Collaborative Research:Research: Advancing Engineering Education Research through Peer Review Analysis

合作研究：研究：通过同行评审分析推进工程教育研究

• 批准号: 1762436
• 负责人: Stephanie Cutler
• 金额: $ 18.17万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-08-01 至 2022-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1762436&HistoricalAwards=false
• 关键词: Collaborative; Research; Advancing; Engineering; Education

Questions about how knowledge is socially constructed and how boundary work shapes the development of a scientific field are of central importance to the development and growth of any field. Peer review is a key site of social construction of knowledge and micropolitics of knowledge production. It serves as a gateway for new knowledge to become part of a field. As an emerging and interdisciplinary field, engineering education research presents a valuable, and timely, opportunity to learn about processes of disciplinary development, and to better understand the micropolitics of peer review in an emerging and interdisciplinary field. Moreover, in engineering education research, the boundaries of the field can have implications for insights that ultimately influence engineering education practices. As a relatively new field, it has been noted that engineering education research remains underdeveloped in some regards, including inclusion of theoretical and methodological approaches from social science fields. However, little research has been done to identify how the boundaries of the field are established and maintained. This study is the first investigation of a large group of engineering education researchers' peer review experiences and editors' perspectives. The research objective of this project is to identify research normativities and values shaping the emerging field of engineering education research through the peer review processes. The intervention objective of this project is to develop and implement materials targeted to engineering education researchers so that they better understand their field and how it can be advanced in new directions. In-depth qualitative interviews are being conducted with 40 authors and at least 5 editors of the Journal of Engineering Education. Authors include those who have had articles published and those who have had articles rejected, as well as those who fall into both categories. The interviews explore participants' peer review experiences and beliefs about the field's boundaries. Emergent patterns in experiences and beliefs will be used to identify theoretical, methodological, epistemological, and topical normativities that shape the field. These patterns provide new insights into engineering education research, specifically, its dominant values, boundaries, and levels of interdisciplinarity, thus also providing new insights into the social construction of knowledge in an emerging, interdisciplinary field. Based on findings from the interviews, stakeholder-specific workshops are being conducted for different groups: current and future engineering education researchers. These workshops and associated materials are designed to help the engineering education research community critically reflect on and advance the field.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

关于知识如何在社会上构建以及边界工作如何塑造科学领域的发展的问题对于任何领域的发展和增长都至关重要。同行评议是知识社会建构和知识生产微观政治的重要场所。它是新知识进入某个领域的门户。作为一个新兴的跨学科领域，工程教育研究提供了一个宝贵的，及时的，机会来了解学科发展的过程，并更好地了解同行评议在新兴的跨学科领域的微观政治。此外，在工程教育研究中，该领域的边界可能对最终影响工程教育实践的见解产生影响。作为一个相对较新的领域，人们注意到，工程教育研究在某些方面仍然不够发达，包括纳入社会科学领域的理论和方法。然而，很少有研究已经做了，以确定该领域的边界是如何建立和维护。本研究是第一次调查一大批工程教育研究者的同行评议经验和编辑的观点。 本项目的研究目标是通过同行评审过程确定塑造工程教育研究新兴领域的研究规范和价值观。该项目的干预目标是开发和实施针对工程教育研究人员的材料，使他们更好地了解自己的领域，以及如何在新的方向上推进。深入的定性访谈正在进行与40名作者和至少5名编辑的工程教育杂志。作者包括那些发表过文章的人和那些文章被拒绝的人，以及那些属于这两类的人。访谈探讨了参与者的同行评议经验和对该领域边界的信念。经验和信念的涌现模式将被用来确定塑造该领域的理论，方法论，认识论和主题规范性。这些模式为工程教育研究提供了新的见解，特别是其主导价值观，边界和跨学科水平，从而也为新兴的跨学科领域的知识社会建设提供了新的见解。根据访谈的结果，正在为不同的群体：当前和未来的工程教育研究人员，举办专门的研讨会。这些研讨会和相关材料旨在帮助工程教育研究界批判性地反思和推进该领域。该奖项反映了NSF的法定使命，并被认为值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估来支持。

项目成果

A Growth Mindset for Peer Review: Guidelines for writing constructive peer reviews

同行评审的成长心态：撰写建设性同行评审的指南

• 发表时间: 2022
• 期刊: Conference proceedings Hawaii International Conference on Education
• 作者: Cutler, Stephanie;Xia, Yu;Beddoes, Kacey
• 通讯作者: Beddoes, Kacey

The Influence of Disciplinary Origins on Peer Review Normativities in a New Discipline

学科起源对新学科同行评审规范的影响

• DOI: 10.1080/02691728.2022.2111669
• 发表时间: 2022
• 期刊: Social Epistemology
• 影响因子: 1.7
• 作者: Beddoes, Kacey;Xia, Yu;Cutler, Stephanie
• 通讯作者: Cutler, Stephanie

Peering into the Black Box of Peer Review: From the Perspective of Editors

窥视同行评审的黑匣子：从编辑的角度

• 发表时间: 2021
• 期刊: Research in Engineering Education Symposium & Australasian Association for Engineering Education Conference
• 作者: Cutler, Stephanie;Xia, Yu;Beddoes, Kacey
• 通讯作者: Beddoes, Kacey