We are glad to present Dr. Sandra Cairncross as an invited speaker of the SRL lab.

Title: Researching Engineering Education: Some Philosophical Considerations

Abstract: Enhancements to teaching, learning and assessment in engineering require the underpinning of research and scholarship into the academic practice of engineering education as well as that of disciplined based research, if they are to lead to lasting benefits for students. Research into engineering education can take different forms ranging from large scale multi-institutional studies to cross-institutional impact analysis to individual teachers undertaking action research and can often be challenging, requiring an understanding of not only how students learn but also an understanding of educational research methods. There are a variety of different and often contradictory approaches to educational research which can make it difficult for the novice researcher to decide which one to select for a given study. Indeed many academics, when first embarking on research into education, naturally draw upon the research methods associated with their own discipline. However the most appropriate method for researching a given subject is not necessarily the most appropriate for researching the education of that subject. A case study is presented on the experiences of one researcher into engineering education research, as they diversified from methods rooted in their own discipline into methods borrowed from other disciplines. Consideration of underlying philosophical concepts frames this journey in a wider context, allowing key concerns to be explored. These concerns include the value of controlled experiments in the context of engineering education and the use of interpretativist approaches to illuminate particular situations. The importance of understanding different methodologies, and the claims that they can support, will be discussed, both in the context of conducting one's own research but also in the context of interpreting the work of others, thereby enabling researchers to take a more critical approach. This is of particular importance when seeking to apply findings of others to one's own practice as well as placing one's own research in an appropriate theoretical context. Ethical issues are also considered. Educational research should be prompted by a desire to improve the common good and should seek to minimise harm to learners. Ethical considerations should inform both the conduct of the research and the dissemination of findings. This can prove problematic when undertaking practitioner-based research. Key aspects will be explored. These reflections will be useful to others embarking on their own research projects. Drawing upon key western philosophical traditions, social science theories and pedagogy, the paper argues that an understanding of key aspects of philosophy, in particular consideration of "what is knowledge?" and "how we come to know" can improve the design of investigations into how students learn, and how that learning can be enhanced.

Bio: Dr Sandra Cairncross was appointed as Dean of Engineering, Computing & Creative Industries in April 2008. Prior to that she was Associate Dean with responsibility for Academic Quality and Customer Service. Her role is to lead the strategic development of the Faculty, building on its excellent track record in supporting Scotland's knowledge based economy through providing a portfolio of academic programmes and engaging in research and knowledge transfer which are relevant to the needs of students, business and industry and other stakeholders. Dr Cairncross is Chartered Engineer and a member of the Institute of Educational Technology and a Fellow of the Higher Education Academy with a background in Interactive Media Design. She is a Senior Teaching Fellow at Edinburgh Napier and the focus of her doctoral students was how best to use new learning technologies to enhance teaching and learning and the student experience and has published in this area.

Location: Room 124 - H.R. Bright Building, Monday, October 12