Branding/Logomark Created with Sketch. minus Created with Sketch. arrow-point-to-down Created with Sketch. Citation Created with Sketch. Combined Shape Created with Sketch. Icon/Bookmark Created with Sketch. Icon/Bookmark-empty Created with Sketch. Icon/Copy Created with Sketch. 2AC24B92-E380-4A24-A7FB-E0AC4B6F468D Created with sketchtool. ADDA8D13-C2F5-4358-9B0E-1C359912CA41 Created with sketchtool. Icon/Collection Icon/Close Copy 7 Icon/List Created with Sketch.
Loading Scinapse...
Maura Borrego
Virginia Tech
Citations
1940
H-index
25
Publications 94
Most Citations
Maura Borrego25
Estimated H-index: 25
(Virginia Tech),
Elliot P. Douglas21
Estimated H-index: 21
(University of Florida),
Catherine T. Amelink5
Estimated H-index: 5
(Virginia Tech)
The purpose of this research review is to open dialog about quantitative, qualitative, and mixed research methods in engineering education research. Our position is that no particular method is privileged over any other. Rather, the choice must be driven by the research questions. For each approach we offer a definition, aims, appropriate research questions, evaluation criteria, and examples from ...
Ref 113Cited 276 Download Pdf Cite this paper
Maura Borrego25
Estimated H-index: 25
(Virginia Tech),
Jeffrey E. Froyd17
Estimated H-index: 17
(Texas A&M University),
T. Simin Hall3
Estimated H-index: 3
(Virginia Tech)
Background Despite decades of effort focused on improvement of engineering education, many recent advances have not resulted in systemic change. Diffusion of innovations theory is used to better understand this phenomenon. Purpose (Hypothesis) Research questions include: How widespread is awareness and adoption of established engineering education innovations? Are there differences by discipline o...
Ref 73Cited 159 Source Cite this paper
Maura Borrego25
Estimated H-index: 25
(Virginia Tech),
Jonte Bernhard12
Estimated H-index: 12
(Linköping University)
BACKGROUNDIn recent years, engineering education research (EER) has emerged as an internationally connectedfield of inquiry through the establishment of EER conferences, interest groups within engi ...
Ref 79Cited 93 Source Cite this paper
Maura Borrego25
Estimated H-index: 25
(Virginia Tech)
A combination of publication analysis and faculty interviews was employed to study four NSF-sponsored engineering education coalitions as a case study of the recent history of engineering education. Current calls within the engineering education community for increased rigor can be understood in terms of the ways similar disciplines have emerged. In science education, for example, time was needed ...
Ref 36Cited 91 Source Cite this paper
Maura Borrego25
Estimated H-index: 25
(Virginia Tech),
Lynita K. Newswander7
Estimated H-index: 7
(Virginia Tech)
This article employs theory to demonstrate the characteristics of successful cross-disciplinary engineering education collaborations. Specifically, we analyzed data from interviews with 24 recent Journal of Engineering Education authors from engineer-nonengineer teams. Theoretical frameworks from education and psychology are used to ground the results and contribute to broader research on collabor...
Ref 19Cited 88 Download Pdf Cite this paper
Maura Borrego25
Estimated H-index: 25
(Virginia Tech)
This paper describes conceptual difficulties that may be experienced by engineering faculty as they become engineering education researchers. Observation, survey, and assessment data collected at the 2005 NSF-funded Rigorous Research in Engineering Education workshop were systematically analyzed to uncover the five difficulties encountered by engineering faculty learning to design rigorous educati...
Ref 33Cited 84 Download Pdf Cite this paper
Maura Borrego25
Estimated H-index: 25
(Virginia Tech),
Lynita K. Newswander7
Estimated H-index: 7
(Virginia Tech)
Combining the interdisciplinary studies (primarily humanities) literature with the content analysis of 129 successful National Science Foundation proposals written predominantly by science and engineering faculty members, the authors identify five categories of learning outcomes for interdisciplinary graduate education: disciplinary grounding, integration, teamwork, communication, and critical awa...
Ref 46Cited 80 Download Pdf Cite this paper
Maura Borrego25
Estimated H-index: 25
(Virginia Tech),
Stephanie Cutler6
Estimated H-index: 6
(Virginia Tech)
Background Interdisciplinary approaches are critical to solving the most pressing technological challenges. Despite the proliferation of graduate programs to fill this need, there is little archival literature identifying learning outcomes, learning experiences, or benchmarks for evaluating interdisciplinary graduate student learning. Purpose (Hypothesis) The purpose of this study is to understand...
Ref 27Cited 56 Source Cite this paper
Brent K. Jesiek10
Estimated H-index: 10
(Purdue University),
Lynita K. Newswander7
Estimated H-index: 7
(Virginia Tech),
Maura Borrego25
Estimated H-index: 25
(Virginia Tech)
Engineering education research has experienced a notable scale-up in recent years through the development of departments and degree programs, high-profile publication outlets, research agendas, and meetings. We begin by reviewing these developments, contextualizing them historically, and clarifying some relevant terminology. We then use observational data collected at the 2007 inaugural Internatio...
Ref 42Cited 55 Download Pdf Cite this paper
Maura Borrego25
Estimated H-index: 25
(Virginia Tech),
Charles Henderson22
Estimated H-index: 22
(Western Michigan University)
Background Prior efforts have built a knowledge base of effective undergraduate STEM pedagogies, yet rates of implementation remain low. Theories from higher education, management, communication, and other fields can inform change efforts but remain largely inaccessible to STEM education leaders, who are just beginning to view change as a scholarly endeavor informed by the research literature. Pur...
Ref 96Cited 51 Source Cite this paper
12345678910