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.