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Work in Progress: What is the Impact of Research in Engineering Education on University Administrators?

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

ERM Technical Session 11: Leadership and Collaborations in Engineering

Tagged Division

Educational Research and Methods

Page Count

7

DOI

10.18260/1-2--33664

Permanent URL

https://peer.asee.org/33664

Download Count

19

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Paper Authors

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Alan Cheville Bucknell University

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Alan Cheville studied optoelectronics and ultrafast optics at Rice University, followed by 14 years as a faculty member at Oklahoma State University working on terahertz frequencies and engineering education. While at Oklahoma State, he developed courses in photonics and engineering design. After serving for two and a half years as a program director in engineering education at the National Science Foundation, he took a chair position in electrical engineering at Bucknell University. He is currently interested in engineering design education, engineering education policy, and the philosophy of engineering education.

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Atsushi Akera Rensselaer Polytechnic Institute

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Atsushi Akera is Associate Professor and Graduate Program Director in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute (Troy, NY). He received his M.A. and Ph.D. in the History and Sociology of Science, University of Pennsylvania. His current research is on the history of engineering education reform in the United States (1945-present). He is the immediate past chair of the ASEE Ad Hoc Committee on Interdivisional Cooperation; Chair of the International Network for Engineering Studies (INES); past chair of the ASEE Liberal Education / Engineering and Society Division; and a former member of the Society for the History of Technology’s (SHOT) Executive Council. Publications include /Calculating a Natural World: Scientists, Engineers and Computers during the Rise of U.S. Cold War Research/ (MIT Press, 2006).

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Donna M. Riley Purdue University, West Lafayette

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Donna Riley is Kamyar Haghighi Head of the School of Engineering Education and Professor of Engineering Education at Purdue University.

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Jennifer Karlin Minnesota State University, Mankato

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Jennifer Karlin spent the first half of her career at the South Dakota School of Mines and Technology, where she was a professor of industrial engineering and held the Pietz professorship for entrepreneurship and economic development. She is now a research professor of integrated engineering at Minnesota State University, Mankato, and the managing partner of Kaizen Academic.

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Sarah Appelhans University at Albany

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Sarah Appelhans is a PhD candidate in Cultural Anthropology. Her dissertation research, "Steel Toes and Ponytails: Gender and Belonging in Engineering", investigates the boundaries of membership in engineering in the Capital District of New York. She is honored to be a research assistant on the NSF-sponsored study on engineering education reform entitled "The Distributed System of Governance in Engineering Education." In addition to her academic experience, she is a former mechanical engineer with several years of experience in the aviation and construction industries.

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Thomas De Pree Rensselaer Polytechnic Institute

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Thomas De Pree is a PhD student and HASS Fellow of Science and Technology Studies in the School of Humanities, Arts, and Social Sciences at Rensselaer Polytechnic Institute in Troy, New York. Trained in sociocultural anthropology, he received a BA in Anthropology and Psychology from the University of New Mexico in 2010, and a MA in Anthropology and Education from Teachers College, Columbia University in 2015.

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Soheil Fatehiboroujeni Purdue University

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Soheil Fatehiboroujeni received his Ph.D. in Mechanical Engineering from the University of California, Merced in 2018. As a postdoctoral researcher at Purdue University, School of Engineering Education Soheil is working on a multi-institutional project characterizing governance processes related to change in engineering education, and pursuing other research interests in epistemology and design, among other philosophical topics in engineering education.

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Abstract

This work-in-progress paper draws from the ongoing “The Distributed System of Governance in Engineering Education” project’s qualitative dataset. The Governance project uses an ethnomethodological approach to understand the practice of engineering education reform. The dataset contains oral interview data from both academic institutions and organizations with roles in engineering education governance such as ABET. The academic institutions in the study are representative of the range of engineering schools in US—research intensive, predominately undergraduate, private, public, MSI, etc.—and interview subjects span the administrative spectrum from faculty to department chairs to provosts. This work-in-progress uses this data set to probe two research questions:

1) To what extent, and how, do academic administrators and policy makers in higher education draw on insights from engineering education research (EER) in deriving policies and making decisions? 2) To what extent do the issues and challenges articulated by administrators match those articulated or identified by EER community?

The initial analysis of interview data from over seventy subjects from fifteen universities was done from a symbolic interactionism perspective. Initial findings are that university administrators are generally not aware of engineering education and the engineering education research body of knowledge is not generally used in day-to-day decision making. This may be due to the fact the concerns expressed by administrators are often misaligned with EER priorities. The authors seek feedback on how to better understanding “invisible channels” through which EER findings may find their way into administrative decisions as well as other means by which EER influences governance processes other than through established administrative channels.

Cheville, A., & Akera, A., & Riley, D. M., & Karlin, J., & Appelhans, S., & De Pree, T., & Fatehiboroujeni, S. (2019, June), Work in Progress: What is the Impact of Research in Engineering Education on University Administrators? Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--33664

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: © 2019 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