EAGER: Collaborative Research: Impact of the emerging engineering education research and innovation community

目前，人们对如何评估和记录基于学科的研究对教育实践的影响知之甚少。这个项目的目标是建立这样一个过程，并开始记录工程教育研究和创新（EER&amp；I）社区的影响。它具体解决了两个问题：1)选定的eeri项目在当地和广泛的影响是什么？2)描述和记录这些eeri项目影响的最佳方法是什么？在过去的20年里，在更好地理解如何改善工程教育方面取得了重大进展，其中大部分是由美国国家科学基金会资助的。然而，将研究成果纳入实践并没有跟上研究事业的步伐，很大程度上是因为人们对如何衡量这种影响知之甚少。该提案旨在解决这一差距；这样做将导致工程教育实践的重大变化。该项目的具体目标是开发和测试一个记录工程教育研究影响的过程。这个过程将围绕国家科学基金会I-Corps for Learning项目的商业画布模型进行。这项工作将通过三个主要活动进行：记录新兴的eeri教师网络并确定影响的例子；为eeri领导人和变革专家举办峰会，制定记录影响的流程；并在三个合作机构试行这一过程。然后，这一过程将在其他机构进行测试，包括那些没有工程教育研究活动的机构。该项目的结果将总结成一份报告，并在ASEE年会上发表。通过开发一个记录和评估影响的过程，研究成果可以更有效地转化为实践，以改善工程师的专业形成。

There is currently little understanding of how to assess and document the impact of discipline-based research on education practice. The goal of this project is to establish such a process and begin to document the impact of the engineering education research and innovation (EER&I) community. It specifically addresses two questions: 1) What is the local and broad impact of selected EER&I programs? 2) What are the best ways to characterize and document the impact of these EER&I programs? Over the last 20 years significant progress has been made in better understanding how to improve engineering education, much of which has been funded by NSF. However, incorporation of research results into practice has not kept pace with the research enterprise, largely because there is little understanding of how to measure that impact. This proposal aims to address this gap; doing so would lead to significant change in the practice of engineering education. The specific goal of this project is to develop and test a process for documenting the impact of engineering education research. This process will be framed around the business canvas model from the NSF I-Corps for Learning program. The work will proceed through three primary activities: document the emerging network of EER&I faculty and identify examples of impact; conduct a summit for EER&I leaders and change experts to develop a process for documenting impact; and pilot the process at the three collaborating institutions. The process will then be tested at additional institutions, including those that do not have engineering education research activities. The results of the project will be summarized in a report and presented at the ASEE Annual Conference. By developing a process for documenting and assessing impact, research results can be more effectively transferred into practices to improve the professional formation of engineers.