Finelli, C., & Borrego, M. J. (2014, June), An Inclusive Process for Developing a Taxonomy of Keywords for Engineering Education Research   Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20057

\bibitem{asee_peer_20057}
  Finelli, C., \& Borrego, M. J. (2014, June), \emph{An Inclusive Process for Developing a Taxonomy of Keywords for Engineering Education Research }
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20057

Cynthia Finelli and Maura J. Borrego.  "An Inclusive Process for Developing a Taxonomy of Keywords for Engineering Education Research ".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20057 Internet.  11 May, 2024

\bibitem{asee_peer_20057}
  Cynthia Finelli and Maura J. Borrego.
  "An Inclusive Process for Developing a Taxonomy of Keywords for Engineering Education Research ".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20057 Internet.  11 May, 2024

@INPROCEEDINGS{asee_peer_20057
author = "Cynthia Finelli and Maura J. Borrego"
title = "An Inclusive Process for Developing a Taxonomy of Keywords for Engineering Education Research "
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20057}
number = {10.18260/1-2--20057}
}

TY  - CPAPER
AB  - An inclusive process for developing a taxonomy of keywords for engineering education researchEngineering education research is a broad-based, rapidly-evolving, diverse, interdisciplinary, and internationalfield. There is a clear need for a standardized terminology and organizational system – a set of keywords– to mapthe field and communicate research initiatives. Such a taxonomy would provide multiple benefits, including:better connections between research and researchers; more accessible research results; recognition for andidentification of emerging research areas; a way to describe the diversity of engineering education research areas;and a common terminology with which researchers could frame their efforts. The goals of our NSF-fundedproject, then, are two fold: (1) to develop a comprehensive taxonomy of keywords that could be used to describeengineering education research projects, publications, authors, and peer reviewers, and (2) to establish aninclusive process for developing the taxonomy that invited the participation of the diverse global community.To achieve our project goals, we used an iterative process to develop and refine a taxonomy of keywords whichinvolved a variety of stakeholders in multiple settings. We were assisted in our efforts by a professionaltaxonomist and supported by an advisory board that included engineering education leaders and editors of severalengineering education journals. We intentionally designed an inclusive process, involving faculty, administrators,and graduate students from across the world, and we used this opportunity to develop a globally-relevanttaxonomy for use in the United States. We issued open calls for participation and advertised broadly for keyopportunities to be involved. We created transparent selection processes, criteria that encouraged diversity, andengaging activities that de-emphasized hierarchy and privilege of particular research areas. At conferencesessions, we adapted activities to be relevant in the local context for engineering education research.The project began with an international open call for whitepapers. Three teams were selected to provide sets ofkeywords from their work to form the basis for the initial draft of the taxonomy. A professional taxonomistmerged the three sets. Then, 51 participants, selected after another open call, worked at an intense two-dayworkshop to refine the taxonomy of keywords and the accompanying organizing structure. At a series of foursubsequent conference workshops (ASEE Annual Conference and Exposition, Research in Engineering EducationSymposium, European Society for Engineering Education, and Frontiers in Education), nearly 200 participantsattempted to assign keywords from the taxonomy to a set of abstracts from the previous years’ conference andaffiliated journals. These participants provided additional feedback that improved the taxonomy. After the firsttwo conference workshops, three teams of graduate students worked on virtual teams to further refine thetaxonomy.Overall, the project engaged more than 250 participants from 29 different countries at in-person workshops andconference sessions. The final taxonomy includes 17 categories and 7 levels of organization for the 1,105terms. We are hopeful that the taxonomy will be used broadly. Researchers and community members could usethe taxonomy to situate individual research initiatives in the broader field, see connections with others, and planfuture work. Journal editors could use the taxonomy to organize related research areas and to create a reviewerdatabase. Funding agencies could use the taxonomy to classify research portfolios, identify areas for capacitybuilding, frame solicitations, and identify and recruit reviewers for panels. P a g e  1 
AU  - Cynthia Finelli
AU  - Maura J. Borrego
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - An Inclusive Process for Developing a Taxonomy of Keywords for Engineering Education Research 
UR  - https://peer.asee.org/20057
DO  - 10.18260/1-2--20057
ER  -