FIE 2010 Mixed Methods Workshop Proposal

Workshop Proposal
Frontiers in Education 2010 Conference
Dr. Elizabeth G. Creamer
Professor, Educational Research and Evaluation
School of Education
Virginia Polytechnic Institute and State University
Email: [email protected]
Phone: (540) 230-8441
Erin Crede
Doctoral Student
Department of Engineering Education
College of Engineering
Virginia Polytechnic Institute and State University
Email: [email protected]
The over-riding purpose of the workshop is to advance the understanding of mixed
methods research among engineering educators.
1. To acquaint audience members with some of the major distinguishing
characteristics of mixed methods research and mixed methods purpose statements.
2. To illustrate ways that mixed and multi-methods research have been used in
engineering education.
3. To provide examples of different strategies that have been used to integrate
qualitative and quantitative data in mixed methods research.
4. To share experiences in conducting mixed methods research and identify some of
the challenges.
Researchers and practitioners have long combined qualitative and quantitative data
collection techniques to address complex social and educational issues, but not until the
last decade has there been concerted dialogue to elevate state of knowledge about the
topic from a method to a methodology that is complete with a stated philosophy,
language, and systematic approach to procedures for data collection and analysis. Some
authors have gone so far as to label the emerging consensus about mixed methods as a
third methological movement. Central to the claim that mixed methods enhances validity,
is the challenge about how to mix, integrate, or triangulate the qualitative and quantitative
data collected during the course of a single study or series of studies.
This workshop will introduce practitioners and scholars in engineering education to
mixed methods as a research methodology. It will provide examples of the way mixed
methods research has been conducted in engineering education and ways that qualitative
and quantitave data have been “mixed.” Participants will have the opportunity to develop
ideas for mixed methods research projects and to consider ways to mix the data.
(10 minutes) Introduce workshop facilitators and provide an overview of the workshop.
(10 minutes) Assess knowledge, experience of members of the audience with mixed
methods research.
(10 minutes) Review the definition, “value added” by the use of mixed methods research,
and what distinguishes it from multi-methods research.
(30 minutes) Provide examples of the ways mixed methods research has been used in
engineering education, including both the topics and most common designs. Other
examples will be collected from members of the audience.
(40 minutes) Identify key components of a purpose statement for a mixed methods
research, using a model.
Activity 1 for participants: Organize into three groups, each lead by one of the
workshop facilitators. Each group prepares a draft of purpose statement for a mixed
methods research project on the same topic and identifies how the qualitative and
quantitative data might be collected.
(20 minutes) Review examples of how qualitative and quantitative data have been
integrated or “mixed” in previous research, including by using data transformation, and
discuss the type of conclusions that might emerge from the examples.
(30 minutes) Activity 2 for participants: As a group, discuss ways that the qualitative
and quantitative data in the study proposed in the first activity might be integrated.
(30 minutes) Identify key challenges in conducting and publishing mixed methods
research. Invite audience members to contribute the challenges they encountered in their
own research.
This workshop is targeted to an audience of graduate students and faculty who have
experience with or an interest in conducting mixed methods research.