การวจยเชงคณภาพ เปนเครองมอสำคญอยางหนงสำหรบทำความเขาใจสงคมและพฤตกรรมมนษย การวจยแบบการสรางทฤษฎจากขอมล กเปนหนงในหลายระเบยบวธการวจยเชงคณภาพทกำลงไดรบความสนใจ และเปนทนยมเพมสงขนเรอยๆ จากนกวชาการ และนกวจยในสาขาสงคมศาสตร และศาสตรอนๆ เชน พฤตกรรมศาสตร สงคมวทยา สาธารณสขศาสตร พยาบาลศาสตร จตวทยาสงคม ศกษาศาสตร รฐศาสตร และสารสนเทศศกษา ดงนน หนงสอเรอง “ConstructingGrounded Theory: A Practical Guide through Qualitative Analysis” หรอ “การสรางทฤษฎจากขอมล:แนวทางการปฏบตผานการวเคราะหเชงคณภาพ” จะชวยใหผอานมความรความเขาใจถงพฒนาการของปฏบตการวจยแบบสรางทฤษฎจากขอมล ตลอดจนแนวทาง และกระบวนการปฏบตการวจยอยางเปนระบบ จงเปนหนงสอทควรคาแกการอานโดยเฉพาะนกวจยรนใหม เพอเปนแนวทางในการนำความรความเขาใจไประยกตในงานวจยของตน อกทงนกวจยผเชยวชาญสามารถอานเพอขยายมโนทศนดานวจยใหกวางขวางขน

Constructing Grounded Theory: A Practical Guide through Qualitative Analysis

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Mindset The New Psychology Of Success

ichelle Madsen Camacho and Susan M. Lord released The Borderlands of Education: Latinas in Engineering in 2013. The 2017 paperback release provides a catalyst for engineering educators, field professionals, and those who study engineering education to revisit structural and cultural patterns that are changing or holding back programs from the gender parity enjoyed in most other STEM fields. The authors frame the text in critical race and Chicana feminist theory. Camacho and Lord’s use of the term “borderlands” in the title is a nod to the work of Gloria Anzaldua’s “Borderlands/La Frontera” (1987). In Anzaldua’s semi-autobiographical work, she theorizes through essays and poems the concept of border identities and the complexities of living at the border. Identifying as a queer Chicana feminist, Anzaldua draws on the history of the U.S./Mexico border examining power and oppression across borders of gender, sexuality, and ethnicity. The physical and imagined borders produce a “mezcla” or hybridity of experience that locates an actor in a liminal space between worlds. Camacho and Lord write that engineering is a borderland field. Engineering has been largely absent from primary and secondary education, as well as from the breadth of experience of nonengineering college students. Often isolated from other programs, engineering is not usually part of the college general education curriculum the way that math, biology, or even sociology might be. Furthermore, as an elite white male (straight) space, the presence of STEM-ready Latina bodies is an exponential disruption. Latina engineering students live in the in-between world: as Latina engineers, they are aberrations both in the engineering world, as well as in the communities they call home. As a white female engineer (Lord) and a Latina sociologist (Camacho), both authors experience the borderlands in their fields. Lord’s account of the importance of a feminist studies class during her graduate education hints at the importance of feminist and critical race curriculum for all (women) engineers. She wrote, “The most difficult challenges for me in graduate school were not technical but social” (p. 15). The feminist studies class allowed her to situate her personal experience in a larger context of like experiences. Sociology educators know well the power of that moment when their own students make that connection between their personal M

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The Borderlands of Education: Latinas in Engineering by Michelle Madsen Camacho and Susan M. Lord

Research on the role of grit – defined as both perseverance and passion for long-term goals – on human performance has been conducted for the past decade. It has been suggested that this non-cognit...

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The study of grit in engineering education research: a systematic literature review

Spatial Ability Degradation in Undergraduate Mechanical Engineering Students During the Winter Semester Break by Benjamin J. Call, Doctor of Philosophy Utah State University, 2018 Major Professor: Dr. Wade H. Goodridge Department: Engineering Education While spatial ability has a well-researched correlation with success in engineering, both academically and professionally, the vast majority of research is limited to short-term effects. Researchers have statistically shown that most interventions have a positive impact on spatial ability and claim that the impact is enduring. However, quantifying the duration of impact generally suffers from two limitations: 1) there is not a sufficient gap to determine if the impact endures, i.e., most research fails to follow up with participants more than a week later; and 2) no allowance is made for the influence of non-deliberate factors that may be increasing the spatial ability of participants. The nondeliberate factor of particular concern in this paper is undergraduate engineering coursework (Engineering Graphics and Statics) which have been correlated with increases in spatial ability – thus rendering them a type of indirect intervention even if they are not generally recognized as such. The research presented herein tracked changes in undergraduate engineering students’ spatial ability during the winter academic break following three courses

Spatial Ability Degradation in Undergraduate Mechanical Engineering Students during the Winter Semester Break.

As the call to increase entrepreneurial training within academic engineering institutions increases, understanding the target audience and its motivations becomes increasingly important. This qualitative research study provides insight into the backgrounds and motivations of engineering students who exhibited high entrepreneurial interest during their sophomore or junior year. Students taking a Technical Communication for Engineers course were given a series of entrepreneurial interest questions. Those students whose scores indicated high interest were invited to participate in interviews to discuss their interest. Some of the students received entrepreneurship peer mentoring, while others did not. Grounded Theory analysis was performed, and the central theme of family role models was identified. Additional themes include other role models, communication, persistence, and overlap of skills between engineering and entrepreneurship.

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Entrepreneurial Motivations for High-Interest Students

This work in progress initiated an investigation into an intervention focused on entrepreneurial training that was implemented in the delivery of a “Technical Communication for Engineers” course at a western research university. The course was delivered through multiple separate sections and was taught by two instructors using the same curriculum. The control-group approach utilized an established method to help engineers and computer scientists learn technical communication by writing a technical proposal as a team. The treatment-group approach included providing entrepreneurial training and consulting through lectures and one-on-one consultations provided by student consultants from the university's Entrepreneurship Club. Student consultants were trained in Glauser's NERCM principles for business consulting. The impact measurement of the intervention focuses on the results of students taking the Abbreviated Torrance Test for Adults (ATTA) creativity assessment and Dweck's growth-vs-fixed Mindset survey. Lagged regression in quasi-experimental statistics will be utilized to compare results from a pre- and post-delivery of the test instruments taken before the entrepreneurial lectures begin and then again at the end of the course. Random selection of students from a convenience sample with an opt-out enrollment process was utilized. Additionally, a task value survey and an entrepreneurial intent survey were given to the students to develop an understanding of their views of this teaching method based upon the perceived value of the course.

Melissa H. Scheaffer

Papers

Entrepreneurial Motivations for High-Interest Students

Entrepreneurial curriculum in an Engineering Technical Communication course: Looking for impact on creativity and mindset