We advocate for SDA because the advantages of shared approaches to leveraging existing datasets can include (1) reduced time to publication (particularly for graduate students), (2) reduced load on participants (particularly those from populations marginalized in engineering, who may receive numerous requests to participate in research studies), (3) maximized use of data collected with public funds, and (4) greater equity in the field through data transparency.In spite of these advantages, challenging questions remain-most notably, how to legally and ethically conduct SDA without sacrificing quality or harming participants, and how to conduct robust high-quality analyses when data were collected for another purpose.Although challenges remain, we argue that it is possible to make advances on these questions.Thus, here we offer practical guidance for engineering education researchers conducting SDA, as well as address some frequently asked questions about SDA that can arise.
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