Examinando por Materia "Engineering education research"
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Ítem Knowing our story: Framing a cooperative inquiry project to explore the personal growth of graduate students in engineering education(AMER SOC ENGINEERING EDUCATION, 2017-01-01) Aleong R.J.; Goldstein M.H.; Ortega-Alvarez J.D.; Rodriguez-Simmonds H.E.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosDoctoral education is often described by faculty and graduate students as "a journey", "a learning process", and "a transformative experience". These descriptions speak to the experiential nature of doctoral education which aims at bringing about some change in students to prepare them for their future career. In the research literature, the path and process of becoming an engineering education researcher is an emerging field. In this paper, we present the framing of a co-operative inquiry project to explore our personal growth as graduate students. Co-operative inquiry is a research method in which multiple people share and explore a topic from their own perspectives through collective dialogue, reflection, interrogation, and transformation. Our co-operative inquiry group consisted of the authors of this paper as coresearchers and co-subjects and is situated in our shared interest in graduate education and learning. While we are at different stages of the doctoral program, we have the mutual experience of completing the first year of the program at the same institution. We engaged in cooperative inquiry sessions, focused on learning within ourselves and with others, to make new meaning from our experiences. Reflections during the formative first year of doctoral training were explored as well as reflections and memos generated as part of the inquiry process. Through the co-operative inquiry process, this study offers insight into opportunities for peer-topeer mentorship and learning enrichment in graduate studies. Our insight may support graduate students in discovering and charting their own personal journeys of learning and development in engineering education research. Our future work will be guided by our co-operative inquiry process and structure, with a focus on delving deeper into the aspects that make up our personal and collective story. © American Society for Engineering Education, 2017.Ítem Learning about engineering education research: What conceptual difficulties still exist for a new generation of scholars?(Institute of Electrical and Electronics Engineers Inc., 2015-01-01) Streveler, R.A.; Pitterson, N.P.; Hira, A.; Rodriguez-Simmonds, H.; Alvarez, J.O.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosIn 2007, Borrego published her groundbreaking work 'Conceptual difficulties experienced by trained engineers learning educational research methods'[1] that described five conceptual difficulties engineering faculty encountered as they began to learn about rigorous research in engineering education. Since Borrego's research was published the engineering education departments have been formed and a new generation of engineering education researchers has emerged. These researchers must tackle the same paradigm shift that faced the engineering faculty in Borrego's study. The research question that guided this study was: 'What conceptual hurdles still exist for the new generation of engineering education researchers?' PhD students in Engineering Education were asked to reflect on their conceptual difficulties during the first semester of their PhD courses and write an end-of-semester reflective paper that summarizes their cognitive journey. The summative reflections were coded using Borrego's conceptual hurdles as a framework. The results of the present study can inform those entering the engineering education research community by highlighting areas that remain problematic and offer strategies that emerging scholars have used to make sense of educational theories and methods. © 2015 IEEE.Ítem Special session: Fostering change: Application and implications of Palmer's movement approach to change(Institute of Electrical and Electronics Engineers Inc., 2017-01-01) Streveler R.A.; Pitterson N.P.; Smith K.A.; Ortega-Alvarez J.D.; Universidad EAFIT. Departamento de Ingeniería de Procesos; Desarrollo y Diseño de ProcesosAccording to change literature, the multiplicity of levels and structures that exist within an organization makes organizational change a difficult process. Similarly, many challenges face any attempt to foster change in engineering education, due to the various layers that make up the field. Looking at the evolution of engineering education research (EER) as a field and the individual pathways of engineering education researchers, EER scholars have discussed a model for engineering education reform that draws from Palmer's Movement Approach to change. This special session introduces Palmer's approach as a framework to look at reforms that have already occurred, and envision possible paths for action toward desired changes. © 2017 IEEE.