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1. A Collaborative Professional Development Program for Science Faculty and Graduate Students in Support of Education Reform at Two-Year Hispanic-Serving Institutions

   https://doi.org/10.1021/bk-2019-1335.ch010  

   Brown, David R.; Brydges, Stacey; Lo, Stanley M.; Denton, Maya E.; Borrego, Maura J. (August 2019, ACS symposium series)

   Boesdorfer, Sara B. (Ed.)

   Emerging revelations from education research have underscored strategies which effectively promote student success in undergraduate science courses. This chapter describes a pilot professional development for science educators in higher education aimed at implementing these strategies at two-year Hispanic-serving institutions (2Y-HSIs). Science faculty members from 2Y-HSIs and graduate students at a research university participated jointly in the collaborative professional development activities described herein. The design of this unique program that comingles in-service and pre-service educators was informed by prior research: Enduring change in science education necessitates more than simply informing educators about effective instructional approaches. Following a comprehensive three-day workshop focused on restructuring college science courses via backward design, 2Y-HSI faculty members and graduate student partners worked together over the next year to devise, implement, and assess the impact of interventions intended to promote active learning in classrooms at the 2Y-HSIs. In support of this effort, the graduate students received additional training on how to conduct classroom observations and provide effective feedback to the 2Y-HSI faculty. A community of practice was further cultivated via regular project meetings that enabled participants to share progress, exchange ideas, and solicit advice and guidance. A culminating session, during which the 2Y-HSI faculty member-graduate student teams presented posters of their ongoing work, offered a capstone experience. In this chapter, we invite faculty members and administrators from two-year colleges (2YCs), especially 2Y-HSIs, and research universities to consider the potential of such collaborative professional development efforts. 

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2. Collaborative Research: Supporting Agency among Early Career Engineering Education Faculty in Diverse Institutional Contexts

   McCave, E.; Faber, C.; Bodnar, C.; Lee, W.; Smith-Orr, C.; Coso Strong, A. (June 2018, ASEE Annual Conference proceedings)

   Given the infancy of engineering education as an established field and the recent increase in early career faculty aligning themselves with the discipline, it is imperative that the community better understand the experiences of these new faculty members. As a result, we will be able to enhance national efforts to train and develop faculty prepared to drive change in engineering education. Accordingly, this two-phased study will investigate how institutional context influences the agency of our research team and other early career engineering education faculty as it relates to facilitating change in engineering education. Faculty agency is important because faculty play a central role in making change, and there is a need to further understand the factors that influence their ability to do so. This work leverages collaborative inquiry and collaborative autoethnography to explore the lived experiences of our research team, which consists of six engineering education faculty with different roles and responsibilities who are positioned in varied settings at different institutions. We represent diverse perspectives with regard to our goals, visions, and training in engineering education. This project officially started in May 2017; however, we have been collecting data since August 2015. Our poster will present a summary of our current progress, which includes the use of the Q3 Research Quality Workshop to guide our plans for data collection and analysis. This was important to our work, because in Phase I of our study we are combining elements from auto ethnography and collaborative inquiry to explore our research questions. In addition to our study’s methodological impact, the results will provide the engineering education community with evidence-based insights on conditions that facilitate change efforts by early career engineering education faculty. By sharing our findings with current and developing engineering education graduate programs, we will enable them to make programmatic changes to benefit future faculty. These findings also provide a mechanism for divisions within the American Society of Engineering Education to develop programming and resources to support the sustained success of their members. 

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3. Collaborative Research: Supporting Agency among Early Career Engineering Education Faculty in Diverse Institutional Contexts

   McCave, E.; Faber, C.; Bodnar, C.; Lee, W.; Smith-Orr, C.; and Coso Strong, A. (January 2018, American Society for Engineering Education: Proceedings of the 2018 ASEE Annual Conference and Exposition)

   Given the infancy of engineering education as an established field and the recent increase in early career faculty aligning themselves with the discipline, it is imperative that the community better understand the experiences of these new faculty members. As a result, we will be able to enhance national efforts to train and develop faculty prepared to drive change in engineering education. Accordingly, this two-phased study will investigate how institutional context influences the agency of our research team and other early career engineering education faculty as it relates to facilitating change in engineering education. Faculty agency is important because faculty play a central role in making change, and there is a need to further understand the factors that influence their ability to do so. This work leverages collaborative inquiry and collaborative autoethnography to explore the lived experiences of our research team, which consists of six engineering education faculty with different roles and responsibilities who are positioned in varied settings at different institutions. We represent diverse perspectives with regard to our goals, visions, and training in engineering education. This project officially started in May 2017; however, we have been collecting data since August 2015. Our poster will present a summary of our current progress, which includes the use of the Q3 Research Quality Workshop to guide our plans for data collection and analysis. This was important to our work, because in Phase I of our study we are combining elements from auto ethnography and collaborative inquiry to explore our research questions. In addition to our study’s methodological impact, the results will provide the engineering education community with evidence-based insights on conditions that facilitate change efforts by early career engineering education faculty. By sharing our findings with current and developing engineering education graduate programs, we will enable them to make programmatic changes to benefit future faculty. These findings also provide a mechanism for divisions within the American Society of Engineering Education to develop programming and resources to support the sustained success of their members. 

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4. Collaborative Research: Supporting Agency among Early Career Engineering Education Faculty in Diverse Institutional Contexts." American Society for Engineering Education

   McCave, E.; Faber, C.; Bodnar, C.; Lee, W.; Smith-Orr, C.; and Coso Strong, A. (January 2018, ASEE annual conference & exposition proceedings)

   Given the infancy of engineering education as an established field and the recent increase in early career faculty aligning themselves with the discipline, it is imperative that the community better understand the experiences of these new faculty members. As a result, we will be able to enhance national efforts to train and develop faculty prepared to drive change in engineering education. Accordingly, this two-phased study investigates how institutional context influences the agency of our research team and other early career engineering education faculty as it relates to facilitating change in engineering education. Faculty play a central role in making change, thus there is a need to further understand the factors that influence their ability to do so. This work leverages collaborative inquiry and collaborative autoethnography to explore the lived experiences of our research team, which consists of six engineering education faculty who have different roles and responsibilities and are positioned in varied settings at diverse institutions. We represent a variety of perspectives with regard to our goals, visions, and training in engineering education. This project officially started in May 2017; however, we began collecting data in August 2015. Our poster will present a summary of our current progress, which includes the use of the Q3 Research Quality workshop to guide data collection and analysis. In addition to the methodological impact of our study, the results will provide the engineering education community with evidence-based insights on conditions that facilitate change efforts by early career engineering education faculty. By sharing our findings with current and developing engineering education graduate programs, we will enable them to make programmatic changes to benefit future faculty. These findings also will provide a mechanism for divisions of the American Society of Engineering Education (ASEE) to develop programming and resources to support the sustained success of their members. 

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5. Integrating Qualitative Data Analysis software into Doctoral Public Administration Education

   Sapat, A.; Schwartz, L.; Esnard, A-M.; Sewordor, E. (January 2017, Journal of public affairs education)

   The quality of doctoral research has long been debated in the field of public administration, along with discussions about the need for improved methodological preparation. What is lacking, however, are discussions in public administration pedagogy about conceptual understandings regarding the use of computer-aided qualitative data analysis software (CAQDAS), pedagogical strategies, and student and faculty perspectives and experiences about the use of such software programs. This article attempts to fill this gap by focusing on ways in which CAQDAS can be integrated into doctoral public administration education, the possibilities and limitations of such software, and strategies that faculty and students can use in teaching and employing such software. We also draw on lessons learned from a collaborative research project that used a qualitative data analysis software program. 

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