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Measuring Links Between Awareness and Implementation of Engineering Education Research in Practice

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Conference

2020 ASEE Virtual Annual Conference Content Access

Location

Virtual On line

Publication Date

June 22, 2020

Start Date

June 22, 2020

End Date

June 26, 2021

Conference Session

Engineering Education Research Practices and Community

Tagged Division

Educational Research and Methods

Page Count

16

DOI

10.18260/1-2--34962

Permanent URL

https://peer.asee.org/34962

Download Count

168

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Paper Authors

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Samantha N. Cruz Arizona State University

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Samantha N. Cruz, M.A., is a Ph.D. student in Counseling Psychology at Arizona State University and previously earned her B.A. in Psychology and M.A. in Counseling Psychology. She has previously conducted research investigating the impact of diversity interventions on campus climate as well as the impact of racial discrimination on students' academic outcomes. Her research interests center on examining racial and ethnic disparities in education as well as resources to promote the academic success of students from marginalized backgrounds.

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Jeremi S. London Virginia Polytechnic Institute and State University

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Dr. Jeremi London is an Assistant Professor in the Engineering Education Department at Virginia Polytechnic Institute and State University. London is a mixed methods researcher with interests in research impact, cyberlearning, and instructional change in STEM Education. Prior to being a faculty member, London worked at the National Science Foundation, GE Healthcare, and Anheuser-Busch. She earned B.S. and M.S. degrees in Industrial Engineering, and a Ph.D. in Engineering Education from Purdue University.

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Taylor Lightner Virginia Polytechnic Institute and State University

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Taylor Lightner is a 2nd year Ph.D. student in Engineering Education at Virginia Tech. She received her B.S. in Industrial Engineering at Clemson University. She currently participates in the Disaster Resilience and Risk Management Program and New Horizon Scholars. Her current research interest includes broadening participation, interdisciplinary interactions, and socio-technical communication boundaries.

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Abstract

In order to make large-scale changes and promote research-to-practice (RTP) in engineering education, there is a need for a greater understanding of factors that contribute to RTP in this field. Using the hierarchy of effects model, this work in progress strived to examine the RTP gap and factors that facilitate an RTP pathway in the engineering education discipline, specifically examining engineering education stakeholders’ awareness of, interest in, influence of, and implementation of published research in their daily practices. Participants included 41 engineering education stakeholders. Greater awareness of published research was significantly associated with greater influence of published research and more frequent implementation of published research. A significant, positive association was found between the influence of published research and the implementation of published research. Participants on a non-traditional career track reported greater awareness of published research than those on a mid-career track. Engineering education researchers reported greater awareness, influence, and implementation of published research than engineering education practitioners. Implications of findings, such as future directions and ways for improving attitudes toward research in engineering education, are discussed.

Cruz, S. N., & London, J. S., & Lightner, T. (2020, June), Measuring Links Between Awareness and Implementation of Engineering Education Research in Practice Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34962

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