June 26, 2011
June 26, 2011
June 29, 2011
Educational Research and Methods
22.1288.1 - 22.1288.22
Short Term Impact of an Engineering Education Research Workshop on Participant's Research Interests and CapabilitiesAbstract:This paper presents the results of a study that evaluates the impact of a multiday workshop thatseeks to build capacity in engineering education research and enable research-informedapproaches to transform engineering education. The goal of the workshop is to meet a criticalneed in the development of engineering education by targeting the following learning objectives:(1) describe relevant psychological models of student learning, (2) apply these models tolearning engineering, (3) develop a substantive engineering education research question, and (4)develop a theory-based research plan to answer the research question. The workshop wasattended by more than 40 engineering and engineering technology faculty from across thecountry and abroad with at least some prior experience in engineering education research.The evaluation plan included surveys, participant observation, end of day reflection, focusgroups, and follow up interviews to understand expectations for the experience, the conceptionsand approach for engineering education research, and impact on teaching and curriculum. Thefocus of this paper is on the short-term impacts of the 3 day workshop as measured through a preand post survey. The evaluation plan also includes long-term impacts, but this is not included inthis paper. The survey included closed and open-ended questions regarding conceptions ofengineering education research, capacities to conduct research and using research to informteaching or curriculum, and perceptions of support systems at their institution.An analysis of the pre-survey illustrates the considerable variability in participants' backgroundsin engineering education research; however, all participants emphasized a need for betterunderstanding of choosing a conceptual framework for education research, using principles ofrigor in education research, and developing a plan to answer a research question. The aggregateanalysis of pre-post changes indicate gains in the level of familiarity for distinguishingeducational research from engineering research and the knowledge of principles and methods ofrigorous educational research. An increase in the interest of building community of researcherswas also observed. One interesting observation is that participants with less teaching experiencedemonstrated relatively more interest and confidence towards educational research at the end ofthe workshop than those who had more experience. This may be an indication of theconsiderable learning curve involved in becoming an engineering education researcher and mayprovide insights into the process of building capacity in engineering education research.
Siddiqui, J. A., & Adams, R. S., & Fleming, L. N., & Dingwall, A. A. (2011, June), Short Term Impact of an Engineering Education Research Workshop on Participant's Research Interests and Capabilities Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18506
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: © 2011 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