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Cambridge Handbook of Engineering Education Research

Book Description

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. 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. Since a landmark issue of the Journal of Engineering Education (2005), in which senior scholars argued for a stronger theoretical and empirically driven agenda, engineering education has quickly emerged as a research-driven field increasing in both theoretical and empirical work drawing on many social science disciplines, disciplinary engineering knowledge, and computing. The Handbook is 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.

Table of Contents

  1. Coverpage
  2. Half title page
  3. Cambridge Handbook of Engineering Education Research
  4. Title page
  5. Copyright page
  6. Epigraph
  7. Contents
  8. Editors
  9. Contributors
  10. Foreword
  11. Acknowledgments
  12. Introduction
  13. 1. Chronological and Ontological Development of Engineering Education as a Field of Scientific Inquiry
  14. Part 1 ENGINEERING THINKING AND KNOWING
    1. 2. Learning Theories for Engineering Education Practice
    2. 3. Situative Frameworks for Engineering Learning Research
    3. 4. The Social Nature of Representational Engineering Knowledge
    4. 5. Conceptual Change and Misconceptions in Engineering Education: Curriculum, Measurement, and Theory-Focused Approaches
    5. 6. Engineers as Problem Solvers
    6. 7. Professional Engineering Work
  15. Part 2 ENGINEERING LEARNING MECHANISMS AND APPROACHES
    1. 8. Problem-Based and Project-Based Learning in Engineering Education: Merging Models
    2. 9. Case Studies in Engineering
    3. 10. Curriculum Design in the Middle Years
    4. 11. Engineering Design Education: Research, Practice, and Examples that Link the Two
    5. 12. Adaptive Expertise and Knowledge Fluency in Design and Innovation
    6. 13. Learning Disciplinary Ideas and Practices Through Engineering Design
  16. Part 3 PATHWAYS INTO DIVERSITY AND INCLUSIVENESS
    1. 14. Engineering Identity
    2. 15. Studying the Career Pathways of Engineers: An Illustration with Two Data Sets
    3. 16. Retention and Persistence of Women and Minorities Along the Engineering Pathway in the United States
    4. 17. Social Justice and Inclusion: Women and Minorities in Engineering
    5. 18. Community Engagement in Engineering Education as a Way to Increase Inclusiveness
  17. Part 4 ENGINEERING EDUCATION AND INSTITUTIONAL PRACTICES
    1. 19. Translating Research to Widespread Practice in Engineering Education
    2. 20. Research-Guided Teaching Practices: Engineering Threshold Concepts as an Approach to Curriculum Renewal
    3. 21. Engineering Instructional Development: Programs, Best Practices, and Recommendations
    4. 22. Understanding Disciplinary Cultures: The First Step to Cultural Change
    5. 23. Preparing Engineering Educators for Engineering Education Research
  18. Part 5 RESEARCH METHODS AND ASSESSMENT
    1. 24. Studying Teaching and Learning in Undergraduate Engineering Programs: Conceptual Frameworks to Guide Research on Practice
    2. 25. Design-Based Research in Engineering Education: Current State and Next Steps
    3. 26. Quantitative and Mixed Methods Research: Approaches and Limitations
    4. 27. Framing Qualitative Methods in Engineering Education Research: Established and Emerging Methodologies
    5. 28. Conducting Interpretive Research in Engineering Education Using Qualitative and Ethnographic Methods
    6. 29. The Science and Design of Assessment in Engineering Education
  19. Part 6 CROSS-CUTTING ISSUES AND PERSPECTIVES
    1. 30. Engineering Communication
    2. 31. Use of Information Technology in Engineering Education
    3. 32. Global and International Issues in Engineering Education
    4. 33. Engineering Ethics
    5. 34. The Normative Contents of Engineering Formation: Engineering Studies
    6. 35. Interdisciplinarity in Engineering Research and Learning
    7. Conclusion: Engineering at the Crossroads: Implications for Educational Policy Makers
  20. Index