Validating the Use of Epistemic Network Analysis to Describe the Nature of Learning in Practice-Based Learning Settings

Lauren Singelmann; Darcie Christensen; Elizabeth Pluskwik; Yuezhou Wang

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Educational Research and Methods Division (ERM) Technical Session 15
Tagged Division: Educational Research and Methods Division (ERM)
Tagged Topic: Diversity
Page Count: 15
Permanent URL: https://strategy.asee.org/48251

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Paper Authors

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Lauren Singelmann Minnesota State University, Mankato orcid.org/0000-0003-3586-4266

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Lauren Singelmann is an assistant professor at Minnesota State University, Mankato in Integrated Engineering. Her PhD is in Electrical and Computer Engineering and STEM Education.

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Darcie Christensen Minnesota State University, Mankato orcid.org/0000-0002-5061-4663

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Dr. Darcie Christensen is a probationary Assistant Professor in the Department of Integrated Engineering at Minnesota State University Mankato. She teaches for Bell Engineering, which is a subset of Iron Range Engineering on the Mesabi Range College Campus. Dr. Christensen received her Ph.D. in Engineering Education from Utah State University in the Summer of 2021. The title of her Dissertation is “A Mixed-Method Approach to Explore Student Needs for Peer Mentoring in a College of Engineering.” Darcie holds a Master of Engineering degree in Environmental Engineering (2019) and Bachelor of Science degree in Biological Engineering (2017), both from Utah State University. She is passionate about student success and support, both inside and outside of the classroom.

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Elizabeth Pluskwik Minnesota State University, Mankato

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Elizabeth leads the Engineering Management and Statistics competencies at Iron Range Engineering, an ABET-accredited project-based engineering education program of Minnesota State University, Mankato. She enjoys helping student engineers develop entrepre

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Yuezhou Wang Minnesota State University, Mankato orcid.org/0000-0003-1614-9590

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Dr. Yuezhou Wang is an associate professor in both Iron Range Engineering and Twin Cities Engineering programs. His leading teaching competencies are in areas of materials science, structural analysis, finite element modeling and dynamic systems. He has a broad range of research interests. His technical research focuses on multiscale modeling on mechanical behavior of nanofibers and carbon nanotube materials. In the area of pedagogical research, he is interested in using learning analytics tools to understand and assess engineering students’ motivation entrepreneurially minded learning.

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Abstract

To meet the needs of our evolving world, engineers must play a role in tackling complex problems that consider not only technical, but also socioeconomic, cultural, and environmental factors. Practice-based learning is a unique pedagogical model that gives students experience working with complex problems in authentic work settings while they are completing their engineering coursework. This approach allows them to practice working with complex problems in a space where they can grow and develop. Practice-based learning environments are defined by the presence of an authentic engineering practice experience, the support of learners’ agency as they develop professionally, and the opportunity to work and learn simultaneously. This integration of learning and work environments offers a unique opportunity for students to develop as practicing engineers, but it is challenging to describe the nature and extent of learning occurring.

To gain a better understanding of the nature of learning in practice-based settings, epistemic network analysis (ENA) and the Community of Practice framework may be of value. Therefore, the goal of this paper is to determine the potential validity of using ENA and Community of Practice framework elements. The preliminary coding scheme was developed using a dataset of ten senior papers written by students in a practice-based learning program. Students spend their last four semesters of their engineering degree working full-time in engineering internships and co-ops while taking their technical courses at night. Their learning culminates in the form of a senior paper that describes their technical, design, and professional learning both in the classroom and on the job.

Communities of practice can be described using five epistemic frames: knowledge, skills, values, identity, and epistemology. Students participating in practice-based learning settings are part of a unique community of practice that bridges their engineering learning and coursework with their engineering work at their internships or co-ops. Excerpts from the senior papers were grouped into the five epistemic frames to answer the following research questions: 1) How frequently do students discuss each of the five epistemic frame elements in their senior paper?, 2) How frequently do these epistemic frame elements co-occur within their senior paper?, and 3) Do instances of co-occurrence provide us with insight into student learning?

This study demonstrates the potential of epistemic network analysis to be used to better understand student learning in practice-based engineering environments. By performing analysis on a set of ten senior paper excerpts, it was shown that students mention all or most of the five epistemic frame elements (Knowledge, Skills, Identity, Values, and Epistemology), that these frame elements co-occur with enough frequency to create epistemic networks, and that these epistemic networks align with the student writing and provide insight on how students are integrating their learning.

Citation
Format

Singelmann, L., & Christensen, D., & Pluskwik, E., & Wang, Y. (2024, June), Validating the Use of Epistemic Network Analysis to Describe the Nature of Learning in Practice-Based Learning Settings Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/48251

TY  - CPAPER
AB  - To meet the needs of our evolving world, engineers must play a role in tackling complex problems that consider not only technical, but also socioeconomic, cultural, and environmental factors. Practice-based learning is a unique pedagogical model that gives students experience working with complex problems in authentic work settings while they are completing their engineering coursework. This approach allows them to practice working with complex problems in a space where they can grow and develop. Practice-based learning environments are defined by the presence of an authentic engineering practice experience, the support of learners’ agency as they develop professionally, and the opportunity to work and learn simultaneously. This integration of learning and work environments offers a unique opportunity for students to develop as practicing engineers, but it is challenging to describe the nature and extent of learning occurring. 

To gain a better understanding of the nature of learning in practice-based settings, epistemic network analysis (ENA) and the Community of Practice framework may be of value. Therefore, the goal of this paper is to determine the potential validity of using ENA and Community of Practice framework elements. The preliminary coding scheme was developed using a dataset of ten senior papers written by students in a practice-based learning program. Students spend their last four semesters of their engineering degree working full-time in engineering internships and co-ops while taking their technical courses at night. Their learning culminates in the form of a senior paper that describes their technical, design, and professional learning both in the classroom and on the job. 

Communities of practice can be described using five epistemic frames: knowledge, skills, values, identity, and epistemology. Students participating in practice-based learning settings are part of a unique community of practice that bridges their engineering learning and coursework with their engineering work at their internships or co-ops. Excerpts from the senior papers were grouped into the five epistemic frames to answer the following research questions: 1) How frequently do students discuss each of the five epistemic frame elements in their senior paper?, 2) How frequently do these epistemic frame elements co-occur within their senior paper?, and 3) Do instances of co-occurrence provide us with insight into student learning?

This study demonstrates the potential of epistemic network analysis to be used to better understand student learning in practice-based engineering environments. By performing analysis on a set of ten senior paper excerpts, it was shown that students mention all or most of the five epistemic frame elements (Knowledge, Skills, Identity, Values, and Epistemology), that these frame elements co-occur with enough frequency to create epistemic networks, and that these epistemic networks align with the student writing and provide insight on how students are integrating their learning.

AU  - Lauren Singelmann
AU  - Darcie Christensen
AU  - Elizabeth Pluskwik
AU  - Yuezhou Wang
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Validating the Use of Epistemic Network Analysis to Describe the Nature of Learning in Practice-Based Learning Settings
UR  - https://strategy.asee.org/48251
ER  -