Nelson, Lindsey and Alice L. Pawley. “Using the Emergent Methodology of Domain Analysis to Answer Complex Research Questions.” Presented at the 2010 American Society for Engineering Education National Conference and Exposition, Louisville KY, June 20-23 2010.
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ASEE 2010: Using the Emergent Methodology of Domain Analysis to Answer Complex Research Questions.
1. Using the Emergent Methodology of Domain Analysis to Answer Complex Questions Lindsey Nelson, School of Engineering Education, Purdue University Alice L. Pawley, School of Engineering Education, Purdue University
2. complex questions situated in a social environment answered differently by different people open-ended connected to other questions 1 emergent domain analysiscomplex questions
3. complex questions situated in a social environment answered differently by different people open-ended connected to other questions everywhere in engineering education research 1 emergent domain analysiscomplex questions
4. complex questions What is change in engineering education? What knowledge characterizes engineering? How do engineering education researchers conduct research? How does engineering culture shape engineering teaching? What is engineering design? What are best practices to encourage diversity? The Research Agenda for the New Discipline of Engineering Education. 2006. 2 emergent domain analysiscomplex questions
5. answering complex questions situated in a social environment people behavior 3 emergent domain analysiscomplex questions
6. answering complex questions situated in a social environment people behavior How is design understood within engineering education? 3 emergent domain analysiscomplex questions
7. answering complex questions situated in a social environment people behavior How is design understood within engineering education? Why is innovation valued by engineering? 3 emergent domain analysiscomplex questions
8. answering complex questions situated in a social environment people behavior How is design understood within engineering education? Why is innovation valued by engineering? How do engineering education researchersresearch gender? 3 emergent domain analysiscomplex questions
9. domain analysis Spradley (1980) Spradley’s 4 Iterative Steps Locate a social environment to observe Decide what evidence already present in the environment helps you answer your question Identify the inter-relationships between the evidence Organize these relationships according to a question tree Spradley, James. 1980. Participant observation. How do engineering education researchersresearch gender? 4 emergent domain analysiscomplex questions
10. domain analysis Spradley (1980) Spradley’s 4 Iterative Steps Locate a social environment to observe Decide what evidence already present in the environment helps you answer your question Identify the inter-relationships between the evidence Organize these relationships according to a question tree Spradley, James. 1980. Participant observation. How do engineering education researchersresearch gender? 4 emergent domain analysiscomplex questions
11. domain analysis Spradley (1980) Spradley’s 4 Iterative Steps Locate a social environment to observe Decide what evidence already present in the environment helps you answer your question Identify the inter-relationships between the evidence Organize these relationships according to a question tree Spradley, James. 1980. Participant observation. How do engineering education researchersresearch gender? 4 emergent domain analysiscomplex questions
12. domain analysis Spradley (1980) Spradley’s 4 Iterative Steps Locate a social environment to observe Decide what evidence already present in the environment helps you answer your question Identify the inter-relationships between the evidence Organize these relationships according to a question tree Spradley, James. 1980. Participant observation. How do engineering education researchersresearch gender? 4 emergent domain analysiscomplex questions
13. 1. choose a social situation Questions to ask How can I draw a boundary around my inquiry? How do engineering education researchersresearch gender? 5 emergent domain analysiscomplex questions
14. 1. choose a social situation Questions to ask How can I draw a boundary around my inquiry? Will I see what I am hoping to see multiple times? How do engineering education researchersresearch gender? 5 emergent domain analysiscomplex questions
15. 1. choose a social situation Questions to ask How can I draw a boundary around my inquiry? Will I see what I am hoping to see multiple times? Do I have access to the environment? How do engineering education researchersresearch gender? 5 emergent domain analysiscomplex questions
16. 1. choose a social situation Questions to ask How can I draw a boundaryaround my inquiry? Will I see what I am hoping to see multiple times? Do I have access to the environment? Will my participation be discreet? Who do I need to ask if I wanted access? How might I participate within the environment? How do engineering education researchersresearch gender? 5 emergent domain analysiscomplex questions
17. 1. choose a social situation Questions to ask How can I draw a boundaryaround my inquiry? Will I see what I am hoping to see multiple times? Do I have access to the environment? Will my participation be discreet? Who do I need to ask if I wanted access? How might I participate within the environment? How do engineering education researchersresearch gender? 5 emergent domain analysiscomplex questions
18. 2. identify evidence use “common sense” what features do you notice? but go deeper Space Activity Object Time Feeling Actors Act Event Goal How do engineering education researchersresearch gender? 6 emergent domain analysiscomplex questions
19. 2. identify evidence use “common sense” what features do you notice? but go deeper Space Activity Object Time Feeling Actors Event Act Goal How do engineering education researchersresearch gender? 6 emergent domain analysiscomplex questions
20. 3. identify inter-relationships Spradley (1980) Spradley’s 9 types of inter-relationships Strict Inclusion: X is a kind of Y Spatial: X is a part of Y Cause-effect: X is the result of Y Rationale: X is a reason for doing Y Location-for-action: X is a place to do Y Function: X is used for Y Means-End: X is a way to do Y Sequence: X is a step in Y Attribution: X is a characteristic of Y How do engineering education researchersresearch gender? 7 emergent domain analysiscomplex questions
21. 3. identify inter-relationships Spradley (1980) Spradley’s 9 types of inter-relationships Strict Inclusion: X is a kind of Y Spatial: X is a part of Y Cause-effect: X is the result of Y Rationale: X is a reason for doing Y Location-for-action: X is a place to do Y Function: X is used for Y Means-End: X is a way to do Y Sequence: X is a step in Y Attribution: X is a characteristic of Y How do engineering education researchersresearch gender? 7 emergent domain analysiscomplex questions
22. 3. identify inter-relationships Spradley (1980) Spradley’s 9 types of inter-relationships Strict Inclusion: X is a kind of Y Spatial: X is a part of Y Cause-effect: X is the result of Y Rationale: X is a reason for doing Y Location-for-action: X is a place to do Y Function: X is used for Y Means-End: X is a way to do Y Sequence: X is a step in Y Attribution: X is a characteristic of Y How do engineering education researchersresearch gender? 7 emergent domain analysiscomplex questions
23. 3. identify inter-relationships Spradley (1980) Spradley’s 9 types of inter-relationships Strict Inclusion: X is a kind of Y Spatial: X is a part of Y Cause-effect: X is the result of Y Rationale: X is a reason for doing Y Location-for-action: X is a place to do Y Function: X is used for Y Means-End: X is a way to do Y Sequence: X is a step in Y Attribution: X is a characteristic of Y How do engineering education researchersresearch gender? 7 emergent domain analysiscomplex questions
24. 3. identify inter-relationships Spradley (1980) Spradley’s 9 types of inter-relationships Strict Inclusion: X is a kind of Y Spatial: X is a part of Y Cause-effect: X is the result of Y Rationale: X is a reason for doing Y Location-for-action: X is a place to do Y Function: X is used for Y Means-End: X is a way to do Y Sequence: X is a step in Y Attribution: X is a characteristic of Y How do engineering education researchersresearch gender? 7 emergent domain analysiscomplex questions
25. 3. identify inter-relationships Spradley (1980) Spradley’s 9 types of inter-relationships Strict Inclusion: X is a kind of Y Spatial: X is a part of Y Cause-effect: X is the result of Y Rationale: X is a reason for doing Y Location-for-action: X is a place to do Y Function: X is used for Y Means-End: X is a way to do Y Sequence: X is a step in Y Attribution: X is a characteristic of Y How do engineering education researchersresearch gender? 7 emergent domain analysiscomplex questions
26. 3. identify inter-relationships Spradley (1980) Spradley’s 9 types of inter-relationships Strict Inclusion: X is a kind of Y Spatial: X is a part of Y Cause-effect: X is the result of Y Rationale: X is a reason for doing Y Location-for-action: X is a place to do Y Function: X is used for Y Means-End: X is a way to do Y Sequence: X is a step in Y Attribution: X is a characteristic of Y How do engineering education researchersresearch gender? 7 emergent domain analysiscomplex questions
27. 3. identify inter-relationships Spradley (1980) Spradley’s 9 types of inter-relationships Strict Inclusion: X is a kind of Y Spatial: X is a part of Y Cause-effect: X is the result of Y Rationale: X is a reason for doing Y Location-for-action: X is a place to do Y Function: X is used for Y Means-End: X is a way to do Y Sequence: X is a step in Y Attribution: X is a characteristic of Y What characteristics are common among researchers conducting research at the intersection of gender and engineering education? How do engineering education researchersresearch gender? 7 emergent domain analysiscomplex questions
28. 4. construct a question tree begin with your complex question describe your initial observations rely on inter-relationships explain your sense-making path How do engineering education researchersresearch gender? 8 emergent domain analysiscomplex questions
29. reflections on the method How do engineering education researchersresearch gender? 9 emergentdomain analysis complex questions
30. reflections on the method strongly iterative avenue for rich description of social situation requires systematic gathering of evidence valuable for identifying things present and absent easily grows out of scope can inform future practice How do engineering education researchersresearch gender? 9 emergentdomain analysis complex questions
31. reflections on the method strongly iterative avenue for rich description of social situation requires systematic gathering of evidence valuable for identifying things present and absent easily grows out of scope can inform future practice How do engineering education researchersresearch gender? 9 emergentdomain analysis complex questions
32. reflections on the method strongly iterative avenue for rich description of social situation requires systematic gathering of evidence valuable for identifying things present and absent easily grows out of scope can inform future practice How do engineering education researchersresearch gender? 9 emergentdomain analysis complex questions
33. reflections on the method strongly iterative avenue for rich description of social situation requires systematic gathering of evidence valuable for identifying things present and absent easily grows out of scope can inform future practice How do engineering education researchersresearch gender? 9 emergentdomain analysis complex questions
34. our findings How do engineering education researchersresearch gender? Engineering education researchers rely on a demographic definition of gender. Most research cites underrepresentation as motivation to conduct gender research. Engineering education researchers incorporate very few theoretical frameworks when researching gender. In preparation, Journal of Engineering Education 10 emergentdomain analysis complex questions
35. our recommendations How do engineering education researchersresearch gender? 1. Identify other theoretically appropriate reasons to conduct research around gender 2. Explore how engineers and engineering perform masculinities and feminities 3. Translate and test theories of gender from other disciplines within specific engineering contexts 4. Incorporate gender and other forms of diversity in “holistic, integrated engineering education” In preparation, Journal of Engineering Education 11 emergentdomain analysis complex questions
36. Domain analysisQuestions, questions and questionsDirections emergeLocate site to workRemember study’s purposeVery importantConnect the questionsDeepen our understandingAnd locate the gapsMain goal of methodPractical and relevantRecommendations
37. Using the Emergent Methodology of Domain Analysis to Answer Complex Questions Lindsey Nelson Alice L. Pawley lnelson@purdue.eduapawley@purdue.edu feministengineering.org
Hinweis der Redaktion
Space- physical placeActor- people involvedGoal- things people are trying to accomplishObject- physical things present (words on the page)Time- sequencing through timeAct- single action that people do “Ask an interview question” Activity- set of related acts “Annual retreat for new female faculty” “Give a lecture series about diversity issues”, “Use an appropriate technology in teaching”Event- a set of related activities “Mentoring programs”Feeling- emotions expressed