Drazan, J. F., & Hangen, E. J. (2024, April), Development of an Interdisciplinary Engineering Education Research Approach: The perspectives and lessons learned by two early career faculty  Paper presented at ASEE North East Section, Fairfield, Connecticut. 10.18260/1-2--45760

\bibitem{asee_peer_45760}
  Drazan, J. F., \& Hangen, E. J. (2024, April), \emph{Development of an Interdisciplinary Engineering Education Research Approach: The perspectives and lessons learned by two early career faculty}
  Paper presented at ASEE North East Section, Fairfield, Connecticut.
  10.18260/1-2--45760

John F Drazan and Emily J. Hangen.  "Development of an Interdisciplinary Engineering Education Research Approach: The perspectives and lessons learned by two early career faculty".  ASEE North East Section, Fairfield, Connecticut, 2024, April.  ASEE Conferences, 2024.  https://peer.asee.org/45760 Internet.  30 May, 2024

\bibitem{asee_peer_45760}
  John F Drazan and Emily J. Hangen.
  "Development of an Interdisciplinary Engineering Education Research Approach: The perspectives and lessons learned by two early career faculty".
  \emph{ASEE North East Section, Fairfield, Connecticut, 2024, April}.
  ASEE Conferences, 2024.
  https://peer.asee.org/45760 Internet.  30 May, 2024

@INPROCEEDINGS{asee_peer_45760
author = "John F Drazan and Emily J. Hangen"
title = "Development of an Interdisciplinary Engineering Education Research Approach: The perspectives and lessons learned by two early career faculty"
booktitle = "ASEE North East Section"
year = "2024"
month = "April"
address = "Fairfield, Connecticut"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/45760}
number = {10.18260/1-2--45760}
}

TY  - CPAPER
AB  - The purpose of this paper is to outline the advantages and challenges of an interdisciplinary collaboration in engineering education research based on our experiences as two early career faculty at Fairfield University, as a social psychologist and a biomedical engineer. While still in an early stage, our collaboration has quickly proven to be fruitful, leading to multiple grant proposals, accepted abstracts, and manuscripts in preparation. We attribute much of the success of this collaboration to its interdisciplinary nature. We bring complementary areas of expertise for conducting rigorous STEM education research: Expertise in conducting research on human behavior, specifically student motivation and learning, and expertise in STEM pedagogy, engineering content areas, and STEM program development. Our respective backgrounds and strengths have allowed us to develop novel assessments of engineering learning, while also unlocking large populations for future psychosocial research. When reflecting on this synergistic collaboration, we realized that our interdisciplinary collaboration is relatively unique and is largely absent among our early career faculty peers. In fact, our collaboration itself was an unintended product of participation in a campus-wide professional development workshop. We suspect that the relative absence of interdisciplinary collaborations among early career faculty members may be a consequence of the short-term demands placed on early career members (e.g. course preparations, quick turnaround on publications and other scholarly products for tenure dossiers, etc.) and the often siloed nature of academic departments. As such, in this paper we seek to highlight the underutilized opportunities of interdisciplinary collaborations for engineering educational research. We also offer insights based on our experiences for other early career peers into the potential benefits and potential challenges of  developing working relationships with peers outside of one’s home discipline.
AU  - John F Drazan
AU  - Emily J. Hangen
CY  - Fairfield, Connecticut
DA  - 2024/04/19
PB  - ASEE Conferences
TI  - Development of an Interdisciplinary Engineering Education Research Approach: The perspectives and lessons learned by two early career faculty
UR  - https://peer.asee.org/45760
DO  - 10.18260/1-2--45760
ER  -