Collaborative Research: Sustaining and Scaling the impact of the MIDFIELD project at the American Society for Engineering Education

合作研究：维持和扩大美国工程教育协会 MIDFIELD 项目的影响

• 批准号: 2142087
• 负责人: Matthew Ohland
• 金额: $ 109.06万
• 依托单位: Purdue University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-02-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2142087&HistoricalAwards=false
• 关键词: Collaborative; Research; Sustaining; Scaling; impact

A substantial investment by the National Science Foundation, including awards from Engineering Education and Centers in the Engineering Directorate and the Division of Undergraduate Education in the Education and Human Resources Directorate, has led to the creation of a large database of student records from multiple institutions that has yielded groundbreaking research on student pathways by a small interdisciplinary team of researchers, all while protecting student identity. Using this database, the team has shown that while individual engineering programs may have poor graduation rates, that a multi-institutional view reveals that engineering programs as a whole graduate a larger fraction of students than other groups of disciplines. The team has also shown that women and men have similar graduation rates in engineering, likely a result of efforts to make engineering education a welcoming environment for women and the high academic credentials of the women who do study engineering. As with the overall graduation rate, individual institutions and programs can and do have worse outcomes. A comprehensive study of student pathways in various engineering disciplines provided practitioners with rich information specific to their disciplinary context. The team has also designed a variety of metrics that have provided researchers and practitioners with an improved understanding of student pathways. The quality of the data source and the research team is attested by these substantial findings, multiple best paper awards, and other recognitions. Following efforts to solicit data from additional institutions and create opportunities for other researchers to use the database, this project will make the data more accessible to a wider range of researchers while making it easier to recruit new institutional partners. Making the data available to a wider range of researchers in different disciplines will use result in a larger range of research results more quickly using different approaches. This project will transition this useful dataset to ASEE, the American Society for Engineering Education, and allow ASEE to build the technical infrastructure to maintain the data collection after the transition. ASEE has a mechanism for collecting institutional data (though with less detail) and a mechanism for charging for access to the data they collect. ASEE does not compete with alternative data providers because ASEE is not an academic institution, which will make it easier to solicit new data to expand this resource. The project will support ASEE in building a new data schema to collect and store this richer dataset as well as build a range of tools to make it easier for practitioners and researchers to view aspects of the data through dashboards. During the term of the project, ASEE will also transfer all legal agreements with the institutional partners. The current team of researchers using the database will support this effort as a liaison to provide an interface with institutional partners. To support a growing community of researchers in using the database, the research team will also deliver workshops to help educate people about the database and how to use it effectively. The research team will also continue to develop software tools that can be used by other researchers and practitioners to work with the database. Archiving and maintaining the data collection at ASEE ensures that the current dataset will be preserved, that it will grow to include a larger and more diverse set of institutions, and that the dataset will be more accessible, which will ensure that these insights are able to continue and, through ASEE’s national platform, influence multiple national stakeholders.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.

美国国家科学基金会的大量投资，包括工程局工程教育和中心以及教育和人力资源局本科教育部的奖项，导致创建了一个大型的学生记录数据库来自多个机构，由一个小型跨学科研究人员团队对学生途径进行了开创性的研究，同时保护学生身份使用这个数据库，该团队已经表明，虽然个别工程项目的毕业率可能很低，但多机构的观点表明，工程项目作为一个整体，比其他学科的学生毕业比例更大。该团队还表明，女性和男性在工程方面的毕业率相似，这可能是努力使工程教育成为女性欢迎的环境以及学习工程的女性的高学历的结果。与整体毕业率一样，个别机构和项目可能而且确实会有更糟糕的结果。对各种工程学科的学生途径进行的全面研究为从业者提供了丰富的学科背景信息。该团队还设计了各种指标，为研究人员和从业人员提供了对学生途径的更好理解。数据源和研究团队的质量得到了这些实质性发现，多个最佳论文奖和其他奖项的证明。在努力向其他机构征求数据并为其他研究人员使用数据库创造机会之后，该项目将使更广泛的研究人员更容易获得数据，同时更容易招募新的机构伙伴。让不同学科的更广泛的研究人员使用数据，将使用不同的方法更快地产生更大范围的研究结果。该项目将把这个有用的数据集转移到美国工程教育协会（ASEE），并允许ASEE建立技术基础设施，以在转移后维护数据收集。ASEE有一个收集机构数据的机制（尽管细节较少）和一个对他们收集的数据进行收费的机制。ASEE不与其他数据提供商竞争，因为ASEE不是一个学术机构，这将使其更容易收集新数据以扩大这一资源。该项目将支持ASEE建立一个新的数据模式，以收集和存储这个更丰富的数据集，并建立一系列工具，使从业者和研究人员更容易通过仪表板查看数据的各个方面。在项目期间，ASEE还将与机构合作伙伴转让所有法律的协议。目前使用该数据库的研究人员小组将支持这项工作，作为与机构伙伴进行联系的联络人。为了支持越来越多的研究人员使用数据库，研究小组还将举办讲习班，帮助人们了解数据库以及如何有效地使用它。研究小组还将继续开发软件工具，供其他研究人员和从业人员使用数据库。维护和维护ASEE的数据收集，确保当前的数据集将得到保存，它将增长到包括更大和更多样化的机构，数据集将更容易获得，这将确保这些见解能够继续，并通过ASEE的国家平台，影响多个国家利益相关者。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查进行评估，被认为值得支持的搜索.

项目成果

A Primer on Working with Longitudinal Data

纵向数据处理入门

• 发表时间: 2023
• 期刊: ASEE Annual Conference proceedings
• 作者: Long, R.A.;Layton, R.A.;Orr, M.K.;Lord, S.M.;Ohland, M.W.
• 通讯作者: Ohland, M.W.

MIDFIELD: A Resource for Longitudinal Student Record Research

MIDFIELD：纵向学生记录研究资源

• DOI: 10.1109/te.2021.3137086
• 发表时间: 2022
• 期刊: IEEE Transactions on Education
• 影响因子: 2.6
• 作者: Lord, Susan M.;Ohland, Matthew W.;Orr, Marisa K.;Layton, Richard A.;Long, Russell A.;Brawner, Catherine E.;Ebrahiminejad, Hossein;Martin, Baker A.;Ricco, George D.;Zahedi, Leila
• 通讯作者: Zahedi, Leila

Sustaining and Scaling the impact of the MIDFIELD project at the American Society for Engineering Education (Year 1)

维持和扩大美国工程教育协会 MIDFIELD 项目的影响（第一年）

• 发表时间: 2023
• 期刊: ASEE annual conference proceedings
• 作者: Lord, S.M.;Ohland, M.W.;Layton, R.A.;Orr, M.K.;Long, R.A.;Brawner, C.E.;Roy, J.
• 通讯作者: Roy, J.

Academic Outcomes of International Students in Chemical, Civil, Electrical, Industrial, and Mechanical Engineering in the USA

美国化学、土木、电气、工业和机械工程国际学生的学术成果

• DOI: 10.1109/fie56618.2022.9962437
• 发表时间: 2022
• 期刊: IEEE/ASEE Frontiers in Education Conference
• 作者: Lord, Susan M.;Long, Russell A.;Layton, Richard A.;Orr, Marisa K.;Ohland, Matthew W.;Brawner, Catherine E.
• 通讯作者: Brawner, Catherine E.

Quantitative Exploration of International Female and Male Students in Undergraduate Engineering Programs in the USA

美国本科工程项目国际男女学生的定量探索

• DOI: 10.1109/educon46332.2021.9453872
• 发表时间: 2021
• 期刊: 2021 IEEE Global Engineering Education Conference (EDUCON
• 作者: Lord, Susan M.;Ohland, Matthew W.;Long, Russell A.;Layton, Richard A.
• 通讯作者: Layton, Richard A.