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The PEER Collaborative National Network is a national peer mentoring network for early career tenure-track or mid-career tenured faculty who conduct and are primarily evaluated based on their research related to engineering education. This paper discusses the development, logistics, and outcomes of two PEER workshops built around a community of practice framework. Data from internal and external evaluations are presented to provide insights into aspects that worked well and aspects that need further development. Additionally, by reflecting on the workshops, participants crafted vignettes describing the impact the PEER workshops had on their personal and professional lives. The paper concludes with a discussion on the future of PEER (and potential spin-off groups from the PEER cohorts), and the changes that will be made in future workshops. Recommendations are provided for other organizers interested in developing successful "near peer" groups to address specific community needs. [ABSTRACT FROM AUTHOR]

Much research done in engineering education on white women and people of color's underrepresentation relies on methods which necessitate collapsing the experiences of all women together and the experiences of all people of color together in order to gain sufficiently large sample populations for statistical tests. This methodologically necessary act functions to erase the experiences of women of color for the purposes of the method, not for the purpose of better understanding the phenomenon, and runs counter to existing social science research on gender and race. With this project, we are working to develop methods that allow us to "learn from small numbers" of students, as this is what we have in the context of undergraduate engineering education. This paper builds on work introduced at ASEE 2013, where we discussed our methodological challenges with data collection and analysis. This current paper describes the analysis decisions we made in the intervening year, and offers two cases to illustrate the affordances of the proffered method to help engineering education researchers think about how the structure of engineering educational institutions -- the "ruling relations" by which we structure our undergraduate engineering programs -- function to gender and race our undergraduate engineering populations. [ABSTRACT FROM AUTHOR]

Although engineering professional societies and other governing bodies emphasize the necessity of sustainability in engineering education, these principles have proven difficult to integrate into existing engineering curricula. This paper describes activities designed to generate a framework of concepts engineering faculty members not familiar with sustainability can use to incorporate sustainability into their mid-level undergraduate courses. The research team conducted a variety of qualitative studies, including reviewing course descriptions related to sustainability, coding literature that talked about sustainability in engineering education, talking with undergraduate students about what they thought sustainability is, and learning from sustainability education experts through an online conversation and face-to-face workshop. The paper focuses on the final of these approaches, and describes the experiences and conclusions of working with sustainability education experts to formulate the framework of critical sustainability concepts. We propose the framework itself for discussion, and offer some final insights to consider for future work. [ABSTRACT FROM AUTHOR]