Ticketed event: $40.00
The purpose of this session is to introduce participants to inquiry methods other than surveys and have them practice matching methods to inquiry questions and scenarios. This will help early career educational researchers improve their own evaluation methodology by giving them both the language of and practice with inquiry methods. Ultimately, participants will be able to answer inquiry methods without solely relying on a survey. Therefore, while this workshop embodies the goals of the ERM division, the target audience is not current ERM members. Instead the target audience is members of the broader ASEE community who may have an interest in inquiry methods, but lack the experience.
In order to fulfill this purpose, this 3 hour workshop will cover 4 main content areas: terminology and inquiry question development, quantitative methods, qualitative methods, and mixed methods. Within each of the sections, multiple inquiry methods will be introduced and discussed. An example of applying the technique to a STEM education question will be illustrated via video of the faculty member implementing it, and participants will have the opportunity to apply the methods discussed to their own inquiry question.
Quantitative methods to be covered include tests (i.e. FE exam), rubrics, inventories (i.e. index of learning styles), and archival data. Qualitative methods to be covered include interviews (including focus groups), document analysis (i.e. journals, syllabi), observations, and personal experience methods (i.e. chronicles, autobiographies).
The activities imbedded throughout the workshop include participants developing their own inquiry question, working in groups to match inquiry techniques to scenarios actually implemented (and then often presented at both annual and regional ASEE conferences), identifying inquiry methods to utilize with participants’ inquiry questions, critiquing inquiry questions and methods, and verbalizing a personal plan for continued work in educational inquiry.
Dr. Shannon M. Sipes
Shannon M. Sipes has served as the director of assessment at Rose-Hulman Institute of Technology since 2004. She is a unique resource for faculty with her background in social science and education combined with experience applying it to STEM fields. Sipes holds B.S. and M.A. degrees in psychology and is currently finishing her Ph.D. in curriculum and instruction with a focus on higher education. In her current professional role, Sipes performs assessment functions at all levels, from small classroom projects through assessment at the institute level. Additionally, she spends a substantial portion of her time collaborating with faculty on educational research projects and grant-funded projects requiring an assessment component. Her own research interests are in inquiry methodology, gifted students, and curriculum design.
Sarah A. Forbes is currently the director of data management and reporting at Rose-Hulman Institute of Technology, managing data and data reporting for all functional units on campus. She acts as a liaison between faculty members and institutional databases, helping to match archival data to faculty needs. Additionally, Forbes administers survey data collection on campus involving large groups. She holds B.A. and M.A. degrees in psychology and is currently finishing her Ph.D. in curriculum and instruction with a focus on higher education. Her research interests are in first-year student retention, effectiveness of first-year seminars, and the impact of locus of control on academic success.