Development of Engineering Education as a Rigorous Discipline: A Study of the Publication Patterns of Four Coalitions
Development of Engineering Education as a Rigorous Discipline: A Study of the Publication Patterns of Four Coalitions
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工程教育作为一门严谨学科的发展：四大联盟出版模式研究
DOI：
10.1002/j.2168-9830.2007.tb00911.x
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发表时间：
2007
影响因子：
3.4
通讯作者：
M. Borrego
中科院分区：
文献类型：
--
作者：
M. Borrego
出版物分析和教师访谈相结合，研究四个NSF赞助的工程教育联盟作为工程教育的近代史的案例研究。当前工程教育界对提高严谨性的呼吁可以从类似学科的出现方式来理解。例如，在科学教育中，需要时间来就重要的研究问题、公认的方法和严格的标准达成共识。在活跃的工程教育联盟网站上列出的700篇出版物的摘要进行了分析，随着时间的推移，干预的类型，人口的重点，和产品。出现了一幅与其他关于联盟捐款的报告一致的画面。早期的重点是大一课程和跨学科的整合，与团队合作，设计和其他积极的学习活动。学生和课程的改进仍然是主要的焦点，但随着时间的推移，在评估，教师发展和研究方面的努力也在增加。对联盟领导人和主要作者的采访补充了出版物分析，并描述了联盟工作如何帮助奠定了更严格的工程教育研究的基础。
A combination of publication analysis and faculty interviews was employed to study four NSF‐sponsored engineering education coalitions as a case study of the recent history of engineering education. Current calls within the engineering education community for increased rigor can be understood in terms of the ways similar disciplines have emerged. In science education, for example, time was needed to develop consensus on important research questions, accepted methods, and standards of rigor. The abstracts of 700 publications listed on active engineering education coalition Web sites were analyzed over time by type of intervention, population of focus, and product. A picture consistent with other reports of coalition contributions emerged. Early focus was on freshman courses and integrating across disciplines, with teamwork, design and other active learning activities. Students and course improvement remained the dominant focus, but efforts increased over time in assessment, faculty development, and research. Interviews with coalition leaders and leading authors supplement the publication analysis and describe how coalition work helped lay the foundation for more rigorous engineering education research.