International Journal of Engineering Education 

About: International Journal of Engineering Education is an academic journal published by Tempus Publications. The journal publishes majorly in the area(s): Engineering education & Curriculum. It has an ISSN identifier of 0949-149X. Over the lifetime, 2365 publications have been published receiving 25032 citations. The journal is also known as: Engineering education (Dublin) & Engineering education (Hamburg).

Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases

Abstract: Traditional engineering instruction is deductive, beginning with theories and progressing to the applications of those theories Alternative teaching approaches are more inductive Topics are introduced by presenting specific observations, case studies or problems, and theories are taught or the students are helped to discover them only after the need to know them has been established This study reviews several of the most commonly used inductive teaching methods, including inquiry learning, problem-based learning, project-based learning, case-based teaching, discovery learning, and just-in-time teaching The paper defines each method, highlights commonalities and specific differences, and reviews research on the effectiveness of the methods While the strength of the evidence varies from one method to another, inductive methods are consistently found to be at least equal to, and in general more effective than, traditional deductive methods for achieving a broad range of learning outcomes

Engineering Change: A Study of the Impact of EC2000*

Abstract: This paper summarizes the research design, sampling plan, and instrument development for the Engineering Change (EC) Project, a three-year research activity that examines the impact of ABET’s EC2000 on engineering education. The project assumes that, if EC2000 has been effective, evidence of change in ABET-accredited programs will be linked to changes in engineering student outcomes. The primary focus of the EC Project, thus, is on student learning. Compared to engineers prepared under previous guidelines, engineers educated in EC2000 accredited programs should exhibit higher levels of achievement in the 11 learning outcomes identified in the accreditation standards, Criterion 3, a‐k. The EC Project includes a secondary focus on curricular modifications and instructional practices, on institutional policies and reorganization, and on faculty cultures and attitudes that may, in turn, have affected student learning. Thus, the following evaluation questions guide the EC Project: What impact, if any, has EC2000 had on student learning outcomes in ABET-accredited programs and institutions? What impact, if any, did EC2000 have on organizational and educational policies and practices that may have led to improved student learning outcomes? To address these research questions, we developed a project evaluation plan that contains the following elements: conceptual framework, research design, sampling strategy, and instrument development.

Hands-on Engineering: Learning by Doing in the Integrated Teaching and Learning Program*

Abstract: An integrated teaching and learning (ITL) program was initiated in 1992 by a team of faculty and students who articulated an ambitious vision for undergraduate engineering education reform: ` . . . to pioneer a multidisciplinary learning environment that integrates engineering theory with practice and promotes creative, team-oriented problem-solving skills.' The ITL Laboratory was dedicated in 1997 to support this college-wide vision. This paper describes the development process of this new facility and its major features. The underlying educational value is also discussed. Outreach activities are described, including a unique on-line system where experimental modules are made available on the WorldWideWeb.

Does Faculty Research Improve Undergraduate Teaching? An Analysis of Existing and Potential Synergies

Abstract: Academicians have been arguing for decades about whether or not faculty research supports undergraduate instruction. Those who say it does—a group that includes most administrators and faculty members—cite many ways in which research can enrich teaching, while those on the other side cite numerous studies that have consistently failed to show a measurable linkage between the two activities. This article proposes that the two sides are debating different propositions: whether research can support teaching in principle and whether it has been shown to do so in practice. The article reviews the literature on the current state of the researchteaching nexus and then examines three specific strategies for integrating teaching and scholarship: bringing research into the classroom, involving undergraduates in research projects, and broadening the definition of scholarship beyond frontier disciplinary research. Finally, ways are suggested to better realize the potential synergies between faculty research and undergraduate education.