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Two instructors created a course in which five students read selected pioneers’ stories weekly, wrote weekly reflections, and completed a final synthesis. Student-led autoethnographic findings highlight themes that help students understand the field and form an engineering education researcher identity, alongside instructor observations about professional formation. 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 |  |  |\n\nSPRING 2021  \nThe Pioneers’ Stories As A Tool For Introducing Graduate Students To The Engineering Education Research Community  \nJEREMI LONDON Virginia Tech Blacksburg, VA  \nADAM CARBERRY Arizona State University Tempe, AZ  \nAISOSA AYELA-UWANGUE Intel Corporation  \nEUNSIL LEE  \nFlorida International University Miami, FL  \nMARK HUERTA  \nROHINI ABHYANKARAND  \nWEN HUANG  \nArizona State University Tempe, AZ  \nKEN YASUHARA University of Washington Seattle, WA  \nCHERYL ALLENDOERFER Shoreline Community College Shoreline, WA  \nSAMANTHA N. CRUZ University of Missouri-Columbia Columbia, MO  \nABSTRACT  \nThis study, framed with a socialization lens, discusses the impact of using stories about early contributors in engineering education (via results of the Engineering Education Pioneers Project) as a mechanism to help socialize the first cohort of graduate students in a new engineering education Ph. D. program. Two instructors designed a new course requiring five students to read selected pioneers’ stories weekly. Students subsequently wrote weekly reflections about the stories and submitted a final synthesis of their reflections at the end of the semester. Findings presented using a student-led autoethnographic approach include highlights and themes describing the overall impact of the pioneers’ stories to facilitate an understanding of the field and develop an identity as an engineering education researcher. Findings also include the instructors’ observations of the stories’impact on students’ professional formation. Implications for various stakeholders in the engineering education ecosystem are discussed.  \nKey words: Graduate PhD students, Career paths, Developmental theory  \nSPRING 2021 1  \nADVANCES IN ENGINEERING EDUCATION  \nThe Pioneers’ Stories As A Tool For Introducing Graduate Students To The Engineering Education Research Community  \nINTRODUCTION  \nThe field of engineering education has significantly grown over the last century (Froyd, Wankat,& Smith, 2012; Jesiek, Newswander, & Borrego, 2009) . Based on Fensham’s (2004) framework for describing indicators of a mature discipline, the development of entities like professional societies, scholarly research outlets, organizational units within academic institutions, and external support (e.g., National Science Foundation) dedicated to engineering education all serve as growing evidence anda foundation for this maturing field of scientific inquiry (Froyd & Lohman, 2014) . Noteworthy efforts giving credence to the field’s development include a recent synthesis in the Cambridge Handbook of Engineering Education Research (CHEER) (Johri & Olds, 2014) and the formation of Ph. D. programs solely focused on training and socializing the next generation of engineering education researchers. These entities collectively serve as strong indicators of a maturing discipline, community, or field (Fensham, 2004; Jesiek et al. , 2009) .  \nWith growth comes the need to identify foundational knowledge and to establish pathways or entry points into the field. Many mature fields have signposts, such as theories and techniques named after some of their leading scholars (e. g. , Newton’s Laws or Bandura’s Social Cognitive Theory), to help newcomers explore the field. Engineering education has yet to reach such a point, making it difficult for newcomers to explore established and potential pathways into engineering education research and to learn about the myriad of events and people that provide the context for such pursuits. This knowledge is essential to fully assimilate into the field and become a productive contributor.  \nFormal training to learn about the field of engineering education has begun to emerge at the doctoral level (Benson, Becker, Cooper, Griffin, & Smith, 2010); however, those interested in becoming part of the engineering education research field may or ma","cbCaisEGz6Owmip9","https://ap.wps.com/l/cbCaisEGz6Owmip9","pdf",961846,22,"English","# Introduction\n## Background: The growth and maturity of engineering education research\n## Need for pathways and foundational knowledge\n## Alternative approaches and the role of pioneers’ stories\n## The Engineering Education Pioneers Project and selection criteria","[{\"question\":\"What is the purpose of using pioneers’ stories in the engineering education Ph.D. course?\",\"answer\":\"The study examines whether pioneers’ stories help socialize first-cohort graduate students into the engineering education research community and support identity development as engineering education researchers.\"},{\"question\":\"How was the course structured for graduate students?\",\"answer\":\"Two instructors designed a course where five students read selected pioneers’ stories weekly, wrote weekly reflections, and submitted a final synthesis at the end of the semester.\"},{\"question\":\"How were outcomes analyzed in the study?\",\"answer\":\"Findings were presented using a student-led autoethnographic approach, including themes about overall impact, plus instructors’ observations about professional formation.\"}]","The Pioneers’ Stories As A Tool For Introducing Graduate Students To The Engineering Education Research Community - read online free | PDF",1792068722,55]