Developing A Spanish Speaking Community Of Engineering Education Research Scholars
- Conference
- Location
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Louisville, Kentucky
- Publication Date
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June 20, 2010
- Start Date
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June 20, 2010
- End Date
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June 23, 2010
- ISSN
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2153-5965
- Conference Session
- Tagged Division
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International
- Page Count
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7
- Page Numbers
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15.378.1 - 15.378.7
- DOI
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10.18260/1-2--16458
- Permanent URL
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https://peer.asee.org/16458
- Download Count
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347
Paper Authors
Rocio Chavela Guerra Purdue University
Rocío C. Chavela Guerra is a doctoral candidate in the School of Engineering Education at Purdue University. She obtained a B.S. and a M.S. in chemical engineering from Universidad de las Américas, Puebla, Mexico. Her research interests involve faculty development, curriculum development, and engineering education research communities. She is an Engineering Education Graduate Fellow of the National Academy of Engineering’s Center for the Advancement of Scholarship on Engineering Education (CASEE).
Monica Cox Purdue University
Monica F. Cox, Ph.D., is an Assistant Professor in the School of Engineering Education at Purdue University. She obtained a B.S. in mathematics from Spelman College, a M.S. in industrial engineering from the University of Alabama, and a Ph.D. in Leadership and Policy Studies from Peabody College of Vanderbilt University. Teaching interests relate to the professional development of graduate engineering students and to leadership, policy, and change in science, technology, engineering, and mathematics education. Primary research projects explore the preparation of engineering doctoral students for careers in academia and industry and the development of engineering education assessment tools. She is a NSF Faculty Early Career (CAREER) award winner and is a recipient of a Presidential Early Career Award for Scientists and Engineers (PECASE).
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Developing a Spanish-speaking Community of Engineering Education Research Scholars
Abstract
The calls to embrace a more rigorous approach to conduct engineering education research have received the attention of groups of scholars around the globe, driving the advancement of the field through the development of centers, departments and degree programs, prestigious publications, and conferences. However, the engineering education research movement has been more visible in the English-speaking world, where the majority of such initiatives have taken place. This reality represents an opportunity for other regions where engineering education research is not as prominent yet. Being the official language of 21 countries, and spoken by over 300 million people around the world, Spanish has the potential to become one of the official languages of engineering education research. This paper discusses the relevance of developing a Spanish-speaking community of engineering education research scholars by a) exploring the current state of engineering education as a research field in Spanish-speaking countries as reflected in emerging dissemination outlets; and b) describing recent efforts to develop global capacity and communities in engineering education research. The implications of developing and sustaining such community are discussed.
Introduction
In the last decade, engineering education has gained significant recognition as a legitimate scholarly, research field. Proudly, “engineering education now enjoys a community of scholars and researchers, an emerging body of core knowledge, an identified research agenda and framework, recognized culture and vocabulary, avenues of dissemination […] and is progressing steadily toward developing avenues to maintain standards and regulate quality.”1 Acknowledging that this steady progress and the vitality of the discipline depends upon “a vibrant community of scholars and practitioners advancing the frontiers of knowledge through research and innovation,”2 initiatives have been undertaken to develop networks and build engineering education research capability around the globe.
Examples of such initiatives include the development of research centers, departments and degree programs, and specialized conferences.3 Other more decentralized ventures include special sessions at international conferences; for example the sessions on “Advancing the Global Capacity for Engineering Education Research,” a joint enterprise between the European Journal of Engineering Education and the Journal of Engineering Education;2 and the series of workshops and seminars on “Building Capability and Communities in Engineering Education Research,” offered in partnership by the Journal of Engineering Education, the U.S. National Academy of Engineering's Annals of Research in Engineering Education and the U.S. National Science Foundation-supported initiative "Rigorous Research in Engineering Education.” 4
While some of these initiatives have had the purpose of crossing national boundaries, there is a tacit, inexorable barrier that deters the development a truly global community of engineering education research scholars: the language. Given that English-speaking countries (i.e. the U.S.,
Chavela Guerra, R., & Cox, M. (2010, June), Developing A Spanish Speaking Community Of Engineering Education Research Scholars Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16458
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