Recommended Practices for Managing Large, Multi-Site Engineering Education Research Data Collection Projects
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
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Research Methods II: Meeting the Challenges of Engineering Education Research
- Tagged Division
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Educational Research and Methods
- Page Count
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11
- DOI
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10.18260/p.26047
- Permanent URL
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https://peer.asee.org/26047
- Download Count
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578
Paper Authors
Maura J. Borrego University of Texas - Austin
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.
Mary E. Besterfield-Sacre University of Pittsburgh
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.
Cynthia J. Finelli
University of Michigan
orcid.org/0000-0001-9148-1492
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.
Lisa R. Lattuca University of Michigan
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.
Prateek Shekhar
University of Texas - Austin
orcid.org/0000-0001-6552-2887
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.
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
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