| Autor: |
Paul, Jeffrey Wayne, Dawe, Nikita, Ram, Sherry-ann, Pandey, Mandeep Raj, Thomsen, Victoria, Forrest, Reed Jeffrey, Cicek, Jillian Seniuk, Bezerra Rodrigues, Renato Alan, Rupar, Nicholas James, Paul, Robyn |
| Předmět: |
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| Zdroj: |
Proceedings of the ASEE Annual Conference & Exposition; 2022, p1-16, 16p |
| Abstrakt: |
We are a group of Engineering Education Research (EER) graduate students in Canada, where EER is a relatively nascent field of study. As such, we often find ourselves explaining the nature of the discipline to non-EER individuals or organizations. A key issue is that the audience usually includes peers in engineering or granting agencies associated with engineering who may lack an understanding of the lexicon and epistemological approaches used within EER. If we want their support, we need their understanding. Thus, over time, we developed an ad-hoc accessible EER definition that helped describe the breadth and importance of the discipline to our non-EER colleagues. Similar to an elevator pitch, our serendipitously developed definition starts with a general description of EER, adds the focus of our individual research, and optionally finishes with how the intended audience can provide support. All of this in a memorable, understandable, and comprehensive manner. Since initially developing our pitch, we have reviewed and updated our definition following an engineering design cycle by integrating stakeholder feedback into the definition. In addition to presenting our definition, we discuss how this exercise has improved our understanding of EER, as well as potential future work in this area. The goal of this philosophical paper is to share our current definition of EER with others in the EER discipline in order to refine and examine this definition. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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