TY  - BOOK
AU  - Johri,Aditya
AU  - Olds,Barbara M.
TI  - Cambridge handbook of engineering education research
SN  - 9781107014107
AV  - T65 .C345 2014
U1  - 620.0071 23
PY  - 2014///
CY  - New York, NY
PB  - Cambridge University Press
KW  - Engineering
KW  - Study and teaching
KW  - Handbooks, manuals, etc
KW  - TECHNOLOGY & ENGINEERING / Engineering (General)
KW  - bisacsh
N1  - Includes bibliographical references and index; Introduction -- Chronological and ontological development of engineering education as a field of scientific inquiry -- Part 1. Engineering thinking and knowing -- Learning theories for engineering education practice -- Situative framework for engineering learning research -- The social nature of representational engineering knowledge -- Conceptual change and misconceptions in engineering education: curriculum, measurement, and theory-focused approaches -- Engineers as problem solvers -- Professional engineering work -- Part 2. Engineering learning mechanisms and approaches -- Problem-based and project-based learning in engineering education: merging models -- Case studies in engineering -- Curriculum design in the middle years -- Engineering design education: research, practice, and examples -- Adaptive expertise and knowledge fluency in design and innovation -- Learning disciplinary ideas and practices through engineering design -- Part 3. Pathways into diversity and inclusiveness -- Engineering identity -- Studying the career pathways of engineers: an illustration with two data sets -- Retention and persistence of women and minorities along the engineering pathway in the United States -- Social justice and inclusion: women and minorities in engineering -- Community engagement in engineering education as a way to increase inclusiveness -- Part 4. Engineering education and institutional practices -- Translating research to widespread practice in engineering education -- Research-guided teaching practices: engineering threshold concepts as an approach to curriculum renewal -- Engineering instructional development: programs, best practices, and recommendations -- Understanding disciplinary cultures: the first step to cultural change -- Preparing engineering educators for engineering education research -- Part 5. Research methods and assessment -- Studying teaching and learning in undergraduate engineering programs: conceptual frameworks to guide research on practice -- Design-based research in engineering education: current stated and next steps -- Quantitative and mixed methods research: approaches and limitations -- Framing qualitative methods in engineering education research: established and emerging methodologies -- Conducting interpretive research in engineering education using qualitative and ethnographic methods -- The science and design of assessment in engineering education -- Part 6. Cross-cutting issues and perspectives -- Engineering communication -- Use of technology in engineering education -- Global and international issues in engineering education -- Engineering ethics -- The normative contents of engineering formation: engineering studies -- Interdisciplinarity in engineering research and learning -- Conclusion: engineering at the crossroads: implications for educational policy makers
N2  - "The Cambridge Handbook of Engineering Education Research is the critical reference source for the growing field of engineering education research, featuring the work of world luminaries writing to define and inform this emerging field. Since a landmark issue of the Journal of Engineering Education in 2005, in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field with an increasing quality and quantity of both theoretical and empirical work that draws on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook draws extensively on contemporary research in the learning sciences, examining how technology affects learners and learning environments, and the role of social context in learning. The Handbook is organized into six parts and thirty-seven chapters based on the research agenda from a series of interdisciplinary colloquia funded by the US National Science Foundation and published in the Journal of Engineering Education in October 2006"--; "This volume reflects the richness and comprehensiveness of the emerging field of EER and will be of tremendous utility to students as well as those seeking an introductory overview. The editors have carefully selected authors who are leading, globally-recognized scholars writing in their areas of expertise. This volume comes at a particularly opportune time as the broad engineering education community seeks to better define the required elements of a 21st Century engineering education in an increasingly integrated global community where the solutions to a growing array of social, political, and economic challenges require access to engineering knowledge. The traditional image of the solitary engineer is no longer valid. Successful engineering research, innovation and practice require collaboration with and integration of professionals from other fields. The engineering education system faces stresses from larger changes within education systems overall, especially political pressures to reduce costs, and stresses on engineering faculty to be increasingly effective in teaching, research, and service. There is a tremendous need for a robust research base to inform future practice in this unfamiliar environment. This volume serves as an important tool for accomplishing this goal"--
ER  -