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This comprehensive handbook offers a broad overview of contemporary
research on engineering education and its practical application.
Over the past two decades, the field of engineering education
research (EER) has become a vibrant and impactful community with
new journals, conferences, and doctoral and research programs
established across the globe. The increased interest in this area
has helped to improve the education and training of the next
generation of engineers, as well as supporting growth in the use of
technology for teaching and learning, increased attention to
broadening participation, diversity and inclusion in the field, and
a wide international expansion of the field. Drawing on the work of
100 expert contributors from over 20 countries, this volume covers
both emergent and established areas of research within engineering
education, giving voice to newcomers to the field as well as
perspectives from established experts. Contents include: *
Sociocognitive and affective perspectives on engineering education;
* Technology and online learning in engineering education; *
Cultural and ethical issues including diversity, equity, and
inclusion in engineering education; * Curriculum design, teaching
practices, and teacher education at all levels; * Research methods
and assessment in engineering education. This book offers an
innovative and in-depth overview of engineering education
scholarship and practice, which will be of use to researchers in
engineering education, engineering educators and faculty, teacher
educators in engineering education or STEM education, and other
engineering and STEM-related professional organizations.
This comprehensive handbook offers a broad overview of contemporary
research on engineering education and its practical application.
Over the past two decades, the field of engineering education
research (EER) has become a vibrant and impactful community with
new journals, conferences, and doctoral and research programs
established across the globe. The increased interest in this area
has helped to improve the education and training of the next
generation of engineers, as well as supporting growth in the use of
technology for teaching and learning, increased attention to
broadening participation, diversity and inclusion in the field, and
a wide international expansion of the field. Drawing on the work of
100 expert contributors from over 20 countries, this volume covers
both emergent and established areas of research within engineering
education, giving voice to newcomers to the field as well as
perspectives from established experts. Contents include: *
Sociocognitive and affective perspectives on engineering education;
* Technology and online learning in engineering education; *
Cultural and ethical issues including diversity, equity, and
inclusion in engineering education; * Curriculum design, teaching
practices, and teacher education at all levels; * Research methods
and assessment in engineering education. This book offers an
innovative and in-depth overview of engineering education
scholarship and practice, which will be of use to researchers in
engineering education, engineering educators and faculty, teacher
educators in engineering education or STEM education, and other
engineering and STEM-related professional organizations.
The creation of physical and material infrastructure is the
cornerstone of human development; not surprisingly, engineers and
designers are often motivated and inspired in their practice to
improve the world around them, to make things better for others,
and to apply their knowledge for the good of mankind. These
aspirations often get translated into engineering and design
curricula where students and faculty work on development related
projects usually under the category of community or service
learning. This book presents an overview of such an education and
outreach program designed to empower stakeholders to improve their
lives. The project described here was an international
multi-institutional undertaking that included academic
institutions, non-governmental organizations, and private firms.
Within the academic setting, an interdisciplinary set of actors
that included engineering and industrial design students and
faculty worked on the project. We concretize our work by presenting
a design case study that illustrates how different approaches can
help guide the works of engineers and designers as they create
global infrastructures and localized artifacts. We emphasize the
importance of developing long term relationships with organizations
on the ground in order to ensure appropriate design as well as
successful transfer and long term use of designed artifacts. We
discuss the life trajectories of the authors to provide a grounded
perspective on what motivated us to undertake this work and shaped
our approach with the intention to demonstrate that there are
multiple paths toward this goal. Table of Contents: Introduction /
Development of the Program: Personal Trajectories Meet Professional
Opportunities / Intellectual Positioning of the Program:
Sociomaterial Infrastructures and Capable and Convivial Design /
Case Study: Quick Response (QR) Code Based Immunization Solution /
Design for Development Course and Outreach Initiative / Conclusion:
Lessons Learned
Learning Analytics in Higher Education provides a foundational
understanding of how learning analytics is defined, what barriers
and opportunities exist, and how it can be used to improve
practice, including strategic planning, course development,
teaching pedagogy, and student assessment. Well-known contributors
provide empirical, theoretical, and practical perspectives on the
current use and future potential of learning analytics for student
learning and data-driven decision-making, ways to effectively
evaluate and research learning analytics, integration of learning
analytics into practice, organizational barriers and opportunities
for harnessing Big Data to create and support use of these tools,
and ethical considerations related to privacy and consent. Designed
to give readers a practical and theoretical foundation in learning
analytics and how data can support student success in higher
education, this book is a valuable resource for scholars and
administrators.
Learning Analytics in Higher Education provides a foundational
understanding of how learning analytics is defined, what barriers
and opportunities exist, and how it can be used to improve
practice, including strategic planning, course development,
teaching pedagogy, and student assessment. Well-known contributors
provide empirical, theoretical, and practical perspectives on the
current use and future potential of learning analytics for student
learning and data-driven decision-making, ways to effectively
evaluate and research learning analytics, integration of learning
analytics into practice, organizational barriers and opportunities
for harnessing Big Data to create and support use of these tools,
and ethical considerations related to privacy and consent. Designed
to give readers a practical and theoretical foundation in learning
analytics and how data can support student success in higher
education, this book is a valuable resource for scholars and
administrators.
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.
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