WilliamsCommentPPTTangDenver

Tang, Denver Tuesday, April 28, 2009 10:00 AM Proposal Presentation Review Reviewer: Logan Williams Time: 11:02 - 11:18/19?; 11:20 - 11:33 EMPIRICAL Engineering education China and the USA CONCEPTUAL Engineers as technical laborers; attitudes towards education METHODOLOGICAL This was also covered in the intellectual merit slide, but I don't remember PRACTICAL Stimulate debate; provide resource for higher education admin OVERVIEW Background slide; NEW KNOWLEDGE I'm not really sure what will be new? We definitely need to do the engineering education seminar because I am not sure where your study contesting "engineering education as instrumental" will contribute to the literature; Update analysis on industry-university relations, what does this mean? HOW Archival research and interview objects; also participant observation DATA TYPES Policy docs, university funding & technical labor statistics, people (companies, government, universities) Yes. Lots of sites. I understand your confusion about which sites to go to…I have the same problem. publications in journals; book; dissertation no. very good! Good open body posture; good use of gestures I'm not sure that knowledge economy is the only way to think about this? I guess that is why you called it the hegemonic discourse because it dominates, but is not necessarily the only possible discourse Vertical and historical comparative analysis sounds interesting; but you might want to check literature to see if it has been done already Speaking of god questions; it seems that political economy has dropped out of this study? What about developmental psychology is important to your God question of contesting engineering education as instrumental or XXXX? To get at this, won't it be more useful to look at students before they enter university and after they exit and are working? Q&A session Ok I am confused about what you are studying now. Others Comments that are interesting: Edward Layton. Revolt of the Engineer !?!?! Secondary versus primary analysis? Importance? Why does your flow chart show students as passive recipients of social-structural forces (university, industry, etc.)? Where is comparative analysis? Systematic documentation of resistance has not been done systematically
 * 1. Did the presentation clearly describe the aims of the research – empirical, conceptual, methodological and practical?**
 * 2. Did the presentation provide an overview of what we already know about the research subject, and then explain how the proposed research will create new knowledge?**
 * 3. Did the presentation provide a robust sense of** //**how**// **the research will be carried out, and of the type of data that will be collected?**
 * 4. Did the research plan presented seem credible and feasible?**
 * 5. Did the presentation provide a tangible sense of the book and other outcomes of the research?**
 * 6. Did the presentation persuade you that the proposed research is important, in this historical moment in particular?**
 * 7. Was the speaking style clear, engaging and well timed?**
 * 8. Further comments and questions.**