TY - JOUR
T1 - Toward a shared meaning of the "impact" of engineering education research
T2 - 124th ASEE Annual Conference and Exposition
AU - London, Jeremi S.
AU - Borrego, Maura
N1 - Funding Information:
Maura Borrego is Associate Professor of Mechanical Engineering and Curriculum & Instruction at the University of Texas at Austin. She previously served as a Program Director at the National Science Foundation, on the board of the American Society for Engineering Education, and as an associate dean and director of interdisciplinary graduate programs. Her research awards include U.S. Presidential Early Career Award for Scientists and Engineers (PECASE), a National Science Foundation CAREER award, and two outstanding publication awards from the American Educational Research Association for her journal articles. Dr. Borrego is Deputy Editor for Journal of Engineering Education. All of Dr. Borrego’s degrees are in Materials Science and Engineering. Her M.S. and Ph.D. are from Stanford University, and her B.S. is from University of Wisconsin-Madison.
Publisher Copyright:
© American Society for Engineering Education, 2017.
Copyright:
Copyright 2017 Elsevier B.V., All rights reserved.
PY - 2017/6/24
Y1 - 2017/6/24
N2 - In an environment of increased scrutiny and accountability, engineering education researchers are being called upon to describe and defend the tangible impacts of their work on a regular basis. The lack of scholarship within and beyond the field of engineering education on the impact of research contributes to the lack of shared language around what research impact looks like in this context- and a lack of productive conversations on how research can impact practice. Using a convergent parallel mixed methods research design, the aim of this study is to develop a valid framework that characterizes the impact of engineering education research, and describe engineering education researchers' and practitioners' perspectives on how research does and should influence practice in our context. Together, the two data forms enable greater insights on the problem than would be obtained by either type of data separately. This project started in Summer 2016 (one year ago). Data collection for the quantitative strand is well underway while data collection for the qualitative strand is complete. One of the key findings thus far is that the field of engineering education is closer to the development of a research impact framework than previously realized. Details on the research design and progress on the framework development will be discussed in this paper. Next steps will also be presented.
AB - In an environment of increased scrutiny and accountability, engineering education researchers are being called upon to describe and defend the tangible impacts of their work on a regular basis. The lack of scholarship within and beyond the field of engineering education on the impact of research contributes to the lack of shared language around what research impact looks like in this context- and a lack of productive conversations on how research can impact practice. Using a convergent parallel mixed methods research design, the aim of this study is to develop a valid framework that characterizes the impact of engineering education research, and describe engineering education researchers' and practitioners' perspectives on how research does and should influence practice in our context. Together, the two data forms enable greater insights on the problem than would be obtained by either type of data separately. This project started in Summer 2016 (one year ago). Data collection for the quantitative strand is well underway while data collection for the qualitative strand is complete. One of the key findings thus far is that the field of engineering education is closer to the development of a research impact framework than previously realized. Details on the research design and progress on the framework development will be discussed in this paper. Next steps will also be presented.
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M3 - Conference article
AN - SCOPUS:85030547392
SN - 2153-5965
VL - 2017-June
JO - ASEE Annual Conference and Exposition, Conference Proceedings
JF - ASEE Annual Conference and Exposition, Conference Proceedings
Y2 - 25 June 2017 through 28 June 2017
ER -