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CONTEXT Engineering education is an interdisciplinary research field where scholars are commonly embedded within the context they study. Engineering Education Scholars (EES), individuals who define themselves by having expertise associated with both engineering education research and practice, inhabit an array of academic positions, depending on their priorities, interests, and desired impact. These positions include, but are not limited to, traditional tenure-track faculty positions, professional teaching or research positions, and positions within teaching and learning centers or other centers. EES also work in diverse institutional contexts, including engineering disciplinary departments, first-year programs, and engineering education departments, which further vary their roles. PURPOSE OR GOAL The purpose of this preliminary research study is to better understand the roles and responsibilities of early-career EES. This knowledge will enable PhD programs to better prepare engineering education graduates to more intentionally seek positions, which is especially important given the growing number of engineering education PhD programs. We address our purpose by exploring the following research question: How can we describe the diversity of academic or faculty roles early-career EES undertake? APPROACH OR METHODOLOGY/METHODS We implemented an explanatory sequential mixed-methods study starting with a survey (n=59) to better understand the strategic actions of United States-based early-career EES. We used a clustering technique to identify clusters of participants based on these actions (e.g., teaching focused priorities, research goals). We subsequently recruited 14 survey participants, representing each of the main clusters, to participate in semi-structured interviews. Through the interviews, we sought to gain a more nuanced understanding of each participant’s actions in the contexts of their roles and responsibilities. We analyzed each interview transcript to develop memos providing an overview of each early-career EES role description and then used a cross case analysis where the unit of analysis was a cluster. ACTUAL OUTCOMES Five main clusters were identified through our analysis, with three representing primarily research-focused day-to-day responsibilities and two representing primarily teaching-focused day-to-day responsibilities. The difference between the clusters was influenced by the institutional context and the areas in which EES selected to focus their roles and responsibilities. These results add to our understanding of how early-career EES enact their roles within different institutional contexts and positions. CONCLUSIONS/RECOMMENDATIONS/SUMMARY This work can be used by graduate programs around the world to better prepare their engineering education graduates for obtaining positions that align with their goals and interests. Further, we expect this work to provide insight to institutions so that they can provide the support and resources to enable EES to reach their desired impact within their positions.
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I Graduated, Now What? An Overview of the Academic Engineering Education Research Job Field and Search Process
As the field continues to grow, engineering education is continually challenged with finding engineering education research (EER) positions that align with the broad abilities and interests of its members. EER positions exist in engineering education departments, traditional engineering departments (e.g., mechanical, civil), and in non-degree granting programs (e.g., centers for teaching and learning, engineering programs). These positions vary across their emphasis on research, teaching, and service and provide access to different resources and mechanisms to impact engineering education. Given the range of positions available in EER and the emergence of new EER programs, it can be challenging for graduate students and postdocs to navigate the job search process and identify a position that aligns with their professional goals. The purpose of this research was to better understand the EER job market as it relates to what applicants (i.e., graduates and post-docs) experience as they navigate the job-search and decision-making process. For this study, we conducted interviews with seven transitioning first-year EER faculty members. These individuals were transitioning into various EER faculty positions (e.g. Lecturer, Teaching Fellow, Assistant Professor, Research Assistant Professor) with different backgrounds in EER based on their graduate training experiences which included established EER programs as well as traditional engineering departments with EER advisor(s). We asked questions that focused on the individual’s new faculty position, their perception of the weekly time requirements, their job search process, and factors that influenced their final decision of which job to select. Each interview was conducted by two graduate students and was then transcribed and verified for accuracy. Three faculty members performed holistic coding of the transcripts focused on three areas: EER position types, job search process, and job decision making process. The Qualifying Qualitative research Quality framework (Q3) was used as a guide throughout our data collection and analysis process to ensure reliability and trustworthiness of the data collected. Through our analysis process, we developed a visual representation that provides a guide to assist EER graduate students and postdocs with their job search process. The first figure captures the diversity of positions along with the types of institutions where these positions exist to provide a starting point for individuals on their job search process. The second figure includes a timeline to help capture the average time frames for different phases of the job search process. Factors associated with final decisions based on the interviews conducted are also outlined to provide areas of consideration for individuals undergoing this process in the future. This work provides insight to aspiring academics about the range of opportunities available to those with a background in EER and how they can pursue finding alignment between their interests and positions that are available.
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- PAR ID:
- 10220891
- Date Published:
- Journal Name:
- 2020 ASEE Virtual Annual Conference
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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CONTEXT Engineering education is an interdisciplinary research field where scholars are commonly embedded within the context they study. Engineering Education Scholars (EES), individuals who define themselves by having expertise associated with both engineering education research and practice, inhabit an array of academic positions, depending on their priorities, interests, and desired impact. These positions include, but are not limited to, traditional tenure-track faculty positions, professional teaching or research positions, and positions within teaching and learning centers or other centers. EES also work in diverse institutional contexts, including engineering disciplinary departments, first-year programs, and engineering education departments, which further vary their roles. PURPOSE OR GOAL The purpose of this preliminary research study is to better understand the roles and responsibilities of early-career EES. This knowledge will enable PhD programs to better prepare engineering education graduates to more intentionally seek positions, which is especially important given the growing number of engineering education PhD programs. We address our purpose by exploring the following research question: How can we describe the diversity of academic or faculty roles early-career EES undertake? APPROACH OR METHODOLOGY/METHODS We implemented an explanatory sequential mixed-methods study starting with a survey (n=59) to better understand the strategic actions of United States-based early-career EES. We used a clustering technique to identify clusters of participants based on these actions (e.g., teaching focused priorities, research goals). We subsequently recruited 14 survey participants, representing each of the main clusters, to participate in semi-structured interviews. Through the interviews, we sought to gain a more nuanced understanding of each participant’s actions in the contexts of their roles and responsibilities. We analyzed each interview transcript to develop memos providing an overview of each early-career EES role description and then used a cross case analysis where the unit of analysis was a cluster. ACTUAL OUTCOMES Five main clusters were identified through our analysis, with three representing primarily research-focused day-to-day responsibilities and two representing primarily teaching-focused day-to-day responsibilities. The difference between the clusters was influenced by the institutional context and the areas in which EES selected to focus their roles and responsibilities. These results add to our understanding of how early-career EES enact their roles within different institutional contexts and positions. CONCLUSIONS/RECOMMENDATIONS/SUMMARY This work can be used by graduate programs around the world to better prepare their engineering education graduates for obtaining positions that align with their goals and interests. Further, we expect this work to provide insight to institutions so that they can provide the support and resources to enable EES to reach their desired impact within their positions.more » « less
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Accepted Manuscript1.0
- Conference Paper:
- https://doi.org/10.18260/1-2--34741
