Free ticketed event
As a qualitative researcher, do you have data sets that you didn’t have time to fully explore? Do you wish you or someone else could spend more time with the data? Have you considered making your data available for secondary analysis, but don’t want to post it to a big public repository? This workshop provides a chance to explore these questions.
Since 2010, the National Science Foundation (NSF) EEC Division alone has funded more than 500 engineering education research projects, totaling over $150 million, to enhance understanding and improve practice. The resulting archive of robust data represents a vast untapped potential to exponentially increase the impact of EEC funding and transform engineering education — but tapping this potential has been an intractable problem, despite ongoing calls for data sharing by public funders of research.
Concerns include ethics, participant confidentiality, misuses of data, and more, and are compounded by disciplinary and publication practices that value original data over integrative efforts based on secondary analysis. Institutional reward structures are based on individual accomplishments in ways that may discourage more integrated collaboration implied by broad based data sharing.
Funding priorities also stress the novelty of proposed work and, thus, imply a bias toward generating new data.
As a result, data sharing is complicated, especially for qualitative researchers concerned about participant confidentiality, the importance of deep context, and more. Changing the paradigm of single-use data collection requires actionable, proven practices for effective, ethical data sharing, coupled with incentives to both share and use existing data.
The workshop will draw on findings from an NSF-funded project on secondary data analysis (SDA), why and under what conditions they might consider making their own data available for SDA, and the philosophical considerations and practical steps in such data sharing.
The workshop will include detailed practical information from the research teams conducting two pilot SDA projects, and opportunities to explore aspects of SDA in the context of participants’ existing or planned data sets. Panel discussions from two teams of scholars engaged in SDA collaborations will help participants understand the benefits and challenges of sharing data for secondary analysis. Hand-on activities will help participants examine their own existing or planned data sets and consider whether and how they might be amenable to data sharing. Rapid prototyping exercises will help participants envision what SDA with their data could look like.
Susan M. Lord is Professor and Chair of Integrated Engineering at the University of San Diego. She holds a B.S. in electrical engineering and materials science and engineering from Cornell University and M.S. and Ph.D. in electrical engineering from Stanford University. Her research includes the study and promotion of diversity and inclusion in engineering including the sociotechnical nature of engineering, inclusive pedagogies, and student pathways. She is a Fellow of ASEE and IEEE.
Lisa Benson is a Professor of Engineering and Science Education at Clemson University, and the immediate past Editor of the Journal of Engineering Education. Her research focuses on the interactions between student motivation and their learning experiences. Dr. Benson is an American Society for Engineering Education (ASEE) Fellow and earned a B.S. in Bioengineering (1978) from the University of Vermont, and M.S. (1986) and Ph.D. (2002) in Bioengineering from Clemson University.
Jennifer M. Case is Professor and Head of the Department of Engineering Education at Virginia Tech in the USA. Prior to her appointment in this post, she was a Professor in the Department of Chemical Engineering at the University of Cape Town, where she retains an honorary appointment. She holds a B.Sc(Hons) degree in Chemistry from the University of Stellenbosch, an M.Sc. in Chemical Engineering from the University of Cape Town, an M.Ed. in Science Education from the University of Leeds, and a Ph.D. in Education from Monash University. Her research on student learning in engineering education, curriculum reform, and comparative higher education has been widely published and well cited, with over 60 peer-reviewed journal publications and two monographs.
Shawn Jordan (he/him) is an associate professor of engineering in the Ira A. Fulton Schools of Engineering at Arizona State University. He teaches context-centered electrical engineering and embedded systems design courses, and studies the use of context and storytelling in both K-12 and undergraduate engineering design education.
Holly M. Matusovich is the Associate Dean for Graduate and Professional Studies and a Professor of Engineering Education at Virginia Tech. Her research expertise includes using motivation and related frameworks to study student engagement in learning, student retention in engineering undergraduate programs, graduate programs and careers, and faculty teaching practices specifically associated with intersections of motivation, metacognition, and learning strategies. Her strengths include qualitative and mixed methods educational research study design and implementation.
Rachel L. Kajfez is an Associate Professor of Engineering Education at The Ohio State University. She holds B.S. and M.S. degrees in civil engineering from Ohio State and a Ph.D. in engineering education from Virginia Tech. Her research interests include identity, motivation, mixed methods, and innovative teaching practices. She leads the RIME Collaborative and is currently the Associate Chair for Graduate Studies and Research Infrastructure in her department.
Marie C. Paretti is a Professor of Engineering Education at Virginia Tech. She holds a B.S. in chemical engineering and an M.A. in English from Virginia Tech and Ph.D. in English from the University of Wisconsin-Madison. Her research includes engineering communication, design education, engineering identity, and cross-disciplinary collaboration.
E. Tyler Young is a graduate student at The Ohio State University currently pursuing a Master of Science in Aerospace Engineering and a Ph.D. in Engineering Education. He graduated summa cum laude from Case Western Reserve University with a Bachelor of Science in Aerospace Engineering before embarking on a career in STEM education.
Yevgeniya V. Zastavker is a Professor of Physics and Education at Olin College of Engineering. She holds a B.S. in Physics from Yale University and Ph.D. in Biological Physics from Massachusetts Institute of Technology. Her research interests include engineering students’ motivation, contemplative practices and their role in creating more equitable learning environments in engineering education, and understanding of students’ holistic learning journeys for design and implementation of nurturing learning spaces.