Guest Editorial Special Issue on Using Enquiry-and-Design-Based Learning to Spur Epistemological and Identity Development of Engineering Students

This Special Issue of the IEEE Transactions on Education focuses on using enquiry-based design projects to spur engineering students’ development, so as to increase understanding and application of the relevant theories, foster higher rates of student development and achieve this in healthy and productive ways

FACE TO FACE AGAIN - REPORT FROM THE DOCTORAL SYMPOSIUM IN ENGINEERING EDUCATION RESEARCH AT SEFI 2022

The 6th Doctoral Symposium at SEFI 2022 attracted 20 doctoral students and 17 senior researchers. After two years as an online event during the pandemic, it was organised as a fully in-person event. In preparation, the doctoral students wrote extended abstracts to introduce themselves and their PhD projects, while the seniorsprovided reading recommendations and advice. The intense, full-day program was based on group discussions and interactive plenary sessions. The Doctoral Symposium was concluded by a session in which each participant presented their take-home message. This paper outlines how the Doctoral Symposium was organised and summarizes some of the documentation

The evolving nature of town centre management internationally and my advocacy for a strategic global-local approach to practice and research in this profession

Town centre management (TCM) as a practice-based concept has existed in the UK, North America and much of Western Europe for over twenty five years. TCM was first defined by Wells (1991, p. 24) in the academic literature as “a comprehensive response to competitive pressures, which involves development, management and promotion of both public and private areas within town centres, for the benefit of all concerned”. Yet, this concept has evolved considerably since its first inceptions in the 1980s as the public-private partnerships that manage high streets, districts, town centres, quarters and other place formats have themselves faced a period of unprecedented environmental and socio-economic changes in the matrix of our towns and cities. This DProf by Public Works project explores the author’s contribution to this evolving paradigm over a ten year period by advocating a global-local approach to the town centre management profession. Specific knowledge gaps addressed by the author over this period include the contribution of small and medium sized retailers to the vitality, diversity and viability of town centres in a number of European countries, a pan-European classification tool (typology) of town centre management schemes, the development of the UK’s first ever professional and academic qualifications in place management and the founding of the first-ever practice-based international interdisciplinary publication on the management of towns and cities – the Journal of Town and City Management. The author’s transformational learning experience over this period serves as a backdrop for reflection throughout. Finally, insights into the future of town centres are offered along with some of the key strategic challenges that the town centre management profession will need to address in the medium term in order to continue to thrive into the future

Compendium for Early Career Researchers in Mathematics Education

The purpose of this Open Access compendium, written by experienced researchers in mathematics education, is to serve as a resource for early career researchers in furthering their knowledge of the state of the field and disseminating their research through publishing. To accomplish this, the book is split into four sections: Empirical Methods, Important Mathematics Education Themes, Academic Writing and Academic Publishing, and a section Looking Ahead. The chapters are based on workshops that were presented in the Early Career Researcher Day at the 13th International Congress on Mathematical Education (ICME-13). The combination of presentations on methodological approaches and theoretical perspectives shaping the field in mathematics education research, as well as the strong emphasis on academic writing and publishing, offered strong insight into the theoretical and empirical bases of research in mathematics education for early career researchers in this field. Based on these presentations, the book provides a state-of-the-art overview of important theories from mathematics education and the broad variety of empirical approaches currently widely used in mathematics education research. This compendium supports early career researchers in selecting adequate theoretical approaches and adopting the most appropriate methodological approaches for their own research. Furthermore, it helps early career researchers in mathematics education to avoid common pitfalls and problems while writing up their research and it provides them with an overview of the most important journals for research in mathematics education, helping them to select the right venue for publishing and disseminating their work

Compendium for Early Career Researchers in Mathematics Education

The purpose of this Open Access compendium, written by experienced researchers in mathematics education, is to serve as a resource for early career researchers in furthering their knowledge of the state of the field and disseminating their research through publishing. To accomplish this, the book is split into four sections: Empirical Methods, Important Mathematics Education Themes, Academic Writing and Academic Publishing, and a section Looking Ahead. The chapters are based on workshops that were presented in the Early Career Researcher Day at the 13th International Congress on Mathematical Education (ICME-13). The combination of presentations on methodological approaches and theoretical perspectives shaping the field in mathematics education research, as well as the strong emphasis on academic writing and publishing, offered strong insight into the theoretical and empirical bases of research in mathematics education for early career researchers in this field. Based on these presentations, the book provides a state-of-the-art overview of important theories from mathematics education and the broad variety of empirical approaches currently widely used in mathematics education research. This compendium supports early career researchers in selecting adequate theoretical approaches and adopting the most appropriate methodological approaches for their own research. Furthermore, it helps early career researchers in mathematics education to avoid common pitfalls and problems while writing up their research and it provides them with an overview of the most important journals for research in mathematics education, helping them to select the right venue for publishing and disseminating their work

Making & Doing

How ten making & doing projects expand STS scholarship through a focus on knowledge expression and knowledge travel in addition to knowledge production. Making & doing projects expand STS scholarship to include the trajectories of STS knowledge flow beyond the boundaries of the field by actively interweaving knowledge expression and travel with knowledge production. In this edited volume, contributors from around the world present and critically assess ten empirical making & doing projects. They recount how their projects advance STS, and describe how they themselves learn from their interlocutors and the settings in which they do and share their STS work. A coda explains how the infrastructures of STS scholarship are broadening to include practices of making & doing. The contributors examine and reflect upon their dilemmas, frustrations, and failures, especially when these generate new practices that might not have occurred had their work not taken the form of making and doing scholarship. While each project raises a distinct set of scholarly issues, all of the projects include practices that express STS knowledge through “STS sensibilities” and attach those sensibilities to practices in empirical fields. The projects include one each in Argentina, Taiwan, Canada, and Denmark; two in the US; one in Austria, the UK, and multiple countries in Africa and Asia; one in the US and Latin America; one in the Netherlands and Australia; and one in an international network that includes members from Europe, the Americas, and Australia. Contributors Gary Lee Downey and Teun Zuiderent-Jerak; Yi-Ping Lin and Hsin-Hsing Chen; Dawn Nafus, Michael Guggenheim, Judith Kröll, and Bernd Kräftner; Hernán Thomas, Lucas Becerra, and Paula Juárez; Torben Elgaard Jensen, Andreas Birkbak, Anders Koed Madsen, and Anders Kristian Munk; Max Liboiron, Emily Simmonds, Edward Allen, Emily Wells, Jess Melvin, Alex Zahara, and Charles Mather; Jessica Mesman and Katherine Carroll; Nicholas Shapir

Unwrapping DIY enquiry: The study of 'enquiry' in DIY practice at individual, community & place levels

Do-It-Yourself (DIY) enquiry represents ownership over learning and action: figuring things out by oneself, experimenting, and questioning the state of things to find potential solutions to local concerns. It is an identifiable collective behaviour of self-reliance exhibited throughout our history but in the digital age and in societies with increasing levels of education, the way DIY practice unfolds is little understood. Traditional studies on public engagement in science and technology and perspectives on production of knowledge and technology have focused primarily on institutionally mediated methods of public participation and the validity of public contributions to established fields. This thesis research makes empirical, theoretical, and methodological contributions: using a multi-method approach and grounded theory for qualitative data analysis to explore DIY enquiry in practice, community, and place. The three in-depth case studies explore the nature of the production of knowledge, the role of technologies, and the barriers and opportunities to public engagement in DIY enquiry. Participant observation of a community of DIY practice reveals its inner processes, interactions, and framings of science and technology and how DIY practice is performed through DIY tool use and development. The design and facilitation of a DIY workshop series demonstrates the initial stages of engagement in DIY enquiry and reveals that barriers and opportunities to engagement are mediated by frame of mind, setting, facilitation, and interactions. The observation of place-based citizen initiatives of DIY enquiry reveals its range of interconnected actions: development of techniques and strategies for tool development, data interpretation, and leveraging of knowledge and stance for advocacy. Together the cases reveal the transformative power of DIY enquiry, how it builds knowledge, culture, and identity and that engagement requires curiosity, courage, commitment, and foundational competencies. They also reveal an inherent tension between DIY enquiry framed as a means (seeking collective/organised actionable goals) and as an end (enabling personal empowerment). This research facilitates a better understanding of the democratic potential of public engagement in science in our time but it also promotes the leveraging of knowledge production between professional/institutional science and civil society

Doing Experimental Media Archaeology

The volume aims at taking the materiality of past media devices seriously and explores the heuristic possibilities of an experimental study of these devices. It offers a sophisticated reflection on the epistemological and heuristic potential of hands-on media historical research