Session T1B
Special Session - Mixed Methods in Engineering
Education: Developing Research Questions and
Mixing Tables
Erin Crede, Maura Borrego, and Elizabeth Creamer
Virginia Polytechnic Institute and State University, ecrede@vt.edu, mborrego@vt.edu, creamere@vt.edu
Abstract - The aim of this special session is to reintroduce the concept of “mixing” as a part of a mixed
methods
study
design.
Engineering
education
researchers are increasingly choosing mixed methods for
their study designs, but may not be obtaining the full
benefit from their use. In order to highlight specific
aspects of the definition of mixed methods research,
groups will establish a qualitative, quantitative and
“mixing” research questions using the topic of
Engineering Student Retention. Through collaborative
development of the mixing research question,
participants will be exposed to various ways to integrate
qualitative and quantitative data. After discussing the
combinations of qualitative, quantitative and mixing
research questions in the large group, participant teams
will sketch out possible mixing tables that integrate their
qualitative and quantitative data. Creation of the mixing
tables will further explore the integration possibilities,
allowing participants to explore ways to maximize the
potential of their data.
This session is highly
collaborative and encourages participation from
researchers from all backgrounds (qualitative,
quantitative and mixed methods) and experience levels.
Index Terms – mixed methods, mixing
SESSION DESCRIPTION
The aim of this special session is to re-introduce the concept
of “mixing” as a part of a mixed methods study design.
Engineering education researchers are increasingly choosing
mixed methods for their study designs, but may not be
obtaining the full benefit from their use. After a brief review
of some basic mixed methods terminology we will have
participants work in groups to develop research questions for
the topic of ENGINEERING STUDENT RETENTION. In
order to highlight specific aspects of the definition of mixed
methods research, groups will establish a qualitative,
quantitative and “mixing” research questions. Through
collaborative development of the mixing research question,
participants will be exposed to various ways to integrate
qualitative and quantitative data. After discussing the
combinations of qualitative, quantitative and mixing
research questions in the large group, participant teams are
then given time to sketch out possible mixing tables that
integrate their qualitative and quantitative data. Creation of
the mixing tables will further explore the integration
possibilities, allowing engineering education researchers to
maximize the potential of their data
GOALS OF THE SESSION
This session will address the following goals:
•
•
•
•
•
Review some basic concepts and terminology in
mixed methods research
Introduce/review the concept of “mixing” in mixed
methods research
Develop a “mixing” research question
Develop “mixing” tables
Discuss the implications of mixed methods designs
for future engineering education research
TARGET AUDIENCE
This special session is geared towards educational
researchers of all backgrounds and experience levels as well
as teachers/practitioners who may encounter mixed methods
in the literature. All researchers interested in using a mixed
methods approach for future studies, or those that may be
reviewing mixed methods publications are encouraged to
attend. Researchers from all experience levels and interests
will take something away from this session, whether
graduate students just beginning their research journey, to
experienced qualitative or quantitative researchers interested
in mixed methods collaborations, to practitioners who may
read or review classroom interventions using a mixed
methods design.
SESSION AGENDA
The following are the elements that will compose the session
agenda. It is anticipated that participants will spend about
15 minutes in each small group activity, and approximately
10 minutes for large group discussion. The remaining time
will be allocated as required to ensure participants have
adequate time for the group activities. The following are the
planned activities, however, these may change based on the
participants present.
•
Introduce the session facilitators
978-1-4244-6262-9/10/$26.00 ©2010 IEEE
October 27 - 30, 2010, Washington, DC
40th ASEE/IEEE Frontiers in Education Conference
T1B-1
Session T1B
•
Review the objectives for the session and a few key
mixed methods terms
•
Establish the topic for the day-Retention in
Engineering. Break participants into groups of 3-5.
•
Have participants work in teams to create
qualitative, quantitative and mixing questions.
Facilitators will roam about the room ensuring that
groups do not jump immediately to a “design”.
Teams are encouraged to come up with multiple
questions, as long as at least one of the questions is
a true “mixing” question.
•
Discuss the research questions as a large group,
creating a “session list” of research questions for
the large group.
•
•
•
and collaboration that are central to the mixing discussion.
This special session will provide an opportunity for
qualitative and quantitative researchers to engage in
collaborative discussions regarding how to mix the data,
both in the form of research questions and developing
mixing tables. Research discussions during this special
session will provide a launch pad for collaborations in future
research settings, bringing researchers together who might
not have interacted otherwise. Finally, the nature of the
research questions addressed by engineering education
researchers provide a unique opportunity to contribute to
two growing fields: engineering education and mixed
methods research.
SESSION MATERIALS
For this session we would like the following materials:
Participants break back into groups. They may
choose to work with the original table or with a
new group based on the research questions chosen.
Each group will select a set of research questions
from the session list and create possible mixing
tables they might consider for their study.
•
Discuss mixing tables as a large group, using these
to create additional “research questions” that the
newly integrated data might generate.
•
Close the session by reviewing the session events
and solicit any additional questions from the
participants. Encourage individuals to exchange
contact
information
for
any
interesting
collaborations that may have resulted from the
group discussions.
SESSION IMPLICATIONS FOR FUTURE WORK
The research questions posed by engineering education
researchers are often best addressed using a mixed methods
approach. In a content analysis performed by a member of
the session team, engineering education researchers are
using mixed methods to a large extent for their research
designs. Introducing researchers to another way of looking
at data integration has the potential to not only create
avenues for more mixed methods studies, but will increase
the rigor with which engineering education researchers use
mixed methods designs.
Additionally, through team
activities, engineering education researchers will have
firsthand experience creating mixed methods research
questions, which may lead to future collaborations among
participants
JUSTIFICATION FOR SPECIAL SESSION
The complexity and time consuming nature of mixed
methods designs often requires the use of research teams to
complete a study. The timeline for a paper session would
only allow presentation of mixed methods terminology
(available in textbooks) and not foster the level of interaction
•
Round or square tables where teams can work on
designing research questions and diagramming
tables.
Three large pads of easel paper, 24 in x 36 in (or
similar) so that participants can showcase their
work to other groups
Projector to hook up a lap top computer
Facilitators will provide the markers, copy paper and other
miscellaneous materials.
AUTHOR INFORMATION
Erin Crede, Doctoral Student, Department of Engineering
Education, Virginia Tech, ecrede@vt.edu
Erin D. Crede is a PhD student at Virginia Tech, where she
also completed her B.S and M.S in Aerospace Engineering.
Her doctoral research focuses on the social aspects of
graduate education in engineering departments with
internationally diverse populations using a mixed methods
approach.
Maura Borrego, Assistant Professor and Director of the
Graduate Program, Department of Engineering Education
Virginia Tech, mborrego@vt.edu
MAURA BORREGO is an assistant professor of
Engineering Education at Virginia Tech. Dr. Borrego holds
an M.S. and Ph.D. in Materials Science and Engineering
from Stanford University. Her current research interests
center around interdisciplinary graduate education, for which
she was awarded a U.S. NSF CAREER grant and
Presidential Early Career Award (PECASE).
Elizabeth G. Creamer, Professor, Department of
Educational Research and Evaluation, Virginia Tech,
creamere@vt.edu
978-1-4244-6262-9/10/$26.00 ©2010 IEEE
October 27 - 30, 2010, Washington, DC
40th ASEE/IEEE Frontiers in Education Conference
T1B-2
Session T1B
Dr. Elizabeth G. Creamer is professor of educational
research and evaluation in the School of Education at
Virginia Tech where she teaches graduate courses in mixed
methods and qualitative research methods. Creamer is the
author or co-author of 3 books and over 60 referred articles
and book chapters and has made presentations in 10 different
international and 50 national venues. Creamer has served as
the Director of Research and Evaluation of the ADVANCE
Project at Virginia Tech since 2004. She is the principal
investigator (PI) or co-principal investigator of over $4
million in external funding, with three projects funded by the
National Science Foundation related to women’s interest and
success in science, engineering, and technology fields.
978-1-4244-6262-9/10/$26.00 ©2010 IEEE
October 27 - 30, 2010, Washington, DC
40th ASEE/IEEE Frontiers in Education Conference
T1B-3