Godwin, Allison; Pollock, Michaela; Mitchell, John; Werth, Alexandra; (2025) BOARD #170: The Process of Developing an International Engineering Education Collaboration in the United States and United Kingdom. In: 2025 ASEE Annual Conference & Exposition Proceedings. (pp. pp. 1-14). American Society for Engineering Education

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Abstract

This paper describes the collaborative inquiry process of developing an international collaboration between a Northeastern U.S. institution and a U.K. institution to share evidence-based practices, develop collaborations, share resources, and develop new tools and approaches to support engineering workforce development. The rapidly growing field of engineering education research (EER) is recognized as a crucial resource for research to advance engineering workforce development during this period of increasingly complex, global engineering problems. Despite this potential, EER currently comprises of many strong (but largely unconnected) international networks, and there is no unified platform from which large-scale engineering workforce development strategies and findings can be shared and leveraged. Collaborative inquiry is a process in which individuals come together to identify common challenges, analyze relevant data, and develop potential interventions for testing. Each workshop focused on a discussion of two themes: 1) broadening access and participation in engineering pathways and 2) experiential learning in engineering education. Each workshop was advertised broadly to all engineering faculty, student support staff, engineering administrators, and centers for teaching and learning. A total of 20 individuals came to the workshop at the U.K. institution, which was held in June 2024, and 19 individuals came to the workshop at the U.S. institution, which was held in August 2024. Each workshop led off with short presentations to share contextual differences between the two educational contexts and to share challenges that are encountered and what has been done on these topics, and a larger discussion occurred. Field notes and artifacts were collected from these groups and themed to identify shared challenges, supports, and opportunities for future collaborations that included, as examples rather than an exhaustive list, resources for team formation and evaluation, mathematics preparation and onboarding courses, and resources for first-year students, faculty professional development challenges and opportunities, and use of reflection as a tool in courses. Findings and implications for supporting international hubs for engineering education research and workforce development partnerships will be discussed.

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