The push for stronger links between engineering education research and practice requires that taking a more scholarly approach to teaching became the norm instead of the exception across all engineering education. This paper seeks to make the case that there is a lack of tools available for achieving some of the goals of the field, such as the one aforementioned, and presents findings from a set of research activities designed to help address this need. More specifically, this work in progress paper describes the early stages of a study that uses Making Learning Whole instructional design framework and Messick’s instrument development theory to develop a validated rubric that can be used to design and evaluate the effectiveness of engineering education courses in formal and informal contexts. This paper describes the early stages of an engineering education research endeavor that will be an important contribution to the field. It is situated in an appropriate theoretical and methodological framework. This paper affirms that Making Learning Whole is an instructional framework that is relevant and applicable to engineering education; holds tremendous promise for designing and evaluating a variety of engineering education experiences; and can be operationalized into a pedagogical resource that can help bridge the gap between research and practice in engineering education.
Dr. Jeremi London is an Assistant Professor of Engineering at Arizona State University. She holds B.S. and M.S. degrees in Industrial Engineering and a Ph.D. in Engineering Education, all from Purdue University. She employs mixed methods research designs and computational tools to address complex problems relevant to her research interests. She leads projects related to her research interest in primary research interests, which are focused on the characterizing and communicating the scientific and societal impact of federal investments in STEM education R&D; the use of cyberlearning tools to facilitate personalized learning experiences for students; applications of simulation and modeling tools to address undergraduate engineering education research problems; broadening the participation of underrepresented groups in engineering and computer science; advancing the scholarship on teaching and learning in engineering education. Prior to joining the ASU faculty, she worked as a Post-doc at ASU, spent several summers at the National Science Foundation, and worked in various traditional industrial engineering roles at Anheuser-Busch and GE Healthcare.
http://orcid.org/https://0000-0002-3959-6548
University of Michigan
[biography]
Joi Mondisa is an Associate Professor in the Department of Industrial and Operations Engineering and an Engineering Education Faculty Member at the University of Michigan Ann Arbor.
Farrah Fayyaz has doctoral degree in Engineering Education and Bachelors and Masters degrees in electrical engineering. She has taught signals and systems, digital signal processing, analog circuits and microelectronics in Pakistan for more than eight years. Her research area is investigating students' understanding of various concepts in signals and systems courses.
Tamecia Jones is an assistant professor in the STEM Education Department at North Carolina State University College of Education with a research focus on K-12 engineering education, assessment, and informal and formal learning environments. She is a grad
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