Discipline-Based Education Research: Findings and Implications King Fahd

Discipline-Based Education Research: Findings and Implications King Fahd

Discipline-Based Education Research: Findings and Implications King Fahd University of Petroleum and Minerals August 19, 2013 Saudi Arabia Karl A. Smith Purdue University and University of Overview What are we going to do? Welcome and introductions Streveler Smith Engineering Education Research (EER) Project International Landscape of EER National Research Council DisciplineBased Education Research Consensus

Study Related Projects and Activities Fundamentals of Engineering Education Research Rigorous Research in Engineering Education Initiative (NSF DUE 0817461) CLEERhub.org Faculty Development Workshop (2013) January 9, 2013 Jeju Island, South Korea Ruth A.Streveler Purdue University Karl A. Smith Purdue University and

University of Engineering Education Research and/or Innovation STORY When and how did you become interested in engineering education research and/or innovation? Was there a critical incident or memorable event associated with your initial interest? Workshop frame of reference Workshop is about Identifying faculty interested in engineering education research Deepening understanding of engineering education research

Building engineering education research capabilities Workshop is NOT about Pedagogical practice, i.e., how to teach Convincing you that good teaching is important Writing engineering education research grant proposals or papers Advocating all faculty be engineering education researchers Levels of inquiry in engineering education Level 0 Teacher Teach as taught

Level 1 Effective Teacher Teach using accepted teaching theories and practices Level 2 Scholarly Teacher Assesses performance and makes improvements Level 3 Scholar of Teaching and Learning

Engages in educational experimentation, shares results Level 4 Engineering Education Researcher Conducts educational research, publishes archival papers Source: Streveler, R., Borrego, M. and Smith, K.A. 2007. Moving from the Scholarship of Teaching and Learning to Educational Research: An Example from Engineering. Improve the Academy, Vol. 25, 139149. Some history about this workshop Rigorous Research in Engineering Education (RREE1) One-week summer workshop, year-long research project Funded by National Science Foundation (NSF), 2004-2006 About 150 engineering faculty participated

Goals Identify engineering faculty interested in conducting engineering education research Develop faculty knowledge and skills for conducting engineering education research (especially in theory and research methodology) Cultivate the development of a Community of Practice of faculty conducting engineering education research RREE Approach Theory (study grounded in theory/conceptual framework) Research Research that

makes a difference . . . in theory and practice (appropriate design and methodology) http://inside.mines.edu/research/cee/ND.htm Practice (implications for teaching) Research can be inspired by Use (Applied)

No Yes Yes Understandin g (Basic) No Pure basic research (Bohr) Use-inspired basic research (Pasteur) Pure applied

research (Edison) Source: Stokes, D. 1997. Pasteurs quadrant: Basic science and technological innovation. Washington, DC: Brookings Institution. RREE2 Follow-up proposal (RREE2) Includes a series of 5 short courses* Fundamentals of Engineering Education Research Selecting Conceptual Frameworks Understanding Qualitative Research Designing Your Research Study Collaborating with Learning and Social Scientists *Recorded and posted on CLEERhub.org

Todays objectives Identify principal features of engineering education research Frame and situate research questions and methodologies Gain familiarity with several print and online resources Become aware of global communities and their networks What does high-quality research in your discipline look like? What are the qualities, characteristics, or standards for high-quality research in your discipline?

Think of it this way: Research in my field is highquality when. Individually, list the qualities, characteristics or standards in your discipline Compare your lists, and as a group, develop a list of high-quality research qualities, characteristics or standards What does high-quality research in your discipline look like? (Workshop list)

(Workshop list) What does education research in your discipline look like? What are the qualities, characteristics, or standards for high-quality education research in your discipline? Individually, list:

1) Which qualities, characteristics, or standards identified in the previous list DO NOT apply? 2) What qualities, characteristics, or standards can you envision that are DIFFERENT for education research? As a group, combine your lists. Guiding principles for scientific research in education 1.

Pose significant questions that can be investigated empirically 2. Link research to relevant theory 3. Use methods that permit direct investigation of the question 4. Provide coherent, explicit chain of reasoning

5. Replicate and generalize across studies 6. Disclose research to encourage professional scrutiny and critique How do our lists compare with the NRC six?

Is a global list possible? Do cultural contexts matter? Source: Scientific Research in Education, National Research Council, 2002 The research process and reasoning Practical Problem and helps motivates Research Answer Research

Question leads to informs Research Problem Research Process Warrant Claim Reason Evidence

Acknowledgment and Response Research Reasoning Most common frameworks in educational research Theories of learning Theories of motivation Theories of development Theories of contextual effects See Marilla Svinicks Handbook A Guidebook On Conceptual Frameworks For Research In Engineering Education. http://cleerhub.org/resources/gb-svinicki

Multiple theoretical frameworks Which comes first: framework or observation? Can go in either direction Multiple theoretical frameworks Going from framework to research question to research study Framework Self-determination framework says - students motivation for a task is affected by the degree of control they have over it. Therefore

If we manipulate the degree of student control, we should see variations in motivation levels. Design Different groups are given different degrees of control over the topic and process of their project and their motivation for the project is measured at various times throughout the semester. Multiple theoretical frameworks Going from observation to framework to research question to research study and back to observation Observation Some students in a class participate more than

others. Possible Frameworks Learning theory: Prior knowledge differences Motivation theory: Goal orientations, task value, self-efficacy Contextual variables: Course contingencies; classroom climate Design possibilities Measure and regress level of participation on potential Books, journals, online resources The Craft of Research Scientific Research in Education

Journal of Engineering Education (JEE) Thomson ISI Citation Index Some other journals Becoming an Engineering Education ResearcherAdams, Fleming & Smith 1. Find and follow your dream. 2. Find and build community. 3. Do your homework. Become familiar with engineering education research. 4. Remember what it is like to be a studentbe open to learning and the associated rewards and challenges. 5. Find balance. You will feel like you have multiple identities. 6. Be an architect of your own career. 7. Wear your researcher lenses at all times. 8. Use research as an opportunity for reflective practice.

Adams, R., L. Fleming, and K. Smith. 2007. Becoming an engineering education researcher: Three researchers stories and their intersections, extensions, and lessons. Proceedings, International Conference on Research in Engineering Education; http://www.ce.umn.edu/%7Esmith/docs/Adams-Fleming-Smith-Becoming_an_engineering_education_researcher-ICREE2007.pdf Expanding and sustaining research capacity in engineering and technology education: Building on successful programs for faculty and graduate students Collaborative partners: Purdue (lead), Alverno College, Colorado School of Mines, Howard University, Madison Area Technical College, National Academy of Engineering

New Programs RREE2 Research on Impact Virtual Community CLEERhub.org 5 Short Courses How People

Learn Engineering Curriculum Development Workshop Groups, centers, departments EERG UCPBLEE ELCCRLT North ESC Purdue CEER CELT CASEE Utah St


UICEE Engineering Education Centers Australia: UICEE, UNESCO International Centre for Engineering Education; Denmark: UCPBLEE, UNESCO Chair in Problem Based Learning in Engineering Education; Hong Kong: E2I, Engineering Education Innovation Center, Hong Kong University of Science and Technology; Pakistan: Center for Engineering Education Research, NUST, National University for Science and Technology; South Africa: CREE, Centre for Research in Engineering Education, U of Cape Town; Sweden: Engineering Education Research Group, Linkping U; UK: ESC, Engineering Subject Centre, Higher Education Academy; USA: CELT, Center for Engineering Learning and Teaching, U of Washington; CRLT North, Center for Research on Learning and Teaching, U of Michigan; Faculty Innovation Center, U of Texas-Austin; Engineering Learning Center, U of Wisconsin-Madison; CASEE, Center for the Advancement of Scholarship in Engineering Education, National Academy of Engineering; EEIC, Engineering Education Innovation Center, Ohio State University; CEER, Center for Engineering Education Research, Michigan State University, EECs, Engineering Education Centers in Korea. Engineering Education Degree-granting Departments USA: School of Engineering Education, Purdue U; Department of Engineering Education, Virginia Tech; Department of Engineering and Science Education, Clemson U; Department of Engineering and Technology Education, Utah State U; Malaysia: Engineering Education PhD program, Universiti Teknologi Malaysia; India: National Institute for Technical Teacher Training and Research; Mexico: Universidad de las Americas, Puebla

Engineering education societies Societies with Engineering Education Research Groups ASEE, American Society for Engineering Education, Educational Research Methods Division; SEFI, Socit Europenne pour la Formation des Ingnieurs (European Society for Engineering Education), Engineering Education Research Working Group; Australasian Association for Engineering Education, Engineering Education Research Working Group; Community of Engineering Education Research Scholars, Latin America and Caribbean Consortium for Engineering Institutions Societies with Engineering Education Research Interests Indian Society for Technical Education, Latin American and Caribbean Consortium of Engineering Institutions, Asociacin Nacional de Facultades y Escuelas de Ingeniera (National Association of Engineering Colleges and Schools in Mexico), Internationale Gesellschaft fr Ingenieurpdagogik (International Society for Engineering Education), International Federation of Engineering Education Societies, South African Engineering Education Association (SASEE) Forums for dissemination ASEE 2011

ASEE 2010 SEFI FIE 2010 2009 FIE 2011 REES FIE 2009 2011 GCEE 2009 SEFI/IGIP 2010 REES 2013 GCEE 2010 SASEE 2011

AAEE 2009 REES 2009 Conferences with engineering education research presentations: ASEE Annual Conference, American Society for Engineering Education, see www.asee.org AAEE Annual Conference, Australasian Association for Engineering Education, see www.aaee.com.au FIE Frontiers in Education, sponsored by ERM/ASEE, IEEE Education Society and Computer Society, /fie-conference.org/erm GCEE Global Colloquium on Engineering Education, sponsored by ASEE and local partners where the meeting is held, see www.asee.org SEFI Annual Conference, Socit Europenne pour la Formation des Ingnieurs , see www.sefi.be REES Research on Engineering Education Symposium, rees2009.pbwiki.com/ SASEE South African Society for Engineering Education, bit.ly/ bit.ly/

engredu engredu http://tinyurl.com/engredu Global Calls for Reform K-12 Engineering Research-based Transformation Discipline-Based Education Research (DBER) Understanding and Improving

Learning in Undergraduate Science and Engineering http://www.nap.edu/catalog.php?record_id=13362 Discipline-Based Education Research (DBER) Report Update Discipline-Based Education Research Practitioner Guide In Preparation Coming 2014 ASEE Prism Summer 2013 National Research Council Summer 2012 http://www.nap.edu/

catalog.php?record_id=13362 Journal of Engineering Education Editorial October, 2013 ASEE Reports - A Path Forward 09 0 2 June 2 1 0

2 e Jun Seven Recommendations for Innovation with Impact Who 1. Grow professional development in teaching and learning. 2. Expand collaborations. What 3. Expand efforts to make engineering more engaging, relevant, and welcoming. How

4. Increase, leverage, and diversify resources for engineering teaching, learning, and innovation. 5. Raise awareness of proven practices and of scholarship in engineering education. Seven Recommendations for Innovation with Impact (continued) Creating a Better Culture To measure progress in implementing policies, practices, and infrastructure in support of scholarly and systematic innovation in engineering education: 6. Conduct periodic self-assessments in our

individual institutions. 7. Conduct periodic community-wide selfassessments. http://www.asee.org/about-us/the-organization/advisory-committees/Innovation-with-Impact 1. a shift from hands-on and practical emphasis to engineering science and analytical emphasis; 2. a shift to outcomes-based education and accreditation; 3. a shift to emphasizing engineering design; 4. a shift to applying education, learning, and socialbehavioral sciences research;

5. a shift to integrating information, computational, and communications technology in education. http://ieeexplore.ieee.org/xpl/articleDetails.jsp?reload=true&tp=&arnumber=6185632 What Are Your Plans? Silently reflect on your interests and plans for applying and/or supporting engineering education research, or becoming an engineering education researcher. Jot down What do you plan to do next? What are your longer range plans? Share with the person next to you

Thank you! An e-copy of this presentation will be posted to: http://CLEERhub.org http://www.ce.umn.edu/~smith/links.html King Fahd University of Petroleum and Minerals August 19, 2013 Saudi Arabia Karl A. Smith Purdue University and University of Minnesota

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