Going from Research to Impact in Engineering Education: Insights on the Impediments and Opportunities
The search for ways to characterize, document, trace, measure, and increase the impact of engineering education research and innovations (EER&I) has become increasingly more important. Several factors are driving this collection of activity within our community: 1) the desire to realize transformative change in STEM education; 2) ongoing efforts to bridge the disconnect between research and practice in engineering education; 3) the need to adequately respond to calls for greater transparency and accountability of research expenditures; and 4) the dearth of scholarship on impact, which contributes to a lack of understanding about this topic. Fortunately, the scholarship of impact, in general, and in engineering education, specifically, is growing. This presentation will not only include insights on ways to conceptualize the research impact, and three biggest challenges associated with studying this topic, it will include preliminary findings from an exploratory story investigating engineering education stakeholders’ perceptions of the major impediments to research having the desired impact, and things that individuals, institutions, and the engineering education community can do to improve the impact of research. Attendees will leave this interactive session with questions to ponder and practical insights on what can be done to improve the impact of research in engineering education and innovations.
Dr. Jeremi London is an Assistant Professor of Engineering in the Engineering Education Systems & Design program at Arizona State University. As Director of the RISE (Research & Impact in STEM Education) Research Group, she leads an interdisciplinary team of researchers and contributes to mixed methods studies related to: the impact of federally-funded STEM education research; instructional change in undergraduate STEM education, broadening participation of underrepresented groups in engineering and computer science, and the use of mixed and virtual reality to promote authentic learning in engineering education. Her research activities have been externally-supported by $6.5M and has led to recognition in a variety of forms (e.g., best paper awards at domestic and international conferences, a keynote address, influence on national policy). For London, teaching and research are closely connected. Her scholarly approach to teaching courses like mixed methods research design, engineering statistics, and use-inspired engineering design has led to positive student outcomes and the receipt of the 2017 Poly Faculty Teaching Excellence Award. London is also committed to advancing STEM education through service. She currently serves as the Secretary-Treasurer of the Educational Research and Methods (ERM) Division of the American Society for Engineering Education (ASEE), and chair of the Plenary Sessions Planning Committee for the Inaugural CoNECD (Collaborative Network for Engineering and Computing Diversity) Conference. Prior to becoming a faculty member, London worked at the National Science Foundation, GE-Healthcare, and Anheuser Busch. She holds B.S. and M.S. degrees in Industrial Engineering, and Ph.D. in Engineering Education, all from Purdue University.