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.