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Engineering education

About: Engineering education is a research topic. Over the lifetime, 24293 publications have been published within this topic receiving 234621 citations.


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Journal Article
TL;DR: The authors examined the characteristics of 10 science, technology, engineering and mathematics (STEM) focused high schools that were selected from various regions across the United States and found that students who attend STEM-focused high schools outperformed their peers at similar institutions.
Abstract: This study examined the characteristics of 10 science, technology, engineering and mathematics (STEM) focused high schools that were selected from various regions across the United States. In an effort to better prepare students for careers in STEM fields, many schools have been designed and are currently operational while even more are in the design phase. Data collected, analyzed and documented in this report included websites, national statistics databases, standardized test scores, interviews, and published articles. A comparative case design was used to identify key components of STEM high school designs. Results from this study indicate that students who attend STEM-focused high schools outperformed their peers at similar institutions. Although programs varied, a common theme that emerged from these schools was a focus on more rigorous course requirements with electives centered on STEM content and application. Students who attended STEM schools were engaged in real world problem solving and completed internships and/or a capstone projects to fulfill graduation requirements. Most students attending STEM schools in this study were admitted based on a lottery system while two out of the ten schools admitted all applicants. The student population was comprised of a higher number of minority students compared to other schools in the United States. The findings in this study are significant because they indicate that many students, when given the opportunity and support, are able to successfully complete rigorous STEM academic programs that go beyond the basic graduation requirements.

69 citations

Journal ArticleDOI
TL;DR: In this article, a review of interdisciplinary engineering education (IEE) research is presented, focusing on vision, teaching practices, and support in higher engineering education at the levels of curricula and courses.
Abstract: Background: Societal challenges that call for a new type of engineer suggest the need for the implementation of interdisciplinary engineering education (IEE). The aim of IEE is to train engineering students to bring together expertise from different disciplines in a single context. This review synthesizes IEE research with a focus on characterizing vision, teaching practices, and support. Purpose: We aim to show how IEE is conceptualized, implemented, and facilitated in higher engineering education at the levels of curricula and courses. This aim leads to two research questions:. What aspects of vision, teaching, and support have emerged as topics of interest in empirical studies of IEE?. What points of attention regarding vision, teaching, and support can be identified in empirical studies of IEE as supporting or challenging IEE?. Scope/Method: Ninety-nine studies published between 2005 and 2016 were included in a qualitative analysis across studies. The procedure included formulation of research questions, searching and screening of studies according to inclusion/exclusion criteria, description of study characteristics, appraisal, and synthesis of results. Conclusions: Challenges exist for identifying clear learning goals and assessments for interdisciplinary education in engineering (vision). Most pedagogy for interdisciplinary learning is designed to promote collaborative teamwork requiring organization and team management. Our review suggests that developing interdisciplinary skills, knowledge, and values needs sound pedagogy and teaming experiences that provide students with authentic ways of engaging in interdisciplinary practice (teaching). Furthermore, there is a limited understanding of what resources hinder the development of engineering programs designed to support interdisciplinarity (support).

69 citations

Journal Article

69 citations


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Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023239
2022652
2021607
20201,010
20191,046
20181,123