2024 ASEE Annual Conference & Exposition

Strategies for Building Engineering Education Research Capabilities: Reflections on Three Past Practices, Exploring Current Practices, and Speculating on Future Practices

Presented at Strategies for Building Engineering Education Research Capabilities

The growth of the engineering education research community in the past about twenty years has been remarkable. Several factors have contributed to the growth, including many universities starting engineering education PhD granting programs, the increased emphasis on engineering education research at the Engineering Education and Centers Directorate at the National Science Foundation, and the increased interest among traditional discipline-based engineering faculty in adding engineering education research to their research portfolio.

The panelists will summarize, discuss lessons learned, implications and future prospects for (1) the Annals of Research on Engineering Education (AREE), (2) the Engineering Education Research and Innovation Networking (EER&I) sessions, and (3) Research on Engineering Education for Practice (REEP).

The majority of the session will be spent in small group discussions of previous programs for building engineering education research capabilities, sharing current efforts, and exploration of future approaches.

Authors

Dr. Elizabeth Cady National Academies of Sciences, Engineering, and Medicine [biography]

Dr. Elizabeth T. Cady is a Senior Program Officer with the Board on Science Education (BOSE) in the Division of Behavioral and Social Sciences and Education (DBASSE) at the National Academies of Sciences, Engineering, and Medicine. She conducts studies, workshops, and other projects focused on equitable, inclusive, and effective STEM education at all levels. From 2006-2023 she worked in the National Academy of Engineering (NAE) Program Office working on projects focused on equitable and inclusive engineering education and related research at the precollege and higher education levels. She earned M.S. and Ph.D. degrees in Cognitive and Human Factors Psychology from Kansas State University and a B.A. in psychobiology and political science from Wheaton College in Massachusetts.
Russell Korte The George Washington University [biography]

Russell Korte, PhD. studies the social, cultural, and professional systems in organizations and higher education, along with their effects on learning and performance. This work focuses on the professional education and socialization of engineering students, the work of practicing engineers, as well as the preparation of professionals for their future careers.
Dr. Korte is an Associate Professor of Human and Organizational Learning at The George Washington University where he combines his practical experiences of work in education, business, and industry with his research and teaching in professional education, professional practice, and the social foundations of work. He has published on topics ranging from organizational socialization (onboarding), workplace learning, organization studies, social science, and philosophy. He also works on a variety of topics supporting his students’ work on decision-making, the meaning of work, and social connectedness in school and the workplace. Korte received his Ph.D. in Work and Human Resource Education from the University of Minnesota.
Dr. Karl A Smith University of Minnesota, Twin Cities [biography]

Emeritus Professor of Civil, Environmental, and Geo- Engineering, Morse-Alumni Distinguished University Teaching Professor at the University of Minnesota; and Emeritus Cooperative Learning Professor of Engineering Engineering Education at Purdue University

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