Knowing Our Story: Framing a Cooperative Inquiry Project to Explore the Personal Growth of Graduate Students in Engineering Education
- Conference
- Location
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Columbus, Ohio
- Publication Date
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June 24, 2017
- Start Date
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June 24, 2017
- End Date
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June 28, 2017
- Conference Session
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Opportunities within Graduate Study Programs - Graduate Studies Division Technical Session 5
- Tagged Division
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Graduate Studies
- Page Count
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14
- DOI
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10.18260/1-2--28601
- Permanent URL
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https://strategy.asee.org/28601
- Download Count
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510
Paper Authors
Richard J. Aleong Purdue University, West Lafayette (College of Engineering)
Richard J. Aleong is a Ph.D. student in the School of Engineering Education at Purdue University. He received his M.A.Sc. and B.Sc.E in Mechanical and Materials Engineering from Queen’s University, Kingston, Canada. His research interests are focused on integrative thinking and design, interdisciplinary collaboration, and curriculum development to support students’ personal and professional learning and growth.
Molly H. Goldstein
Purdue University, West Lafayette (College of Engineering)
orcid.org/0000-0002-2382-4745
Molly Goldstein is a Ph.D. Candidate in the School of Engineering Education at Purdue University, West Lafayette with a research focus on characterizing behaviors in student designers. She previously worked as an environmental engineer specializing in air quality influencing her focus in engineering design with environmental concerns. She earned her B.S. in General Engineering (Systems Engineering & Design) and M.S. in Systems and Entrepreneurial Engineering from the University of Illinois in Urbana-Champaign.
Juan David Ortega
Purdue University, West Lafayette and Universidad EAFIT
orcid.org/0000-0001-6110-0791
Juan David Ortega Álvarez is an assistant professor at Universidad EAFIT (Medellin, Colombia). He holds a bachelor’s degree in Process Engineering from EAFIT and an M.S. in Process Engineering and Energy Technology from Hochschule Bremerhaven (Germany). Juan David is currently a third-year doctoral student of the Engineering Education Program at Purdue University. Before his full-time appointment with EAFIT, he served as the engineering director at a Colombian chemical company for seven years. His research interests are focused on the practice and teaching of process design, simulation and control, and also on faculty and institutional development through educational research.
Hector Enrique Rodriguez-Simmonds Purdue University - Engineering Education
Raised in South Florida, born in Mexico. Half Colombian and half Mexican; proud Mexilombian. Héctor acquired an MS in Computer Engineering and is currently pursuing a PhD in Engineering Education, both from Purdue University. His research interests are in investigating the experiences of LGBTQ+ students in engineering, tapping into critical methodologies and methods for conducting and analyzing research, and exploring embodied cognition.
Abstract
Topics: Graduate student needs and experiences; Mentoring graduate students; graduate student learning experience on becoming an engineering education researcher
Doctoral education is often described by faculty and graduate students as “a journey”, “a learning process”, and “a transformative experience”. These descriptions speak to the experiential nature of doctoral education which aims at bringing about some change in students to prepare them for their future career. In the research literature, the path and process of becoming an engineering education researcher is an emerging field. In this paper, we present the framing of a co-operative inquiry project to explore our personal growth as graduate students.
Co-operative inquiry is a research method in which multiple people share and explore a topic from their own perspectives through collective dialogue, reflection, interrogation, and transformation. Our co-operative inquiry group consisted of the authors of this paper as co-researchers and co-subjects and is situated in our shared interest in graduate education and learning. While we are at different stages of the doctoral program, we have the mutual experience of completing the first year of the program at the same institution. We engaged in co-operative inquiry sessions, focused on learning within ourselves and with others, to make new meaning from our experiences. Reflections during the formative first year of doctoral training were explored as well as reflections and memos generated as part of the inquiry process. Through the co-operative inquiry process, this study offers insight into opportunities for peer-to-peer mentorship and learning enrichment in graduate studies. Our insight may support graduate students in discovering and charting their own personal journeys of learning and development in engineering education research. Our future work will be guided by our co-operative inquiry process and structure, with a focus on delving deeper into the aspects that make up our personal and collective story.
Aleong, R. J., & Goldstein, M. H., & Ortega, J. D., & Rodriguez-Simmonds, H. E. (2017, June), Knowing Our Story: Framing a Cooperative Inquiry Project to Explore the Personal Growth of Graduate Students in Engineering Education Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28601
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