Founded in 1856, University of Maryland, College Park is the state’s flagship institution. Our 1,250-acre College Park campus is just minutes away from Washington, D.C., and the nexus of the nation’s legislative, executive, and judicial centers of power. This unique proximity to business and technology leaders, federal departments and agencies, and a myriad of research entities, embassies, think tanks, cultural centers, and non-profit organizations is simply unparalleled. Synergistic opportunities for our faculty and students abound and are virtually limitless in the nation’s capital and surrounding areas. The University is committed to attracting and retaining outstanding and diverse faculty and staff that will enhance our stature of preeminence in our three missions of teaching, scholarship, and full engagement in our community, the state of Maryland, and in the world.

The A. James Clark School of Engineering at the University of Maryland serves as the catalyst for high-quality research, innovation, and learning, preparing our students to create innovations that will address the21st century Grand Challenges (e.g., energy, environment, security, and human health) and improve the human condition. The Clark School is dedicated to leading and transforming the engineering discipline and profession, to accelerating entrepreneurship, and to transforming research and learning activities into new innovations that benefit millions.

The Inclusive Design Lecturer in Science and Technology Studies (STS) delivers courses and program support for initiatives within the Science, Technology and Society program in the A. James Clark School of Engineering (Clark School), a unit that oversees the integration of ethics and socio-technical systems thinking into undergraduate engineering education curriculum. Specifically, this position is being created to provide support to discipline-specific engineering faculty to incorporate design methods focused on the multiple cultural intersections of society (e.g., universal design, appropriate design, socially responsible design, value-sensitive design) that can be applied to developing inclusive design modules in engineering courses.

In addition, the lecturer will teach and provide support for the following initiatives: teaching a required engineering ethics course (ENES/ENEE200) with the possibility of designing and teaching a course in inclusive design or a related topic; periodically teaching courses in the College Park Scholars Science, Technology and Society program and the Science, Technology, Ethics and Policy (STEP) minor; and doing inclusive design and/or engineering education research that contributes to the Clark School.
Reporting directly to the Director of the Science, Technology and Society program, the Inclusive Design Lecturer’s duties will fall into three broad categories:

Module Development (50%):
• Develop discipline-specific modules for incorporation into engineering classes, on topics such as: engineering design for inclusivity, value-sensitive engineering, socially responsible engineering, etc.). This includes sourcing relevant literature, providing background context, and developing curricular engagement assignments.
• Train discipline-specific faculty to deliver inclusive design modules in their courses
• Develop assessment metrics and assess the inclusive design modules for ABET and campus LOA assessment reports

Research and Program Support (25%):
• Write grants and conduct research related to inclusive design and engineering education that supports the improvement and development of inclusive learning
environments, socially responsible design, ethics and socio-technical systems thinking in undergraduate engineering courses in the Clark School
• Organize a speaker series for the Clark School on inclusive design
• Participate in professional development opportunities with the Engineering Education Research Group (EERG)

Instruction (1 Fall, 1Spring) (25%):
• Deliver one section of ENEE200/ENES200 (Engineering Ethics) each semester
• Deliver one section of an upper-level inclusive design course per year.
• On a rotational basis, deliver one section of an upper-level design course, one section of 
ENES440, the STEP minor capstone, per academic year, or a section of a STS course in the College 
Park STS program. If the lecturer teaches one of these courses, they will be relieved of one 
section of ENEE200/ENES200
• Participate in the assessment of ENEE200 (or equivalent courses) for ABET and campus LOA 
assessment reports
• The lecturer will collaborate as needed on curriculum development for each of these courses, 
including training Undergraduate Teaching Fellows (UTFs) for ENEE200/ENES
200 and mentoring new course instructors

Start date: August 2022
Position initially for 1 year with intention of renewal for the successful candidate.
Please send a cover letter and CV to David Tomblin: dtomblin@umd.edu
Please have two independent letters of recommendation sent to David Tomblin
directly from the recommenders.

The University of Maryland, College Park, an equal opportunity/affirmative action employer, complies with all applicable federal and state laws and regulations regarding nondiscrimination and affirmative action; all qualified applicants will receive consideration for employment. The University is committed to a policy of equal opportunity for all persons and does not discriminate on the basis of race, color, religion, sex, national origin, physical or mental disability, protected veteran status, age, gender identity or expression, sexual orientation, creed, marital status, political affiliation, personal appearance, or on the basis of rights secured by the First Amendment, in all aspects of employment, educational programs and activities, and admissions.