Are you interested in doing a research fellowship in Ireland? If you’re doing any kind of education research and would like to study/work with me in Dublin for an individual fellowship, I’ll be happy to help with your application in the capacity of supervisor.
The MSCA Postdoctoral Fellowship call
The 2022 Postdoctoral Fellow MSCA European funding call is now open (closing 14 September 2022). This funding can support a postdoc for at least 2 years, with all salary and training costs covered. There will be a special MSCA call for researchers fleeing the Ukraine war launching later in the summer. There have been some changes to the call so I will need to consult the Guide carefully. You can find a recorded webinar here ……………..
The Irish Marie Skłodowska Curie Office delivered a webinar on the MSCA Doctoral Networks on 05 May 2022 where a representative from the EU Commission’s Research Executive Agency presented about the Doctoral Networks 2022 call and shared case studies from previously funded coordinators. The recording and slides are available on the IUA website: https://www.iua.ie/events/msca-doctoral-networks-webinar-5th-may-2022/
They have also created a shorter bitesize overview of the MSCA Doctoral Networks 2022 call which is available here: https://youtu.be/W_PfjTaqkVw
This blog post discusses the outreach activities I engaged in during my 2018-2020 Marie Curie Individual Fellowship (MSCA IF). The reason for doing outreach is to help spread knowledge to others and help diverse audiences–particularly kids and people outside academia–understand the value of research. The funding organization, which is the European Commission, wants to public to know it is getting its money’s worth by investing in research. So, during my recent MSCA IF at University College London in the UK, I dedicated one whole work package (WP4, out of six total WPs) to outreach.
WP4 Outreach Activities
The MSCA application promised to deliver a total of 19 outreach events under WP4, and I ultimately delivered at least 20, involving (1) outreach to kids, (2) outreach via social media, and (3) outreach to adults. Although I hit my targets, I didn’t exceed them to my normal degree. I was able to do far more outreach during my Fulbright Fellowship (2012-2013) to Ireland and my first MSCA research fellowship, also to Ireland (it was an Individual Incoming Fellowship, IIF under FP7) than I managed to accomplish during this MSCA Individual Fellowship. I’m still proud of the work but hope to do even more outreach in the future.
Outreach to kids
served as expert advisor for Usbourn publisher on 2 STEM activities book for kids that have been published and are for sale in stores
helped organize and lead 4 RoboSlam workshops (on computer programming and robot building)
helped organize and lead 2 RoboSlam educational exhibition booths (on computer programming and robot building)
I helped conducted four robotics and electrical engineering workshops for kids in Ireland with colleagues from my home institution (TU Dublin). Having co-founded the RoboSlam robotics outreach team in 2013, I continued to be active in RoboSlam during my MSCA fellowship, as one of the four main coordinators of events. In 2018, I was part of a team that ran a number of robotics and electrical engineering workshops for kids in Ireland over the month of August with the Wexford library service. I assisted in running two workshops in Bunclody (17th August) and two in Enniscorthy (18th August). The workshops were attended by approximately 120 children in 8-12 years old. The children built an electronics arcade game that they brought home afterward. The intention of the workshops was to encourage an interest in electronics and programming. Feedback and pictures are available here. Technical resources used (instructions, and code) at those workshops can be found here.
I also provided advising/support for the Engineering Your Future Week summer school for Transition Year students, sponsored by Enterprise Ireland. In 2018 the week focused on Robot Building and Biomedical Engineering.
I helped operate educational booths on electrical engineering, at Dublin Maker 2018 and 2019 in Ireland, with colleagues from my home institution. A large team of volunteers (staff and students) from the school participated in Dublin Maker. The theme of the 2018 stand was “paper programming” and the 2019 theme was “arcade games through the ages”.
maintained and continually updated 1 LinkedIn Discussion Board moderated (for the Research in Engineering Education Network, REEN)
maintained and continually updated 2 Facebook pages featuring grant activities (one public page and one private page)
maintained and continually updated 1 Twitter feed of engineering education activities
I hosted and created content for an educational blog on being a “researcher on the move.” The blog has 209 followers who receive direct emails of every post. In 2018 had 3732 visitors and 13,106 views (discrete clicks indicating engagement) and, in 2019, had 4316 visitors and 9887 views. I promoted the blog posts using social media, including LinkedIn, Twitter, and two Facebook accounts.
CHANCE, S. (2012-present). Ireland by Chance: Research Adventures in Ireland and the UK. www.IrelandByChance.com showcasing research and fellowship activities.
On the LinkedIn platform alone, my most recent 2020 blog re-post before submitting my final grant report to the European Commission garnered an additional 1520 views and 46 reactions.
I also provide content for a blog on robotics that I collaboratively manage with colleagues from my host institution. In 2018, this site had 3299 visitors and 6505 views. In 2019, it had 2437 visitors and 5642 views.
Burke, T., CHANCE, S., Berry, D., & Duignan, F. (2012-present). RoboSlam: Robot-building for Beginners. www.Roboslam.com
Outreach to adults
delivered 1 public presentation in Dublin on gender aspects of research (photo above)
provided 1 data source to UNESCO for a global engineering report
evaluated 1 sub-section for UNESCO for a global engineering report
authored 1 encyclopedia entry on the application of PBL in engineering education (and taught on this topic at a Master Class in South Africa, as shown in the photos below)
A Marie Curie Research Fellowship is–first and foremost–about developing researchers by giving them a chance to research new things, in new places, with new people. For an MSCA Fellowship, you’ve got to travel. You can come from anywhere in the world, but you can’t have lived in the country where you do the MSCA Fellowship for any more than 12 months of the 36 months before the application date.
The intention of WP5 was to increase my research skills and encourage me to share my own knowledge and skills with others (i.e., transfer knowledge to them). The MSCA application listed the following deliverables for this work package: 26 Training and Transfer-of-Knowledge sessions completed by the end of the grant period. I’m able to list 70 specific research training workshops and conferences that I attended–and there were actually more!
Yet, it is important to note that the most important training and knowledge transfer actually resulted from me providing leadership in EER. As a result of having a Marie Curie research fellowship at University College London (UCL), many doors were open to me and I was able to learn from the wealth of opportunities that emerged.
Via this MSCA grant, the I have provided: (1) leadership in publishing and (2) leadership in research events. These are summarized directly below.
Under that, a list of the completed researcher training session is provided.
Finally, in this blog, I identify outreach activities I conducted to support educators and researchers, including workshops I conducted and supervision and mentorship I provided to early career researchers (like the one pictured below, in South Africa, to help engineering teachers learn more inclusive teaching attitudes and behaviors).
As part of my training, I also earned a new teaching qualification in the UK while serving as an MSCA fellow:
Senior Fellow of the Higher Education Teaching Academy (SFHEA)
Earning this credential helped me build proficiency on the vocabulary used in educational research in the UK, which differs somewhat from the USA. Earning it will also help me demonstrate the skills needed to teach at third level in the UK and Ireland. Since earning SFHEA, I have subsequently applied for the highest available credential in this program (Principal Fellow of the Higher Education Teaching Academy/PFHEA), although the application wasn’t successful. I’ll hone my record and try again.
Research Supervision/Mentoring Skills
I have been advising a full-time PhD student at London South Bank University (LSBU) since the start of my MSCA fellowship. The student’s viva is scheduled, and on track, for August 2020. I have also mentoring 5-6 early career researchers. My activities in this realm include:
Mentoring a physics researcher through TU Dublin’s researcher mentoring program
Serving as PI for a new MSCA IF application in engineering education submitted September 2019 (which was not funded in 2019 but will be enhanced and resubmitted)
Mentor for peer reviewers with the Journal of Engineering Education (appointed in 2018)
Expert/external reviewer for applications to Fulbright Ireland (2018, 2019)
Leadership in Publishing
In the realm of journal production, I was appointed and has served as:
Associate Editor, IEEE Transactions on Education (2018-present)
Editorial Board, European Journal of Engineering Education (2018-present)
I serve as a peer reviewer for an academic journal in my field:
Australasian Journal of Engineering Education (2019-present)
IEEE Transactions on Education (2017-present)
European Journal of Engineering Education (2016-present)
Journal of Engineering Education (2013-present)
Incidentally, I also provided expert advice to the publisher of two children’s books, although I generally consider this activity to be “Outreach”:
Scribble Architecture, STEM activity book by Usborne Publishing Ltd.(in press)
Scribble Engineering, STEM activity book by Usborne Publishing Ltd.(2018)
Leadership in Research Networks
Opportunities to provide leadership that emerged as a result of this MSCA include:
Chair, Research on Engineering Education Network (January 2020-present)
Vice-Chair, Research on Engineering Education Network (2019-2020)
Governing Board, Research on Engineering Education Network (2018-present) and member of sub-committees including recruitment and selection of upcoming conference hosts
Nathu Puri Institute at the London South Bank University (2018-present), serving on, for example, an interview panel for new director of the Institute (2018) and a member of the Institute’s think tank.
Marie Curie Alumni Association, Ireland chapter organizing committee (2018-present)
Leadership in Funded Projects
Providing grant-writing leadership, I advised Dr. Carlos Mora in securing €56,000 in funding from the Cabildo of Tenerife in Spain to conduct education projects under a project titled “INGENIA” or “Ingenuity” to support sustainability education (I am listed as the co-PI on this grant). I also secured a £11,200 donation to UCL CEE from the UK’s Royal Academy of Engineers via Engineers without Borders UK (the funds will support my ongoing work with UCL’s CEE).
This MSCA is intended to broaden career prospects, and it definitely has. Even though I chose to return to my home university at the completion of the fellowship, I brought with me a contract valued at €237,727 allowing me to provide curriculum development services to the University College London Contracts (UCLC) over the three-year period following my MSCA fellowship (2020-2023).
In 2019, I also served as an expert evaluator for the European Commission (COFUND fellowship program).
Researcher Training sessions completed
I could provide images to go with each of these, but then I’d never get this posted… so I’ll just share the list. Each was interesting and informative and most of these activities opened a pandora’s box of ideas and possibilities.
UCL online training module and certificate earned in Safety
UCL online training module and certificate earned in Green Awareness
UCL online training module and certificate earned as Green Champion
UCL day-long Researcher Development Workshop, Finding Your Voice as an AcademicWriter
UCL day-long Researcher Development Workshop, An Introduction to Research Student Supervision at UCL
Researcher information session organized by the Irish Research Council, Opportunities to collaborate with UK-based researchers
UCL day-long Researcher Development Workshop, Creative Approach to Problem Solving and Decision Taking for Researchers
Informational workshop on MSCA programs held at DIT
UCL Arena Guidance Sessions: Initial Guidance
UCL day-long Researcher Development Workshop, Leading Collaborative Projects
UCL’s Centre for Engineering Education’s event, In Conversation With… Angela Saini and Louise Archer
UCL Astrea Voices workshop: Choosing your journey
UCL day-long Researcher Development Workshop, Writing Books and Book Chapters
UCL day-long Researcher Development Workshop, Managing Your Reputation
UCL Arena Senior Fellow Guidance Session: Developing your application
UCL day-long Education Conference 2018 at the UCL Institute of Education
Nathu Puri Institute Thought Leadership discussion and dinner in April
SRHE day-long workshop, Migration and academic acculturation
SRHE day-long workshop, Developing curriculum, learning and pedagogies in STEM subjects: the case of Engineering
SRHE day-long workshop, Phenomenography: An approach to qualitative research in higher education
UCL LLAKES Seminar by Louise Archer Why can’t we solve the science participation ‘crisis’? Understanding young people’s (non)participation in post-16 science
Attended a UCL “Town Hall” to better understand the administrative structure of this research-intensive university, Finding a new place in society for universities
UCL day-long Researcher Development Workshop Publish or Perish: Getting Collaborative Social Science Published
One-day Inaugural Spring Colloquium of the UK-Ireland Engineering Education Research Network, held in Newcastle
UCL day-long Researcher Development Workshop, The Superior Performer: How to Work to Your Strengths
SRHE day-long workshop, Publishing Academic Articles: A way through the maze
UCL Researcher Development Workshop, Induction for New UCL Research Staff
Attended a half-day of UCL conference on Impacts of Gender Discourse on Polish Politics, Society & Culture Comparative Perspectives reservation
UCL workshop, Provost’s Welcome to New Staff
UCL day-long Researcher Development Workshop, Writing and Publishing Research Papers
UCL day-long Researcher Development Workshop, Increasing Impact – Gaining Positive Media Coverage
Attended two-day Inspirefest celebrating women in technology, held in Dublin
Attended four-day conference of the American Society for Engineering Education (ASEE) in Salt Lake City
Attended one-day symposium at the Royal Society sponsored by the RAEng and UCL CEE, Inclusive Engineering Education Symposium
Second Nathu Puri Institute Thought Leadership Event at 6-9 Carlton House Terrace, London SW1Y 5AG
Attended two-day 7th International Symposium of Engineering Education (ISEE 2018), hosted by UCL
UCL day-long Researcher Development Workshop, Storytelling Skills for Teachers and Presenters
UCL Arena training for fellowship applicants at principal level, PFHEA Lunch session
Attended five-day conference of the European Society for Engineering Education (SEFI 2018) in Copenhagen
Attended three-day International Conference on Interactive Collaborative Learning (ICL 2018) plus events of the International Conference on Engineering Pedagogy (IGIP 2018) in Kos Island, Greece
UCL online training module and certificate earned in GDPR
SRHE day-long workshop, IS THERE (STILL) ROOM FOR EDUCATION IN THE CONTEMPORARY UNIVERSITY? Exploring policy, research and practice through the lens of professional education. Seminar 3
Lecture organized by the Irish Fulbright Commission, Creative Minds: In Conversation with a NASA Astronaut
TU Dublin (formerly DIT) online training module and certificate earned in GDPR
TU Dublin 2.5-hour workshop by Dr. Bill Williams, Getting published in engineering education research journals
Attended half-day IEP Research Away (Half) Day
UCL full-day workshop, Building Research Leaders
UCL Career Centre workshop, Effective Academic Interviews
UCL workshop, Providing learning experiences that enable students to acquire the right mix of knowledge, skills and competences
UCL two-hour workshop, Using and understanding bibliometrics
UCL full-day workshop, Influencing and Negotiating
UCL two-hour workshop, Copyright for Research Staff
UCL Arena Principal Fellow Guidance Session: Developing your application
Expert evaluator training briefing for the European Commission
Attended two-day spring symposium, EERN 2018 (UK & Ireland Engineering Education Research Network) in Newcastle upon Tyne, UK
Attended two-day Inspirefest (women in tech) in Dublin
Attended two-day engineering education conference, ISEE 2018 (7th International Symposium of Engineering Education) at UCL
Attended four-day engineering education conference, ASEE 2018 in Salt Lake City
Attended five-day engineering education conference, SEFI 2018 in Copenhagen
Attended three-day engineering education conference, ICL/IGIP 2018 in Kos
Attended three-day higher education conference, SRHE 2018 (Society for Research in Higher Education) in Newport, Wales
Attended three-day annual conference, MSCA General Assembly 2019 in Vienna
Attended two-day spring symposium, EERN 2019 (UK & Ireland Engineering Education Research Network) in Dublin
Attended four-day engineering education conference, ASEE 2019 in Tampa
Attended two-day MSCA IF monitoring event, education sector, in Brussels, June 2019
Attended three-day engineering education conference, REES 2019 in Cape Town
Attended four-day engineering education conference, SEFI 2019 in Budapest
Attended one-day conference of UK Engineering Professors Council and the Institution of Engineering and Technology, New approaches in practice, 2020
Attended two-day annual conference, EERN 2018 (UK & Ireland Engineering Education Research Network) in Coventry, UK
Attended 14 lectures at UCL Bartlett School of Architecture’s International Lecture Series (2018, 2019) and at least 7 other lectures in the Faculty of Engineering.
Outreach to Support Educators and Researchers (Workshops and Invited Presentations Delivered)
I provided workshops on research techniques for Early Stage Researchers as well as experienced researchers. I also provided workshops on teaching (learning theories and innovative teaching techniques) for educators. These are presented alphabetically by country:
Edström, K., Bernhard, J., van den Bogaard, M., Benson, L., Finelli, C., CHANCE, S. M., & Lyng, R. (2018). Reviewers, reviewers, reviewers! Workshop at the European Society for Engineering Education (SEFI) 2018 annual conference in Copenhagen, Denmark.
Edström, K., Bernhard, J., De Laet, T., CHANCE, S. M., (2018). Doctoral Symposium. One-day pre-conference workshop at the European Society for Engineering Education (SEFI) 2018 annual conference in Copenhagen, Denmark.
De Laet, T., Williams, B., CHANCE, S. M., & others (2018). Engineering Education Research. Workshop by EER Working Group at the European Society for Engineering Education (SEFI) 2018 annual conference in Copenhagen, Denmark.
Edström, K.,Benson, L.,Mitchell, J., Bernhard, J., van den Bogaard, M., Carberry, A., & CHANCE, S. (2019). Writing Helpful Reviews for Engineering Education Journals. Workshop at the European Society for Engineering Education (SEFI) 2019 annual conference in Budapest, Hungary.
Hannon, P. K., Berry, D., CHANCE, S., Core, M., & Duignan, F. (2019). Physical computing: A low-cost project-based approach to engineering education. Workshop at the European Society for Engineering Education (SEFI) 2019 annual conference in Budapest, Hungary.
Miminiris, M., CHANCE, S. M., & Direto, I. (2019). Recognising and understanding qualitatively different experiences of learning in engineering: Variation as a learning tool. Workshop at the European Society for Engineering Education (SEFI) 2019 annual conference in Budapest, Hungary.
CHANCE, S. M. (2018). Gender Equality in STEM Education. Presentation delivered at Irish Marie Curie Alumni Association’s Gender Equality Workshop Programme on 3rd December 2018 in Dublin, Ireland.
CHANCE, S. M. (2018). MSCA fellowship experiences. Presentation delivered for Dublin Institute of Technology’s EPA & IUA MSCA Research Information Workshop Programme.
Govender, S., CHANCE, S., & Direito, I. (2019). Fostering Inclusivity in Engineering Education in the South African Context. Two-day Master class conducted for the University of Cape Town’s Engineering Education Existing Staff Capacity Enhancement Programme.
Akinmolayan, F. & CHANCE, S. M. (2018). Facilitating group & Problem-Based Learning in the context of engineering education. Two-day Master class conducted for the University of Cape Town’s Engineering Education Existing Staff Capacity Enhancement Programme.
CHANCE, S. M. (2020). Becoming Civil: Outcomes of a Marie Curie Fellowship with CEGE and CEE. Lunch seminar for UCL’s Centre for Engineering Education in London.
Bathmaker, A., CHANCE, S. M., & Wheelahan, L. (2019). Understanding and conceptualizing knowledge in professional and vocationally-oriented higher education: Beyond time management and interpersonal skills. Workshop provided Thursday 16 May 2019 for the Society for Research on Higher Education in London, UK.
CHANCE, S. M. (2019). Learning theories in engineering: A US perspective on student development. A class session for UCL’s new MSc in Engineering and Education.
CHANCE, S. M. (2018). Summary of National STEM Educational Policies in Relation to Girls’ Experiences in Physics in Europe and into the Engineering Pipeline.Society for Research in Higher Education conference 2018 in Newcastle, UK.
Direto, I., Malik, M., & CHANCE, S. M. (2018). Conducting Systematic Literature Reviews in Engineering Education Research. Workshop to the UK & Ireland Engineering Education Research Network (EERN) annual conference 2018 in Portsmouth.
Leão, C. P., Soares, F., Williams, B., & CHANCE, S.(2018). Challenges, experiences and advantages in being a female engineering student: voices in the first person. Presentation at the UK & Ireland Engineering Education Research Network (EERN) annual conference 2018 in Portsmouth.
CHANCE, S. M. (2018). Implications for Irish policy of women’s experiences in STEM education in Ireland, Poland, and Portugal. UK & Ireland EERN Spring Colloquium 2018 in Newcastle-upon-Tyne.
CHANCE, S. M. (2018). Supporting diverse students: Findings from a longitudinal study of female engineering students in three countries. Lunch seminar for UCL’s Centre for Engineering Education in London.
As part of my Marie Skłodowska-Curie Actions Individual Fellowship (MSCA IF), which ran 2018-2020, I learned new skills in project management. Two of my six work packages (WPs) focused on project management: WP3 was for developing a special focus issue (which turned into producing two issues of in the journal IEEE Transactions on Education), and WP6 was for managing the MSCA grant itself.
In this blog post, I describe activities in these two work packages. I also identify what impact I wanted to have with the MSCA grant and share photos with colleagues.
Incidentally, the photo above was taken with Prof. Emanuela Tilley (of University College London, UCL) and Dr. Folashade Akinmolayan (of Queen Mary University London). Emanuela is a highly organized and productive manager and she serves as the Director of UCL’s award-winning Integrated Engineering Programme (IEP). She’s been a fabulous role model for me in learning these types of skills.
Below are two more colleagues from UCL, who worked with Emanuela and me in the Engineering Faculty Office.
The other three pictures are taken with colleagues from the States, showing how I helped transfer knowledge and learning across the Atlantic and back as a result of this grant.
WP3, Special-Focus Journal Issues
The intention of WP3 was for me to learn publication skills related the engineering education research (EER). In the MSCA application, I promised to deliver a publication-ready document to a publishing house by month 24 of the two-year grant. Ultimately, I found I was able to spearhead development of two different special focus journal issues. I exceed my own expectations by working proactively. In fact, both of these journal issues were already published by month 24, and are currently informing the EER community.
The special focus issues I spearheaded are cited as follows:
CHANCE, S., Williams, B., Goldfinch, T., Adams, R. S., & Fleming, L. N. (Eds.). (August 2019). Special Issue on Using Enquiry- and Design-Based Learning to Spur Epistemological and Identity Development of Engineering Students. IEEE Transactions on Education, (62)3. DOI 10.1109/TE.2019.2923043.
CHANCE, S., Bottomly, L., Panetta, K., & Williams, B. (Eds.). (November 2018). Special-focus issue on gender in engineering in the IEEE Transactions on Education, (61)4.
At this point, I am leading the development of a third special focus issue–this last one is for the Australiasian Journal of Engineering Education–and this project is extending my reach farther across the globe.
The third special focus issue, now under development is:
CHANCE, S., Strobel, J., Mazzurco, A., Hattingh, T., & Villas-Boas, V. (Eds.). (forthcoming May 2021). Special Issue on Ethics in Engineering Education and Practice. Australasian Journal of Engineering Education (AJEE).
An intention for this new issue is for the two lead editors (Chance and Strobel) to help mentor the three other guest editors through the process to enable them to lead development of future special focus issues in EER. I’m thus delighted to report that Teresa Hattingh was recently appointed as Associate Editor of a new EER journal out of India.
WP6, Project Management
The intention of WP6 was to keep the grant well managed from financial, quality assurance, and reporting standpoints. The main requirement was to provide essential information to the European Commission regarding the progress of the grant.
During the MSCA IF, I followed University College London data management guidelines. My research projects were identified as “low risk” to human participants and followed the established guidelines.
Under this WP, I had promised the following deliverables: a Career Development Plan (CDP), a mid-project report, and a final report. The CDP was developed and uploaded to the Participant Portal in the required timeframe. I also developed a mid-project report but, as there was no portal available for uploading it on the EU reporting platform, I posted the mid-term report to my blog and sent a link to my program officer.
Three-quarters of the way through my MSCA-IF period, I participated in a monitoring session in Brussels. It was held for Marie Curie Fellows doing projects in education and learning sciences. The set up was new, and this session was one of the first of its kind. Feedback I received there for my MSCA work was positive; no alterations to my projects were requested.
A PDF of the overall final report is available on my website for anyone to see and it has now been downloaded 234 times since I made it available. The blog page where it is posted has been viewed 486.
I believe posting the PDF is making a contribution in that a lot of MSCA fellows are curious to see what a report looks since there isn’t much information available online, meaning that most people can’t work on their reports until their grant actually finishes.
From the outset, I wanted my MSCA work to enhanced public perception of engineering as a fun and creative field. I also set out to help:
increase the focus given by engineering educators to the developmental patterns of engineering students;
improve student retention as a result of increased support;
enhance diversity, as techniques to support minority students are increasingly utilized;
improve overall teaching in engineering education as a result increasingly credible and useful research;
provide increased focus on ethics and sustainability in engineering education; and
produce tools and models to help engineering educators foster creativity and engineering firms contribute to realizing the United Nations Sustainable Development Goals (SDGs).
My plans for dissemination and exploitation of results was fully realized (and, in fact, exceeded). I believe that all critical objectives proposed in my MSCA application have been fully achieved, and the list of deliverables exceeds the original promises. Many additional manuscripts that are currently under development using data collected during this fellowship will continue to achieve impact in coming years.
This is a major part of my Marie Curie fellowship, because I wanted (a) to learn more about publishing and (b) build the knowledge base regarding “student development” in engineering.
I’m particularly interested in identity development and epistemic cognition (how students think about knowing and what knowledge is). I am myself working on a major research project exploring these epistemic topics, but with this journal issue I helped provide other people who are working on similar topics a place to publish their work.
It’s a really nice set of papers–three on identity and five on epistemology, with an introductory statement up front which I wrote with the people I brought on board as guest editors. The editorial team spent the past 18 months on this project–getting authors invited, articles competatively selected then carefully reviewed and enhanced.
You may remember that we issued a call for papers about 18 months ago. We managed to keep the whole project on track schedule-wise and the final printed version came out in August 2019, a full four months before I’d promised the funders I’d deliver it!!!!! How often will I get to say something like that!? Delighted to have the chance now.
“This Special Issue of the IEEE Transactions on Education focuses on using enquiry-based design projects to spur engineering students’ development, so as to increase understanding and application of the relevant theories, foster higher rates of student development and achieve this in healthy and productive ways.
Each of the eight papers in this Special Issue focuses on a specific aspect, presenting an empirical research study on either epistemological or identity development among engineering students. Five of the papers are on epistemological development or ‘epistemic cognition,’ and three on identity development. The overall set of resources is presented so engineering educators can gain familiarity with existing theories on how students change and grow over their university years, and can consider the findings of empirical studies and what these might imply for their own teaching and for their students’ learning.”