Seminar Series I Challenging norms with numbers:Revisiting “who counts” in engineering education research and how quantitative research can adapt

All dates for this event occur in the past.

Registration: -

Abstract

Foor et al.’s (2007) “Inez” piecechallenged both our understanding of “who counts,” and the methods by which we explore students’ complex individual experiences. It argued that quantitative work is full of human bias and experience-essentializing statistics, and thus is not apt to meaningfully describe marginalized students’ experiences (p. 104). The authors instead encouraged engineering educationresearch to use qualitative methods that allow them to tell diverse students’ stories and challenge disciplinary norms. While benefits have come from more recent qualitative use, we have yet to revisit the methodological tensions Foor et al. (2007) first discussed. Quantitative research is often generalizable in ways that qualitative research cannot be, nor is it meant to be. In addition, most data institutional bodies collect is quantitative. Finally, many researchers also work primarily with quantitativeresearch. This unexamined aspect of research practice provides new opportunities to engage with quantitative research that is meaningful and challenges the norms of engineering education. In this seminar, I discuss how quantitative research could be reframed. This is done by drawing on epistemological discussions from Intersectional Feminist and Critical Race theorists. First, I will discuss the tenets of critical quantitative research. Second, using several examples from my own work, I will address ways in which these tenets have been or could be put to practice in engineering education. To end, in breakout groups, seminar participants will actively engage with how tenets can be implemented in their own research, whether it be quantitative, qualitative, orboth.

Bio

Justin C. Major is a fourth-year Ph.D Candidate and National Science Foundation Graduate Research Fellow in the Purdue University Engineering Education Program, as well as a Master’s Student in Purdue’s Aerospace Engineering Program. As an undergraduate, Justin studied Mechanical Engineering and Mathematics Education at the University of Nevada, Reno (UNR). Through his involvement with research, and leadership within the UNR and Nevada STEM Education communities, he studied motivation,active learning, teaming, and diversity; developed K-12 engineering curriculum; and advocated for socioeconomically justice in STEM. At Purdue, Justin's dissertation research focuses on the use of Intersectionality Theory to understand the intersectionality of socioeconomic inequality, and use of FemQuant methodologies and narrative to re-envision the stories of minoritized students. More broadly, Justin hopes to understand how inequality, student trauma, and student success interact.Service and social justice are at the heart of Justin’s pursuits. Justin currently serves within ASEE’s Educational Research & Methods (ERM) Division as Director-of-Special Projects, Head of the Welcoming Committee, and Student Division Liaison. He is also a past co-program chair for the Student Division. Since 2007, Justin has been awarded a dozen service, philanthropy, and mentoring awards for his work impacting low-income youth. He has also been recognized by the City of Las Vegas for homeless activism, and been named a Honorary Member of the Society of Women Engineers Sierra Nevada Section for his promotion of social justice. In 2020, Justin was awarded ERM’s Best Diversity Paper for his work on test anxiety and student STEM success.

About the EED Seminar Series

Registration is required prior to each seminar. AU20 seminars will take place via remote video conferencing. A link and password to each seminar will be sent once you register. Each seminar will be held live and will not be recorded for later playback. If you have questions regarding this seminar series, please contact Emily Dringenberg

Category: Seminar Series