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.

国家科学基金会的大量投资，包括工程教育中心和工程局以及教育和人力资源局本科教育部的奖项，导致创建了一个包含多个机构学生记录的大型数据库，一个小型跨学科研究团队对学生的升学途径进行了开创性的研究，同时使用该数据库，该团队表明，虽然个别工程项目的毕业率可能较低，但多机构的观点表明，工程项目的毕业率可能较低。总体而言，较大比例的毕业生该团队还表明，女性和男性在工程领域的毕业率相似，这可能是由于努力使工程教育成为一个欢迎女性的环境以及学习工程学的女性拥有较高的学历。与总体毕业率一样，各个机构和项目的结果可能也确实较差。对各个工程学科的学生路径的全面研究为从业者提供了针对其学科背景的丰富信息。使研究人员和从业者更好地了解学生途径的质量。数据来源和研究团队得到了这些实质性发现、多项最佳论文奖和其他认可的证明，在努力从其他机构收集数据并为其他研究人员使用该数据库创造机会之后，该项目将使数据更容易获取。向更广泛的研究人员提供数据，同时更容易招募新的机构合作伙伴，将数据提供给更广泛的不同学科的研究人员，将使用不同的方法更快地产生更大范围的研究成果。对 ASEE（美国工程教育协会）有用的数据集，以及允许 ASEE 建立技术基础设施以在过渡后维护数据收集。ASEE 拥有收集机构数据的机制（尽管细节较少），并且对访问其收集的数据进行收费的机制不与替代数据竞争。因为 ASEE 不是一个学术机构，因此可以更轻松地获取新数据来扩展此资源。该项目将支持 ASEE 构建新的数据模式来收集和存储更丰富的数据集，并构建一系列工具来扩展此资源。使从业者和研究人员更容易查看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协议，当前使用该数据库的研究人员团队将作为联络人支持这项工作，以支持与机构合作伙伴的联系。随着越来越多的研究人员使用数据库，研究团队还将举办研讨会，帮助人们了解数据库以及如何有效地使用它，研究团队还将继续开发可供其他研究人员和从业人员使用的软件工具。归档和维护数据收集。 ASEE 确保当前的数据集得到保留，它将发展到包括更多、更多样化的机构，并且数据集将更容易访问，这将确保这些见解能够继续下去，并通过 ASEE 的国家该奖项反映了 NSF 的法定使命，并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，被认为值得支持。

项目成果

A Primer on Working with Longitudinal Data

纵向数据处理入门

• 发表时间: 2023-06
• 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: 2022-08
• 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: 2023-06
• 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.

Co-enrollment density predicts engineering students’ persistence and graduation: College networks and logistic regression analysis

共同入学密度预测工程专业学生的坚持和毕业：大学网络和逻辑回归分析

• DOI: 10.1016/j.stueduc.2021.101025
• 发表时间: 2021-09
• 期刊: Studies in Educational Evaluation
• 影响因子: 3.1
• 作者: Huerta;Ohland, Matthew W.;Peniche
• 通讯作者: Peniche

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: 2022-10
• 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.