Book contents
- Frontmatter
- Dedication
- Contents
- Editors
- Contributors
- Foreword
- Acknowledgments
- Introduction
- Chapter 1 Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry
- Part 1 Engineering Thinking and Knowing
- Part 2 Engineering Learning Mechanisms and Approaches
- Part 3 Pathways into Diversity and Inclusiveness
- Part 4 Engineering Education and Institutional Practices
- Part 5 Research Methods and Assessment
- Part 6 Cross-Cutting Issues and Perspectives
- Index
- References
Chapter 1 - Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry
Published online by Cambridge University Press: 05 February 2015
- Frontmatter
- Dedication
- Contents
- Editors
- Contributors
- Foreword
- Acknowledgments
- Introduction
- Chapter 1 Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry
- Part 1 Engineering Thinking and Knowing
- Part 2 Engineering Learning Mechanisms and Approaches
- Part 3 Pathways into Diversity and Inclusiveness
- Part 4 Engineering Education and Institutional Practices
- Part 5 Research Methods and Assessment
- Part 6 Cross-Cutting Issues and Perspectives
- Index
- References
Summary
Introduction
Engineering education as an area of in-terest for curriculum development and pedagogical innovation emerged in the United States in the period around 1890 to 1910 with the founding of the Society for the Promotion of Engineering Education (SPEE) in 1893 (American Society for Engineering Education, n.d.). Founding dates for a few other engineering education associations may provide some indication of when interest in engineering education emerged across the world: Internationale Gesellschaft für Ingenieurpadagogik (IGIP, 1972); Société Européenne pour la Formation des Ingénieurs (SEFI, 1973); and Australasian Association of Engineering Education (AAEE, 1989). Other associations interested in engineering education include Associação Brasileira de Educação em Engenharia (ABENGE), Asociación Nacional de Facultades y Escuelas de Ingenieria (ANFEI), International Association for Continuing Engineering Education (IACEE), Korean Society for Engineering Education (KSEE), Latin American and Caribbean Consortium of Engineering Institutions (LACCEI), and Mühendislik Dekanlari Konseyi (MDK). Given the date of the founding of the SPEE and historical data available on the society and its growth, in relation to similar information about other engineering education associations or societies, the authors have elected to use the chronology of events in the United States as the principal framework to describe the evolution of engineering education as a field of scientific inquiry with references to similar events internationally.
- Type
- Chapter
- Information
- Cambridge Handbook of Engineering Education Research , pp. 3 - 26Publisher: Cambridge University PressPrint publication year: 2014
References
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