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Incorporating Faculty Sense Making in the Implementation and Modification of an Instrument to Measure Social and Cognitive Engagement

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Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Motivation and Engagement

Tagged Division

Educational Research and Methods

Page Count

14

Permanent URL

https://peer.asee.org/28509

Download Count

99

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Paper Authors

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Allyson Jo Barlow Oregon State University

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Ally Ironside is a recent graduate from LeTourneau University where she studied Water Resources in Civil Engineering. She is currently fusing her technical background with her passion for education in pursuing a doctoral degree in Civil Engineering while conducting research in Engineering Education at Oregon State University. Her research interests include the adoption of teaching best practices in engineering and the personal epistemology development students.

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Nicole P. Pitterson Oregon State University Orcid 16x16 orcid.org/0000-0001-9221-1574

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Nicole is a postdoctoral scholar at Oregon State University. She holds a PhD in Engineering Education from Purdue University and other degrees in Manufacturing Engineering from Western Illinois University and a B.Sc. in Electrical and Electronic Engineering from the University of Technology, Jamaica. Her research interest is eliciting conceptual understanding of AC circuit concepts using active learning strategies.

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Shane A. Brown P.E. Oregon State University Orcid 16x16 orcid.org/0000-0003-3669-8407

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Shane Brown is an associate professor and Associate School Head in the School of Civil and Environmental Engineering at Oregon State University. His research interests include conceptual change and situated cognition. He received the NSF CAREER award in 2010 and is working on a study to characterize practicing engineers’ understandings of core engineering concepts. He is a Senior Associate Editor for the Journal of Engineering Education.

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Kathleen Quardokus Fisher Florida International University

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Dr. Kathleen Quardokus Fisher is an assistant professor at Florida International University. Her research interests focus on understanding how organizational change occurs in higher education with respect to teaching and learning in STEM courses.

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Sean Lyle Gestson Oregon State University

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Sean Gestson is a recent graduate from the University of Portland where he studied Civil Engineering with a focus in Water Resources and Environmental Engineering. He is currently conducting Engineering Education research while pursuing a doctoral degree in Civil Engineering at Oregon State University. His research interests include situated cognition and engineering curriculum development.

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Denise Rutledge Simmons P.E. Virginia Polytechnic Institute and State University Orcid 16x16 orcid.org/0000-0002-3401-2048

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Denise R. Simmons, Ph.D., PE, LEED-AP, is an assistant professor in the Myers-Lawson School of Construction and in the Civil & Environmental Engineering Department, and an affiliate faculty of the Department of Engineering Education at Virginia Polytechnic Institute and State University. She holds a B.S., M.S., and Ph.D. in civil engineering and a graduate certificate in engineering education – all from Clemson University. She is the 2016 recipient of Virginia Tech's College of Engineering Dean’s Award for Outstanding New Assistant Professor and the Black Graduate Student Organization’s Lisa Tabor Award for Community Service. Using deep insights from a fourteen-year industry career and her strengths as a systems thinker, she is now developing and disseminating empirically-grounded models and strategies for improved human competence, motivation, and learning as it relates to the civil engineering profession and the construction industry. She is a discipline-based education researcher who passionately pursues research to develop an agile, ethical, diverse construction workforce enabled to lead, design, and build sustainable, intelligent infrastructure. Her mission is to transform the construction workforce and sustain change. To this end, she undertakes research that enables her to influence postsecondary education and workplace learning pathways; instructional, diversity, recruitment, and retention strategies; and federal, state, local and institutional policies and practice and that result in professional competency in civil and construction engineering.

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Olusola Adesope Washington State University

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Dr. Olusola O. Adesope is an Associate Professor of Educational Psychology at Washington State University, Pullman. His research is at the intersection of educational psychology, learning sciences, and instructional design and technology. His recent research focuses on the cognitive and pedagogical underpinnings of learning with computer-based multimedia resources; knowledge representation through interactive concept maps; meta-analysis of empirical research, and investigation of instructional principles and assessments in STEM.

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Abstract

Incorporating faculty sense making in the implementation and modification of an instrument to measure social and cognitive engagement

Background Over the last decade, numerous calls for change in engineering education have been made. Following these recommendations, the field of engineering education saw the development and implementation of several learning innovation and instructional practices. While there has been extensive research examining barriers and affordances to the adoption of teaching practices and curriculum, much less work has been done on assessment instruments. In addition, research highlights there is generally resistance on the part of faculty members when it comes to adopting new practices, owing to the fact that faculty often feel as though their input was not solicited during the development process.

Purpose As part of a larger study to develop an instrument that measures students’ social and cognitive engagement with a course, this work seeks to explore the decision making processes faculty undertake when they choose to adapt and adopt the aforementioned instrument. In addition, we seek to investigate how engaging faculty in the process of developing and, using the instrument impacts the overall ability of the instrument to meet the needs of current and future users.

Method A group of engineering faculty at a pacific northwest institution will participate in this study through interviews and survey implementation in their course. Data will be collected by means of three interviews. First, faculty will be interviewed to understand their motivation in using our survey and their perception its benefits. A second interview will follow, using the instrument items as a guide to determine how faculty make sense of these items in relation to their course and their students. In a final interview, faculty will be provided a summary of the survey results for their students and prompted to discuss how this data is useful to them as a teacher. Faculty will also be asked what parts of the survey they would like changed and why.

Results This study will demonstrate how feedback from faculty, as it relates to the usability of the instrument and recommendations for improvement, impact the evolution of the social and cognitive engagement instrument. In addition, this approach will allow for an understanding of how the adoption of the instrument emerged through faculty input.

Conclusion Uncovering how and why faculty are motivated to investigate student engagement in their course is a core component of validity. Also, understanding faculty perspective can guide future development efforts. Future research will investigate the role of the instrument and student data on teachers changing their teaching practices.

Barlow, A. J., & Pitterson, N. P., & Brown, S. A., & Quardokus Fisher, K., & Gestson, S. L., & Simmons, D. R., & Adesope, O. (2017, June), Incorporating Faculty Sense Making in the Implementation and Modification of an Instrument to Measure Social and Cognitive Engagement Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28509

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