Recent Developments in Engineering Education Research and Practice
description
Transcript of Recent Developments in Engineering Education Research and Practice
![Page 1: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/1.jpg)
Recent Developments in Engineering Education Research and Practice
Karl A. SmithCivil Engineering
University of Minnesota
Purdue UniversityAmerican Society for Engineering
Education (ASEE) Student ChapterMarch 7, 2006
![Page 2: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/2.jpg)
Recent Developments in Engineering Education Research and Practice: Overview• Spotlight on Engineering Education
– External Pressure: ABET/NSF/NAE/Carnegie Foundation– Demographics
• Interest in Engineering• Current Workforce
– Globalization• Outsourcing of Engineering• Engineering Capabilities
• Engineering Education as a Field of Research– Features of Scholarly and Professional Work – Characteristics of Disciplines – Kuhn & Fensham
• Building Engineering Education Research Capabilities – Current Activities – NSF/NAE
![Page 3: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/3.jpg)
First Teaching Experience
• Practice – Third-year course in metallurgical reactions – thermodynamics and kinetics
![Page 4: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/4.jpg)
Lila M. Smith
![Page 5: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/5.jpg)
Engineering Education
• Practice – Dismal failure!• Research – ? • Theory – ?
![Page 6: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/6.jpg)
Lila M. Smith
![Page 7: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/7.jpg)
Cooperative Learning• Theory – Social Interdependence –
Lewin – Deutsch – Johnson & Johnson• Research – Empirical Support -
Randomized Design Field Experiments• Practice – Formal Teams/Professor’s
Role Theory
Research Practice
![Page 8: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/8.jpg)
Cooperative Learning•Positive Interdependence•Individual and Group Accountability•Face-to-Face Promotive Interaction•Teamwork Skills•Group Processing
![Page 9: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/9.jpg)
Cooperative Learning Research Support Johnson, D.W., Johnson, R.T., & Smith, K.A. 1998. Cooperative learning returns to
college: What evidence is there that it works? Change, 30 (4), 26-35.
• Over 300 Experimental Studies• First study conducted in 1924• High Generalizability• Multiple Outcomes
Outcomes
1. Achievement and retention2. Critical thinking and higher-level
reasoning3. Differentiated views of others4. Accurate understanding of others'
perspectives5. Liking for classmates and teacher6. Liking for subject areas7. Teamwork skills
![Page 10: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/10.jpg)
Pedagogies of Engagement:Classroom-Based Practices
http://www.asee.org/about/publications/jee/upload/2005jee_sample.htm
![Page 11: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/11.jpg)
Small-Group Learning: Meta-analysisSpringer, L., Stanne, M. E., & Donovan, S. 1999. Effects of small-group learning
on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of Educational Research, 69(1), 21-52.
Small-group (predominantly cooperative) learning in postsecondary science, mathematics, engineering, and technology (SMET). 383 reports from 1980 or later, 39 of which met the rigorous inclusion criteria for meta-analysis.
The main effect of small-group learning on achievement, persistence, and attitudes among undergraduates in SMET was significant and positive. Mean effect sizes for achievement, persistence, and attitudes were 0.51, 0.46, and 0.55, respectively.
![Page 12: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/12.jpg)
Strategies for Energizing Large
Classes: From Small Groups to
Learning Communities:
Jean MacGregor,James Cooper,
Karl Smith,Pamela Robinson
New Directions for Teaching and Learning,
No. 81, 2000.Jossey- Bass
![Page 13: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/13.jpg)
Engineering Education Research and Practice – Your Story
• Individually reflect on your interest in engineering education
• Identify critical incidents or marker events that influenced your interest
• Turn to the person next to you, introduce yourselves and talk about your stories
![Page 14: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/14.jpg)
Recent Developments in Engineering Education Research and Practice: Overview• Spotlight on Engineering Education
– External Pressure: ABET/NSF/NAE/Carnegie Foundation– Demographics
• Interest in Engineering• Current Workforce
– Globalization• Outsourcing of Engineering• Engineering Capabilities
• Engineering Education as a Field of Research– Features of Scholarly and Professional Work – Characteristics of Disciplines – Kuhn & Fensham
• Building Engineering Education Research Capabilities – Current Activities – NSF/NAE
![Page 15: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/15.jpg)
The reports...Engineering Research and America’s Future (NAE, 2005): Committee to Assess the Capacity of the U.S. Engineering Research Enterprise
The Engineer of 2020 (NAE, 2004) and Educating the Engineer of 2020 (NAE, 2005)
Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future (NRC/COSEPUP, 2005)
Innovate American: National Innovation Initiative Final Report (Council on Competitiveness, 2005)
![Page 16: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/16.jpg)
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.
![Page 17: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/17.jpg)
US 4-5%EU 12-13%China 40%
![Page 18: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/18.jpg)
The World is Flat
“Clearly, it is now possible for more people than ever
to collaborate and compete in real-time, with more
people, on more kinds of work, from more corners of the planet, and on a more equal footing, than at any
previous time in the history of the world”
![Page 19: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/19.jpg)
Emerging Global Labor Market
Engineering occupations are the most amenable to remote location
Offshore talent exceeds high-wage countries’ potential by a factor of 2
17% of engineering talent in low-wage countries is suitable* for work in a multinational company.
At current suitability rates, and an aggressive pace of adoption in demand, supply of engineers could be constrained by 2015.
*Suitable = quality of education, location, domestic competition
“The Emerging Global Labor Market”
![Page 20: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/20.jpg)
![Page 21: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/21.jpg)
Demographics – Aging Workforce
http://www-1.ibm.com/services/us/index.wss/ibvstudy/bcs/a1001915?cntxt=a1000074
![Page 22: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/22.jpg)
Creating and PreservingWhat We Know
A Knowledge ManagementPlan and Implementation for Honeywell
by Jim Landon
Capstone ProjectMOT 2003
![Page 23: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/23.jpg)
April 3, 2003 A Knowledge Management Plan and Implementation
Base of Experience
7%
16%
8%
2%
4%
11%
18%
27%
7%
2%2%
7%6%4%
16%
0%
5%
10%
15%
20%
25%
30%
20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60+
Employee Age (years)
Wor
kfor
ce P
erce
ntag
e
Census Core Knowledge
Creating and Preserving What we Know: A Knowledge Management Plan and Implementation for Honeywell CAPby Jim Landon
![Page 24: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/24.jpg)
April 3, 2003 A Knowledge Management Plan and Implementation
Strategy Proposal• Embrace Knowledge Management as a
unified, operational strategy for CAP Engineering and Technology department
Communitiesof
Practice
KnowledgeMaps
BestPractices
KnowledgeCodificatio
n
Center on Fourtactical cornerstones
![Page 25: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/25.jpg)
Expertise Implies:• a set of cognitive and
metacognitive skills• an organized body of
knowledge that is deep and contextualized
• an ability to notice patterns of information in a new situation
• flexibility in retrieving and applying that knowledge to a new problem
Bransford, Brown & Cocking. 1999. How people learn. National Academy Press.
![Page 26: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/26.jpg)
Acquisition of ExpertiseFitts P, & Posner MI. Human Performance. Belmont, CA: Brooks/Cole, 1967.
• Cognition: Learn from instruction or observation what knowledge and actions are appropriate
• Associative: Practice (with feedback) allowing smooth and accurate performance
• Automaticity: “Compilation” or performance and associative sequences so that they can be done without large amounts of cognitive resources
“The secret of expertise is that there is no secret. It takes at least 10 years of concentrated effort to develop expertise.” Herbert Simon
![Page 27: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/27.jpg)
Classic Studies in Expertise Research
• Fitts and Posner (1967) - model with three phases and for acquiring acceptable (not expert) performance
• Simon and Chase (1973) - theory of expertise acquisition where time spent leads to acquisition of patterns, chunks, and increasingly-complex knowledge structures
• Ericsson and Smith (1991) - expert performance must be studied with individuals who can reliably and repeatedly demonstrate superior performance
• Ericsson, Krampe, & Tesche-Romer (1993) - expert levels of performance are acquired gradually over time through use of deliberate practice and are mediated by mental representations developed during the deliberate practice period
![Page 28: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/28.jpg)
Stages of Skill Acquisition(Dreyfus & Dreyfus, 1986, Mind over machine: The power of human intuition and expertise in the era of the computer, p. 50)
Skill Level Components Perspective Decision Commitment
1. Novice Context-free None Analytical Detached
2. Advanced Beginner
Context-free and Situational
None Analytical Detached
3. Competent Context-free and Situational
Chosen Analytical Detached understanding and deciding. Involved in outcome
4. Proficient Context-free and Situational
Experienced Analytical Involved understanding Detached deciding
5. Expert Context-free and Situational
Experienced Intuitive Involved
![Page 29: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/29.jpg)
![Page 30: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/30.jpg)
John Seely Brown. Growing up digital: The web and a new learning ecology. Change, March/April 2000.
![Page 31: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/31.jpg)
Paradox of Expertise
• The very knowledge we wish to teach others (as well as the knowledge we wish to represent in computer programs) often turns out to be the knowledge we are least able to talk about.
![Page 32: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/32.jpg)
Recent Developments in Engineering Education Research and Practice : Overview
• Spotlight on Engineering Education– External Pressure: ABET/NSF/NAE/Carnegie Foundation– Demographics
• Interest in Engineering• Current Workforce
– Globalization• Outsourcing of Engineering• Engineering Capabilities
• Engineering Education as a Field of Research– Features of Scholarly and Professional Work – Characteristics of Disciplines – Kuhn & Fensham
• Building Engineering Education Research Capabilities – Current Activities – NSF/NAE
![Page 33: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/33.jpg)
Scholarship Reconsidered: Priorities of the Professoriate Ernest L. Boyer
• The Scholarship of Discovery, research that increases the storehouse of new knowledge within the disciplines;
• The Scholarship of Integration, including efforts by faculty to explore the connectedness of knowledge within and across disciplines, and thereby bring new insights to original research;
• The Scholarship of Application, which leads faculty to explore how knowledge can be applied to consequential problems in service to the community and society; and
• The Scholarship of Teaching, which views teaching not as a routine task, but as perhaps the highest form of scholarly enterprise, involving the constant interplay of teaching and learning.
![Page 34: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/34.jpg)
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).
![Page 35: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/35.jpg)
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. 205.
• 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, 2006.
Journal of Engineering Education: Guest Editorials
![Page 36: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/36.jpg)
Four components of a “disciplinary matrix”
1. shared theories2. models 3. values (accurate and
quantitative predictions)4. exemplars (concrete
problem-solutions).
![Page 37: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/37.jpg)
CRITERIA FOR A FIELD1. Structural Criteria
1. Academic recognition2. Research journals3. Professional associations4. Research conferences5. Research centers6. Research training
2. Intra-Research Criteria1. Scientific knowledge2. Asking questions3. Conceptual and theoretical
development4. Research methodologies5. Progression6. Model publications7. Seminal publications
3. Outcome Criteria1. Implications for practice
![Page 38: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/38.jpg)
Recent Developments in Engineering Education Research and Practice: Overview• Spotlight on Engineering Education
– External Pressure: ABET/NSF/NAE/Carnegie Foundation– Demographics
• Interest in Engineering• Current Workforce
– Globalization• Outsourcing of Engineering• Engineering Capabilities
• Engineering Education as a Field of Research– Features of Scholarly and Professional Work – Characteristics of Disciplines – Kuhn & Fensham
• Building Engineering Education Research Capabilities – Current Activities – NSF/NAE
![Page 39: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/39.jpg)
Building Engineering Education Research Capabilities:
• NSF Initiated Science and Engineering Education Scholars Program (SEESP)
• 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)
![Page 40: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/40.jpg)
SEESP Background• National Science Foundation initiated at
– Georgia Tech– University of Wisconsin – Madison– Carnegie Mellon University– Stanford University– Syracuse University
• UW Madison – SEESP continued by CIC Graduate School and Engineering Deans– UW Madison – 1996 -1999– UIUC – 2000– Minnesota – 2001, 2002– Penn State – 2004, 2005– Howard University - 2006
![Page 41: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/41.jpg)
SEESP Program Objectives:• Strengthen preparation as teachers of undergraduate
students and, thereby, strengthen skills for the competitive job market in higher education;
• Understand undergraduate students and especially appreciate diversity in terms of cultural background, age, gender, interests, and learning styles;
• Improve teaching methods and examine the learning process;
• Embrace future responsibilities for leadership in higher education; and
• Develop confidence in becoming "change agents" at local institutions to create effective learning environments for students and faculty.
![Page 42: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/42.jpg)
Participant Response• Quote:
– “I truly believe that the week last summer in Minnesota was the most valuable time I have spent as a new faculty member, particularly in the area of teaching. The knowledge gained from the program would have probably taken me several years to learn through experience, the hard way! Incorporating several teaching and learning ideas from the workshop (active learning, quick feedback, incorporating exercises and small group work in a lecture setting, "minute quizzes") has drastically improved my abilities and interest in teaching and learning. As a result, student evaluations of my teaching have gone from dismal (winter semester before SEESP) to great (past fall semester after SEESP)!”
![Page 43: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/43.jpg)
Key - Changing the People:Engineering Education Scholars Workshops*
VisionTo cultivate a new generation of engineering faculty dedicated to the lifelong pursuit of integration and excellence in teaching and research
* The term “education scholar” conveys the notion that the scholarship of knowledge transfer is intertwined with and equal in importance to that of knowledge creation.
Marshall Lih, 2002
![Page 44: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/44.jpg)
CAEE Vision for Engineering Education
Center for the Advancement of Engineering EducationCindy Atman, Director
![Page 45: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/45.jpg)
CAEE TeamUniversity of WashingtonColorado School of MinesHoward UniversityStanford UniversityUniversity of Minnesota
CAEE Affiliate OrganizationsCity College of New York (CCNY), Edmonds Community College, Highline Community College (HCC), National Action Council for Minorities in Engineering (NACME), North Carolina A&T (NCA&T), San Jose State University (SJSU), University of Texas, El Paso (UTEP), Women in Engineering Programs & Advocates Network (WEPAN) and Xavier University
![Page 46: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/46.jpg)
CAEE - Elements for Success• Scholarship on Learning Engineering
Learn about the engineering student experience
• Scholarship on Engineering Teaching Help faculty improve student learning
• Institute for Scholarship on Engineering Education Cultivate future leaders in engineering education
![Page 47: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/47.jpg)
Theory
Research Practice
CAEE Approach
Research that makes a
difference . . . in theory and practice
![Page 48: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/48.jpg)
NCETE Overview
• National Center for Engineering and Technology Education (NCETE) is an NSF-funded Center for Learning and Teaching– Funded on September 15, 2004– One of 18 CLT’s in the country– NCETE is the only CLT focused on engineering and
technology education– NCETE is the only CLT with 9 partner institutions– $10M over 5 years with a required 18-month reverse
site visit
![Page 49: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/49.jpg)
NCETE Overview• Build a community of researchers and leaders to conduct research in emerging engineering and technology education areas
•Recruit and retain 20 doctoral fellows•Develop and teach shared core courses
• Prepare technology education teachers at the BS and MS level who can infuse engineering design and problem solving into the 9-12 grade curriculum (current and future)
•Professional development experiences•Refocus the pre-service experience
• Create a body of research that improves our understanding of learning and teaching engineering and technology subjects
•RFP process
![Page 50: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/50.jpg)
Center for the Integration ofCenter for the Integration ofResearch, Teaching, and LearningResearch, Teaching, and Learning
(CIRTL)(CIRTL)
NSF Center for Learning and TeachingNSF Center for Learning and Teaching
University of Wisconsin - MadisonUniversity of Wisconsin - MadisonMichigan State UniversityMichigan State University
Pennsylvania State UniversityPennsylvania State University
![Page 51: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/51.jpg)
…develop a national STEM faculty ...
Research Universities
100 RUs => 80% Ph.D’s100 RUs => 80% Ph.D’s
FACULTY
Community CollegeLiberal Arts
HBCUMasters University
Comprehensive Univ.Research University
UNDERGRADS
Community CollegeLiberal Arts
HBCUMasters University
Comprehensive Univ.Research University
![Page 52: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/52.jpg)
CIRTL MissionCIRTL Mission
To promote aTo promote aa national STEM faculty a national STEM faculty
committed to implementing and advancing committed to implementing and advancing effective teaching practices effective teaching practices
for diverse student audiences for diverse student audiences as part of their professional careers.as part of their professional careers.
![Page 53: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/53.jpg)
Teaching-as-ResearchTeaching-as-Research
• Engagement in teaching as engagement in STEM researchEngagement in teaching as engagement in STEM research• Hypothesize, experiment, observe, analyze, improveHypothesize, experiment, observe, analyze, improve
• Aligns with skills and inclinations of graduates-Aligns with skills and inclinations of graduates- through-faculty, and fosters engagement in through-faculty, and fosters engagement in teaching reformteaching reform
• Leads to self-sustained improvement of STEM educationLeads to self-sustained improvement of STEM education
““The nation must develop STEM faculties who themselves The nation must develop STEM faculties who themselves continuously inquire into their students’ learning.”continuously inquire into their students’ learning.”
![Page 54: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/54.jpg)
Learning CommunitiesLearning Communities““Rich, enduring, integrative environments for change in Rich, enduring, integrative environments for change in
learning and teaching … learning communities are learning and teaching … learning communities are life-changing.”life-changing.”
• Provide community with shared values of learning, Provide community with shared values of learning, teaching, and professional developmentteaching, and professional development
• Develop strong relationships that are a foundation for Develop strong relationships that are a foundation for institutional and national change.institutional and national change.
• Blend diverse participants and levels of participation.Blend diverse participants and levels of participation.
![Page 55: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/55.jpg)
DiversityDiversity““Many STEM faculty are not aware of the diversity of their Many STEM faculty are not aware of the diversity of their students and thus do not design their teaching practice to students and thus do not design their teaching practice to
respond to them.”respond to them.”
• Mounting research shows the pivotal role of classroom Mounting research shows the pivotal role of classroom experiences on student learning and persistence.experiences on student learning and persistence.
• Thread teaching and learning with diverse student Thread teaching and learning with diverse student audiences through every facet of the learning community.audiences through every facet of the learning community.
• STEM faculty are teaching ever more diverse student STEM faculty are teaching ever more diverse student populations.populations.
![Page 56: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/56.jpg)
NATIONAL ACADEMY OF ENGINEERINGOF THE NATIONAL ACADEMIES
Center for the Advancement of Scholarship on Engineering Education
58
A Work-in-Progress: A Work-in-Progress: NAE Center for the NAE Center for the
AdvancementAdvancement of Scholarship of Scholarship on on
Engineering EducationEngineering EducationNorman L. Fortenberry, Sc.D.
Director, CASEEhttp://www.nae.edu/CASEE
[email protected](202) 334-1926
November 8, 2003
![Page 57: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/57.jpg)
NATIONAL ACADEMY OF ENGINEERINGOF THE NATIONAL ACADEMIES
Center for the Advancement of Scholarship on Engineering Education
59
NAE and Education–NAE and Education–Wm. A. Wulf’s 4-legged Wm. A. Wulf’s 4-legged
stoolstool1999, established the Committee on Engineering
Education• Stream of reports, workshops, etc. of intrinsic value• Implicit, repeated message that NAE values engineering education
2000, reinterpreted NAE membership criteria to better recognize contributions to engineering
2001, initiated the Bernard M. Gordon Prize for Innovation in Engineering and Technology Education
• $500,000 on par with Draper (engineering and society) and Russ (bioengineering) Prizes
October 2002, inaugurated an operationaloperational center for scholarship on engineering education
![Page 58: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/58.jpg)
NATIONAL ACADEMY OF ENGINEERINGOF THE NATIONAL ACADEMIES
Center for the Advancement of Scholarship on Engineering Education
60
CASEE MissionCASEE MissionEnable engineering education to meet, in a significantly better
way, the needs of employers, educators, students, and society at large.
Working collaboratively with key stakeholders, CASEE
Encourages rigorous research on all elements of the engineering education system, and
Seeks broad dissemination, adoption, and use of research findings.
CASEE ObjectivesCASEE Objectives
![Page 59: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/59.jpg)
www.areeonline.org
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
![Page 60: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/60.jpg)
www.areeonline.org
![Page 61: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/61.jpg)
Conducting Rigorous Research in Engineering Education: Creating a
Community of Practice (RREE)
NSF-CCLI-NDAmerican Society for Engineering Education
Karl Smith & Ruth StrevelerUniversity of Minnesota & Colorado School of Mines
![Page 62: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/62.jpg)
Communities of practice:
A group of people who:•Share an interest in a topic (Domain),•Interact and build relationships (Community)•Share and develop knowledge (Practice).
Communities of practice: The organizational frontier -- Harvard Business Review, Jan/Feb 2000Cambridge U Press, 1998
![Page 63: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/63.jpg)
Communities of practice are groups of people who share a concern, a set of problems, or a passion about a topic, and who deepen their knowledge and expertise in this area by interacting on an ongoing basis.
Wenger, Etienne, McDermott, Richard, and Snyder, William. 2002. Cultivating Communities of Practice. Cambridge, MA: Harvard Business School Press.
![Page 64: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/64.jpg)
Rigorous Research 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-0341127)
– Strengthening HBCU Engineering Education Research Capacity (NSF HRDF-041194)
• Council of HBCU Engineering Deans• Center for the Advancement of Scholarship in Engineering Education
(CASEE)• National Academy of Engineering (NAE)
![Page 65: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/65.jpg)
Key Aspects of Engineering Education Research
• Rigor• Complexity – order
emerges from a large number of distributed efforts, through a process of coevolution (Hagel & Seely Brown, 2005)
• Methodology – Bricolage – using the tools available to complete a task
![Page 66: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/66.jpg)
Guiding Principles forScientific Research in
Education1. Question: pose significant question that can be
investigated empirically2. Theory: link research to relevant theory3. Methods: use methods that permit direct investigation of
the question4. Reasoning: provide coherent, explicit chain of reasoning5. Replicate and generalize across studies6. Disclose research to encourage professional scrutiny
and critique
National Research Council, 2002
![Page 67: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/67.jpg)
Research Inspired By:
No Yes
YesPure basic research (Bohr)
Use-inspired basic
research (Pasteur)
NoPure applied
research (Edison)
Stokes, Donald. 1997. Pasteur’s quadrant: Basic science and technological innovation. Wash, D.C., Brookings.
Use (Applied)Un
ders
tand
ing
(Bas
ic)
![Page 68: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/68.jpg)
Evidence-Based Management
Pfeffer, Jeffrey & Sutton, Robert I. 2006. Hard Facts, Dangerous Half-Truths And Total Nonsense: Profiting From Evidence-Based Management. Cambridge, MA: Harvard Business School Press.
Short Read:Pfeffer, Jeffrey & Sutton, Robert I. 2006. Evidence-based management. Harvard Business Review, January 2006.
![Page 69: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/69.jpg)
Engaged Scholarship1. Design the project to addresses a big question
or problem that is grounded in reality.2. Design the research project to be a
collaborative learning community.3. Design the study for an extended duration of
time.4. Employ multiple models and methods to study
the problem.5. Re-examine assumptions about scholarship
and roles of researchers.“Knowledge For Theory and Practice” by Andrew H. Van de Ven and Paul E. Johnson. Carlson School of Management, University of Minnesota, Forthcoming in Academy of Management Review, Last revised January 24, 2005
![Page 70: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/70.jpg)
Boyer, Ernest L. 1990. 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. 1993. Recognizing faculty work: Reward systems for the year 2000. San Francisco, CA: Jossey-Bass.
National Research Council. 2002. 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. http://cltnet.org/cltnet/index.jsp
Shulman, Lee S. 1999. Taking learning seriously. Change, 31 (4), 11-17.
Wankat, P.C., Felder, R.M., Smith, K.A. and Oreovicz, F. 2002. 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.
![Page 71: Recent Developments in Engineering Education Research and Practice](https://reader035.fdocuments.in/reader035/viewer/2022062816/568155e4550346895dc3ac6b/html5/thumbnails/71.jpg)
• A copy of this presentation is available at http://www.ce.umn.edu/~smith/links.html
• Karl Smith Contact Information:• Karl A. Smith, Ph.D.
Morse-Alumni Distinguished Teaching ProfessorProfessor of Civil EngineeringCivil Engineering (75% Appointment)University of Minnesota236 Civil Engineering500 Pillsbury Drive SEMinneapolis, MN 55455612-625-0305 (Office)612-626-7750 (FAX)[email protected]://www.ce.umn.edu/people/faculty/smith/
Visiting Professor of Engineering Education 2005-2006Purdue University (25% Appointment)
Editor-in-Chief, Annals of Research on Engineering Education (AREE)http://www.areeonline.org