Rigor/Us: Building Boundaries and Disciplining Diversity with Standards of Merit

Riley, Donna

doi:10.1080/19378629.2017.1408631

Cited by 137 publications

(124 citation statements)

References 23 publications

Supporting

Mentioning

123

Contrasting

Order By: Relevance

“…He argues such a reliance fails to consider questions that cannot be answered empirically, but which are nonetheless crucially important, such as discussing the purpose of engineering education. Others (e.g., Riley, ) see this same tendency in engineering education research. But Biesta asks, how can empirical research answer vital moral and political questions about the purpose of engineering education or who should be educated as engineers and why?…”

mentioning

confidence: 68%

See 1 more Smart Citation

“Asking questions, we walk”: How should engineering education address equity, the climate crisis, and its own moral infrastructure?

Pawley

2019

J of Engineering Edu

View full text Add to dashboard Cite

mentioning

confidence: 68%

“…(e.g., Riley, 2017) see this same tendency in engineering education research. But Biesta asks, how can empirical research answer vital moral and political questions about the purpose of engineering education or who should be educated as engineers and why?…”

mentioning

confidence: 71%

“Asking questions, we walk”: How should engineering education address equity, the climate crisis, and its own moral infrastructure?

Pawley

2019

J of Engineering Edu

View full text Add to dashboard Cite

“…Brennan et al's (2018) paper speaks to the concept of rigour. Rigour is commonly discussed with regard to research in any emerging discipline, but it has become something of a preoccupation in engineering education research (Riley, 2017). Brennan et al used an adaptation of the framework for rigour published by Streveler et al (2007) in their summary of the work conducted by the National Science Foundation-funded project Conducting Rigorous Research in Engineering Education: Creating a Community of Practice.…”

Section: Engineering Education Research As a Developing Field In Canadamentioning

confidence: 99%

Cultivating Disciplinary Expectations for Engineering Education Research in Canada

Burke

Chong

Evans

et al. 2020

Can. J. Sci. Math. Techn. Educ.

View full text Add to dashboard Cite

Engineering education research in Canada is, in many ways, still establishing itself as a discipline, yet much is already being asked of it. The diversity of career pathways for engineering graduates, along with the increased complexity of global engineering challenges and the ramifications of technological opportunities, is raising important questions about current engineering education foci and practices. This paper brings together issues surfaced through the process of compiling a Special Theme on engineering education research in Canada, positioning the collection of papers in terms of the challenges and opportunities faced by this maturing Canadian research community. We seek to reconcile how this research can incorporate the theoretical and methodological depth valued in the social sciences while honoring the focus on effective instructional practices that has become an important strand of inquiry in engineering education. Challenges to the growth of engineering education research, such as funding and graduate student inclusion, are also discussed. In addition, we explore the emergence of teaching stream engineering faculty and problematize the role of research and scholarship in their career trajectories. Finally, we call for more strategic thinking to guide the evolution of engineering education research in Canada. We hope that, collectively, this editorial and the other four papers in this Special Theme will help to stimulate discussion about how we define and recognize excellence in the domain of engineering education research in Canada. plus, nous explorons l'émergence de corps professoraux en ingénierie dont la principale -voire la seulefonction est l'enseignement, et nous problématisons le rôle de la recherche et des programmes de bourses dans leur trajectoire professionnelle. Enfin, nous demandons une réflexion plus stratégique pour guider l'évolution de la recherche en didactique de l'ingénierie au Canada. Nous espérons que, collectivement, cet éditorial et les quatre autres articles de ce thème spécial contribueront à stimuler la discussion sur la façon de définir et de reconnaître l'excellence dans le domaine de la recherche en formation des ingénieurs au Canada.

show abstract

“…“Our strength can come through multiplicity rather than adherence to a single norm.” (Riley, , p. 263)…”

mentioning

confidence: 99%

Quality Considerations in Education Research: Expanding Our Understanding of Quantitative Evidence and Arguments

Hjalmarson

Moskal

2018

J of Engineering Edu

View full text Add to dashboard Cite

Rigor/Us: Building Boundaries and Disciplining Diversity with Standards of Merit

Cited by 137 publications

References 23 publications

“Asking questions, we walk”: How should engineering education address equity, the climate crisis, and its own moral infrastructure?

“Asking questions, we walk”: How should engineering education address equity, the climate crisis, and its own moral infrastructure?

Cultivating Disciplinary Expectations for Engineering Education Research in Canada

Quality Considerations in Education Research: Expanding Our Understanding of Quantitative Evidence and Arguments

Contact Info

Product

Resources

About