Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
NSF Grantees Poster Session
Given the infancy of engineering education as an established field and the recent increase in early career faculty aligning themselves with the discipline, it is imperative that the community better understand the experiences of these new faculty members. As a result, we will be able to enhance national efforts to train and develop faculty prepared to drive change in engineering education. Accordingly, this two-phased study will investigate how institutional context influences the agency of our research team and other early career engineering education faculty as it relates to facilitating change in engineering education. Faculty agency is important because faculty play a central role in making change, and there is a need to further understand the factors that influence their ability to do so. This work leverages collaborative inquiry and collaborative autoethnography to explore the lived experiences of our research team, which consists of six engineering education faculty with different roles and responsibilities who are positioned in varied settings at different institutions. We represent diverse perspectives with regard to our goals, visions, and training in engineering education.
This project officially started in May 2017; however, we have been collecting data since August 2015. Our poster will present a summary of our current progress, which includes the use of the Q3 Research Quality Workshop to guide our plans for data collection and analysis. This was important to our work, because in Phase I of our study we are combining elements from auto ethnography and collaborative inquiry to explore our research questions. In addition to our study’s methodological impact, the results will provide the engineering education community with evidence-based insights on conditions that facilitate change efforts by early career engineering education faculty. By sharing our findings with current and developing engineering education graduate programs, we will enable them to make programmatic changes to benefit future faculty. These findings also provide a mechanism for divisions within the American Society of Engineering Education to develop programming and resources to support the sustained success of their members.
McCave, E. J., & Faber, C. J., & Bodnar, C. A., & Strong, A. C., & Lee, W. C., & Smith-Orr, C. S. (2018, June), Board 99: Collaborative Research: Supporting Agency among Early Career Engineering Education Faculty in Diverse Institutional Contexts Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/30152
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