Building Engineering Education Research Capabilities Karl A. Smith Purdue University/University of Minnesota National.

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Presentation transcript:

Building Engineering Education Research Capabilities Karl A. Smith Purdue University/University of Minnesota National Academy of Engineering Meeting of the Council August 2, 2006

Building Engineering Education Research Capabilities: Overview Why Bother? Why Now? –ABET/ASEE/Carnegie Foundation/NAE/NSF Emphasis –Globalization Outsourcing of Engineering Engineering Capabilities –Demographics Interest in Engineering Current Workforce –Learning Sciences Research, e.g., expertise Engineering Education as a Field of Research –Features of Scholarly and Professional Work –Characteristics of Disciplines – Kuhn & Fensham Current Activities – NSF/NAE/Departments of Engineering Education

Demographics – Aging Workforce

Engineering Education Research Colleges and universities should endorse research in engineering education as a valued and rewarded activity for engineering faculty and should develop new standards for faculty qualifications.

Guiding Principles for Scientific Research in Education 1.Question: pose significant question that can be investigated empirically 2.Theory: link research to relevant theory 3.Methods: use methods that permit direct investigation of the question 4.Reasoning: provide coherent, explicit chain of reasoning 5.Replicate and generalize across studies 6.Disclose research to encourage professional scrutiny and critique National Research Council, 2002

The Basic Features of Scholarly and Professional Work 1.Requires a high level of discipline-related expertise; 2.Is conducted in a scholarly manner with clear goals, adequate preparation, and appropriate methodology; 3.Has significance beyond the setting in which the research is conducted; 4.Is innovative; 5.Can be replicated or elaborated on; 6.Is appropriately and effectively documented, including a thorough description of the research process and detailed summaries of the outcomes and their significance; 7.Is judged to be meritorious and significant by a rigorous peer review process. Adapted from: Diamond and Adam (1993) and Diamond (2002).

Engineering Education as a Field of Research Felder, R.M., S.D. Sheppard, and K.A. Smith, “A New Journal for a Field in Transition,” Journal of Engineering Education, Vol. 93, No. 1, 2005, pp. 7–12. Kerns, S.E., “Keeping Us on the Same Page,” Journal of Engineering Education, Vol. 93, No. 2, 2005, p Gabriele, G., “Advancing Engineering Education in a Flattened World,” Journal of Engineering Education, Vol. 94, No. 3, 2005, pp. 285–286. Haghighi, K., “Quiet No Longer: Birth of a New Discipline,” Journal of Engineering Education, Vol. 94, No. 4, 2005, pp. 351–353. Fortenberry, N.L., “An Extensive Agenda for Engineering Education Research,” Journal of Engineering Education, Vol. 95, No. 1, 2006,pp. 3–5. Streveler, R. A. and K.A. Smith, “Conducting Rigorous Research in Engineering Education, Journal of Engineering Education, Vol. 95, No. 2, Wormley, D.N. “A Year of Dialogue Focused on Engineering Education Research,” Journal of Engineering Education, Vol. 95, No. 3, Journal of Engineering Education: Guest Editorials

CRITERIA FOR A FIELD 1.Structural Criteria 1.Academic recognition 2.Research journals 3.Professional associations 4.Research conferences 5.Research centers 6.Research training 2.Intra-Research Criteria 1.Scientific knowledge 2.Asking questions 3.Conceptual and theoretical development 4.Research methodologies 5.Progression 6.Model publications 7.Seminal publications 3.Outcome Criteria 1.Implications for practice

Building Engineering Education Research Capabilities: NSF Initiated Engineering Education Scholars Program (EESP) NSF – Centers for Learning and Teaching (CLT) –Center for the Advancement of Engineering Education (CAEE) –Center for the Integration of Research, Teaching, and Learning (CIRTL) –National Center for Engineering and Technology Education (NCETE) NAE: Center for the Advancement of Scholarship on Engineering Education (CASEE) –AREE: Annals of Research on Engineering Education NSF-CCLI-ND: Rigorous Research in Engineering Education (RREE) Engineering Education Research Colloquies (EERC)

Departments of Engineering Education Purdue University - Virginia Tech - Utah State University -

Annals of Research on Engineering Education (AREE) Link journals related to engineering education Increase progress toward shared consensus on quality research Increase awareness and use of engineering education research Increase discussion of research and its implications Resources – community recommended –Annotated bibliography –Acronyms explained –Conferences, Professional Societies, etc. Articles – education research –Structured summaries –Reflective essays –Reader comments

Conducting Rigorous Research in Engineering Education: Creating a Community of Practice (RREE) NSF-CCLI-ND American Society for Engineering Education Karl Smith & Ruth Streveler University of Minnesota & Colorado School of Mines

Rigorous Research in Engineering Education  Summer Workshop - Initial Event for year-long project  Presenters and evaluators representing –American Society for Engineering Education (ASEE) –American Educational Research Association (AERA) –Professional and Organizational Development Network in Higher Education (POD)  Faculty funded by two NSF projects: –Conducting Rigorous Research in Engineering Education (NSF DUE ) –Strengthening HBCU Engineering Education Research Capacity (NSF HRDF ) Council of HBCU Engineering Deans Center for the Advancement of Scholarship in Engineering Education (CASEE) National Academy of Engineering (NAE)

Theory Research Practice Engineering Education Research Research that makes a difference... in theory and practice

Research Inspired By: NoYes Pure basic research (Bohr) Use-inspired basic research (Pasteur) No Pure applied research (Edison) Stokes, Donald Pasteur’s quadrant: Basic science and technological innovation. Wash, D.C., Brookings. Use (Applied) Understanding (Basic)

Boyer, Ernest L Scholarship reconsidered: Priorities for the professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. Diamond, R., “The Mission-Driven Faculty Reward System,” in R.M. Diamond, Ed., Field Guide to Academic Leadership, San Francisco: Jossey-Bass, 2002 Diamond R. & Adam, B Recognizing faculty work: Reward systems for the year San Francisco, CA: Jossey-Bass. National Research Council Scientific research in education. Committee on Scientific Principles in Education. Shavelson, R.J., and Towne, L., Editors. Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. Centers for Learning and Teaching Network. Shulman, Lee S Taking learning seriously. Change, 31 (4), Wankat, P.C., Felder, R.M., Smith, K.A. and Oreovicz, F The scholarship of teaching and learning in engineering. In Huber, M.T & Morreale, S. (Eds.), Disciplinary styles in the scholarship of teaching and learning: A conversation. Menlo Park, California: American Association for Higher Education and the Carnegie Foundation for the Advancement of Teaching, 2002, pp. 217–237.

Karl Smith Contact Information: Karl A. Smith, Ph.D. Cooperative Learning Professor of Engineering Education Department of Engineering Education Fellow, Discovery Learning Center Purdue University (75% Appointment) Engineering Administration Building 400 Centennial Mall Drive West Lafayette, IN Morse-Alumni Distinguished Teaching Professor Professor of Civil Engineering Civil Engineering (Phased Retirement - 25% Appointment) University of Minnesota 236 Civil Engineering 500 Pillsbury Drive SE Minneapolis, MN Editor-in-Chief, Annals of Research on Engineering Education (AREE)