APS Results Presented at the NSF Science, Technology, Engineering, and Mathematics (STEP) Meeting
in Washington, D.C. March 7, 2008
APS Results Presented at the NSF Science, Technology, Engineering, and Mathematics (STEP) Meeting |
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APS Results Presented at the Anita Borg Institute for Women and Technology: |
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Team members presented results of CAEE research at this year's AERA Meeting in Chicago.
The field of engineering education research has grown impressively over the last decade. However, many unsolved
problems in engineering learning and teaching still exist. CAEE's Institute for Scholarship on Engineering
Education (ISEE) seeks to address some of these problems by actively cultivating a community of engineering
education scholars.
>Read the full article at CLTNet.org
Three CAEE papers were presented in three different FIE sessions at the 36th Annual Frontiers in Education Conference held in San Diego, CA in October. Two papers presented results from the Engineering Thinking and Doing and Academic Pathways Study research threads of the Scholarship on Learning (SoL) element and one paper presented results from the Studies of Engineering Educator Decisions (SEED) thread of the Scholarship on Teaching (SoT) element. Abstracts to FIE papers can be viewed at http://fie.engrng.pitt.edu/fie2006.
The 2006-07 Institute for Scholarship on Engineering Education Summer Summit took place July 9 through July 14, 2006, with eighteen Scholars from around the nation participating. ISEE 2006-07 is focused on the theme of diversity and is titled Advancing Engineering Education Research to Meet the Needs of the 21st Century. Scholars developed questions to address topics such as the global engineer and intercultural awareness, social justice, professional identity and conceptions of engineering, and perspectives on the needs of diverse student populations. Institute activities will continue through summer of 2007 and the team is planning for concluding presentations of results at FIE 2007. A description of the 2006-07 Institute is available on the CAEE website at http://www.engr.washington.edu/caee/isee-2006-07.html.
Denice Denton was instrumental in the creation of CAEE while she was Dean of the College of Engineering at the University of Washington. Her many colleagues and friends at CAEE mourn her passing and have posted a remembrance at http://www-cdr.stanford.edu/Tribute/DeniceDenton/. The site is set up to allow others to post memories of her influence. We invite you to add your story to the mix and to partake of the stories of others.
Sixteen CAEE team members attended this year’s ASEE meeting in Chicago, IL June 18-21, 2006. A total of 8 papers, 1 poster and 1 workshop were presented that included research results from all three CAEE research elements. Sheri Sheppard was one of eight panelists who represented academia, industry, National Science Foundation, and National Academy of Engineering at the Main Plenary session. The Plenary had the theme "Advancing Scholarship in Engineering Education: Launching a Year of Dialogue." Sheri also presented the Educational Research and Methods (ERM) Distinguished Lecture: "Taking Stock -- A Look at Engineering Education at the end of the Twentieth Century and Beyond." Lecture slides for Sheri's ERM presentation can be found at http://www.carnegiefoundation.org/ppp/takingstock/resources.htm. Information about the conference can be found at http://www.asee.org/conferences/annual/2006/index.cfm.
Denice Denton was instrumental in the creation of CAEE while she was Dean of the College of Engineering at the University of Washington. Her many colleagues and friends at CAEE mourn her passing and have posted a remembrance at http://www-cdr.stanford.edu/Tribute/DeniceDenton/. The site is set up to allow others to post memories of her influence. We invite you to add your story to the mix and to partake of the stories of others.
The research team presented two papers on CAEE research at the 2006 American Educational Research Association Annual Meeting April 7-11 in San Francisco.
The 2006-07 Institute for Scholarship on Engineering Education has begun a national recruiting call for 15 ISEE Scholars with a March 6, 2006 application deadline. The Institute will formally begin by bringing all of the Scholars together for a Summer Summit kickoff meeting at host Howard University in Washington, D.C. on July 9-15. ISEE 2006-07 is focused on the theme of diversity and is titled Advancing Engineering Education Research to Meet the Needs of the 21st Century. A brief description of the Institute is available on the CAEE website at http://www.engr.washington.edu/caee/isee-2006-07.html
The APS team gained additional support for enhanced data collection and analysis through an award of $950,000 in supplemental funds from NSF in fall 2005. The funds are being used to support five additional postdoctoral research associate positions, continue the involvement of two former Research Associates who are now in tenure track faculty positions at other universities, expand the involvement of CAEE co-PI Karl Smith, and provide support for additional technical writing and database administration staff. The supplemental funding covers one year of support with the option to apply for a second year.
The UW Institute concluded its year in October by sponsoring an interactive poster session at the 2005 Frontiers in Education Conference. The Special Session (titled Communities of Practice in Engineering Education: What Are We Learning?) featured posters that described Scholars’ research projects during the Institute year. The session also provided a forum for Scholars, members of the Institute team, and session attendees to share stories of their work as engineering educators and as engineering education researchers. PDF copies of the six posters are available through the CAEE website at http://www.engr.washington.edu/caee/fie-2005-scholar-posters.html
CAEE will present a range of papers and special sessions at the 2005 Frontiers in Education Conference, October 19-22. Special Session T2A: Communities of Practice in Engineering Education: What Are We Learning? (Thursday, Oct. 20, 10:00-11:45 am) showcases the work in progress of the Scholars of the 2005 Institute for Scholarship on Engineering Education. The additional individual presentations of Socha and Walter, Yasuhara, and Lee and Wilson provide more detail on their work as 2005 Institute Scholars. In addition CAEE team members Streveler, Miller and Olds present an interactive session on students' mental models and Huang-Cottrille, Yellin and Turns present results from a pilot offering of the Engineering Teaching Portfolio Program at the University of Washington.
Thursday, Oct. 20
Robin Adams, Cheryl Allendoerfer, Philip Bell, Lorraine Fleming and Larry Leifer
Special Session – Communities of Practice in Engineering Education: What Are We Learning?; Session T2A
David Socha and Skip Walter
Special Session – User Observation and Sketching as Core Stages in the Software Design Process; Session T3A
Yi-Min Huang-Cottrille, Jessica M.H. Yellin and Jennifer Turns
Future Engineering Faculty: How Do They Think About Teaching?; Session T3F
Friday, Oct. 21
Ken Yasuhara
Work in Progress – Gender and Preconceptions of Undergraduate Computer Science; Session F2G
Saturday, Oct. 22
Ruth A. Streveler, Ronald L. Miller and Barbara Olds
Special Session - Cognitive Legos: Helping Your Students Construct Scientifically Accurate Mental Models; Session S2A
Linda Lee and Denise Wilson
Empowering the Engineering Undergraduate in an Era of Economic Globalization; Session S3E
Most of the CAEE team will gather at the University of Washington in September for a combined all-team and Academic Pathways Study meeting. The team will meet on Wednesday, Sept. 14, and the APS researchers will continue data analysis work on Thursday and Friday.
The Engineering Teaching Portfolio Team is leading a second series of portfolio sessions during the summer quarter at UW. There are four sessions being offered with a total of thirty graduate students from engineering and science disciplines. As part of ongoing research and the continuing refinement of ETPP, the team is conducting interviews with participants and video- and audio-taping some sessions for future analysis.
The Stanford Institute for Scholarship on Engineering Education launched with the Summer Summit held the week of June 19-24. Thirteen Scholars will undertake research projects during the academic year 2005-06. There are eight participants from Stanford, four from the University of Washington and one from the University of Minnesota.
The CAEE team presented five papers and one workshop at the 2005 ASEE Conference and Exposition in Portland, OR in June. In addition, a postdoctoral researcher at the University of Florida, Raluca Rosca, presented a paper describing implementation of the ETPP at UF. The papers are posted on the ASEE website.
Atman, Cynthia J., Jennifer Turns and Lorraine Fleming
Looking at Learning: An Application of Research from the Learning Sciences to Engineering Classrooms
Workshop presented at the 2005 ASEE Conference
Eris, Özgür, Helen Chen, Tori Bailey, Kimarie Engerman, Heidi Loshbaugh, Ashley Griffin, Gary Lichtenstein, and Angela Cole
Development of the Persistence in Engineering (PIE) Survey Instrument
View paper at ASEE Website: http://www.asee.org/acPapers/2005-1983_Final.pdf
Fleming, Lorraine, Kimarie Engerman, and Ashley Griffin
Persistence in Engineering Education: Experiences of First Year Students at a Historically Black University
View paper at ASEE Website: http://www.asee.org/acPapers/2005-1786_Final.pdf
Loshbaugh, Heidi G., Ruth A. Streveler, and Kimberley R. Breaux
Research Design Becomes Research Reality: Colorado School of Mines Implements Research Methodology for the Center for the Advancement of Engineering Education
View paper at ASEE Website: http://www.asee.org/acPapers/2005-1244_Final.pdf
Rosca, Raluca I. and Diane P. Hickey
How a Successful Idea Traveled: Implementing the Engineering Teaching Portfolio Program at University of Florida
View paper at ASEE Website: http://www.asee.org/acPapers/2005-1552_Final.pdf
Stevens, Reed, Kevin O'Connor and Lari Garrison
Engineering Student Identities in the Navigation of the Undergraduate Curriculum
View paper at ASEE Website: http://www.asee.org/acPapers/2005-1989_Final.pdf
Yellin, Jessica M., Jennifer Turns and Beza Getahun
How Early is too Early to Start Teaching? Teaching Portfolios as a Training Tool for Undergraduate Instructors
View paper at ASEE Website: http://www.asee.org/acPapers/2005-2099_Final.pdf
Two papers based on CAEE research were presented at the 2005 American Educational Research Association Conference in Montréal. 1) Engineering Identities: The Cultural Production of Disciplined Persons, by Reed Stevens, Kevin O'Connor and Lari H. Garrison, describes ethnographic results from the Academic Pathways Study at the University of Washington. 2) From Practice to Research: Using Professional Expertise to Inform Research about Engineering Students' Conceptual Understanding, by Mary A. Nelson, Monica R. Geist, Ruth A. Streveler, Ronald L. Miller, Barbara M. Olds, Ravel Ammerman, and Candace Ammerman, describes results of the Difficult Concepts study portion of CAEE.
The University of Florida postdoctoral researcher, Raluca Rosca, who led the portfolio sessions using UW ETPP materials last fall
at Florida visited the UW in March for three days of discussions with the ETPP team. A Spring offering at Florida was supported
by the local Society of Women Engineers (SWE) chapter.
Read more about the Florida ETPP »
The ETPP team presented a paper at the 2005 ASEE Conference describing a modified version of the ETPP that was developed for undergraduate Teaching Assistants and tutors. This version of the program was piloted by undergraduates involved in tutoring for the University of Washington Minority Science and Engineering Program (MSEP). The 4 session MSEP version has been given a UW course number and will be offered for MSEP'S student instructional staff in the Spring quarter.
The third CAEE External Advisory Board meeting was held at the University of Washington on March 3 and 4. The Advisory Board and two NSF representatives reviewed CAEE activities and initial observations from study results to date and offered comments and recommendations to the CAEE leadership team. UW Institute Scholars and UW graduate and undergraduate student members of the research team joined the group for the Thursday evening kickoff dinner.
The APS team held their second Data Workshop at Stanford University February 7-8 to compare notes on the data collected thus far on the four campuses and plan the work remaining for the 2004-05 academic year. The APS is in its second academic year of data collection. The team has had four papers accepted for the 2005 ASEE Conference (Portland Oregon, June 12-15). The papers describe 1) development of the survey instrument, 2) experiences of first year students at Howard, 3) implementation of the APS at CSM, and 4) two case studies of developing engineering student identity based on ethnographic observations at UW.
The Institute Scholars (12 faculty and 5 graduate students) are proceeding with their research projects as the University of Washington Institute begins the second half of the academic year. Representative research topics of the Scholars include
As the concluding event of the Institute year, the Scholars will present results of their work in an interactive poster session at the 2005 FIE Annual Conference (Indianapolis, Indiana, October 19-22).
The UW ETPP team has been working this fall to expand engineering teaching portfolio use based on
ETPP-developed materials. On the UW campus, the CAEE team is helping
MSEP (Minority Science and Engineering Program,
a College of Engineering recruitment and retention program) offer a series of
4 teaching portfolio sessions tailored for upper level undergraduates who teach
problem solving workshops to beginning engineering students. At the University of Florida,
activity grew out of a discussion at this year's ASEE Conference between UW CAEE team members and
a Florida postdoctoral research associate in aerospace engineering.
That discussion in June has blossomed this fall as the Florida researcher is overseeing teaching
portfolio sessions for three groups of interested engineering graduate students using UW ETPP materials.
The UW team is also continuing work with colleagues at CAEE partner Howard University who are involved
in the Preparing Future Faculty teaching portfolio program. As part of this collaboration, the UW team
will be interviewing portfolio participants at Howard over the next few months.
Read more about the Florida ETPP »
Several CAEE researchers will attend the first CASEE Symposium on October 20 in Savannah, GA. The Symposium is collocated with the 2004 Frontiers in Education Conference, which will take place October 20-23. Seven CAEE team members will be at FIE and there are three papers on the agenda authored by four CAEE team members: Robin Adams, Ron Miller, Barbara Olds, and Ruth Streveler.
The Academic Pathways Study has begun its second year of activity on the four CAEE campuses: Colorado School of Mines, Howard University, Stanford University and University of Washington. The APS will follow the same students who participated during the first year through their second year in engineering and pre-engineering. Data collected in the first year is being analyzed and the results will be used to refine the second year data instruments.
The initial event of the 2004-05 Institute was held at the University of Washington on July 18-23. The Summer Summit brought together the first group of 17 Institute Scholars for an intensive, interactive week-long session. The 12 faculty (6 from UW, 2 from Howard, 2 from Stanford, and one each from NCA&T and Purdue) and 5 graduate students (4 from UW and one from Stanford) refined their research designs, worked on human subjects applications, and shared insights about each others research plans. Over the course of the coming academic year, the Scholars will conduct a research project on their own campus while continuing to interact as a community.
The first year-long Institute was launched with the Summer Summit (July 18-23) on the University of Washington campus. The Summit brought together the first group of Institute Scholars consisting of twelve faculty members (6 from UW, 2 from Howard, 2 from Stanford, and one each from NCA&T and Purdue) and 5 graduate students (4 from UW and one from Stanford). During the intense, week-long Summit, the CAEE team led discussions as Scholars reviewed research methods, formulated a research proposal and initial human subjects application, and began their development as a community. Over the course of the following academic year, the Scholars will develop and conduct an original research project while participating in regular discussions to share progress and insights with the CAEE team and fellow Scholars.
Initial piloting and evaluation of the Engineering Teaching Portfolio Program (ETPP) have concluded and the team is using these results to develop a revision of the program. The next phase will extend the program to other students on the UW campus with a goal of making the program available to other CAEE campuses and nationally. Jessica Yellin, a recent UW Mechanical Engineering PhD graduate who helped design and participated in the pilot study, joined the team in June as a Research Scientist and will play a significant role in expanding the activity on ETPP.
The first year of the Academic Pathways Study (APS) has concluded, with interview, survey and ethnographic observation data collected on four CAEE campuses (Colorado School of Mines, Howard University, Stanford University, and University of Washington). APS team members have begun to analyze the data collected from 160 freshman engineering and pre-engineering students at the four schools. Team members and collaborators from other institutions and organizations will gather in Seattle in early August to continue this process: comparing notes and engaging in two days of intense data analysis and discussion. The second of three years of data collection will begin in the fall. The team made a presentation describing the design and first year of the APS at the 2004 ASEE Conference.
Fifteen CAEE team members from all five partner campuses attended the 2004 ASEE Conference & Exposition, June 20-23, in Salt Lake City. The team presented four papers on CAEE-related research activity. See the Publications list for titles and ASEE Session information. CAEE also shared booth #716 with CIRTL (Center for the Integration of Research, Teaching, and Learning) during the two and a half days of the Exposition.
Three members of the CAEE team, Cindy Atman and Jennifer Turns of the University of Washington, and Lorraine Fleming of Howard University, designed a workshop called Looking at Learning for the NSF-hosted CCLI meeting in April that brought together program PIs and principals. CCLI (Course, Curriculum, and Laboratory Improvement) is an NSF program that seeks to improve the quality of science, technology, engineering, and mathematics (STEM) education for all students. Cindy and Lorraine traveled to Washington, D.C. for the meeting and co-presented the workshop with Robert Mathieu of the University of Wisconsin who is also Director of the Center for the Integration of Research, Teaching, and Learning.
CAEE began the first year of the Academic Pathways Study (APS), which is a three year longitudinal study to investigate undergraduate engineering and pre-engineering students on four of the CAEE campuses: Colorado School of Mines, Howard University, Stanford University and University of Washington. Data collection techniques include interviews, surveys, and ethnographic observations.
CAEE shared a booth with CIRTL (Center for the Integration of Research, Teaching and Learning) at the 2003 ASEE Annual Conference & Exposition, in Nashville, TN, June 22-25, 2003. Twelve members of the CAEE team attended the Conference.
Cindy Atman (left), CAEE Director from the University of
Washington, and Sandy Courter (right), from CIRTL and the University of Wisconsin, at the booth
shared by the 2 Centers during the 2003 ASEE Exposition.
Scholarship on Teaching Engineering: The SoT research team has concluded two pilot sessions of the Engineering Teaching Portfolio Program (ETPP). Sixteen graduate students interested in teaching participated in two 8-week sessions. The results will be analyzed and used to inform improvements to the program before future sessions are offered to engineering graduate students on UW and partner campuses.
NSF announced in a news release that it was establishing five new Centers for Learning and Teaching to develop teaching leadership in science and mathematics. Three of the Centers are targeted at K-12 audiences and two at higher education. One of these higher education centers is CAEE, the Center for the Advancement of Engineering Education, which is a partnership of five universities: Colorado School of Mines, Howard University, Stanford University, University of Minnesota, and University of Washington, the lead institution.
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This material is based upon work supported by the National Science Foundation under Grant No. ESI-0227558. Any opinions, findings and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF). |