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Board 43: Work in Progress: The Field of Engineering Education Research as Seen Through the Peer Review Process

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

Educational Research and Methods Division Poster Session

Tagged Division

Educational Research and Methods

Page Count

7

Permanent URL

https://peer.asee.org/32349

Download Count

3

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Paper Authors

biography

Stephanie Cutler Pennsylvania State University, University Park

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Stephanie Cutler has a Ph.D. in Engineering Education from Virginia Tech. Her dissertation explored faculty adoption of research-based instructional strategies in the statics classroom. Currently, Dr. Cutler works as an assessment and instructional support specialist with the Leonhard Center for the Enhancement of Engineering Education at Penn State. She aids in the educational assessment of faculty-led projects while also supporting instructors to improve their teaching in the classroom. Previously, Dr. Cutler worked as the research specialist with the Rothwell Center for Teaching and Learning Excellence Worldwide Campus (CTLE - W) for Embry-Riddle Aeronautical University.

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biography

Kacey Beddoes

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Kacey Beddoes received her Ph.D. in Science and Technology Studies (STS) from Virginia Tech, along with graduate certificates in Women’s and Gender Studies and Engineering Education. Dr. Beddoes serves as Deputy Editor of the journal Engineering Studies. Further information can be found on her research group's website: www.sociologyofengineering.org.

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Rachel Miriam Vriend Croninger Pennsylvania State University

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Abstract

This Work-In-Progress paper highlights the work being done as part of an NSF grant to explore the field of Engineering Education Research (EER) through the perspective of the peer review process. The research objective of this project is to identify what kinds of scholarship are readily accepted into the field of engineering education research through peer review processes, and what kinds are not. By identifying what approaches, topics, theoretical frameworks, and methodologies are accepted and not accepted through the peer review process, the field can be more open to discussion of the advancement of EER. More broadly, identifying such boundary knowledge can facilitate new understanding of how the social construction of knowledge occurs in interdisciplinary fields beyond engineering education.

To meet the objectives of this project, the project team is focused on the peer review process for JEE: The Research Journal of Engineering Education. JEE was selected for its status as a top journal for EER and its function as a research “gate keeper” within the community. Participants were initially recruited from multiple national and international engineering education listservs and the distribution of flyers at the 2018 ASEE Annual Conference. Participants completed a screening survey that asked about their experiences submitting and publishing with JEE. The data from the survey was used to select participants for interviews. Thirty-four authors were interviewed about their experience in Fall 2018.

Initial findings from this work will be presented for discussion as part of the presentation of this WIP.

Cutler, S., & Beddoes, K., & Croninger, R. M. V. (2019, June), Board 43: Work in Progress: The Field of Engineering Education Research as Seen Through the Peer Review Process Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32349

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