Engineering education

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

Defining the outcomes: a framework for EC-2000

Abstract: The "new" Accreditation Board for Engineering and Technology criteria, EC-2000, has caused engineering educators to focus on 11 intentionally undefined outcomes as a necessary step in the accreditation process. As part of a large study sponsored by the National Science Foundation, a framework, based on Bloom's taxonomy, has been developed for better specifying these outcomes. Using this framework, each outcome has been expanded into a set of attributes that can then be used by engineering faculty in adapting the outcomes to their own program. Also discussed are two ways in which this characterization of outcomes can be used as part of an assessment and feedback process. These outcome definitions are considered to be in a dynamic state; i.e., they will continue to be modified and updated as more is learned about their specificity and use.

Reaching Students: What Research Says about Effective Instruction in Undergraduate Science and Engineering.

Abstract: This book is based on the 2012 National Research Council (NRC) Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering report on discipline-based education research (DBER), as well as on interviews with expert practitioners who have successfully applied findings from DBER and related research in their classrooms, departments, or institutions. The goal is to summarize the most salient findings of the NRC committee and the experience of expert practitioners about how students learn undergraduate science and engineering and what this means for instruction. This book presents new ways of thinking about what to teach, how to teach it, and how to assess what students are learning. To encourage instructors and others to apply this information in their institutions, it also includes short examples and longer case studies of experienced practitioners who are implementing research-based strategies in undergraduate science and engineering courses or across departments or institutions. Although these findings could apply to a variety of disciplines, this book focuses on the disciplines addressed in the NRC study—physics, astronomy, biology, chemistry, geosciences, and engineering. This book is intended for anyone who teaches or plans to teach undergraduate courses in science and engineering at any type of higher education institution or who is in a position to influence instruction at this level.

Problem Based Learning

Abstract: This report discuss Problem-Based and Project-Based Learning (PBL) as an approach to meeting the demand for the educational requirements of the next generation engineering graduates The report is prepared as the final report of the Special Interest Group (SIG) B5 of the Erasmus Thematic Network Project TREE (Teaching and Research in Engineering Education) on ProblemBased and Project-Based Learning In engineering education there is a shift in emphasis from professional skills to process skills These skills include problem analysis and problem solving, project management and leadership, analytical skills and critical thinking, dissemination and communication, interdisciplinary competencies, intercultural communication, innovation and creativity, and social abilities PBL is an instructional method that challenges students to "learn to learn," working cooperatively in groups to seek solutions to real world problems These problems are used to engage students' curiosity and initiate learning the subject matter PBL prepares students to think critically and analytically, and to find and use appropriate learning resources PBL is both a curriculum and a process The curriculum consists of carefully selected and designed problems that demand from the learner acquisition of critical knowledge, problem solving proficiency, self-directed learning strategies, and team participation skills The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life and career This report gives a survey of PBL and several best practice examples from Europe, and discusses how an institution can change to PBL The conclusion of this report is that PBL can, regardless of discipline, enhance students' achievement of both professional skills and process skills Therefore European higher education institutions should consider shifting to PBL The shift to PBL cannot be accomplished as a sudden change It should be considered as a strategic change and the necessary measures should be taken for successful completion of change

Qualitative Methods Used in the Assessment of Engineering Education

Abstract: This article clarifies key concepts that undergird qualitative research, which is being used increasingly as engineering educators improve classrooms, programs, and institutions. The paper compares quantitative and qualitative research, describes some qualitative data collection strategies used in engineering education, addresses methods for establishing trustworthiness, and discusses strategies for analyzing qualitative data. Also included are illustrative examples of recent engineering education research that features qualitative data analysis and mixed-method (quantitative and qualitative) approaches.