Engineering Education Research Methods ENGE 5604

Transcription

1 SYLLABUS Engineering Education Research Methods ENGE 5604 Instructor Dr. Maura Borrego Assistant Professor of Engineering Education McBryde 610 (540) Office hours: by appointment on MWF Catalogue Description This course introduces methods and considerations specific to research in engineering education. Quantitative, qualitative and mixed methods are discussed as well as measures of research quality. Students will learn to design and critique engineering education research that addresses standards of rigor and quality. (3H, 3C) Learning Objectives Having successfully completed this course, the student will be able to: Articulate strengths and weaknesses of quantitative, qualitative and mixed methods research approaches Develop and evaluate the quality of engineering education research questions Design appropriate projects to answer engineering education research questions Critique engineering education research designs Describe measures of quality in engineering education research Describe ethical considerations in the conduct and reporting of human subjects engineering education research Distribution of Topics 10% Current issues in engineering education research 10% Research questions 20% Qualitative research approaches 20% Statistics & quantitative research approaches 15% Research design, including mixed methods 15% Measures of research quality 10% Ethical conduct of research Grading category of each assignment is listed in [brackets] in the calendar section of this syllabus 20% Participation (attendance, preparation for discussion, thoughtful participation in discussions) 20% Presentations on learning and other educational theories 30% Research design drills and critiques of JEE articles 30% Other assignments listed on calendar (e.g., one page reactions or summaries of readings) LATE ASSIGNMENT POLICY Assignments listed on the calendar are due within the first 10 minutes of class on the specified date. Late assignments will be reduced by 10% for each day they are late. If you are not physically in class within 10 minutes of the start time, your assignment is considered one day late. assignments will be accepted if prior arrangements are made for legitimate schedule conflicts (and these arrangements are confirmed by the instructor).

2 Presentations on Theories and Methodologies The class will divide a core list of learning and other educational theories. Each student will receive an individual grade based on presentation of the assigned theories to the rest of the class. A quick-reference handout should be prepared; slides are not necessary. Presentations should include a brief summary of the theory, key authors and references, an example of how this theory would guide an engineering education study, and (if relevant) research methods prescribed by the theory. Later in the semester, there is a similar assignment on methodologies (e.g., case study, action research). Research Design Drills and Critiques of JEE Articles One of the major learning outcomes for this course is being able to design and critique engineering education research designs. Toward the end of the semester in particular, there will be a number of homework assignments and in-class activities to critique articles and design studies in response to a given topic. Critiques should clearly describe the criteria applied and suggestions for improvement. Research design drill descriptions should be as descriptive as possible (given in-class time constraints). These activities are similar to ENGE PhD qualifying exam questions, and assignment feedback will be provided to aid in preparation for the qualifying exam. Letter grades % A % A % B % B % B % C % C % C % D <60% F Professionalism In this graduate level course students are expected to act professionally by attending all class meetings, arriving on-time and prepared, actively participating, making logical arguments substantiated by evidence, and respecting others. Disability Statement The university makes reasonable accommodations to meet the needs of students with disabilities in the university setting. In doing so, a variety of supplemental services are offered to help offset the functional disadvantage of a disability and help increase students educational opportunities. Students should contact the Virginia Tech Services for Students with Disabilities (SSD Office). If you need adaptations or accommodations because of a disability, if you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please meet with me as soon as possible. Readings and Other Resources There is no required textbook. All readings or links are available on Blackboard. ASEE membership may be required to access Journal of Engineering Education. Three course readings and one book may be especially helpful in framing the overall content of this course: Chapter 3 of Shavelson, R., & Towne, L. (2002). Scientific Research in Education. Washington, D.C.: National Academies Press. Borrego, M., Douglas, E. P., & Amelink, C. T. (forthcoming). Quantitative, Qualitative, and Mixed Research Methods in Engineering Education. Journal of Engineering Education. Borrego, M. (2007). Conceptual Difficulties Experienced by Engineering Faculty Becoming Engineering Education Researchers. Journal of Engineering Education, 96(2), Creswell, J. W. (2002). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. New York: Sage Publications, Inc.

3 Calendar Date W Jan 21 M Jan 26 W Jan 28 Topic & In-Class Activities Introductions, Expectations, Overview Overview of Quantitative, Qualitative, Mixed Methods Current issues: engineers learning educational research methods Assignments Due [grade category in brackets] Personal reflection: Where are you on Levels of Inquiry (Borrego table 2)? Where do you need to be to meet your career goals? M Feb 2 IRB (No class) Do IRB training through Blackboard and certificate to Dr. B W Feb 4 Lit reviews in ENGE One page on Baumeister s four Goals of Literature Reviews and type(s) of literature reviews needed in engineering education M Feb 9 W Feb 11 M Feb 16 W Feb 18 M Feb 23 W Feb 25 Assessment and Research Questions Research Questions and Hypotheses Generate and critique example questions in class Learning theories presentations I Relating theories to research questions Learning theories presentations II Inquiry Paradigms Categorization game One page: How are assessment and research similar and/or different? Why do we need to distinguish? Bring a list of 3-5 potential ENGE research questions Be prepared to present on assigned learning theories [presentation] Pick one research question and cycle through theories presented last class period how would the study design vary? Be prepared to present on assigned theories [presentation] One page on: Are you a positivist? Should you be? Readings to Finish Before Class Scientific Research in Education Ch 3 Borrego, Douglas and Amelink Required: Borrego Conceptual Difficulties Optional: Labaree Peculiar Problems Baumeister and Leary Literature Reviews and one article from JEE July 2008 special issue Borrego, Streveler, Miller, Smith New Paradigm Sec II.B. p. 153 Reference on Assessment Steps: intro sections of Wiggins and McTighe Reference on Assessment Defs: -aahe.htm Creswell Ch 5 (purpose) and 6 (questions and hypotheses) Readings for assigned theories (Handouts from classmates in prior class period) Readings for assigned theories Guba and Lincoln: concentrate on positivist and post-positivist Date Topic & In-Class Activities Assignments Due [grade category in brackets] Readings to Finish Before Class

4 M Mar 2 W Mar 4 M Mar 16 W Mar 18 M Mar 23 W Mar 25 M Mar 30 W Apr 1 MCB 666 M Apr 6 W Apr 8 M Apr 13 W Apr 15 Revisit ENGE research criteria Qualitative traditions Another game: case study, ethnography, etc. How to do qualitative interviews/observations Refine protocols, Practice in class How to analyze qualitative data Practice analyzing qualitative data Reliability (Quantitative) Reliability (Quantitative) Validity (Quantitative) Quantitative Methods Quantitative Methods Quantitative Modeling Writing up qualitative work for engineers One page on: is JEE positivist? St. Pierre or another article from Educational Researcher 31(8) and JEE review criteria Leedy Ch 7 Start on Patton Ch 6 (observations) or 7 (interviews) No Class (Spring Break) Draft protocol for interview or Finish Patton Ch 6 (observations) observation or 7 (interviews) Example: Stretching Exercise Begin taking interview or observation data from 2 different 20-minute sources Bring field notes to class from 2 interviews or observations Wiki entry (see Scholar.vt.edu Announcements and Wiki sections) One page on positive and negative aspects of the article with respect to engineering audience [drill/critique] M Apr 20 Evaluation criteria Apply Table 4 of Borrego, Douglas and Amelink to one of the critique articles. Does it stand up better to quant or qual criteria? [drill/critique] Strauss and Corbin Ch 8-10 Allen et al (see Scholar, Resources section) W Apr 22 Design drills In-class drill [drill/critique] M Apr 27 Mixed methods intro One page critique of Wankat: Is this mixed? What is done well? What needs improvement? [drill/critique] W Apr 29 More design drills In-class drill [drill/critique] Item Analysis (see Scholar) Adams (see Scholar) Moskal (see Scholar) Stone (see Scholar) Critique: Friesen et al., Loui, or Tonso Critique: Hutchison et al. or Hirsch et al. Creswell and Plano Clark Ch 1-2 Wankat

5 M May 4 Case Study, Design Studies, and Action Research Jigsaw- prepare a one page summary and prepare to present to others [presentation] W May 6 Interdisciplinarity One page: How does this relate to engineering education? Case Study: Yin 2004/2008 (book) Design Studies: Lesh and Brown Action Research: Lesh and Gentile Quasi-experiments: Cook and Campbell 1979 (book) Boix Mansilla and Duraising