Cambridge Handbook of Engineering Education ResearchAditya Johri, Barbara M. Olds 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. |
Contents
| 1947 | |
| 1964 | |
| 1968 | |
| 1970 | |
| 1962 | |
Situative Frameworks for Engineering Learning Research | 1991 |
The Social Nature of Representational Engineering Knowledge | |
Engineers as Problem Solvers | |
Translating Research to Widespread Practice in Engineering Education | |
Engineering Threshold Concepts as | |
Programs Best Practices | |
The First Step to Cultural Change | |
Preparing Engineering Educators for Engineering Education Research | |
Current State and Next | |
Approaches and Limitations | |
Conducting Interpretive Research in Engineering Education Using | |
Professional Engineering Work | |
Case Studies in Engineering | |
Curriculum Design in the Middle Years | |
Research Practice and Examples that Link | |
Adaptive Expertise and Knowledge Fluency in Design and Innovation | |
Learning Disciplinary Ideas and Practices Through Engineering Design | |
Engineering Identity | |
An Illustration with Two Data | |
Retention and Persistence of Women and Minorities Along the Engineering | |
Women and Minorities in Engineering | |
Community Engagement in Engineering Education as a Way to Increase | |
The Science and Design of Assessment in Engineering Education | |
Engineering Communication | |
Use of Information Technology in Engineering Education | |
Global and International Issues in Engineering Education | |
Engineering Ethics | |
Engineering Studies | |
Interdisciplinarity in Engineering Research and Learning | |
Makers Engineering at the Crossroads Implications for Educational Policy | |
Other editions - View all
Cambridge Handbook of Engineering Education Research Aditya Johri,Barbara M. Olds No preview available - 2014 |
Common terms and phrases
academic activities adaptive expertise American Society approach ASEE assessment Atman behavior Cambridge career challenges chapter classroom cognitive cognitivism collaborative community of practice competencies complex concept inventory conceptual change context course culture curricula curriculum design process disciplines Educational Psychology engineering design process engineering education research engineering identity engineering students environment evaluation example experiences faculty members Felder field focus focused framework gender goals graduates Greeno higher education identified innovation inscriptions institutional instructional development interaction International Journal Jonassen Journal of Engineering knowledge Kolmos Lave learners learning outcomes learning sciences mathematics models National Science Foundation Paper presented participation pedagogy perspective problem solving problem-based learning professional engineering project-based learning representations Retrieved service-learning situated Situated cognition situated learning skills social Society for Engineering solution strategies Streveler structure student learning studies teachers teams theory threshold concepts transfer undergraduate University Press women workplace Zoltowski
