Comparative Analysis of Ph.D. Programs in Engineering Education

Homero Gregorio Murzi; Prateek Shekhar; Lisa D. McNair

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Design and Assessment of Graduate Curriculum
Tagged Division: Graduate Studies
Page Count: 12
Page Numbers: 26.368.1 - 26.368.12
DOI: 10.18260/p.23707
Permanent URL: https://peer.asee.org/23707
Download Count: 563

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Paper Authors

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Homero Gregorio Murzi Virginia Tech orcid.org/0000-0003-3849-2947

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PhD. student of Engineering Education at Virginia Tech.

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Prateek Shekhar University of Texas, Austin orcid.org/0000-0001-6552-2887

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Prateek Shekhar is a PhD student in the Department of Mechanical Education at the University of Texas at Austin. His research is focused in understanding students’ and faculty’s reaction to adoption of active learning based teaching methods in engineering classrooms. He holds a M.S. in Electrical Engineering from University of Southern California and B.S. in Electronics and Communication Engineering from India.

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Lisa D. McNair Virginia Tech

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Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as co-Director of the VT Engineering Communication Center (VTECC). Her research interests include interdisciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include exploring disciplines as cultures, interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e-portfolios to promote professional identity and reflective practice.

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Abstract

Program Evaluation of PhD programs in Engineering Education The field of Engineering Education (ENGE) has emerged as an internationally recognized area of research and continues to expand every year through venues for continued discussion (ASEE, FIE, REES Conferences) and peer reviewed publication outlets (JEE, EJEE, IJEE). In the US, several universities have established centers to support engineering faculty members in improving their pedagogical practices and perform research in other relevant areas of ENGE. In addition, engineering departments across several universities have started to recognize ENGE research in their doctoral programs. Furthermore, several specialized ENGE PhD programs are currently being offered in the country, reiterating the acceptance of ENGE as a rigorous field of inquiry. However, there exists minimal information about the effectiveness of these dedicated PhD programs. Considering the need to evaluate the quality of the PhD programs in ENGE, our methods plan is a mapping of the different programs available in the field in order to compare: (i) the expected learning outcomes, (ii) program goals, (iii) mission statements, and (iv) major milestones. Through interviews with the main stakeholders (i.e. ENGE Department Heads, ENGE Graduate Student coordinators, Deans of College of Engineering, administrators in charge of hiring ENGE graduates, and ENGE graduates) will be interviewed to gather insights and compare the similitudes or differences between the existing ENGE programs. Results from the program evaluation of ENGE PhD programs will provide with information about the different focus and characteristics programs have. Mapping the programs will allow us to understand how cohesive the field is (or not) at this point of evolution, and the main attributes different programs develop in ENGE. In addition, results will provide preliminary information that will help us propose a thorough program evaluation proposal to understand the impact ENGE graduates have in the engineering field.

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Murzi, H. G., & Shekhar, P., & McNair, L. D. (2015, June), Comparative Analysis of Ph.D. Programs in Engineering Education Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23707

TY  - CPAPER
AB  -                Program  Evaluation  of  PhD  programs  in  Engineering  Education    The  field  of  Engineering  Education  (ENGE)  has  emerged  as  an  internationally  recognized  area  of  research  and  continues  to  expand  every  year  through  venues  for  continued  discussion  (ASEE,  FIE,  REES  Conferences)  and  peer  reviewed  publication  outlets  (JEE,  EJEE,  IJEE).  In  the  US,  several  universities  have  established  centers  to  support  engineering  faculty  members  in  improving  their  pedagogical  practices  and  perform  research  in  other  relevant  areas  of  ENGE.  In  addition,  engineering  departments  across  several  universities  have  started  to  recognize  ENGE  research  in  their  doctoral  programs.  Furthermore,  several  specialized  ENGE  PhD  programs  are  currently  being  offered  in  the  country,  reiterating  the  acceptance  of  ENGE  as  a  rigorous  field  of  inquiry.  However,  there  exists  minimal  information  about  the  effectiveness  of  these  dedicated  PhD  programs.      Considering  the  need  to  evaluate  the  quality  of  the  PhD  programs  in  ENGE,  our  methods  plan  is  a  mapping  of  the  different  programs  available  in  the  field  in  order  to  compare:  (i)  the  expected  learning  outcomes,  (ii)  program  goals,  (iii)  mission  statements,  and  (iv)  major  milestones.  Through  interviews  with  the  main  stakeholders  (i.e.  ENGE  Department  Heads,  ENGE  Graduate  Student  coordinators,  Deans  of  College  of  Engineering,  administrators  in  charge  of  hiring  ENGE  graduates,  and  ENGE  graduates)  will  be  interviewed  to  gather  insights  and  compare  the  similitudes  or  differences  between  the  existing  ENGE  programs.  Results  from  the  program  evaluation  of  ENGE  PhD  programs  will  provide  with  information  about  the  different  focus  and  characteristics  programs  have.    Mapping  the  programs  will  allow  us  to  understand  how  cohesive  the  field  is  (or  not)  at  this  point  of  evolution,  and  the  main  attributes  different  programs  develop  in  ENGE.  In  addition,  results  will  provide  preliminary  information  that  will  help  us  propose  a  thorough  program  evaluation  proposal  to  understand  the  impact  ENGE  graduates  have  in  the  engineering  field.        
AU  - Homero Gregorio Murzi
AU  - Prateek Shekhar
AU  - Lisa D. McNair
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Comparative Analysis of Ph.D. Programs in Engineering Education
UR  - https://peer.asee.org/23707
DO  - 10.18260/p.23707
ER  -