Erin Crede, Virginia Tech Maura Borrego, Virginia Tech Elizabeth Creamer, Virginia Tech

1. Special Session: Mixed Methods in Engineering Education: Developing Research Questions and Mixing Tables Erin Crede, Virginia Tech Maura Borrego, Virginia Tech Elizabeth Creamer, Virginia Tech

2. Objectives of the session….. • Participants will be able to: • Define mixed methods research • Use the concept of “mixing” in mixed methods research questions • Develop a “mixing” research question • Develop “mixing” tables • Discuss the implications of mixed methods designs for future engineering education research

3. Review of SelectMixed Methods Terminology A mixed methods study involves the collection and/or analysis of both quantitative and/or qualitative data in a single study in which the data are collected concurrently or sequentially, are given a priority, and involve the integration at one or more stages in the process of research Creswell, J.W. and V.L. PlanoClark, Designing and Conducting Mixed Methods Research. 2007, Thousand Oaks, Ca: Sage Publications.

4. What Does it Mean to Mix the Data? • Creswell and Plano Clark (2007) offer a few ways that data can be mixed, including merging the data, or connecting the data. • Merging data sets implies taking the two separate data sets individually and explicitly integrating into a new data set • Data may be connected, which occurs when analysis of one type of data leads to the need for the other type of data

5. Topic for Generating Research Questions • Retention in Engineering

6. Creating Qualitative, Quantitative and Mixing Research Questions • Create at least one qualitative, one quantitative and one mixing research question. • Write these questions on the large posters sheets, and label each as qual, quant or mixing

7. Qualitative, Quantitative and Mixing Research Questions-An Example • How do students report their level of motivation to work on student design projects –Quan (data: survey) • How is student motivation manifested during first year design projects?-Qual (data: observations) • How do representations of student motivation relate to their perception of their motivation for design projects?-Mixing (mixing table)

8. Group Discussion of Research Questions • Are there common types of qualitative and quantitative methods used? • How were the data integrated in the mixing questions? • What were the biggest challenges to writing the three types of research questions, specifically mixing?

9. What is a Mixing Table? • Tables with qualitative data on one axis and quantitative data on the other • One pair of variables in each table Qualitative Data Quantitative Data

10. Creating Mixing Tables • Select one of the mixing questions from the group list, and break back into groups • Using the mixing question you selected, create at least one possible mixing table. • Be creative and include as much information as you can!

11. Group Discussion of Mixing Tables • Are there patterns in the types of tables created for different mixing questions? • What were the biggest challenges to creating mixing tables? • What other research questions might these mixing tables generate?

12. Implications for Future Use of Mixed Methods in Engineering Education Research • Consult the literature; there are a variety of mixed methods approaches! • Don’t forget to mix (integrate) the data. • Mixing tables are not the only option • Reporting the study • Be explicit about the collection and analysis of both qualitative and quantitative data (and present it) Crede, E. and M. Borrego (2010). A Content Analysis of the Use of Mixed Methods in Engineering Education. ASEE 2010.

13. Final Thoughts… • During the session today, participants were able to: • Review the definition of mixed methods • Develop quantitative, qualitative, and mixing research questions. • Use a mixing research question to develop mixing tables. • Discuss implications for mixed methods in engineering education • Please sign the roster at the back and turn in your evaluation form