Abstract
CONTEXT: Learning to become an engineering education researcher can be a difficult process to navigate. Training programs such as the Australasian Association of Engineering Education Winter School (AAEE WS) and others recognise this and thus prepare engineering researchers for transitioning into engineering education research (EER). EER covers all the diverse disciplines of engineering, which vary widely from the traditional engineering disciplines (e.g., civil, chemical, and mechanical engineering) to newer, emerging disciplines (e.g., biomedical, nuclear, and mechatronics engineering). This paper looks into the transition of early career researchers (ECRs) into EER through a case study that explores the experiences of three participants in the 2022 AAEE WS.
AIM: The aim of the paper is for the authors to share their reflections on their experience and benefits of attending the 2022 AAEE WS and to investigate whether their experiences align with their background and engineering disciplines. We hope to inform other researchers thinking of attending the same program in the future and to provide recommendations to those considering organising similar intensive training and professional development programs.
METHODOLOGY: In this study, we, as the participants, explored the 2022 AAEE WS as a case study. We used purposeful sampling as the participant selection method to enable diversity within the dataset without sampling the full cohort of attendees. The sampling of the authors allowed three distinct engineering disciplines, experiences, and locations to be explored. We reflected on our experience attending the WS, and then conducted a thematic analysis of the reflections to develop a means to help us understand the experiences ECRs go through to transition into EER.
OUTCOMES: The three main themes identified through the thematic analysis were Knowledge, Growth, and Relationships, which aligned closely with Vygotsky's Scaffolding Theory. All three authors found great personal/professional benefits from attending the WS which facilitated their transitions into EER. Given the diversity of authors, we believe our findings would apply to anyone interested in entering the field of EER regardless of background. This collaborative paper has also achieved the AAEE WS’s overarching outcome of fostering ECRs to perform independent EER.
CONCLUSIONS AND RECOMMENDATIONS: The authors believe that attendance at the AAEE WS offers a myriad of benefits to participants, and that it has greatly aided them in achieving their personal and professional goals. The authors agree that the program has helped them achieve growth and confidence in becoming independent engineering education researchers, expand the boundaries of their knowledge, and foster new and meaningful relationships with the wider EER community. However, the authors recommend leveraging the collective experience of the participants in a more applied manner in the training sessions. We also suggest other EER centres put forward expressions of interest to organise/facilitate future WS programs; hence contributing collectively to more scholarship while gaining more experience in establishing such training programs
AIM: The aim of the paper is for the authors to share their reflections on their experience and benefits of attending the 2022 AAEE WS and to investigate whether their experiences align with their background and engineering disciplines. We hope to inform other researchers thinking of attending the same program in the future and to provide recommendations to those considering organising similar intensive training and professional development programs.
METHODOLOGY: In this study, we, as the participants, explored the 2022 AAEE WS as a case study. We used purposeful sampling as the participant selection method to enable diversity within the dataset without sampling the full cohort of attendees. The sampling of the authors allowed three distinct engineering disciplines, experiences, and locations to be explored. We reflected on our experience attending the WS, and then conducted a thematic analysis of the reflections to develop a means to help us understand the experiences ECRs go through to transition into EER.
OUTCOMES: The three main themes identified through the thematic analysis were Knowledge, Growth, and Relationships, which aligned closely with Vygotsky's Scaffolding Theory. All three authors found great personal/professional benefits from attending the WS which facilitated their transitions into EER. Given the diversity of authors, we believe our findings would apply to anyone interested in entering the field of EER regardless of background. This collaborative paper has also achieved the AAEE WS’s overarching outcome of fostering ECRs to perform independent EER.
CONCLUSIONS AND RECOMMENDATIONS: The authors believe that attendance at the AAEE WS offers a myriad of benefits to participants, and that it has greatly aided them in achieving their personal and professional goals. The authors agree that the program has helped them achieve growth and confidence in becoming independent engineering education researchers, expand the boundaries of their knowledge, and foster new and meaningful relationships with the wider EER community. However, the authors recommend leveraging the collective experience of the participants in a more applied manner in the training sessions. We also suggest other EER centres put forward expressions of interest to organise/facilitate future WS programs; hence contributing collectively to more scholarship while gaining more experience in establishing such training programs
Original language | English |
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Title of host publication | 33rd Annual Conference of the Australasian Association for Engineering Education (AAEE2022) |
Subtitle of host publication | Proceedings of AAEE 2022 Western Sydney University, Sydney, Australia |
Publisher | Engineers Australia |
Number of pages | 9 |
Publication status | Published - 2022 |
Event | 33rd Australasian Association for Engineering Education Annual Conference 2022: AAEE 2022 - Western Sydney University, Sydney, Australia Duration: 04 Dec 2022 → 07 Dec 2022 https://aaee2022.org/ https://aaee2022.org/files/AAEE2022_Program_Schedule_Oct_2022.pdf (Program) https://www.aaee2022.org/program/ (Program and link to abstracts and full papers) https://aaee.net.au/2022/07/18/full-paper-submission-deadline-extended-for-aaee-conference/ (Peer review evidence) |
Conference
Conference | 33rd Australasian Association for Engineering Education Annual Conference 2022 |
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Abbreviated title | Future of engineering education |
Country/Territory | Australia |
City | Sydney |
Period | 04/12/22 → 07/12/22 |
Other | The Australasian Association for Engineering Education (AAEE) is a professional organisation committed to fostering excellence and innovation in engineering education. The 33rd AAEE Annual Conference will be held in Sydney between 4 and 7 December 2022. Aptly titled, Future of Engineering Education, the conference will showcase the latest innovations and advancements as well as future trends in engineering education. The conference will be held in hybrid mode. |
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