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Recommended Practices for Managing Large, Multi-Site Engineering Education Research Data Collection Projects

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Research Methods II: Meeting the Challenges of Engineering Education Research

Tagged Division

Educational Research and Methods

Page Count

11

DOI

10.18260/p.26047

Permanent URL

https://peer.asee.org/26047

Download Count

87

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Paper Authors

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Maura J. Borrego University of Texas - Austin

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Maura Borrego is Associate Professor of Mechanical Engineering and Curriculum & Instruction at the University of Texas at Austin. She previously served as a Program Director at the National Science Foundation and an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is Deputy Editor for Journal of Engineering Education and serves on the board of the American Society for Engineering Education as Chair of Professional Interest Council IV. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.

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Mary E. Besterfield-Sacre University of Pittsburgh

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Dr. Mary Besterfield-Sacre is an Associate Professor and Fulton C. Noss Faculty Fellow in Industrial Engineering at the University of Pittsburgh. She is the Director for the Engineering Education Research Center (EERC) in the Swanson School of Engineering, and serves as a Center Associate for the Learning Research and Development Center. Her principal research is in engineering education assessment, which has been funded by the NSF, Department of Ed, Sloan, EIF, and NCIIA. Dr. Sacre’s current research focuses on three distinct but highly correlated areas – innovative design and entrepreneurship, engineering modeling, and global competency in engineering. She is currently associate editor for the AEE Journal.

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Cynthia J. Finelli University of Michigan Orcid 16x16 orcid.org/0000-0001-9148-1492

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Dr. Cynthia Finelli is Associate Professor of Electrical Engineering & Computer Science, Research Associate Professor of Education, and Founding Director of the Center for Research on Learning and Teaching in Engineering at the University of Michigan. Her research areas include student resistance to active learning, faculty adoption of evidence-based teaching practices, the impact of classroom space on learning and teaching, and institutional change. She is a fellow in the American Society of Engineering Education, an Associate Editor of the IEEE Transactions on Education, and past chair of the Educational Research and Methods Division of ASEE.

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Lisa R. Lattuca University of Michigan

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Lisa Lattuca, Professor of Higher Education at the University of Michigan, studies curriculum, teaching, and learning in college and university settings. She examines processes of curriculum development and revision at the course, program, and institutional levels, including how faculty attitudes, beliefs, and cultures influence curricular and instructional practices and how these in affect student learning. In recent years, she has been studying these topics in undergraduate engineering programs with funding from the National Science Foundation.

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Prateek Shekhar University of Texas - Austin Orcid 16x16 orcid.org/0000-0001-6552-2887

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Prateek Shekhar is a doctoral candidate in the Department of Mechanical Engineering at The University of Texas at Austin. His research is focused on the adoption of research based curriculum and instructional strategies 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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Abstract

This is an evidence-based practice paper, intended to share a range of experiences managing data collection across multiple sites and offer recommendations for success. To address some of the broadest and most critical research questions, engineering education researchers are proposing more and more studies of engineering students, faculty, and/or administrators at multiple higher education institutions. Although some information about how to solicit participation from these institutions is shared through papers and presentations disseminating the activities, most of the best practices and accumulated wisdom about how to manage data collection across multiple sites is not widely shared. To remedy this, the authors synthesize their many years' experience coordinating data collection for engineering education research projects and address site selection, local contacts, recruiting, collaboration agreements, and IRB coordination.

Borrego, M. J., & Besterfield-Sacre, M. E., & Finelli, C. J., & Lattuca, L. R., & Shekhar, P. (2016, June), Recommended Practices for Managing Large, Multi-Site Engineering Education Research Data Collection Projects Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26047

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2016 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015