TY - GEN
T1 - Creating Common Instruments to Evaluate Education and Diversity Impacts across Three Engineering Research Centers
AU - Zhao, Zhen
AU - Carberry, Adam
AU - Barnard, Wendy
AU - Cook-Davis, Alison
AU - Jordan, Michelle
AU - Larson, Jean
AU - O'Donnell, Megan
AU - Savenye, Wilhelmina
N1 - Funding Information:
This study is based upon work primarily supported by the Engineering Research Center Program of the National Science Foundation under NSF Cooperative Agreement No. EEC – 1449501, in conjunction with the Engineering Research Center Program of the National Science Foundation under NSF Cooperative Agreement No. EEC - 1449500. Any opinions, findings, conclusions, or recommendations expressed in this study are those of the authors(s) and do not necessarily reflect the views of the National Science Foundation. The authors would also like to acknowledge the leadership team and education team of the Engineering Research Center for Bio-mediated and Bio-inspired Geotechnics (CBBG), Nano systems Engineering Research Center for Nanotechnology-Enabled Water Treatment (NEWT), and The Quantum Energy and Sustainable Solar Technologies lab (QESST), as well as the project’s evaluation team from the Arizona State University Office of Evaluation and Educational Effectiveness, and College Research & Evaluation Service Team at Arizona State University.
Funding Information:
The National Science Foundation (NSF) has funded 67 Engineering Research Centers (ERC) across the nation since 1985 [1]. These NSF-supported centers are “flagship investments” that “create complex, systems-level technologies that address important engineering challenges and help ensure the U.S. remains globally competitive [1].” Transformational changes are achieved by ERCs through integrated research spanning different engineering disciplines, collaborations with industry, and efforts to promote and improve engineering
PY - 2019/10
Y1 - 2019/10
N2 - This Innovative Practice Work in Progress paper presents the collaborative efforts made by three NSF-funded Engineering Research Centers (ERCs) to synthesize common tools for educational program evaluation. The aim of the NSF ERCs is to achieve transformative changes by integrating engineering research and education with technological innovation within areas at the frontiers of science and engineering (e.g., NSF's 10 Big Ideas). Such centers across the nation study and innovate within their technical area using similar structures and implementation strategies, including the coordination of educational endeavors. Independent partners are enlisted as part of these centers to evaluate education and diversity impacts annually. Each center typically performs this task in isolation from other such centers. The effort required to create resources for such evaluation outcome can result in redundancy and an inability for psychometric analysis due to small available populations within a single center. This paper elaborates on the ongoing efforts of this collaborative research aimed at addressing these issues by creating a streamlined, customizable, and standardized set of evaluation instruments that can be applied to any ERC evaluation.
AB - This Innovative Practice Work in Progress paper presents the collaborative efforts made by three NSF-funded Engineering Research Centers (ERCs) to synthesize common tools for educational program evaluation. The aim of the NSF ERCs is to achieve transformative changes by integrating engineering research and education with technological innovation within areas at the frontiers of science and engineering (e.g., NSF's 10 Big Ideas). Such centers across the nation study and innovate within their technical area using similar structures and implementation strategies, including the coordination of educational endeavors. Independent partners are enlisted as part of these centers to evaluate education and diversity impacts annually. Each center typically performs this task in isolation from other such centers. The effort required to create resources for such evaluation outcome can result in redundancy and an inability for psychometric analysis due to small available populations within a single center. This paper elaborates on the ongoing efforts of this collaborative research aimed at addressing these issues by creating a streamlined, customizable, and standardized set of evaluation instruments that can be applied to any ERC evaluation.
KW - engineering research centers
KW - evaluation
KW - instrument development
UR - http://www.scopus.com/inward/record.url?scp=85082448734&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85082448734&partnerID=8YFLogxK
U2 - 10.1109/FIE43999.2019.9028711
DO - 10.1109/FIE43999.2019.9028711
M3 - Conference contribution
AN - SCOPUS:85082448734
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2019 IEEE Frontiers in Education Conference, FIE 2019
PB - Institute of Electrical and Electronics Engineers Inc.
T2 - 49th IEEE Frontiers in Education Conference, FIE 2019
Y2 - 16 October 2019 through 19 October 2019
ER -