Asee peer logo

The RED Teams as Institutional Mentors: Advice from the First Year of the "Revolution"

Download Paper |

Conference

2017 ASEE Annual Conference & Exposition

Location

Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Revolutionizing Engineering Departments (RED)

Tagged Division

Educational Research and Methods

Tagged Topic

Diversity

Page Count

16

DOI

10.18260/1-2--28997

Permanent URL

https://peer.asee.org/28997

Download Count

278

Request a correction

Paper Authors

biography

Jeremi S. London Arizona State University, Polytechnic campus

visit author page

Dr. Jeremi London is an Assistant Professor of Engineering at Arizona State University. She holds B.S. and M.S. degrees in Industrial Engineering and a Ph.D. in Engineering Education, all from Purdue University. Prior to her PhD, she worked in quality assurance and logistics roles at Anheuser-Busch and GE Healthcare, where she was responsible for ensuring consistency across processes and compliance with federal regulations. For four consecutive summers (2011-2014), she worked in the National Science Foundation’s Division of Undergraduate Education on research and evaluation projects related to the use of technology in STEM education. Dr. London masters mixed methods and computational tools to address complex problems, including: science policy issues surrounding STEM learning in cyberlearning environments; evaluation and impact analysis of federal investments in R&D; and applications of simulation & modeling tools to evaluate programs.

visit author page

biography

Edward J. Berger Purdue University, West Lafayette (College of Engineering) Orcid 16x16 orcid.org/0000-0003-0337-7607

visit author page

Edward Berger is an Associate Professor of Engineering Education and Mechanical Engineering at Purdue University, joining Purdue in August 2014. He has been teaching mechanics for nearly 20 years, and has worked extensively on the integration and assessment of specific technology interventions in mechanics classes. He was one of the co-leaders in 2013-2014 of the ASEE Virtual Community of Practice (VCP) for mechanics educators across the country. His current research focuses on student problem-solving processes and use of worked examples, change models and evidence-based teaching practices in engineering curricula, and the role of non-cognitive and affective factors in student academic outcomes and overall success.

visit author page

biography

Cara Margherio University of Washington

visit author page

Cara Margherio is the Senior Research Associate at the UW Center for Evaluation & Research for STEM Equity (CERSE). Cara serves as project manager for program evaluation on several NSF- and NIH-funded projects. Her research interests include community cultural wealth, counterspaces, peer mentoring, and institutional change.

visit author page

biography

Elizabeth Litzler University of Washington

visit author page

Elizabeth Litzler, Ph.D., is the director of the University of Washington Center for Evaluation & Research for STEM Equity and an affiliate assistant professor of sociology. She directs research and evaluation projects from conceptualization, methodological design, and collection of data and analysis to dissemination of findings. Dr. Litzler is a member of ASEE and a former board member of the Women in Engineering ProActive Network (WEPAN). Her research interests include the educational climate for students in science and engineering, and gender and race stratification in education and the workforce.

visit author page

author page

Jennifer Branstad University of Washington

Download Paper |

Abstract

Engineering and computer science departments funded by the National Science Foundation’s Revolutionizing Engineering Departments (RED) program are charged with taking a revolutionary approach to addressing a local need and with becoming national models for enacting systemic change. While the differences between geographically-dispersed RED teams and the schools in which they are embedded are palpable, there are parallels in the experiences that illuminate valuable lessons that can be shared across teams and with other departments. By sharing information and experiences across organizational boundaries, RED teams collaboratively problem-solve common issues and become mentors for others interested in embarking on a revolution. In this paper, we examine the first cohort of six RED teams as an example of “institutional mentoring.” We define institutional mentoring as a type of peer mentoring among groups in which knowledge exchange is highly reciprocal, and institutional contexts and local challenges are explicitly considered when problem-solving. Observation notes taken during annual RED Principal Investigators meetings and focus group discussions among RED teams were qualitatively analyzed for themes. This analysis highlighted four broad categories of advice that are transferable across organizational boundaries: forming strategic partnerships, establishing a successful team, managing the project while maintaining flexibility, and working within organizational and academic constraints. Such insights are valuable for perspective RED teams and other interested in revolutionizing their engineering and computer science department.

London, J. S., & Berger, E. J., & Margherio, C., & Litzler, E., & Branstad, J. (2017, June), The RED Teams as Institutional Mentors: Advice from the First Year of the "Revolution" Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28997

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: © 2017 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