TY - GEN
T1 - Assessing the graduate education in research methodology on sustainability
AU - Zhao, Dong
AU - Valdes-Vasquez, Rodolfo
AU - Simmons, Denise R.
AU - Parrish, Kristen
N1 - Funding Information:
Table 1 lists the eight measures in assessing the collected data. The measures are categorized into two major aspects: the research topic and research methodology. All research statements and presentations were evaluated by three independent professors and were coded based on the eight measures using a 5-point scale where 1 represents the lowest and 5 represents the highest. The professors have more than ten years of research and educational experiences in the architectural, engineering, and construction (AEC) industry. The professors all have reviewed numerous journal articles for ASCE journals and have participated in review panel as a reviewer for the National Science Foundation (NSF). Therefore, the evaluators are qualified and the coding process ensures objective assessments on the collected research statements.
Publisher Copyright:
© 2018 ASCE.
PY - 2018
Y1 - 2018
N2 - Graduate students will go on to be future scholars in sustainability, and the ability to design and execute research projects are necessary skills for them to build scholarship. In response, many STEM programs, including construction engineering, civil engineering, and architectural engineering, provide graduate level courses in research design and methods. Graduate students learn the skills in research methodology either formally from such a course or informally from their advisor(s). However, little to no evidence has been obtained to quantify such learning outcomes. This paper reports a case study that was designed to assess graduate students' understanding and implementation of research methodologies. To do so, a mixed research methods approach was conducted. The work applies mixed research methods. Data were collected from the Michael Horman Sustainability Symposium, a forum for faculty and students from multiple U.S. universities focusing on the discussion of sustainability topics. The attendees (N = 53) were required to prepare a statement to detail their research plan and associated research method and to present in a focus group setting. The authors evaluated the statement in the topic (i.e., merit, impacts, originality, and relevance) and methodology (i.e., rationale, feasibility, creativity, and scalability) using a 5-point Likert scale. The evaluation criteria are based on ASCE journal reviewing standards. Both quantitative analysis on the evaluation scores and qualitative analysis on the focus group notes were performed. Results reveal that graduate students know how to identify emerging research problems in sustainability, yet lack the capability to select appropriate research methods to support the intended investigation. The findings help better understand the research methodologies required for conducting sustainability studies, and illuminate teaching strategies that can strengthen students' capability of problem-solving.
AB - Graduate students will go on to be future scholars in sustainability, and the ability to design and execute research projects are necessary skills for them to build scholarship. In response, many STEM programs, including construction engineering, civil engineering, and architectural engineering, provide graduate level courses in research design and methods. Graduate students learn the skills in research methodology either formally from such a course or informally from their advisor(s). However, little to no evidence has been obtained to quantify such learning outcomes. This paper reports a case study that was designed to assess graduate students' understanding and implementation of research methodologies. To do so, a mixed research methods approach was conducted. The work applies mixed research methods. Data were collected from the Michael Horman Sustainability Symposium, a forum for faculty and students from multiple U.S. universities focusing on the discussion of sustainability topics. The attendees (N = 53) were required to prepare a statement to detail their research plan and associated research method and to present in a focus group setting. The authors evaluated the statement in the topic (i.e., merit, impacts, originality, and relevance) and methodology (i.e., rationale, feasibility, creativity, and scalability) using a 5-point Likert scale. The evaluation criteria are based on ASCE journal reviewing standards. Both quantitative analysis on the evaluation scores and qualitative analysis on the focus group notes were performed. Results reveal that graduate students know how to identify emerging research problems in sustainability, yet lack the capability to select appropriate research methods to support the intended investigation. The findings help better understand the research methodologies required for conducting sustainability studies, and illuminate teaching strategies that can strengthen students' capability of problem-solving.
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U2 - 10.1061/9780784481301.011
DO - 10.1061/9780784481301.011
M3 - Conference contribution
AN - SCOPUS:85048687508
T3 - Construction Research Congress 2018: Sustainable Design and Construction and Education - Selected Papers from the Construction Research Congress 2018
SP - 108
EP - 117
BT - Construction Research Congress 2018
A2 - Lee, Yongcheol
A2 - Harris, Rebecca
A2 - Wang, Chao
A2 - Harper, Christofer
A2 - Berryman, Charles
PB - American Society of Civil Engineers (ASCE)
T2 - Construction Research Congress 2018: Sustainable Design and Construction and Education, CRC 2018
Y2 - 2 April 2018 through 4 April 2018
ER -