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The stormy fourth-century controversies over Origen were decisive for the later positions taken in relation to his theology by the Church. All information available today for understanding Origen’s life comes from this century. There was no consistent view of Origen on either the pro- or anti-Origenist side of the controversies. His theology as well as his approach to understanding Scripture came under attack. He was vigorously defended (by such as Pamphilus, Eusebius, Didymus the Blind, and Rufinus), as well as attacked (by such as Methodius, Eustathius, Epiphanius, and Jerome). These controversies also affected the form in which Origen’s writings were preserved. The influence of Origen on the Church’s doctrinal development and its understanding of the Scriptures persisted nonetheless.

This study focuses on quantitative analyses of international and domestic students pursuing undergraduate degrees at institutions in the USA. Metrics used include representation at start of university studies, representation at graduation and six-year graduation rate. Results are disaggregated by origin (domestic or international), sex (female and male), and major (engineering or non-engineering). Results show that more international students choose engineering than other majors. There are more men than women in engineering and this is more pronounced for international students. International students graduate at higher rates in engineering than domestic students by about 5%. This may reflect a tension between their higher academic qualifications but challenges of adjusting to studying in another country. These insights can be used to support student success.

This work-in-progress presents an overview of current research with the Multiple-Institution Database for Investigating Longitudinal Development (MIDFIELD) and strategies for inviting and supporting other researchers to use this database in their own research. MIDFIELD is a resource for the study of students that includes longitudinal, de-identified, whole population data for multiple institutions. This enables researchers to examine student characteristics (such as race/ethnicity, sex, socioeconomic indicators) and curricular pathways (including coursework) by institution and over time. Because the dataset contains records of all students matriculating over a period of time, researchers can study students across all disciplines, not just engineering.The MIDFIELD team aims to educate the broader research community, expand the network of researchers capable of conducting this research, and share innovative research methods in addition to the actual data. We have offered workshops at several conferences as well as the MIDFIELD Institute. The inaugural MIDFIELD Institute brought together researchers from across the USA for two days in 2019. In an evaluation at the end of the Institute, participants were pleased with the Institute and rated it highly. There was high agreement about the value of the content and delivery. Most participants reported that the instituted lived up to their expectations and was a good way to learn about how to use MIDFIELD data. Areas of improvement suggested by participants included making it longer and more challenging. Several of the MIDFIELD Institute attendees are presenting works-in-progress together at FIE 2020 to provide attendees with a range of examples of research that is possible with MIDFIELD.

The IEEE Education Society, the IEEE Computer Society, and the American Society for Engineering Education Educational Research and Methods Division (ASEE ERM) sponsored the 46th Frontiers in Education (FIE) Conference in Erie, PA, USA, held October 12–15, 2016. James Sluss, President of the Society, Russell Meier, President of the ASEE ECE Division, and Elizabeth Eschenbach, Chair, FIE Steering Committee, presented awards sponsored by HP Enterprise, the FIE Conference, the Education Society of IEEE, and the ECE Division of ASEE to the 2016 recipients of these awards.

This workshop, similar to our 2018 FIE workshop but revised to reflect participant feedback, introduces data and tools for investigating undergraduate persistence metrics using R. Student record data are from MIDFIELD, a database of registrars’ data from US institutions. The stratified data sample includes demographic, term, course, and degree information for 98,000 students from 1987 to 2016. The midfieldr package provides functions for determining persistence metrics such as graduation rates and for grouping findings by institution, program, sex, and race/ethnicity. The goal of the workshop is to share our data, methods, and metrics for intersectional research in student persistence. The workshop is designed for R beginners.

The term catena (Latin for ‘chain’) refers to an edited collection of excerpts from traditional exegetical authorities. Such collections are evidenced in various fields and forms in Late Antiquity, but the production of biblical catenae was an enduring and distinctive practice of Byzantine exegesis from the sixth to the sixteenth centuries. Procopius of Gaza (c.460/70–c.530/538) occupies a significant, if disputed, place in the history of catenae, as his ‘epitomes’ provide the earliest chronologically secure point for the production, use, and transmission of collected excerpts. Outside of Procopius’ academy in Gaza, catenae proliferated in diverse centres in Syria-Palestine in the sixth to eighth centuries until the centre of production shifted to Constantinople in the aftermath of the Arab conquest. Catenae can be studied either as a genre of biblical commentary or as an exegetical technology that performed distinct functions within Byzantine schools, monasteries, and churches. This chapter focuses on the latter approach to identify practices and institutions that supported the use of these collections, calling attention to the role of catenae in reinforcing the limits of exegetical diversity in the Orthodox Church.

This workshop introduces data and tools for investigating undergraduate persistence metrics using R. Student record data are from MIDFIELD, a database of registrars’ data from US institutions. The stratified data sample includes demographic, term, course, and degree information for 98,000 students from 1987 to 2016. The midfieldr package provides functions for determining persistence metrics such as graduation rates or program stickiness and for grouping findings by institution, program, sex, and race/ethnicity. The goal of the workshop is to share our data, methods, and metrics for intersectional research in student persistence. The workshop is designed for R beginners.

How successful are undergraduate students who begin in another major and migrate into engineering disciplines after matriculation? In this work in progress, we present quantitative data on outcomes for engineering migrators disaggregated by discipline, race/ethnicity, and sex. The study includes over 73,000 engineering students from nine U.S. universities, including first-time-in-college and transfer students who ever majored in the most common engineering disciplines: Chemical, Civil, Electrical, Industrial, and Mechanical Engineering. Adopting an ecosystem mindset, we have developed metrics including the graduation rate of migrators and “migration yield” to uncover dynamic information, not afforded by the conventional pipeline model, about the successes of students who migrate among the top five engineering disciplines. Our data show that the graduation rates of migrators are typically higher than those of starters for all engineering majors studied. Migration yield varies by race/ethnicity-sex as well as discipline. Migration yield for Chemical, Electrical, Industrial and Mechanical Engineering shows a sex-based effect, whereas Civil shows a race/ethnicity-based effect.

The aspect of reproducible research that has most influenced my own work is the reproducible (or dynamic) report, where a report is a research product such as a journal article, a conference talk, ...

Electrical Engineering (EE) and Computer Engineering (CpE) programs have similar curricula, but different demographics and student outcomes. This paper extends earlier longitudinal studies to a larger and more diverse dataset with 90 $\,$ 000 first-time-in-college and 26 $\,$ 000 transfer students who majored in engineering at USA institutions, including students who started in first-year engineering programs, those switching majors, and those transferring from other institutions. Black men and women and Asian men in engineering are strongly attracted to EE when they start in college. Black students and Asian and Hispanic men are attracted to CpE more than other engineering disciplines, but at lower rates than EE. Asian students have the highest graduation rates in EE. EE students are much more likely to graduate than CpE students. Compared to other engineering disciplines, CpE graduation rates are low for women of all races/ethnicities and Black men. Both EE and CpE lose many of those starting the programs, but switchers and transfers compensate for some of the loss. Considering Asian students and White men, switching to EE accounts for the high attrition rate from CpE, but attrition in other populations cannot be explained so easily. Trajectories of student enrollment differ by race/ethnicity. The approach used here could serve as a model for other fields studying their own demographic distributions.