This document summarizes the research projects and methods of the Research in Feminist Engineering (RIFE) group. The group investigates four main projects using both quantitative and qualitative methods: 1) the career pathways of women faculty in STEM using oral histories and participatory research, 2) the impact of policies on work-life balance using policy texts and interviews, 3) understanding institutional climate through robust survey instruments, and 4) assessing sustainability knowledge in engineering students through interviews and expert workshops. The group aims to broaden conversations about engineering using feminist lenses even when not obvious and argues for social change through applied research.
This document discusses using Second Life to support inquiry based learning. It defines inquiry based learning as an approach where student inquiry drives the learning experience. It presents a framework for inquiry based learning that involves students investigating open-ended questions, applying research skills, and building new knowledge. The document describes how activities in Second Life can support different aspects of the inquiry process, such as exploring existing information, pursuing original lines of inquiry, and producing knowledge. However, it notes that Second Life has limitations for locating disciplinary information and may be challenging for novices.
Increasing female participation in science and technology careersAlexander Decker
This document summarizes a study on increasing female participation in science and technology careers in Nigeria. It utilized a scale to assess factors influencing science career choices among female students at University of Lagos. The factors included interest, enrollment, masculine image of science, social barriers, role models, school factors, teacher factors, and parental influence. A survey was administered to 375 female students divided into science majors and non-science majors. Results found significant differences between the groups for enrollment, social barriers, and role models, but not for interest, masculine image, school factors, teacher factors, or parental influence. The paper concludes it is a waste of talent if females do not participate equally in science due to barriers.
The 18th Annual Women of Color STEM Conference is a three-day event held in Dallas that aims to address the underrepresentation of women in STEM fields through activities like networking, mentoring, recruitment events and recognition of female professionals. Key events include education sessions, a technology recognition luncheon, a women in government dinner and a gala. The conference provides opportunities for organizations to participate through sponsorship, recognition of employees, recruiting and boosting visibility as employers of women in STEM.
The document discusses educational research quality and application-focused research and development. It notes that educational research does not have a strong reputation and some work is insufficiently built upon previous research or tested in new contexts. Application-focused research faces additional challenges, including underrepresentation of user-focused outputs in quality assessments and insufficient reference to recent relevant research. Improving educational research quality involves considering user needs and fundamental understanding.
Moving from research question to research design - Dorothy Faulkner and Cindy...OUmethods
This document provides guidance for PhD students on developing their research question and design. It discusses the importance of clearly articulating the research question, theoretical framework, and intended contributions. Students are advised to consider their choice of methods, sources of evidence, research design, and any ethical issues. Examples are provided of unpacking research questions and signaling theoretical perspectives. Students complete activities to outline their own research question, sources of evidence, design, and anticipate ethics issues. Resources for developing the proposal are also listed.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
This the slides for my research proposal defense presentation on 30 June 2009. There maybe some changes to the actual (latest update) research proposal.
This document discusses using Second Life to support inquiry based learning. It defines inquiry based learning as an approach where student inquiry drives the learning experience. It presents a framework for inquiry based learning that involves students investigating open-ended questions, applying research skills, and building new knowledge. The document describes how activities in Second Life can support different aspects of the inquiry process, such as exploring existing information, pursuing original lines of inquiry, and producing knowledge. However, it notes that Second Life has limitations for locating disciplinary information and may be challenging for novices.
Increasing female participation in science and technology careersAlexander Decker
This document summarizes a study on increasing female participation in science and technology careers in Nigeria. It utilized a scale to assess factors influencing science career choices among female students at University of Lagos. The factors included interest, enrollment, masculine image of science, social barriers, role models, school factors, teacher factors, and parental influence. A survey was administered to 375 female students divided into science majors and non-science majors. Results found significant differences between the groups for enrollment, social barriers, and role models, but not for interest, masculine image, school factors, teacher factors, or parental influence. The paper concludes it is a waste of talent if females do not participate equally in science due to barriers.
The 18th Annual Women of Color STEM Conference is a three-day event held in Dallas that aims to address the underrepresentation of women in STEM fields through activities like networking, mentoring, recruitment events and recognition of female professionals. Key events include education sessions, a technology recognition luncheon, a women in government dinner and a gala. The conference provides opportunities for organizations to participate through sponsorship, recognition of employees, recruiting and boosting visibility as employers of women in STEM.
The document discusses educational research quality and application-focused research and development. It notes that educational research does not have a strong reputation and some work is insufficiently built upon previous research or tested in new contexts. Application-focused research faces additional challenges, including underrepresentation of user-focused outputs in quality assessments and insufficient reference to recent relevant research. Improving educational research quality involves considering user needs and fundamental understanding.
Moving from research question to research design - Dorothy Faulkner and Cindy...OUmethods
This document provides guidance for PhD students on developing their research question and design. It discusses the importance of clearly articulating the research question, theoretical framework, and intended contributions. Students are advised to consider their choice of methods, sources of evidence, research design, and any ethical issues. Examples are provided of unpacking research questions and signaling theoretical perspectives. Students complete activities to outline their own research question, sources of evidence, design, and anticipate ethics issues. Resources for developing the proposal are also listed.
Social and Cognitive Presence in Virtual Learning Environments Terry Anderson
Reviews and speculates on further development of the Community of Inquiry model (communitiesofinquiry.com) developed in Alberta by Randy Garrison, Terry Anderson, Walter Archer and Liam Rourke. This project developed theory and tools to measure teaching, cognitive and social presence in online environments
This the slides for my research proposal defense presentation on 30 June 2009. There maybe some changes to the actual (latest update) research proposal.
Providing personalised student support in blended learning at scaleAbelardo Pardo
Blended learning environments can be used to deploy strategies to increase student engagement in learning experiences. However, for these strategies to be effective, this increase in engagement requires an increase in student support which can pose serious challenges for large cohorts. The increase in technology mediation offers unprecedented opportunities to collect information
about how students interact in a learning environment. Can this data be used to provide student support at scale? Is it feasible to blend data management techniques as part of a learning design to provide personalised suggestions to students? This talk will offer various practical examples of personalised
student support actions in the context of a large flipped classroom.
This document contains a transcript of the doctoral defense of Isabella M. Venter from the University of the Western Cape, South Africa. During the defense, the candidate was asked questions by the committee about their research topic, literature review, research design, methodology, and knowledge contribution. The research examined how participatory design and digital storytelling could be used to create an HIV/AIDS education environment in Sub-Saharan Africa. The committee inquired about how the research differed from existing literature, why not all key concepts were reviewed, and how design science research was applied through multiple contexts in East and South Africa.
Learning Analytics & the Changing Landscape of Higher Educationalywise
This document discusses learning analytics and the changing landscape of higher education. It provides an overview of how learning analytics uses data science methods to generate insights from educational data to directly impact teaching and learning. These insights can benefit various stakeholders, including instructors, students, advisors, and administrators. The author also discusses how the shift to remote learning due to COVID-19 has increased the importance of data-informed decision making. Learning analytics has the potential to provide insights for improving the experiences of both instructors and students during this transition period.
This document discusses interdisciplinarity and challenges of interdisciplinary research. It provides examples of language barriers between disciplines in collaborative projects. It also addresses prerequisites for interdisciplinary collaboration like understanding each other's languages and setting specific goals. Challenges discussed include disciplinary mindsets, evaluating interdisciplinary work, and mismatches between new practices and traditional metrics. The document advocates for approaches like identifying shared mediating artifacts and facilitated dialogue to promote interdisciplinary discussions.
This document provides an overview of different types of research designs, including quantitative, qualitative, experimental, correlational, and survey designs. For experimental design, it discusses concepts like independent and dependent variables, experimental and control groups, and how random assignment is used. For correlational design, it explains how this design examines relationships between variables without manipulation or group assignment. Survey design is described as collecting data through questionnaires or interviews to describe characteristics of a population.
Introduction to Global Perspectives at Headstartsehartariq
The document describes the Global Perspectives and Independent Research (GPR) program at Headstart. The 2-year program develops critical thinking, research, and problem-solving skills through courses on analyzing arguments, constructing arguments and essays, presentations, and an independent research project. Students learn to evaluate sources and perspectives on global issues. The program prepares students for university through skills-based learning and assessments, including essays, presentations, and exams. It aims to produce confident, responsible, intellectually engaged graduates ready for future challenges.
Techno-Vernacular Creativity, Innovation & Learning in Underrepresented Ethni...Nettrice Gaskins, Ph.D.
The document summarizes a dissertation that examines techno-vernacular creativity (TVC) in underrepresented ethnic communities and its potential to increase interest and motivation in STEAM fields. Key points:
1) The dissertation includes a literature review on TVC, prior research, and theoretical frameworks related to culturally situated learning and design.
2) A professional workshop at Georgia Tech brought together experts to explore how TVC can engage underrepresented groups in STEAM. Workshops were also conducted with middle school students.
3) Results found that the professional workshop helped bridge disciplines and cultural differences. Student workshops found expression and art were most engaging and increased interest in STEAM topics.
4) The dissertation examines
Designing and Evaluating Student-facing Learning Dashboards: Lessons Learnt (...Sven Charleer
Sven Charleer defended his PhD thesis on designing and evaluating student-facing learning dashboards. Over the course of his research, he developed 7 dashboards across 3 learning settings involving over 100 students and 20 instructors. His work resulted in 19 publications and has been cited over 120 times. Going forward, Charleer aims to conduct longer term evaluations and deployments of dashboards at additional universities.
Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.
R7035 phenomenon powerpoint_downs_d mod 8Daniel Downs
This document outlines a proposed phenomenological study to understand the experiences of high school students participating in collaborative project-based learning with technology. The study would involve interviewing and observing 20-25 students at Winchester High School who are taking a technology class using a project-based curriculum. The researcher aims to identify central themes in the students' experiences working collaboratively on long-term projects using technology. Data collection would include interviews, focus groups, observations of group work, and analysis of students' final projects. The researcher acknowledges their role as a teacher could influence data analysis and aims to bracket their experiences to interpret the students' experiences objectively.
This document provides a unit plan template for a science unit focusing on scientific skills and science notebooks. The unit is designed for middle school students and will last approximately 2 weeks. It introduces students to concepts like the scientific method, science process skills, and using a science notebook. Students will participate in various lessons and activities to help them better understand these concepts, including exploring lab tools, doing a science process skills webquest, and viewing digital stories about using science notebooks. The goal is for students to develop scientific skills and use an investigative approach through regular use of an interactive science notebook.
A study on the evaluation of scientific creativity among scienceAlexander Decker
This study evaluated scientific creativity among 31 science teacher candidates in Turkey. The candidates were asked open-ended questions about scientific creativity and how they would advance science. Their responses showed adequate fluency and scientific knowledge, but low flexibility and originality. When asked to self-evaluate, most said their scientific creativity was partially adequate. The study aims to help improve the development of scientific creativity among future teachers.
A study on the evaluation of scientific creativity among scienceAlexander Decker
This study evaluated the scientific creativity of 31 science teacher candidates in Turkey. The candidates were asked to self-assess their scientific creativity and propose how they would advance science given a special power. Their responses demonstrated adequate fluency and scientific knowledge but low flexibility and originality. Most candidates rated their own creativity as partially adequate. The study concluded the candidates lacked understanding of creativity dimensions like flexibility and that developing scientific creativity in teacher training is important.
This document discusses moving from research design to data collection and choosing appropriate methods. It addresses unpacking the research question by identifying key constructs, theoretical focus, and types of evidence needed. Examples are provided for qualitative and quantitative data. Ethical issues, sampling, resources, and procedures are also outlined.
This document summarizes a research study on the influence of social networks in a learning experience. The study will examine (a) important issues of social networks in learning, (b) their influence on the learning experience, and (c) challenges and opportunities of using social networks in higher education. A pilot study will be conducted in 2011 with Master's students, followed by a final study in 2012 using participatory action research methods including surveys, discussions, and student reports. The goal is to better understand how social networks can help achieve learning outcomes and how students' digital literacies affect the learning experience.
Using phenomenography in educational technology research from 2003 to 2017: A...Sally Wan
The document summarizes a presentation on using phenomenography in educational technology research from 2003 to 2017. It conducted a systematic review and content analysis of 32 studies that used phenomenography. The review found that phenomenography was applied most in higher education settings to understand student experiences with educational technology. It identified limitations such as small sample sizes but noted phenomenography's potential to provide insights into technology adoption. The review concluded by calling for further refinement of phenomenography in educational technology research.
This presentation describes the research journey using as a stepping stone the historical/contextual teaching and learning practices in Art and Design – an inescapable reality. This provides for some of the reasons that sustain the resistance against implementing elearning in the sector. The presentation argues for the recognition of disciplinary differences. Subsequently, phenomenography, action research and grounded theory as suitable research methods are elaborated upon through the description of research tasks that cover social media, informal learning, the use of mobile devices (iPads) for teaching and learning, and the clash between traditional versus digital media in the context of studio-based learning. The presentation concludes with two epiphanies that help the presenter conceptualise the nature of the challenge vis-à-vis elearning in Art and Design.
This document outlines plans for developing a Next Generation Science Fair that focuses on scientific literacy through a Kids' Inquiry Conference (KIC) model. It discusses how KIC aims to develop students' understanding of scientific inquiry through choosing testable questions, designing investigations, collecting and analyzing data, and communicating results using various presentation mediums. The document provides resources and guidelines for teachers to implement KIC, including inquiry planning sheets, developing student research and presentations, and checklists for conference coordination. The goal is for students to engage in authentic science experiences and become experts in their topics through guided and student-initiated investigations.
A case study was conducted with 11 students to explore the relationship between the development of ePortfolios and learning styles/multiple intelligences. Students created ePortfolios using the ELGG platform and were assessed using observation grids, questionnaires, interviews, the Index of Learning Styles test, and a Multiple Intelligences test. Results found that students' work in their ePortfolios aligned with their learning preferences, such as organized files matching sequential learners. The study concluded that ePortfolios can reveal students' learning styles and that developing ePortfolios can motivate active learning when implemented properly.
This article presents a dialogue between six education researchers regarding their perspectives on quality and rigor in education research. The researchers first discuss their own views on what constitutes quality research, focusing on their key touchstones and concerns. They then discuss challenges they see in other perspectives and how their own views might evolve in response. The goal of the dialogue is not agreement but mutual understanding across differing viewpoints to foster learning within the diverse field of education research. The discussion models respectful engagement across perspectives on important issues like the aims, epistemology and evaluation of education research.
This document outlines a study using institutional ethnography to understand the experiences of STEM faculty members with career and parental leave policies. It introduces the research methodology, which examines how social relations and policies shape peoples' experiences within institutions. Interviews were conducted with 25 STEM faculty and administrators to identify disconnects between peoples' experiences of the parental leave policy and its actual structures. Preliminary themes and recommendations from the interviews are presented. The study aims to improve leave policies and demonstrate how this research method can help administrators enhance faculty work conditions.
The document analyzes published sustainability principles and engineering courses to define "sustainable engineering" knowledge for students. It codes 160 principles from 15 sustainability documents into 59 codes organized into 6 themes. Themes include traditional environmental goals, specific things to protect/improve, systems thinking, social equity/justice, intergenerational responsibility, and economic viability. Comparing the principles and course descriptions may help determine necessary sustainability knowledge for students.
More Related Content
Similar to 4/15/10 School of Engineering Education Research Seminar
Providing personalised student support in blended learning at scaleAbelardo Pardo
Blended learning environments can be used to deploy strategies to increase student engagement in learning experiences. However, for these strategies to be effective, this increase in engagement requires an increase in student support which can pose serious challenges for large cohorts. The increase in technology mediation offers unprecedented opportunities to collect information
about how students interact in a learning environment. Can this data be used to provide student support at scale? Is it feasible to blend data management techniques as part of a learning design to provide personalised suggestions to students? This talk will offer various practical examples of personalised
student support actions in the context of a large flipped classroom.
This document contains a transcript of the doctoral defense of Isabella M. Venter from the University of the Western Cape, South Africa. During the defense, the candidate was asked questions by the committee about their research topic, literature review, research design, methodology, and knowledge contribution. The research examined how participatory design and digital storytelling could be used to create an HIV/AIDS education environment in Sub-Saharan Africa. The committee inquired about how the research differed from existing literature, why not all key concepts were reviewed, and how design science research was applied through multiple contexts in East and South Africa.
Learning Analytics & the Changing Landscape of Higher Educationalywise
This document discusses learning analytics and the changing landscape of higher education. It provides an overview of how learning analytics uses data science methods to generate insights from educational data to directly impact teaching and learning. These insights can benefit various stakeholders, including instructors, students, advisors, and administrators. The author also discusses how the shift to remote learning due to COVID-19 has increased the importance of data-informed decision making. Learning analytics has the potential to provide insights for improving the experiences of both instructors and students during this transition period.
This document discusses interdisciplinarity and challenges of interdisciplinary research. It provides examples of language barriers between disciplines in collaborative projects. It also addresses prerequisites for interdisciplinary collaboration like understanding each other's languages and setting specific goals. Challenges discussed include disciplinary mindsets, evaluating interdisciplinary work, and mismatches between new practices and traditional metrics. The document advocates for approaches like identifying shared mediating artifacts and facilitated dialogue to promote interdisciplinary discussions.
This document provides an overview of different types of research designs, including quantitative, qualitative, experimental, correlational, and survey designs. For experimental design, it discusses concepts like independent and dependent variables, experimental and control groups, and how random assignment is used. For correlational design, it explains how this design examines relationships between variables without manipulation or group assignment. Survey design is described as collecting data through questionnaires or interviews to describe characteristics of a population.
Introduction to Global Perspectives at Headstartsehartariq
The document describes the Global Perspectives and Independent Research (GPR) program at Headstart. The 2-year program develops critical thinking, research, and problem-solving skills through courses on analyzing arguments, constructing arguments and essays, presentations, and an independent research project. Students learn to evaluate sources and perspectives on global issues. The program prepares students for university through skills-based learning and assessments, including essays, presentations, and exams. It aims to produce confident, responsible, intellectually engaged graduates ready for future challenges.
Techno-Vernacular Creativity, Innovation & Learning in Underrepresented Ethni...Nettrice Gaskins, Ph.D.
The document summarizes a dissertation that examines techno-vernacular creativity (TVC) in underrepresented ethnic communities and its potential to increase interest and motivation in STEAM fields. Key points:
1) The dissertation includes a literature review on TVC, prior research, and theoretical frameworks related to culturally situated learning and design.
2) A professional workshop at Georgia Tech brought together experts to explore how TVC can engage underrepresented groups in STEAM. Workshops were also conducted with middle school students.
3) Results found that the professional workshop helped bridge disciplines and cultural differences. Student workshops found expression and art were most engaging and increased interest in STEAM topics.
4) The dissertation examines
Designing and Evaluating Student-facing Learning Dashboards: Lessons Learnt (...Sven Charleer
Sven Charleer defended his PhD thesis on designing and evaluating student-facing learning dashboards. Over the course of his research, he developed 7 dashboards across 3 learning settings involving over 100 students and 20 instructors. His work resulted in 19 publications and has been cited over 120 times. Going forward, Charleer aims to conduct longer term evaluations and deployments of dashboards at additional universities.
Tutors considered several key factors when deciding whether to reuse open educational resources for research methods teaching, including interactivity, media richness, feedback, and academic credibility. Both smaller and larger resources had advantages, with smaller resources supporting more autonomous learning but less credibility, and larger resources requiring more work to introduce but being more credible. While context-free resources may be more reusable, tutors would need to do more work setting them in a subject-specific context. The size and level/context specificity of resources influenced how autonomous learners could be as well as the tutor workload.
R7035 phenomenon powerpoint_downs_d mod 8Daniel Downs
This document outlines a proposed phenomenological study to understand the experiences of high school students participating in collaborative project-based learning with technology. The study would involve interviewing and observing 20-25 students at Winchester High School who are taking a technology class using a project-based curriculum. The researcher aims to identify central themes in the students' experiences working collaboratively on long-term projects using technology. Data collection would include interviews, focus groups, observations of group work, and analysis of students' final projects. The researcher acknowledges their role as a teacher could influence data analysis and aims to bracket their experiences to interpret the students' experiences objectively.
This document provides a unit plan template for a science unit focusing on scientific skills and science notebooks. The unit is designed for middle school students and will last approximately 2 weeks. It introduces students to concepts like the scientific method, science process skills, and using a science notebook. Students will participate in various lessons and activities to help them better understand these concepts, including exploring lab tools, doing a science process skills webquest, and viewing digital stories about using science notebooks. The goal is for students to develop scientific skills and use an investigative approach through regular use of an interactive science notebook.
A study on the evaluation of scientific creativity among scienceAlexander Decker
This study evaluated scientific creativity among 31 science teacher candidates in Turkey. The candidates were asked open-ended questions about scientific creativity and how they would advance science. Their responses showed adequate fluency and scientific knowledge, but low flexibility and originality. When asked to self-evaluate, most said their scientific creativity was partially adequate. The study aims to help improve the development of scientific creativity among future teachers.
A study on the evaluation of scientific creativity among scienceAlexander Decker
This study evaluated the scientific creativity of 31 science teacher candidates in Turkey. The candidates were asked to self-assess their scientific creativity and propose how they would advance science given a special power. Their responses demonstrated adequate fluency and scientific knowledge but low flexibility and originality. Most candidates rated their own creativity as partially adequate. The study concluded the candidates lacked understanding of creativity dimensions like flexibility and that developing scientific creativity in teacher training is important.
This document discusses moving from research design to data collection and choosing appropriate methods. It addresses unpacking the research question by identifying key constructs, theoretical focus, and types of evidence needed. Examples are provided for qualitative and quantitative data. Ethical issues, sampling, resources, and procedures are also outlined.
This document summarizes a research study on the influence of social networks in a learning experience. The study will examine (a) important issues of social networks in learning, (b) their influence on the learning experience, and (c) challenges and opportunities of using social networks in higher education. A pilot study will be conducted in 2011 with Master's students, followed by a final study in 2012 using participatory action research methods including surveys, discussions, and student reports. The goal is to better understand how social networks can help achieve learning outcomes and how students' digital literacies affect the learning experience.
Using phenomenography in educational technology research from 2003 to 2017: A...Sally Wan
The document summarizes a presentation on using phenomenography in educational technology research from 2003 to 2017. It conducted a systematic review and content analysis of 32 studies that used phenomenography. The review found that phenomenography was applied most in higher education settings to understand student experiences with educational technology. It identified limitations such as small sample sizes but noted phenomenography's potential to provide insights into technology adoption. The review concluded by calling for further refinement of phenomenography in educational technology research.
This presentation describes the research journey using as a stepping stone the historical/contextual teaching and learning practices in Art and Design – an inescapable reality. This provides for some of the reasons that sustain the resistance against implementing elearning in the sector. The presentation argues for the recognition of disciplinary differences. Subsequently, phenomenography, action research and grounded theory as suitable research methods are elaborated upon through the description of research tasks that cover social media, informal learning, the use of mobile devices (iPads) for teaching and learning, and the clash between traditional versus digital media in the context of studio-based learning. The presentation concludes with two epiphanies that help the presenter conceptualise the nature of the challenge vis-à-vis elearning in Art and Design.
This document outlines plans for developing a Next Generation Science Fair that focuses on scientific literacy through a Kids' Inquiry Conference (KIC) model. It discusses how KIC aims to develop students' understanding of scientific inquiry through choosing testable questions, designing investigations, collecting and analyzing data, and communicating results using various presentation mediums. The document provides resources and guidelines for teachers to implement KIC, including inquiry planning sheets, developing student research and presentations, and checklists for conference coordination. The goal is for students to engage in authentic science experiences and become experts in their topics through guided and student-initiated investigations.
A case study was conducted with 11 students to explore the relationship between the development of ePortfolios and learning styles/multiple intelligences. Students created ePortfolios using the ELGG platform and were assessed using observation grids, questionnaires, interviews, the Index of Learning Styles test, and a Multiple Intelligences test. Results found that students' work in their ePortfolios aligned with their learning preferences, such as organized files matching sequential learners. The study concluded that ePortfolios can reveal students' learning styles and that developing ePortfolios can motivate active learning when implemented properly.
This article presents a dialogue between six education researchers regarding their perspectives on quality and rigor in education research. The researchers first discuss their own views on what constitutes quality research, focusing on their key touchstones and concerns. They then discuss challenges they see in other perspectives and how their own views might evolve in response. The goal of the dialogue is not agreement but mutual understanding across differing viewpoints to foster learning within the diverse field of education research. The discussion models respectful engagement across perspectives on important issues like the aims, epistemology and evaluation of education research.
Similar to 4/15/10 School of Engineering Education Research Seminar (20)
This document outlines a study using institutional ethnography to understand the experiences of STEM faculty members with career and parental leave policies. It introduces the research methodology, which examines how social relations and policies shape peoples' experiences within institutions. Interviews were conducted with 25 STEM faculty and administrators to identify disconnects between peoples' experiences of the parental leave policy and its actual structures. Preliminary themes and recommendations from the interviews are presented. The study aims to improve leave policies and demonstrate how this research method can help administrators enhance faculty work conditions.
The document analyzes published sustainability principles and engineering courses to define "sustainable engineering" knowledge for students. It codes 160 principles from 15 sustainability documents into 59 codes organized into 6 themes. Themes include traditional environmental goals, specific things to protect/improve, systems thinking, social equity/justice, intergenerational responsibility, and economic viability. Comparing the principles and course descriptions may help determine necessary sustainability knowledge for students.
This document describes ongoing research to develop a framework for assessing undergraduate engineering students' knowledge of sustainability concepts. The researchers are analyzing published literature, conducting interviews with students, and consulting experts to synthesize key sustainability principles. Their goal is to help engineering faculty incorporate sustainability into traditional courses by providing a method to evaluate student understanding without extensive content additions. Preliminary findings suggest the framework may focus more on shifting student mindsets than teaching specific technical skills. The researchers plan to disseminate their work through publications and conferences to influence sustainability education.
This project uses personal narratives from underrepresented undergraduate engineering students to examine how gender and racial structures within engineering education institutions affect students' experiences and persistence. The researcher will collect narratives and analyze them to identify specific institutional characteristics that strongly support or challenge student academic success. Rather than focusing on statistical generalizations, this approach aims to learn from small numbers of individual stories and examine institutions as the unit of analysis. The goal is to provide leadership within engineering education insights into lived experiences of marginalized students that could promote institutional change.
This project uses personal narratives from underrepresented undergraduate engineering students to examine how gender and racial structures within engineering education institutions affect students' experiences and persistence. The researcher will collect narratives and analyze them to identify specific institutional factors that strongly influence student academic success or present challenges. In contrast to prior research relying on large data sets, this approach focuses on learning from small numbers of individual stories to illuminate institutional barriers and how policies could support greater diversity and inclusion. Educational workshops will share narrative personas with engineering leaders to provide insight they may lack into marginalized students' lived experiences and how institutional changes could better support all groups.
This document describes ongoing research to develop a framework for assessing undergraduate engineering students' knowledge of sustainability concepts. The researchers are analyzing published literature, conducting interviews with students, and consulting experts to synthesize key sustainability principles. Their goal is to help engineering faculty incorporate sustainability into traditional courses by providing a method to evaluate student understanding without extensive content additions. Preliminary findings suggest the framework may focus more on shifting student mindsets than teaching specific technical skills. The researchers plan to disseminate their work through publications and conferences to influence sustainability education.
The document discusses research being conducted on women in STEM disciplines. It summarizes three projects: 1) Examining how applicable pipeline and climate metaphors are to women's actual experiences in STEM fields and identifying new metaphors. 2) Using institutional ethnography to understand how women faculty experience their institution through policies and identifying disconnects between intent and experience. 3) Using personal narratives to understand how underrepresented students describe interacting with educational institutions and revealing institutional factors that affect their persistence. The goal is to help engineering education researchers better understand gender through theoretical frameworks and diverse methodologies.
This document outlines the plan for an unconventional conference session on developing a course reader about gender and engineering. The session will use an "unconference" model where attendees actively participate in discussions rather than passively listening to presentations. The session is divided into two conversations - the first to discuss definitions of gender and engineering, and the second to identify important questions the reader should answer. Attendees will report out key ideas to inform revising the reader prospectus, with the goal of continuing the conversation in future years.
This document outlines a project to develop a framework to assess sustainability knowledge in engineering undergraduate students. The project has three major phases: 1) coding of literature on sustainability principles, 2) interviews with undergraduate engineers, and 3) a workshop with experts from engineering and other fields. Initial findings include mapping statements of sustainability principles and coding themes from journal literature. Next steps include analyzing interview data and planning the expert workshop to help develop the assessment framework. The overall goal is to provide a tool to help integrate relevant sustainability content into engineering coursework.
Nelson, Lindsey and Alice L. Pawley. “Using the Emergent Methodology of Domain Analysis to Answer Complex Research Questions.” Presented at the 2010 American Society for Engineering Education National Conference and Exposition, Louisville KY, June 20-23 2010.
The Society of Women Engineers’ National Collection is an archive with rich potential for investigating the historical story of women’s identities as engineers. Filled with newspaper and magazine clippings, oral histories of pioneer women engineers, and SWE’s own institutional history, these archives allow us to see how women engineers were skillfully positioned as acceptably feminine, despite their peculiar profession. Noting women’s body measurements, hair color, dressing habits, and even home address, in addition to their usual marker of age, such newspaper reports pointed out the unusualness of individual women’s participation in engineering against a backdrop of national discussions on white women’s suitability for the paid workforce and their cultural roles as wives and mothers. Embedded in these historical data are additional threads of race – of note to the newspapers are the white women who choose to work until marriage, rather than women of color colleagues, even sparser to find, and who have never questioned their need to work in the paid workforce.
In this paper we describe the content analysis method by which we processed these historical data, and some of the conclusions we have drawn about women’s identities as engineers as portrayed through historical public sources drawn from 1900-1980 with a focus on the 1950s and 1960s.
This document provides an overview of Alice Pawley's work on gender in engineering education. She discusses several of her research projects including investigating how engineering education researchers conceptualize gender, examining student definitions of engineering, and exploring academic career pathways for women in STEM fields. Her research uses feminist frameworks and methods such as viewing gender as complex and intersectional, emphasizing participant power, and considering institutions as gendered. She also discusses her efforts to incorporate feminist teaching practices and provide community service through a gender and STEM research symposium.
More from Research in Feminist Engineering Group (12)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
7. ADVANCE Purdue
Research studies:
• Academic Career Pathways (ACP-ADVANCE)
• Institutional Ethnography (IE-ADVANCE)
• Climate Study
Research sponsored by National Science Foundation HRD-0811194 7
8. ADVANCE Purdue
ACP-ADVANCE
To study the careerjourneys of women faculty
members in terms of their interests in STEM
disciplines, their interest in Purdue
University, their experiences with different
policies and programs of Purdue and their
perceptions accordingly.
Hoegh, Jordana and Alice L. Pawley. “Modeling the career pathways of women
STEM faculty through oral histories and participatory research methods.”
Conference proceedings of the 2010 American Society for Engineering
Education National Conference and Exposition, Louisville KY, June 20-23 2010. 8
9. ADVANCE Purdue
ACP-ADVANCE Research Questions
(1) What are the academic career pathways of women faculty in
STEM disciplines at Purdue, beginning from their point of
hire, and how do they vary by ethnicity?
(2) Apart from “pipeline” and “chilly climate” metaphors, what
other metaphors explain the career experiences of women
faculty members of STEM disciplines? How mightthose
metaphors explain STEM faculty members’ career
experiences in ways not explained by the traditional
metaphors?
9
10. ADVANCE Purdue
ACP-ADVANCE Methods
Data: oral history; participatory research
(1) Individual interviews
(2) Story-telling circles
– group interviews
How do people tell their own stories?
10
11. ADVANCE Purdue
IE-ADVANCE
Study the impact of policies on the work
experiences and work-life balance of women
tenure-track faculty members of STEM
disciplinesat Purdue.
– Promotion and Tenure (P&T)
– Parental Leave (PL)
Banerjee, Dina and Alice L. Pawley. “Institutional Ethnography: A research
method to investigate the work-life experiences of women faculty members in
STEM disciplines.”Conference proceedings of the 2010 American Society for
Engineering Education National Conference and Exposition, Louisville KY, June
20-23 201o.
11
12. ADVANCE Purdue
IE-ADVANCE Research Questions
(1) How might a boundary metaphor (in contrast to pipeline and
climate metaphors) explain STEM faculty members’ career
experiences (particularly focusing on minority women faculty)
in ways not explained by pipeline or climate metaphors? (same
as Academic Career Pathways)
(2) How do institutionally generated texts (at the university and
college levels) shape STEM faculty members’ (particularly
underrepresented minority women) experiences in ways that
prescribe certain ways of being, or measures of success?
12
14. ADVANCE Purdue
Climate
To understand institutional climate
through robust instruments by strongly
accounting for validity and reliability.
To make the ADVANCE-Purdue climate
survey instruments the gold standard of
measures, in order to enable other
institutions to use
14
15. ADVANCE Purdue
Climate Research Questions
(1) How well does “climate” metaphor explain women’s
experiences?
(2) How do faculty in STEM disciplines describe the
working climate at Purdue?
(3) How does this vary by gender and ethnicity?
15
16. ADVANCE Purdue
Climate Method A
(1) Survey instrument
(1) Assess the landscape
(2) Content Validity
(3) Pilot study
16
17. ADVANCE Purdue
Climate Method B
Use data collected through ACP:
• Interviews with individual faculty
• Storytelling circles
17
18. Assessing Sustainability Knowledge
(ASK)
Create a framework by which to assess
sustainability knowledge in
undergraduate engineering students.
• Assess:
– pre-existing sustainability research within
engineering education,
– expert opinions/ ideas about sustainability and how
they map on to students’ current knowledge.
Research sponsored by National Science Foundation EEC-0935066
RanjaniRao, Alice L. Pawley, Stephen R. Hoffmann, Matthew W. Ohland, and
Monica E. Cardella. “Work in Progress: Development of a framework to Assess
Sustainability Knowledge (ASK) in engineering undergraduate students.” Submitted
to the Frontiers in Education Conference, Washington DC (October 27-30).
18
19. Assessing Sustainability Knowledge
(ASK)
Research questions
(1) How is sustainability represented in research
literature?
(2) How do students understand sustainability and its
role in engineering design?
(3) How do expert practitioners in the field of
sustainability/sustainable development frame
sustainability?
19
20. Assessing Sustainability Knowledge
(ASK)
Methods
(1) Qualitative content analysis of research literature in
the area of sustainability in engineering
(2) In-depth interviews with undergraduate engineering
students
(3) Expert workshop/brainstorming sessions
20
21. Gender in JEE
This project articulates future research
directions possible at the intersection
of
gender and engineering education.
Nelson, Lindsey and Alice L. Pawley. “Using the Emergent
Methodology of Domain Analysis to Answer Complex Research
Questions.” Conference proceedings of the 2010 American Society for
Engineering Education National Conference and Exposition, Louisville21
22. Gender in JEE
Research questions
(1) What is the history of research at the intersection of
gender and engineering education as published in
the Journal of Engineering Education between 1998
and 2008?
(2) What opportunities exist to broaden the scope of
research conducted at the intersection of gender and
engineering education?
22
25. Gender in JEE
Methods
2. Decide what evidence already present in that
environment helps you answer your question.
Dimension Description Example of a design review event
Space The physical place or places A small conference room with a whiteboard
Actor The people involved 2 professors, 5 students
Activity A set of related acts that people do Present a Powerpoint presentation, Review
various journals created by students
Object The physical things present Table, chairs, computer, notebooks, pens
Act Single actions that people do Advance a slide, ask a question
Event A set of related activities that Design review
people carry out
Time The sequencing that takes place Senior professor talks (2 min), students takes
over time turn each speaking for 2 minutes, other
professor interjects questions during talk
Goal The things people are trying to Convey details of a design, articulate a design
accomplish to client, respond to feedback
Feeling The emotions felt and expressed Exhaustion, elation, frustration, joy, defeat 25
26. Gender in JEE
Methods
3. Identify inter-relationships between the evidence
Semantic Rel. Generic Form Examples
Strict Inclusion X is a kind of Y Freshmen students are a kind of population
investigated byengr education researchers
Spatial X is a part of Y A lab bench is part of a laboratory.
Cause-effect X is the result of Y Delivering a portion of a presentation is a
result of peer selection.
Rationale X is a reason for doing Y The problem of underrepresentation is a
reason for doing gendered research in
engineering education.
Location-for-action X is a place for doing Y A conference is a place for speaking on
research.
Function X is used for Y Late evenings are used for assembling
presentations.
Means-End X is a way to do Y Focus groups are a way to gather
information about students’ experiences.
Sequence X is a step in Y Creating a prototype is a step in the design
process.
Attribution X is a characteristic of Y Authority is a characteristic of the client.
26
27. Gender in JEE
Methods
4. Organize these relationships according to a question
tree.
• Complex question: How do engineering education
researchers research gender?
• Grand tour question: Who focuses on gender as a research
area (actors)?
• Inter-relationship question: What reasons do they provide
to motivate their research (goals, rationale)?
• Deepening question: What sources, if any, are cited to
validate these reasons (object, function)?
27
28. What is Engineering To You?
(WIETY)
This project explores engineering
epistemologies of students through
photographic elicitation.
28
29. What is Engineering To You?
(WIETY)
Research questions
(1) What are enduring stories in engineering that
students use to describe what they do?
(2) Why and to whom are these stories compelling?
(3) What stories are not included as engineering?
29
30. What is Engineering To You?
(WIETY)
Methods
Data collection:
(1) Individual Interviews
(2) Focus Group Interviews
Analysis: Emergent Qualitative Coding
30
31. What’s the unifying theme here?
• Use informed and feminist social theory,
including that on race, class and gender,
even when not obvious (e.g., ASK);
• Applied research: arguing for social change.
31
35. What is
“feminist engineering?”
Studying engineering and engineering
practice using the lenses of gender,
race and class to effect social change.
35
36. Why do we care about
feminist engineering?
Taking a feminist approach allows us to
look at engineering epistemologically, and
see this very big system of engineering
through different lenses….
36
37. What do we hope to
accomplish through our
research?
To broaden the research and practice
conversation about what engineering is;
To inspire other scholars to talk about this.
37
38. How do we decide what
methods are appropriate?
Deciding what evidence best
answers our research question
guides our choice of methods.
38
39. Why thesemethods to
answer our RQs?
Each is a lens to help us understand
the lives of women.
39
40. Do we always succeed?
Yes…
we succeed even in our failures.
40
41. Feminist engineering is only
about the study of women.
True/False?
FALSE
We definitely use lenses that are relevant to
the lives of women. But our work helps
look at masculinities as well.
41
42. Feminist engineering research uses
only one research method.
True/False?
FALSE
We use many methods...
Quantitative: Qualitative:
Survey, Institutional Ethnography, domain
review of analysis, survey, in depth interviewing,
literature oral history, discourse analysis,
using meta action/participatory research, photo
analysis elicitation (content analysis), focus
groups
42
43. Failures in research prevent us
from moving forward.
True/False?
FALSE
For RIFE, this is a stepping stone to
“think outside the box.”
43
Editor's Notes
The instrument was modified from the WISELIConstructs were added and/or modified as appropriate to Purdue UniversityContent validitySent to 8 content area experts on campusEach section of the instrument was marked on the extent to which the measure represents all facets of the given social concept 5-point scale was usedExperts provided both quantitative and qualitative feedbackInstrument was refinedInstrument was compared against similar surveys conducted byCornell Work-lifeHarvard Faculty SurveyCase Western Faculty Climate SurveyUIC Faculty Climate SurveyThey were compared for constructs length of the instrumentresponse rate
The instrument was modified from the WISELIConstructs were added and/or modified as appropriate to Purdue UniversityContent validitySent to 8 content area experts on campusEach section of the instrument was marked on the extent to which the measure represents all facets of the given social concept 5-point scale was usedExperts provided both quantitative and qualitative feedbackInstrument was refinedInstrument was compared against similar surveys conducted byCornell Work-lifeHarvard Faculty SurveyCase Western Faculty Climate SurveyUIC Faculty Climate SurveyThey were compared for constructs length of the instrumentresponse rate
- a qualitative methodology from applied anthropology that focuses on creating a conceptual map of a space
- a qualitative methodology from applied anthropology that focuses on creating a conceptual map of a space
For instance, in the context of this research team’s focus on how engineering education researchers do research on gender, do particular researchers (ACTORS) focus on specific methodologies (ACTIVITIES)? Do researchers cite differing motivations (GOALS) over the period of many years (TIME)?
Research REQUIRES a researcher, research questions, research methodology, and broader motivating context.Sex, masculine, feminine, boy, girl, gender, male, female, men, women ARE ALL gendered vocabularyUnderrepresentation is a REASON TO DO research around gender.
- a qualitative methodology from applied anthropology that focuses on creating a conceptual map of a space