Barry, B. E., & Purchase, K., & Sanborn, M. J. (2011, June), Rigorous Educational Research in Civil Engineering  Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18389

\bibitem{asee_peer_18389}
  Barry, B. E., \& Purchase, K., \& Sanborn, M. J. (2011, June), \emph{Rigorous Educational Research in Civil Engineering}
  Paper presented at 2011 ASEE Annual Conference \& Exposition, Vancouver, BC.
  10.18260/1-2--18389

Brock E. Barry, Kathryn Purchase, and Marc J. Sanborn.  "Rigorous Educational Research in Civil Engineering".  2011 ASEE Annual Conference & Exposition, Vancouver, BC, 2011, June.  ASEE Conferences, 2011.  https://peer.asee.org/18389 Internet.  16 Apr, 2024

\bibitem{asee_peer_18389}
  Brock E. Barry, Kathryn Purchase, and Marc J. Sanborn.
  "Rigorous Educational Research in Civil Engineering".
  \emph{2011 ASEE Annual Conference \& Exposition, Vancouver, BC, 2011, June}.
  ASEE Conferences, 2011.
  https://peer.asee.org/18389 Internet.  16 Apr, 2024

@INPROCEEDINGS{asee_peer_18389
author = "Brock E. Barry, Kathryn Purchase, and Marc J. Sanborn"
title = "Rigorous Educational Research in Civil Engineering"
booktitle = "2011 ASEE Annual Conference \& Exposition"
year = "2011"
month = "June"
address = "Vancouver, BC"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/18389}
number = {10.18260/1-2--18389}
}

TY  - CPAPER
AB  -                   Rigorous Educational Research in Civil Engineering:                   What Does it Look Like and How are We Doing?A minimum level of scholarship is expected in the performance of research in the engineeringdisciplines. An individual undertaking serious research wouldn’t think of attempting to publish atechnical manuscript in a journal or present findings at a conference without meeting the rigorousexpectations as established by the academic community. Then why is it that the commonrigorous standards are overlooked when conducting educational research? Educational research,when performed properly, is a form of technical research. Therefore, educational research canand should be conducted in a rigorous manner.For at least the past three years, the Board of Directors of the Civil Engineering Division of theAmerican Society for Engineering Education has discussed the desire to “raise the bar” on ourown level of rigor. Specifically, the Board of Directors has expressed an interest in seeing animprovement in the scholarship contained within the papers accepted by the Division to theannual conference.This paper will define the expected requirements associated with high quality rigorous researchas accepted by the academic and/or professional communities. In addition, this paper willpresent a meta-analysis of all of the papers accepted to the annual conference by the CivilEngineering Division during the past five years (2004-2009). This meta-analysis will generateboth a snap-shot of the level of rigor represented in the Division papers for the defined timeperiod and it will identify any trends over that time period. The meta-analysis will present onlyaggregate results and will not identify individual contributions to the Division. The members ofthe Division will learn how to “raise the bar” on their own level of rigorous educational research.
AU  - Brock E. Barry
AU  - Kathryn Purchase
AU  - Marc J. Sanborn
CY  - Vancouver, BC
DA  - 2011/06/26
PB  - ASEE Conferences
TI  - Rigorous Educational Research in Civil Engineering
UR  - https://peer.asee.org/18389
DO  - 10.18260/1-2--18389
ER  -