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Chapter 23 - Preparing Engineering Educators for Engineering Education Research

Published online by Cambridge University Press:  05 February 2015

By
Maura Borrego  and
Ruth A. Streveler
Edited by
Aditya Johri  and
Barbara M. Olds
Maura Borrego
Affiliation:
Virginia Tech
Ruth A. Streveler
Affiliation:
Purdue University
Aditya Johri
Affiliation:
Virginia Polytechnic Institute and State University
Barbara M. Olds
Affiliation:
Colorado School of Mines
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Summary

Introduction

The engineering profession is facing un-precedented challenges arising from globalization, poor public image, and low interest among students. To solve problems in sustainability, climate change, civil infrastructure, energy, and public health, the enterprise of engineering education must attract and retain a diverse group of students while preparing them to solve complex problems (Borri & Maffioli, 2007; Duderstadt, 2008; King, 2008). Clearly, this challenge requires effort from a wide range of stakeholders in industry, government, and both the teaching and research missions of academia.

In this chapter, we focus on research as just one position on a spectrum of in-quiry activities that advances the collective goals of quality education of engineers. We seek not simply to distinguish engineering education research from other education-related activities, but to situate many teaching, assessment, evaluation, inquiry, and research activities with respect to each other and their complementary aims. We hope to convey to readers the benefits and limitations of each, as well as the necessity of efforts across the spectrum. Anyone with concern for the future of engineering education can contribute in a systematic way that will help to move collective efforts forward rather than continuously reinventing the wheel. We note that most of our experience, data, and theory are drawn from the U.S. context, so certain aspects (such as discussion of disciplines and departments of engineering education) may be less relevant to other countries. In addition, we limit our use of terms such as “scholarly” and “rigorous” that are popular in the U.S. context but may have less positive connotations elsewhere. Instead, we focus on quality inquiry through systematic, intentional, thoughtful efforts.

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Cambridge Handbook of Engineering Education Research , pp. 457 - 474
Publisher: Cambridge University Press
Print publication year: 2014

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