Tenure-Track Faculty Position in Intelligent Urban Transportation Systems – NYU Tandon School of Engineering C2SMART Center

The Department of Civil & Urban Engineering at NYU Tandon School of Engineering invites applications for a tenure track position in the area of Intelligent Urban Transportation Systems. The successful candidate will join a growing group of faculty within the C2SMART Tier 1 University Transportation Center and be able to work with other colleagues in transportation and related fields at NYU.

Review of applications will begin on January 1, 2018 and will continue until the position is filled.


Dissertation Writing Groups

Dissertation Writing Groups

Dissertation writing can be an isolating experience. The magnitude of the project can overwhelm. Dissertation writing groups comprised of fellow dissertators who provide feedback are a lifeline.

There are three kinds of writing groups:

Quiet writing with company. Meeting with others to write for a specified time period;also called Shut Up and Write  (here is  a virtual SUAW community or DIY Writing Support groups. These groups focus on helping each other through the process, and may include accountability check ins. (University of Michigan has a guide for Dissertation Support Groups [https://unmgrc.unm.edu/writing-groups/documents/making-writing-groups-workforyou.pdf]

Feedback groups. These groups share writing, and provide peer feedback. These are the groups I am focused on here. The dissertation feedback groups I participated in as a doctoral student

were instrumental in my success. They certainly improved my work. My productivity increased. In this blog post, I reprise and update the advice I compiled shortly after I graduated.¹


The benefits of a group usually far outweigh the cost of time and energy. Getting feedback on your dissertation writing is the obvious benefit. There are other less obvious payoffs.

▪ Provide a source of emotional support. Because you are all going through the same process, you can understand, vent, bolster, encourage, sympathize and crack the whip.

▪ Keep you accountable to your progress goals. Fellow students are  excellent procrastination detectors. (Groups can combat Perfectionist Gridlock)

▪ Offer a community of support in a time that can be quite isolating. Some universities may feel uncaring and anonymous places. Creating a community of sympathetic peers provides an oasis.

▪ Help develop skills in creating a supportive intellectual community, in giving, and in receiving feedback.

▪ Offer feedback from peer mentors who are often harder critics than faculty. Practicing a proposal  defense or conference presentation in a group can help iron out all  of the kinks. A group of students familiar with your work asks harder questions than most faculty members! It is confidence building to satisfy your peers.

▪ Supplement input from faculty. Students are able to give each other more time than most faculty members can. In addition, there are not the power imbalances that exist between faculty and students.

▪ Open up possibilities for research collaboration.

▪ Link group members who can be sources of new resources, perspectives and ideas.

Eleven Things to Discuss When Starting

Successful writing groups have negotiated a shared understanding about the answers to these questions. There are no right answers, but all members need to agree. The goal is to help each member of the group make progress and finish the dissertation. The agreed upon answers set the ground rules for the group. (These 11 questions are adapted from the Hume Center for Writing and Speaking at Stanford University’s Academic Writing Group starter kit.)

Before the first meeting, each prospective member should review these questions and consider what might be optimal for her. During the first meeting, the group can set its plan. (Worksheets to structure your first meeting are at the end of this post.)

1 How often will the group meet and for how long? Once a week, twice  a week, every other week? 60, 90 or 120 minutes? When will you not meet (holidays, exam periods, major conferences)?

2 Where will you meet? On campus or off? A seminar table, a white board, and a quiet location are helpful. Far flung group members can meet over Skype or Facetime, even if they never started face to face, they can be very productive, as this post attests.

3 How big will the group be? Four or five members is optimal. This provides sufficient diversity, but allows each member to get feedback every 2-3 meetings.

4 What are the rules for group membership?  Do members’ dissertation topics have to be related or not? Same department or across departments?  At the same stage of the dissertation? When are new members added? How are new members identified?

5 What format will you follow at each meeting? Below is a list of some ways to spend meeting time.

6 What are the “formal” roles for the group and who will play them? A facilitator keeps the discussion on task. A convener sends reminders, sets locations and calendar, and holds a copy of the Ground Rules. A time keeper monitors agreed upon time allocations. A note taker writes down keep points made during feedback. Do positions rotate?

7 What kinds of work will the group read? Dissertation-related only? Or grant proposals, interview protocols, survey drafts, posters, conference papers, CVs and job letters? Loose ideas, free writing, outlines, rough drafts, polished drafts, drafts that have been seen by outside readers?

8 When, how, and how much work will members submit for feedback? How many days are needed for thoughtful feedback? Via email or Dropbox? How many pages can the author give?

9 What kind of feedback is reasonable to expect? How much time are readers expected to take? Setting a reasonable range keeps it equitable and manageable.

10 How will members respond to each other’s writing?  Will the author provide a detailed request for feedback with the text? Will readers comment directly on the draft, on a separate response sheet, via e-mail, make oral comments in the meeting, or a combination of these?

11 What is the initial commitment? The startup phase of every group is a settling-in period. Give it a little time before deciding whether the group is useful. At the end of a term is a good time to revisit ground rules and shift members.

How to Spend Meeting Time

There are lots of productive ways to spend time during a meeting when you are responding to  writing  you have read before the meeting. Suggestions for responding to other people’s writing  from the Writing Center at the University of North Carolina  can get you started with what to say and how to say it. Their reacting to feedback from others tips help you listen. [http://writingcenter.unc.edu/tips-and-tools/writing-groups/reacting-to-other-peoples-responses-to-your-writing/]

Feedback to the Author

▪ Each person provides feedback in turn.

▪ The author guides a group discussion on particular sections or asks specific questions.

▪ The author listens and take notes, without responding to group discussion. While it is initially awkward and frustrating to listen to people discuss you as if you weren’t there, it can be illuminating to hear the group try to understand and explain your work to each other

(rather like discussing a reading in class). This can lead to a nuanced understanding of how you are expressing your ideas which might never emerge if you had been able to respond and explain


Other Group Activities

▪ Do quiet reflective writing

▪ Set writing goals. Each person states one goal to be met by the next session. Making a public declaration increases the likelihood that you will meet it. Start the next session by briefly reviewing whether you met your goal, and if not, why not. (One goal could be to write daily, a widely-recommended technique. Academics who write daily are 10 times more productive. GradHackeradvocates regular writing for grad students.)

▪ Update each other on milestones, triumphs, frustrations, personal lives, and what you are proud of.

▪ Create a meeting schedule for a 5-person group:

▪10 minutes: individual updates, including progress on goals set at the last meeting (2

minutes per person)

▪ 30 minutes: feedback each for Person A and Person B.

▪ 10 minutes: silent reflective writing

▪ 5 minutes: state a writing goal to be met by the next session (1 min. each)

Building Trust

A productive group has a high level of trust between members. Trust grows and develops over time; it is earned.

▪ Hold each other accountable for the commitments you make and the ground rules you set. Don’t accept excuses for not reading work, being tardy, skipping meetings, providing too many pages, or sharing work after the deadline.

▪ Be honest and thoughtful in your feedback.

▪ Take intellectual risks.  A group is a safe place to try out new ideas and present work very much “in progress.”

▪ Don’t apologize for your work. Don’t be embarrassed by it.

▪ Laugh together.

▪ Share food. Rotating responsibility for snacks can be nice. Keep it reasonable; don’t try to outdo one another.

▪ Celebrate together.

Predictable Pitfalls

There can be negative aspects to group work. Occasionally conflicts of personality or expectations arise, and must be addressed. Remember, if  the group does not meet the needs of a participant, for whatever reason, it is OK for that person to leave the group.

▪ The higher education system has its competitive aspects. For example, we compete for the attention of faculty, for fellowships, for plum TA/RA opportunities, for conference presentation slots, and ultimately for jobs. Do not ignore the challenges of competing with those with whom you work most closely and cooperatively. Clear communication about expectations (Do you tell each other about newly discovered opportunities? Do you share bibliographic information and sources? Do you practice job talks in front of each other or the rest of the group?) and anxieties (acknowledging the presence of competition) is crucial for maintaining trust.

▪ Intellectual property rights are something to be aware of. If you are studying topics similar to that of other students in your group, it is important to air these issues. How do you acknowledge and cite each other? Who retains the “rights” to ideas developed within the group?

▪ Participants may have different levels of commitment to the group. Some members may demand more from others than they give back. One person may be habitually late. What happens if someone reneges on a commitment, such as not providing writing or skipping a meeting? Set aside time occasionally to revisit group ground rules and expectations.

▪ The time of renewal for a group, when considering adding new members, can be a difficult period. Discussions of who to include must be conducted with candor and confidentiality. The integration of new members requires patience.


There are some great worksheets in Stanford’s Academic Writing Group 

starter kit  including:

▪ Writing Group Ground Rules Agreement

▪ Personal Goals Worksheet (What do you want to accomplish?)

▪ Writing Inventory (How do you write?)

▪ Group Work Inventory (What do you like in a group?)

There are more worksheets in Writing Group starter kit from the Writing Center at UNC – Chapel Hill:

▪ Thirteen Ways of Talking about Writing Groups

▪ Personal Goals Worksheet

▪ Writing Inventory Worksheet

▪ About My Writing Sample Worksheet

▪ Group Work Inventory

▪ Schedule Inventory

[¹] My original handout still lives here on the internet; written in 1994 & 1996. Updated versions were incorporated into Stanford’s Hume Center Academic Writing Group starter kit (initially in 2008). The original Starter Kit was co-written with Dr. Sohui Lee. It was updated by Dr. Sarah Pittockhand Dr.  Julia Bleakneyh.

Posted June 29, 2016.

Eleven Open Faculty Searches in Gallogly College of Engineering, University of Oklahoma, Norman, OK

The Gallogly College of Engineering has eleven open searches for faculty. Many are in our newly formed Stephenson School of Biomedical Engineering, but we also have open positions in most other schools. Open positions include a new director for the School of Industrial and Systems Engineering. Other positions are available as Assistant Professor of Practice, Tenure-Track Assistant Professors, and Open-Rank positions.
The learn about the University of Oklahoma and living in Norman, please visit https://Soonerway.OU.edu
To learn more about the specific positions open, please see the following listings or others available via Sooner Way.
Pitman Professor and Director of the School of Industrial and Systems Engineering School of Industrial and Systems Engineering
Assistant Professor of Practice in Industrial and Systems Engineering
School of Industrial and Systems Engineering
Assistant Professor in Health and Medical Systems Engineering
School of Industrial and Systems Engineering
Tenure Track Assistant Professor of Cybersecurity
School of Computer Science
Computational Biology: Open Rank Tenure Track Faculty
School of Computer Science
Professor of Practice
School of Chemical, Biological and Systems Engineering
Assistant Professor in Hydrology and Water Security
School of Civil Engineering and Environmental Science
Tenure Track Faculty Position in Biomedical Engineering
School of Aerospace and Mechanical Engineering
Tenure Track Faculty Position in Aerospace Engineering
School of Aerospace and Mechanical Engineering
Assistant Professor of Biomedical Engineering
Stephenson School of Biomedical Engineering
Associate/Full Professor of Biomedical Engineering
Stephenson School of Biomedical Engineering

LSAMP Bridge to the Doctorate Fellowships available at University of Oklahoma

The University of Oklahoma is recruiting LSAMP Scholars for Bridge to the Doctorate Fellowships for academic years 2018-2020. Our funding came in too late to identify a full 2017 cohort, so many positions remain. For information about eligibility and a link to our electronic application please see: https://uresearch.ou.edu/LSAMPBD17

We are offering Live Q&A sessions for potential Fellows:

· Facebook Live 11/17/17 from 1-2pm CT –
o Go to @OURatOkU (Undergraduate Research at OU)
o Type Qs in comments and Dr. Susan Walden (OU LSAMP Campus Manager) will read & answer them
o Assuming we have questions, the video will be saved on the page.
· Twitter Chat 11/20/17 from 4-5pm CT –
o Follow @OUgResearch or #OULSAMPBD
o Tweet your Qs!
· Skype by appointment – Schedule a one-on-one Q and A Skype session by e-mailing anatale@ou.edu (Dr. Anthony Natale in OU Graduate College)

OU enjoys many leading programs in Petroleum Engineering, Engineering Physics, Astronomy & Astrophysics, Structural Biology, Aeroecology, Meteorology, Radar Engineering (weather, defense, and related technologies), Geology, Environmental Science & Engineering with emphasis on water remediation, Risk Preparation and Resilient Systems, Machine Learning for Weather Prediction, and many more! Come see what the University of Oklahoma offers you!! http://www.ou.edu/admissions.html

Summer Undergraduate Research in Engineering/Science Program (SURE) at Georgia Tech

SURE is a 10-week residential summer research program offered at the Georgia
Institute of Technology in Atlanta, GA. The program focuses on rising juniors and
seniors who are interested in attending graduate school in a STEM field. Students
from under-represented minority groups and women are highly encouraged to apply.

• Housing, meals, and travel expenses are provided, plus a $5,000 stipend
• Advisement and mentoring by Georgia Tech graduate students and faculty

An opportunity to find out more about research and life at Georgia Tech!

May 20 – July 27, 2018

Applications Open: December 1, 2017
Deadline for applications: March 1, 2018
For more information, contact us at sure@ece.gatech.edu

Or visit sure.gatech.edu

North Carolina State Faculty Positions

Tenure-Track Faculty Positions

Civil, Construction, and Environmental Engineering

North Carolina State University

The Department of Civil, Construction, and Environmental Engineering (CCEE) at North Carolina State University (NCSU) expects to fill three positions over the next two years. The first position will be in the area of large scale structural engineering experimentation, while the other positions are expected to be in the broader civil engineering areas of structures, geotechnical, materials, and resilient infrastructure systems. In all cases, we seek individuals with strong domain expertise who have a demonstrated interest in working with colleagues within other areas of civil engineering (and/or across other disciplines) to be responsive to emerging research questions aimed at the betterment of civil infrastructure.

Successful candidates should be able to participate in multidisciplinary initiatives to support the missions of the department and the college.  Applicants at all ranks are encouraged to apply, and exceptional candidates may be considered for an endowed chair position. An earned doctorate degree in civil engineering or a closely related field is required. Post-doctoral experience, professional experience, and a professional engineering license are desirable, but not required.

We are seeking colleagues to join a vibrant department with 49 faculty members, over 700 undergraduates and 340 graduate students.  The CCEE department has many excellent laboratories and is planning to move to a new building on NCSU’s Centennial Campus by 2020. We seek candidates who are able to develop and maintain a nationally recognized and externally funded research program within their area of expertise, teach graduate and undergraduate courses, and collaborate across disciplines. Review of applications will begin on November 1, 2017, and applications will be accepted until the positions are filled.

Interested applicants should apply online at http://jobs.ncsu.edu/postings/91717. (position #00000552).  Attach individual pdf files of the following: a cover letter, resume, a combined statement of research and teaching interests, transcripts of graduate work, copies of no more than three representative publications, and contact information for at least three references.

A/EOE. NC State University is an equal opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, national origin, religion, sex, gender identity, age, sexual orientation, genetic information, status as an individual with a disability, or status as a protected veteran. Individuals with disabilities requiring disability-related accommodations in the application and interview process, please call 919-515-3148. Final candidates are subject to criminal & sex offender background checks. Some vacancies also require credit or motor vehicle checks. If highest degree is from an institution outside of the U.S., final candidates are required to have their degree verified at www.wes.org. Degree must be obtained prior to start date. NC State University participates in E-Verify. Federal law requires all employers to verify the identity and employment eligibility of all persons hired to work in the United States.