In 2015, sub-section 2.2 of my MSCA IF proposal on “Effectiveness of the proposed measures for communication and results dissemination”, in the Impact section, identified strategies for “exploiting” or “valorizing” possible business ideas stemming from the proposed work, as well as disseminating results and findings to academics, and communicating the value of research to non-academic audiences.
This example wasn’t funded in 2015, but was the following year when it was amended in response to reviewer comments. The full suite of posts I’m sharing on this proposal includes:
• Abstract and Eval
• Excellence Section 1.1, 1.2, 1.3, 1.4
• Notes on using tables
• Impact Section 2.1, 2.2
• Implementation Section 3.1, 3.2, 3.3, 3.4
• Ethics Section
• Final Report from 2016 submission
2.2 Effectiveness of the proposed measures for communication and results dissemination
To meet global challenges, engineering must become more flexible, creative, and socially responsive4, 5, 6. Dr. Chance’s work will help transform the culture of engineering education and track outcomes. Results will facilitate publication of a book and possible spin-off businesses in consulting both addressing Question Q5) What knowledge of epistemology and design thinking can help educators support student development?
There is global demand for dramatic changes in engineering today, but education leaders don’t yet know what to do. Dr. Chance and Prof. Tyler have fresh, innovative ideas that are based on their prior work. Their body of work can provide a solid foundation for this EF project. So far the thrust of modernization in engineering education has been to implement Student-Centered and Problem-Based Learning (PBL). Similar pedagogies have been used to teach architecture since the Renaissance and engineering is fostering a healthy new focus on teamwork. Bridging the best practices from these fields and supplementing them with research is essential. Collaboration among architecture and engineering educators is crucial for knowledge transfer. R&D Dr. Chance leads as an EF will reach:
- 2nd level students (via outreach to STEMettes in the UK for girls ages 11-22, RoboSlam robot-building workshops in the UK and Ireland, and Perspektywy Education Foundation in Poland for supporting girls in STEM)
- 3rd level students (through new UCL undergraduate engineering modules and Perspektywy mentorship programs)
- 3rd level teachers (through new UCL post-graduate modules that exploit Dr. Chance’s research) (see also Table 4)
Exploitation activities will embed research findings (collected and/or generated by Dr. Chance) into project briefs and module descriptors. The new MSc programs will have tremendous positive impact. This MSc program (to be launched in 2016) will be unique. It will be the world’s first and only Masters-level program designed to help university tutors upgrade their teaching skills across the realm of engineering topics. (DIT is launching an MPhil to train engineering education researchers, and Aalborg offers an MSc in Problem-Based Learning.) UCL’s program has broad appeal and a captive audience, since every new university teacher in the UK must earn at least one credential in teaching and learning. Two other avenues for exploiting Dr. Chance’s research findings are the creation of new programs for Creative Industries Federation and the possible creation of a business to help organizations (universities, businesses, and corporations) design and implement more effective education and training programs.
Public engagement strategy.
Dr. Chance will encourage public interest and involvement through engineering activities and communication. During the EF, Dr. Chance will advise multiple organizations—assisting some with program evaluation, strategic vision, and grant-writing support—and conducting engineering events for various age groups. In the UK, Dr. Chance will make public presentations through Creative Industries Federation (CIF) and STEMettes. Activities for STEMettes will include STEM projects (for 50+ girls) plus one or more RobSlam robot-building workshops (for 20+ girls). Dr. Chance will seek opportunities to make school presentations, become a MSCA Ambassador, and deliver public talks. Communication activities involve attracting the attention of news outlets. Dr. Chance will write one or more articles for Perspektywy Magazine. To help attract attention of TV, radio, and newspapers in the UK, Dr. Chance will attend UCL workshops in media relations for researchers. A 2014 workshop she took on this topic helped gain recognition for her work and as a result she was quoted in an Irish Timesarticle on women in STEM. She will continue to build public relations skills using UCL’s exceptional resources. She will maintain an educational blog to increase public understanding of research topics and activities.
Dr. Chance will disseminate research findings to international audiences via conference papers, journal articles, and publication of a 100,000-word handbook for educators with a comprehensive new set of resources on epistemological development and design thinking (addressing Q5). Its planning, compilation, and editing will take 2-2.5 years. It will likely include 10 chapters of new primary research by leading experts in various aspects of epistemological development and design thinking, 8 chapters summarizing and synthesizing existing theories and literature in new ways, and an introduction and conclusion by Dr. Chance. She will seek funds to support an invitational symposium on the book’s topics to recruit specific experts internationally. This will facilitate knowledge generation and prompt submittal of high-quality chapters. Her work will help overcome a current problem, identified by Dr. Bill Williams (a probable co-editor for the book), wherein EER journals published in the USA almost exclusively cite US scholars. Trans-Atlantic authorship can help. She will recruit a 3rd editor as well.
Dr. Chance has the goal of publishing results of Research Questions 1-4 in two of the world’s top-ranked journals in EER and higher education. These ask: Q1*) To what extents do design and pedagogy influence women’s choice to study engineering at third-level? Q2*) Among women, to what extents do design-based pedagogies prompt more sophisticated epistemologies than traditional teaching formats? Q3*) How do women experience engineering over time, from early design projects to entering industry? Q4*) Among men and women, to what extents do design pedagogies prompt more sophisticated epistemologies than traditional teaching formats? She is targeting Learning and Instruction (impact factor 3.585, SJR 2.907) and the Journal of Engineering Education (impact factor 2.059) for publication. Dr. Chance aims to present preliminary findings at three top-tier conferences (AERA, ASHE, and REES) where she will also network internationally. She will assemble teams of peers to co-author conference papers on educ. design (for SEFI, PAEE, EPDE, see Table 5); leading these teams will develop her skills.