scispace - formally typeset
Search or ask a question
Topic

Engineering education

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


Papers
More filters
Journal ArticleDOI
TL;DR: Among the engineering majors, women were more likely than men to identify engineering aptitude as a fixed ability, a belief that was associated with a tendency to drop classes when faced with difficulty as discussed by the authors.
Abstract: are more likely than men to leave such majors. The results indicated that (a) among the engineering majors, women were more likely than men to identify engineering aptitude as a fixed ability, a belief that was associated with a tendency to drop classes when faced with difficulty; (b) female engineering majors were more likely to perceive male and female engineering students as receiving different treatment than their male counterparts; and (c) female engineering majors tended to place more emphasis on extrinsic factors and less emphasis on intrinsic factors than female nonengineering majors, a pattern not seen among men. Implications for intervention programs are discussed.

77 citations

Journal ArticleDOI
TL;DR: In this paper, the authors investigate awareness, intentions/support, and the contextual elements among higher education students in the University of Tehran (UT) in order to find the gap(s) in social entrepreneurship education in Iran.
Abstract: The purpose of this research is to investigate awareness, intentions/support, and the contextual elements among higher education students in the University of Tehran (UT) in order to find the gap(s) in social entrepreneurship education in Iran. The authors used Ajzen's theory of planned behaviour as the theoretical framework. The research questions are based on a revised version of Kirby and Ibrahim's (2011) questionnaire. A survey was conducted in three faculties of UT. These faculties were selected intentionally, to evaluate the social entrepreneurship gaps for post-graduates of entrepreneurship, management, and engineering, and to capture varied orientations. Findings show a significant rate of intention towards and awareness of the concept among respondents, but a lack of sufficient attention to contextual elements and adequate support. Investigating social entrepreneurship intention and education is lacking in Iran's higher education and this study is one of the first in the country.

77 citations

Book ChapterDOI
18 Jul 1989
TL;DR: A report on the SEI's 1988 Curriculum Design Workshop is provided, along with descriptions of the six core courses for a Master of Software Engineering degree program that were designed at that workshop.
Abstract: A report on the SEI's 1988 Curriculum Design Workshop is provided, along with descriptions of the six core courses for a Master of Software Engineering degree program that were designed at that workshop. A summary of current SEI recommendations for such a degree program is also included.

76 citations

Journal ArticleDOI
TL;DR: In this paper, the authors examine the impact of having tenure on university scientists' consideration of these demands, particularly the demand for applied and commercially relevant research, in a particular type of university research center, referred to as the "multidiscipline multipurpose university research centre," or MMURC.
Abstract: Over the past three decades, U.S. science policy (1) has shifted from decentralized support of small, investigator-initiated research projects to more centralized, block grant-based, multidisciplinary research centers. No matter one's take on the "revolutionary" nature of this shift, (2) a major consequence is that university scientists, now more than ever, are subject to multiple and often conflicting demands. The purpose of this article is to examine the impact of having tenure on university scientists' consideration of these demands, particularly the demand for applied and commercially relevant research. We are interested in scientists who work in a particular type of university research center, one previously referred to as the "multidiscipline multipurpose university research center," or MMURC (Bozeman & Boardman, 2003, 2004b). These scientists are interesting because MMURCs, at least those funded by the federal government (e.g., the National Science Foundation's Engineering Research Centers and Science and Technology Centers programs), require that scientists be tenured or occupy a tenure-track position in an academic department. More important here, MMURCs expect of university scientists research and other behaviors that generally do not align with the traditional university reward system. As a faculty member in the traditional academic department, the contemporary university scientist has a key responsibility to create knowledge, and for the most part success is measured by peer evaluation and publication despite calls for emphasis in tenure and promotion decisions on the many other activities and tasks (e.g., teaching, applied research, and community outreach) that university scientists perform (Boyer, 1990; Braxton & Del Favero, 2002; Diamond, 1993, 1999). As MMURC faculty, the university scientist generally works as part of a multidisciplinary and interinstitutional effort to apply existing knowledge, and success in many cases is measured in terms of technology transfer from university to industry. (3) In fact, this issue of misalignment between reward systems and faculty behavior is a problem not just for university faculty in the hard sciences or more specifically in MMURCs, but also for faculty working in the social sciences and in professional fields including medicine, business, and management. (4) Geisler (1989) has suggested that such misalignment may discourage university scientists who are not tenured but who are tenure-track (hereafter referred to as "junior-level scientists") from performing applied science with industrial partners: Faculties in research universities are required to conduct basic research and to publish the results. Such research outputs are then used in promotion and compensation decisions. Therefore, when working on industrial type problems, faculty may feel constrained by limitations of time and by the publishability of the research they undertake. This is particularly the case with junior faculty, reluctant to join an industry-sponsored project that demands time but may not hold much promise of academic outputs and rewards. (p. 50) Further, university administrators often incorrectly assume that extradepartmental research units such as MMURCs have no problems in getting untenured university scientists to engage in applied research and related technology transfer activities (Friedman & Friedman, 1985). More recently, the Association for the Study of Higher Education (ASHE) expressed this sentiment in its Higher Education Report, reporting that the traditional university reward system pays short shrift to applied and industry-related research, thereby hindering the "institutionalization of the scholarship of application" (Braxton, Luckey, & Helland, 2002, pp. 74-75). Similarly, a recent presentation by Lynn Preston, (5) Director of the Engineering Research Centers (ERC) Program at the National Science Foundation (NSF), to the American Society of Engineering Education (ASEE) Engineering Research Council highlighted that tenure and promotion committees are more often than not too narrowly defined. …

76 citations

Journal ArticleDOI
TL;DR: In this paper, the authors present the results of a comprehensive survey of over 40% of the nation's undergraduate civil engineering programs, revealing what is currently being taught in our nation's civil engineering undergraduate programs, what is not being taught, and the implications for future professional practice.
Abstract: This paper presents the results of a comprehensive survey of over 40% of the nation’s undergraduate civil engineering programs. This analysis is based on uniform data collected for accreditation and is principally concerned with three major groups of courses: (1) math and science, (2) general education, and (3) engineering topics. The analysis reveals what is currently being taught in our nation’s civil engineering undergraduate programs, what is not being taught, and the implications for future professional practice. The paper discusses how the average national curriculum has changed historically, how well the curriculum satisfies Accreditation Board for Engineering and Technology criteria, and what the current distribution of courses and topics says about the priorities of civil engineering education. Overall, the curriculum was found to be highly specialized in terms of technical subjects but lacking in focus regarding the liberal arts, professional skills, and systems thinking.

76 citations


Network Information
Related Topics (5)
Educational technology
72.4K papers, 1.7M citations
82% related
Higher education
244.3K papers, 3.5M citations
79% related
Curriculum
177.5K papers, 2.3M citations
75% related
Educational research
38.5K papers, 1.3M citations
74% related
Professional development
81.1K papers, 1.3M citations
74% related
Performance
Metrics
No. of papers in the topic in previous years
YearPapers
2023239
2022652
2021607
20201,010
20191,046
20181,123