Brent K. Jesiek

Identifying Opportunities for Collaborations in International Engineering Education Research on Problem- and Project-based Learning

We report on the results of a study to examine the global state of engineering education research on problem- and project-based learning (PBL). This paper has two major aims. First, we analyze a large collection of conference papers and journal articles to report on research trends in PBL, including in specifi c, leading countries. Second, based upon our analysis as well as a literature review of meta-analyses/syntheses of PBL literature, we propose a theoretical model for conceptualizing international research collaborations. Based on this model, we make recommendations for future initiatives, including multinational collaborations for research on PBL in engineering education.

Advancing global capacity for engineering education research: relating research to practice, policy and industry

Findings are presented from a series of moderated interactive sessions held at international engineering education conferences between July 2007 and December 2008, where attendees discussed the current state and future trajectory of engineering education research. More specifically, this study examines how session attendees described: (1) the relationship between engineering education research and educational practice, policy considerations and industry; (2) important stakeholders, mechanisms/strategies and challenges for relating research to practice, policy and industry. Thematic analysis and open coding procedures were used to analyse the data collected at each session. In summary, frequent discussion and widespread consensus was observed about the need to relate engineering education research to the practice of engineering teaching. Discussions about relating research to policy and industry remain formative, but appear to be gaining traction. The paper concludes by proposing a cyclic model to better conceptualise how engineering education research can be strategically related to practice, profession and industry across diverse local and global contexts.

Mapping international perspectives on gender in engineering education research

In this paper, we analyze the approximately 60 publications concerned with women and/or gender from our much larger database of engineering education conference papers and journal articles. We focus on four regions that had at least two publications: North America, Australia, Europe, and the Middle East. In our review of these publications, we focus on geographic and disciplinary distribution of the researchers, topics and contexts represented, and the methods used. We found much overlap between regions, but also that certain topics, methods and contexts are more heavily represented in some regions than others. Regional variations as well as theoretical foundations are discussed here, and will be further analyzed in future work. Finally, we suggest that international research collaborations on gender would benefit from a theory-oriented model of collaboration.

From methods to methodology: Reflection on keeping the philosophical commitments of interpretative phenomenological analysis

This paper details the transition of one researcher in his journey from attending to the methods of research to identifying and enacting the methodology of interpretative phenomenological analysis (IPA). In the backdrop of this paper is a larger qualitative study that is employing IPA to understand a rich picture of how engineering student become engineers, particularly by attending to the fuzzy boundaries between technical and social features of this identity. To ground the discussion of the paper, we draw on a transcript from a single interview in this study conducted with Kevin, a graduating mechanical engineer. We transparently share a reflexive account of conducting IPA research in order to introduce IPA as an excellent research tool for open areas of engineering education research. Further, our goals are to instill confidence in novice qualitative researchers as they embark on the arduous but rewarding path of conducting engineering education research using qualitative methods.

Educating Chinese Engineers: The Case of Shanghai Jiao Tong University During 1896–1949

This chapter summarizes the early institutional history of one of China’s most important and well-regarded engineering schools, Shanghai Jiao Tong University (SJTU). It shows how the university and its engineering programs evolved in tandem with national development and defense priorities from the school’s founding in 1896 through the formation of the People’s Republic of China (PRC) in 1949. More specifically, we look at key changes in the school’s admission policies, pedagogy, curricula, and organizational structure, as well as typical career pathways for its graduates. To further contextualize this account, this chapter begins with a general history of engineering education in China from the late Qing Dynasty through the Nationalist period. This chapter should be of interest to those wanting to know more about the historical foundations of the engineering profession in China, including the role of leading educational institutions in China’s national development.

Advancing Global Capacity for Engineering Education Research: Preliminary findings

Advancing the Global Capacity for Engineering Education Research (AGCEER) is a joint initiative by the European Journal of Engineering Education (EJEE) and the Journal of Engineering Education (JEE). The purpose is to significantly advance the global capacity for engineering education research. A series of moderated interactive sessions are being offered at international engineering education conferences between July 2007 and December 2008. In these sessions, participants discuss what constitutes engineering education research, who is and should be involved, and what infrastructure is required to sustain engineering education research. To date, AGCEER sessions have been held at regional engineering education conferences in Europe, Hong Kong, Australasia, and at the ASEE Global Colloquium in Turkey. Future sessions are planned for Europe, the United States, Russia, Brazil, South Africa, and India. Transcripts of completed sessions were analyzed using qualitative, open coding methods. Common themes across all these sessions were (a) the need for more rigorous engineering education research, (b) improving resources and recognition for engineering education researchers, and (c) getting research results into the hands of practitioners. Variations across countries and regions include who is engaged in engineering education research (e.g., faculty, administrators, policymakers), their levels of activity, and their interest and expertise in engineering education research. Our analysis includes some background on engineering education in each of these regions to help explain variations in the current state of research efforts.

The Sociotechnical Boundaries of Hardware and Software: A Humpty Dumpty History

This article traces the historical development of the boundaries around computer software and hardware. On one hand, the author documents ongoing discussions about the technical equivalence of hardware and software. On the other hand, he accounts for the stubborn persistence of these terms as markers for two distinct spheres of technology, knowledge, and practice. By using theoretical concepts such as “boundary work” and “coproduction,” the author argues that ongoing efforts to negotiate the boundaries between hardware and software are significantly “sociotechnical” in that they involve both social and technical considerations. The analysis culminates with a discussion of the more recent rise of the “hardware/software codesign” movement. Particular emphasis is placed on the conditions that led to the emergence of codesign and the ongoing challenges faced by its proponents. The article concludes by describing how codesign points toward a more reflexive and socially responsible culture of computer design and use.

The Origins and Early History of Computer Engineering in the United States

This article examines the origins and early history of the field of computer engineering in the United States, from the mid-1940s to mid-1950s. The account is based on both primary and secondary sources and draws theory from technology studies and the sociology of professions. The author begins by discussing roles played by engineers and engineering during the development of some of the first high-speed digital computers. He then describes the efforts of two electrical engineering institutes as they staked claims in computing, followed by a discussion of bifurcated versus integrated visions for the new field. In the final sections, the article turns to the emergence and establishment of computer engineering as a distinct field or specialty, primarily in the context of professional societies and private-sector firms. One main goal of this article is to show how the jurisdiction of engineering expanded to include computer hardware design.

Work in progress — Project-Based Service Learning in engineering: Investigating partner relationships

Project-Based Service Learning (PBSL) is increasingly popular in engineering programs as a way to develop key student skills and address community needs. Since most PBSL projects have the intention of providing a service to a community, it is critical that partner voices are heard. However, there has been little research examining the roles and motivations of project clients. To address the community perspective, the authors have identified six organizations with longstanding (over five years) partnerships with Purdue Universitys Engineering Projects In Community Service (EPICS) program, and will interview 1–3 individuals associated with each. These partners have been involved with numerous EPICS projects over multiple years. Our major objectives are to investigate why organizations maintain long-term partnerships with EPICS, and develop recommendations for enhancing benefits to all stakeholders. Here we present a background literature review and description of the project scope and methods.

Becoming boundary spanners in engineering: Identifying roles, activities, and competencies

Engineers are increasingly acting as “boundary spanners” who coordinate, collaborate, and communicate across many different kinds of boundaries. The research project described in this work-in-progress paper is shedding additional light on this trend by responding to two main research questions: 1) What specific boundary spanning roles, activities, and competencies are most important and prevalent for early career engineers, and 2) How do early career engineers experience boundary spanning challenges? One major goal of this project is to generate a typology of boundary spanning roles, activities, and competencies for multiple engineering fields. This paper more specifically describes methods and reports preliminary findings for the initial phases of our research. The first phase involves a systematic review of more than 80 journal articles and book chapters on boundary spanning and related concepts using established procedures for literature meta-analysis. In this paper we summarize the major themes and categories emerging from this process. The second phase of the project involves semi-structured interviews with engineering students and early career engineers. In this paper we focus on our interview methods, including development and use of a “primer” document to familiarize subjects with boundary spanning. We conclude by discussing the implications of our work, especially in relation to leading-edge approaches for instruction and assessment.