June 20, 2010
June 20, 2010
June 23, 2010
15.378.1 - 15.378.7
Developing a Spanish-speaking Community of Engineering Education Research Scholars
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.
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. https://peer.asee.org/16458
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