A New Journal for a Field in Transition
A New Journal for a Field in Transition
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转型领域的新期刊
DOI：
10.1002/j.2168-9830.2005.tb00824.x
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发表时间：
2005
影响因子：
3.4
通讯作者：
K. Smith
中科院分区：
文献类型：
--
作者：
R. Felder;S. Sheppard;K. Smith
鼓励教育改革的重大举措。 NAE 会员资格的新标准和著名的伯纳德·M·戈登奖明确认可了对工程教育的贡献，新的 NAE 工程教育奖学金促进中心 (CASEE) 为通过研究改进工程教育的努力提供了一个信息交换所。有大量证据表明工程教育界越来越多地参与教育改革。提交给工程教育期刊的创新项目、课件和教学方法的出版物数量创历史新高，教师在国家教育会议（例如 ASEE 年会、IEEE/ASEE/计算机学会前沿教育会议以及全国大学发明家和创新者联盟会议）中的参与度稳步增加。教师参与有效教学的研讨会和研讨会也显着增加，例如 NSF 赞助的工程教育学者研讨会、ASEE 赞助的国家有效教学研究所，以及工程教学领导者和教师开发人员在各个校园举办的研讨会。除了数量越来越多之外，近年来已发表的工程教育研究的质量也稳步提高，从传统的“我们尝试过并喜欢它，学生也喜欢它”转变为利用定量和定性研究方法的严格设计的实验[5]。使工程教师能够使用这些方法的专业发展计划包括美国国家科学基金会资助的科罗拉多矿业学院研究实习、“工程教育的严谨研究：创建实践社区”[6]，以及中国工程院的“工程教育学院奖学金”[7]。工程教育适应和变革的压力不会消失。工程学院和教师开发新课程结构、改进教学方法和材料的动力在未来几年可能只会不断增长，而对高质量奖学金来评估新发展和记录工作的档案场所的需求也将同时增长。对这种情况的认识导致《工程教育杂志》于 2003 年 1 月将自己重新定位为工程教育学术研究的档案期刊。该期刊现在提供了一个论坛，用于报告符合 Diamond 和 Adam [8] 提出并由 Diamond [9] 更新的标准的研究：
significant steps to encourage educational reform. New criteria for membership in the NAE and the prestigious Bernard M. Gordon Prize explicitly recognize contributions to engineering education, and the new NAE Center for the Advancement of Scholarship on Engineering Education (CASEE) provides a clearinghouse for efforts to improve engineering education through research. Evidence for the growing involvement of the engineering education community in educational reform is plentiful. Publications on innovative programs, courseware, and instructional methods are being submitted to engineering education journals in record numbers, and faculty participation has steadily increased at national education conferences such as the ASEE Annual Conference, the IEEE/ASEE/Computer Society Frontiers in Education Conference, and the National Collegiate Inventors’ and Innovators’ Alliance Conference. Marked increases in faculty participation have also been seen in workshops and seminars on effective teaching, such as the NSF-sponsored Engineering Education Scholars Workshops, the ASEE-sponsored National Effective Teaching Institute, and workshops given on individual campuses by engineering teaching leaders and faculty developers. Besides becoming more numerous, published research studies in engineering education have steadily improved in quality in recent years, moving from the traditional “We tried it and liked it and so did the students” to rigorously designed experiments that utilize both quantitative and qualitative research methods [5]. Professional development programs that equip engineering faculty to use these methods include the NSF-funded research practicum at the Colorado School of Mines,“Rigorous Research in Engineering Education: Creating a Community of Practice”[6], and CAEE’s “Scholarship on Engineering Education Institutes”[7]. Pressures on engineering education to adapt and change are not going to go away. The impetus for engineering schools and faculty to develop new curriculum structures and improved teaching methods and materials is only likely to grow in the coming years, and the need for high-quality scholarship to assess the new developments and archival venues to chronicle the work will grow concurrently. Recognition of this situation led the Journal of Engineering Education to reposition itself in January 2003 as an archival journal for scholarly research in engineering education. The journal now provides a forum for reporting on research that meets criteria such as those set forth by Diamond and Adam [8] and updated by Diamond [9]: