In this work-in-progress, we will illustrate how we used two collaborative, qualitative research methods to narrate the experiences of six engineering education researchers (EERs) as we transition into new faculty roles within the EER community. To explore this phenomenon, we developed a community of practice where we shared our experiences and informed our practice through written reflections and weekly meetings. Using the Q3 qualitative research framework as a guide for establishing procedures, we combined elements from collaborative autoethnography and collaborative inquiry to narrate our experiences. We analyzed a subset of our first semester reflections to understand the challenges we faced in our new positions and support we received from our weekly meetings. We found the time management of teaching, research, and service to be overarching challenges. Additionally, the support from our weekly meetings provided a sense of community and place to receive advice to address these and other challenges. We found that the proposed collaborative qualitative research methodology was useful for not only exploring the experiences of new faculty, but also supporting the development of EERs.
Courtney is an Assistant Professor in the Technological Studies Department at The College of New Jersey. She joined The College of New Jersey after completing a Ph.D. in Engineering & Science Education at Clemson University. Prior to her Ph.D. work, she received her B.S. in Bioengineering at Clemson University and her M.S. in Biomedical Engineering at Cornell University. Courtney’s research interests include epistemic cognition in the context of problem solving, researcher identity, and pre-service K-12 teacher preparation.
Dr. Bodnar is an Associate Professor in the Experiential Engineering Education Department at Rowan University. Her research interests relate to the incorporation of active learning techniques such as game-based learning in undergraduate classes as well as innovation and entrepreneurship.
http://orcid.org/0000-0003-4988-361X
Franklin W. Olin College of Engineering
[biography]
Alexandra Strong is an Assistant Professor of Systems Design and Engineering at Olin College of Engineering. She joined Olin after completing a postdoctoral fellowship at Georgia Tech’s Center for the Enhancement of Teaching and Learning and a Ph.D. in Aerospace Engineering from Georgia Tech. Prior to her time at Georgia Tech, she received her B.S. in Aerospace Engineering from MIT and her M.S. in Systems Engineering from the University of Virginia. Her research interests include engineering design education (especially in regards to the design of complex systems), student preparation for post-graduation careers, and innovations in research-to-practice.
Dr. Walter Lee is an Assistant Professor in the Department of Engineering Education and the Assistant Director for Research in the Center for the Enhancement of Engineering Diversity (CEED), both at Virginia Tech. Lee’s research interests include co-curricular support, student success and retention, and diversity in STEM. He received his Ph.D in Engineering Education from Virginia Tech, his M.S. in Industrial & Systems Engineering from Virginia Tech, and his B.S. in Industrial Engineering from Clemson University.
Erin is a Research Assistant Professor and Lecturer in the Engineering Fundamentals Program at the University of Tennessee. She completed a postdoctoral/ lecturer position split between the General Engineering program and the Engineering & Science Education Department and a Ph.D. in Bioengineering from Clemson University. Erin’s research interests include preparing students for their sophomore year, minority student engineering identity development, and providing mentoring relationships to help foster student growth and success.
Courtney S. Smith is a Teaching Assistant Professor at UNC Charlotte. Her research interests span the mentoring experiences of African American women in engineering, minority recruitment and retention, and best practices for culturally inclusive pedagogy in the engineering classroom.
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