Advancing educational reform: Lessons from a collaborative workshop among engineering educators and sociologists

Abstract

Purpose – In this chapter, we report on the lessons of cross-disciplinary collaborative workshop between sociologists and engineering educators to synthesize what is known about legitimating and disseminating educational reform and to develop a research agenda for what needs to be known in order to spread educational reform and to overcome on-the-ground resistance to change.

Methodology/approach – This chapter is based on a case study of this workshop, describing the “white papers” prepared by participants prior to the workshop and the research agendas that emerged from discussions of them during the workshop and after.

Findings – The workshop resulted in a sophisticated research agenda as well as some modest efforts to create cross-disciplinary links to implement it. However, a one-time workshop did not overcome institutional barriers to this kind of activity.

Research limitations – Since this is a case study of a single collaboration we cannot generalize to all cross-disciplinary collaborations, although it does provide an example of what works to facilitate cross-disciplinary efforts and what obstacles remain.

Practical implications – An advantage to the workshop was the absence of institutional barriers to cross-disciplinary collaboration. Attendees were removed from their institutions, departments, disciplines, and turf battles. However, without increased institutional support for cross-disciplinary efforts, such as this one, the value of the social sciences for diffusing the innovations of science and engineering reform movements may not be realized.

Citation

Spalter-Roth, R. and Meiksins, P.F. (2008), "Advancing educational reform: Lessons from a collaborative workshop among engineering educators and sociologists", Hartman, H. (Ed.) Integrating the Sciences and Society: Challenges, Practices, and Potentials (Research in Social Problems and Public Policy, Vol. 16), Emerald Group Publishing Limited, Leeds, pp. 165-195. https://doi.org/10.1016/S0196-1152(08)16007-0