The post-workshop community
Other Initiatives – AREE, etc.Journal of Engineering Education
ExpertiseNSF
Building Engineering Education Research Capabilities:
• NSF Initiated Science and Engineering Education Scholars Program (SEESP)
• NSF – Centers for Learning and Teaching (CLT)– Center for the Advancement of Engineering Education (CAEE)– Center for the Integration of Research, Teaching, and Learning
(CIRTL)– National Center for Engineering and Technology Education
(NCETE)• NAE: Center for the Advancement of Scholarship on
Engineering Education (CASEE)– AREE: Annals of Research on Engineering Education
• NSF-CCLI-ND: Rigorous Research in Engineering Education (RREE)– ASEE Idealog – http://rree.asee.org/
www.areeonline.org
Annals of Research on Engineering Education (AREE)
• Link journals related to engineering education
• Increase progress toward shared consensus on quality research
• Increase awareness and use of engineering education research
• Increase discussion of research and its implications
• Resources – community recommended– Annotated bibliography– Acronyms explained– Conferences, Professional Societies, etc.
• Articles – education research– Structured summaries– Reflective essays– Reader comments
www.areeonline.org
JEE Research Emphasis
• The State of the Art and Practice of Engineering Education Research
January 2005
• Guest Editors
Richard M. Felder, NCSU Sheri D. Sheppard, Stanford Karl A. Smith, U of Minnesota
New form and
format
Source: Jack Lohmann
Journals vary considerably
All Fields
(Current Volume)
Peer
Reviewed?
Society
Sponsored?
Research
Focus?
JEE (93) YES YES YES*
EJEE (29) YES YES No
IJEE (20) YES No No
WTE&TE (2) YES No No
JSMETE (3) YES No No
Focused (Discipline)
JPIEEP (CE) YES YES No
CEE (ChE) YES YES No
IEEE TE (EE) YES YES No
INFORMS TE (OR) YES YES No
IJCELLL (Cont. Ed.) YES No No
IJMEE (ME) n/a No No
IJEEE (EE) n/a No No
* JEE initiated a research focus January, 2003Source: Jack Lohmann
What JEE expects
• Mission refined January, 2003– …to serve as an archival record of scholarly
research in engineering education
• Ten review criteria– Five focused on content and contribution– Five focused on composition and presentation
Source: Jack Lohmann
Content and contribution
Appeal to a broad readership interested in engineering education
Address important questions or propositions of lasting value
Build upon relevant references and bodies of knowledge
Employ appropriate educational or scientific principles and methodologies
Present original ideas or results supported by compelling evidence
Source: Jack Lohmann
Expertise Implies:
• a set of cognitive and metacognitive skills
• an organized body of knowledge that is deep and contextualized
• an ability to notice patterns of information in a new situation
• flexibility in retrieving and applying that knowledge to a new problem
Bransford, Brown & Cocking. 1999. How people learn. National Academy Press.
Acquisition of ExpertiseFitts P, & Posner MI. Human Performance. Belmont, CA: Brooks/Cole, 1967.
• Cognition: Learn from instruction or observation what knowledge and actions are appropriate
• Associative: Practice (with feedback) allowing smooth and accurate performance
• Automaticity: “Compilation” or performance and associative sequences so that they can be done without large amounts of cognitive resources
“The secret of expertise is that there is no secret. It takes at least 10 years of concentrated effort to develop expertise.” Herbert Simon
John Seely Brown. Growing up digital: The web and a new learning ecology. Change, March/April 2000.
Paradox of Expertise
• The very knowledge we wish to teach others (as well as the knowledge we wish to represent in computer programs) often turns out to be the knowledge we are least able to talk about.