based on expertise.
For more information on the program, please contact Lisa Benson at lbenson@clemson.edu. The application for mentees is available at: https://tinyurl.com/JEEreviewermentee. Applications are due by February 15, 2019.
Accepting Applications until February 15
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 new researchers who have the potential for substantial contributions to engineering education. In conjunction with the 2019 ASEE Annual Conference, the AFG program will grant up to four awards to graduate students, postdoctoral researchers, junior faculty, staff members, or senior ranking faculty who are transitioning into engineering education research. Each award will include: 1) getting paired with a mentor who is a senior researcher in the engineering education community and 2) some support for conference travel expenses (exact level of financial support is still under consideration, but will not exceed $500). AFG recipients are expected to attend the full duration of the annual ASEE conference, including two ERM events, and are highly encouraged to attend at least one workshop. For more details, including how to apply, see https://erm.asee.org/conferences/afg/. Please feel free to contact Jennifer Bekki - jennifer.bekki@asu.edu or Courtney Faber - cfaber2@utk.edu) with questions.
Call for Participation: NSF-sponsored Synthesis and Design Workshop on Digitally-Mediated Team Learning (DMTL)
NSF is sponsoring Travel Stipends to instructors/researchers who are using or researching Computer-Supported Collaborative Learning or technology-enhanced active learning approaches for synchronous team-based learning in classroom settings. United States citizens/permanent residents are eligible for support. The Workshop will be held Sunday, March 31, 2019 to Tuesday, April 2, 2019 in Orlando, FL. During the two-and-a-half-day workshop, participants will be afforded opportunities to participate in a Poster Session, Keynotes, Panel Sessions, Breakout Technical Sessions, and Action Committees.
The purpose of the Workshop is to identify, discuss, and formulate 1, 3, and 5+ year research and development plans organized into four tracks:
1) instructional technologies to facilitate team learning in classroom settings,
2) data analytics to personalize team learning,
3) pedagogical strategies for technology-enhanced cooperative active learning in STEM, and
4) empowering equitable participation through digitally-mediated team learning.
The deliverable to NSF will be a White Paper composed jointly by the organizers and participants that captures the essence of the discussions at the workshop. Those who are utilizing, researching, and advancing computer-supported collaborative learning/work, team-based learning/training, or cooperative learning instructional technologies or pedagogies are encouraged to apply prior to the January 31, 2019 deadline via the project workshop website:
https://www.digital-learning-teams.com/
For more information, please contact the workshop organizer at Ronald.Demara@ucf.edu.
Are you a Ph.D. student close to completion, a post-doctoral fellow, or a new assistant professor? Will you and do you have to design new curricula, programs, or develop new pedagogies in your new job? Do you know how academic change happens? Do you want to become a change agent and ensure that your career has impact? If the answer to any of the above questions is “yes,” consider joining us on January 19-20, 2019 for the Emerging Engineering Educators Making Academic Change Happen workshop. E3 MACH is a faculty (new and aspiring) development workshop designed to equip you for a career of impact. E3 MACH will introduce you to research-based practices that can help you navigate the landscape of higher education as an agent for change on your campus. Review of applications will begin November 15, 2018. Full scholarships are available! More information is available at: www.academicchange.org
Primary contact: Dr. Eva Andrijcic, andrijci@rose-hulman.edu
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