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Work In Progress: Social Networks Analysis in the Transition of an Educational Model Among Groups of STEM Teachers

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2019 ASEE Annual Conference & Exposition


Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

October 19, 2019

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Tagged Division

Educational Research and Methods

Tagged Topic


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Paper Authors


Elvia Castro Tecnologico de Monterrey (ITESM) Orcid 16x16

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Postdoctoral Visiting Research Fellow, University of Oxford, UK, 2017.
Oxford University Department of Education. Oxford Centre for Sociocultural and Activity Theory Research (OSAT), Dr. Harry Daniels and Dr. Ian Thompson.

Ph.D. in Education, Universidad Iberoamericana & University of California, 2011.
Doctoral Dissertation: The Social Construction of a Teacher Support Team. An Experience of Teacher Education in STEM.

Specialization in Quality, Chu San Ren, Nagoya, Japan, 2005.

Specialization in Modelling, University of Wismar, Germany, 2004.

Master of Science in Manufacturing, Tecnológico de Monterrey, Mexico, 2000.

Bachelor’s Degree in Industrial Engineering, Sonora Institute of Technology, Mexico, 1997. Cum Laude.

Research Interests
Socio-cultural approach to learning, Teacher Education, Educational Leadership, Educational Assessment, Social Network Analysis, Mediation and Gender Issues in STEM.

International Professional Associations

• American Society for Engineering Education (ASEE)
• International Leadership Association (ILA)

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Iliana López MS Tecnologico de Monterrey

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Iliana López works at the School of Engineering and Sciences at Tecnologico de Monterrey as an education expert. Iliana has a Bachelor degree in Communication and a Master's degree in Education. She was at the School of Education as an instructor in learning assessment and counselor of competency-based educational programs. Her research interests are the use of technology in learning and the impact of using innovative learning environments.

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Genaro Zavala Tecnologico de Monterrey, Mexico, and Universidad Andres Bello, Chile Orcid 16x16

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Genaro Zavala is a Full Professor and Director of Undergraduate Studies of the School of Engineering and Sciences at Tecnologico de Monterrey. Professor Zavala is National Researcher Level 1 of the National System of Researchers of Mexico and leads the Physics Education Research and Innovation Group. He works with the following research lines: conceptual understanding of students on subjects of physics, transfer of understanding between the different areas of knowledge, use of technology in learning, the impact of using innovative learning environments and development of assessment tools. He has 92 articles in refereed journals and conferences, over 680 citations according to Scopus, 6 books, 14 book chapters, 142 national and international presentations in countries like Korea, Denmark, Hungary, Cuba, United States, Chile, Ecuador, Uruguay, Colombia and Argentina and 29 international workshops in Mexico, Chile, Argentina and Italy. Genaro Zavala was appointed to the editorial board of the Physical Review Special Topics-Physics Education Research journal of the American Physical Society for the period 2015 to 2018, vice president of the Latin American Physics Education Network (LAPEN) for the period 2013-2015 and is currently the coordinator of the Topical Group: Evaluation of Learning and Instruction of the International Group for Research and Teaching of Physics (GIREP by its French acronym). Dr. Zavala is a member of the American Association of Physics Teachers (AAPT) where he was vice president candidate, a member of the Committee on Research in Physics Education (RIPE) a member and chair of the International Education Committee and elected member of Leadership Organizing Physics Education Research Council (PERLOC ) in the period 2015-2018.

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This work-in-progress research focuses on understanding and describing how nineteen groups of university engineering and science educators learn and assimilate the new educational model being adopted in a private Mexican university. Their role is to face the forces of globalization that are transforming the system of higher education in the university. This investigation adopts the notion of Social Network Analysis (SNA) to characterize and visualize the patterns of interactions among the different teams of teachers. Education research has been supported more frequently in recent decades by the analysis of social networks, which is a tool to quantify and visualize connections and structures of relationships and interactions within organizations. With this perspective, it has been possible to deepen the study of the nature and the determinants of interactions among teachers [1]. The data from a questionnaire applied to the team of participating educators was used at the beginning of the deployment of the new educational model known as the Tec21 Educational Model. The support patterns and collaborative networks of the educators are represented from the data through sociograms and descriptive social network indicators such as density, transitivity, and reciprocity in the network [2]. This approach is a methodological and pedagogical innovation because it has the potential to inform and provide feedback about the participants’ work, promote reflection on their collaborative practices and contribute to cohesion, dialogue and the flow of knowledge within the team to continuously improve the internalization of the new educational model.

Castro, E., & López, I., & Zavala, G. (2019, June), Work In Progress: Social Networks Analysis in the Transition of an Educational Model Among Groups of STEM Teachers Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33647

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