The Cambridge Handbook of Engineering Education Research and Reflections on the Future of the Field

摘要

Although the lineage of engineering education is long, starting over a century ago, engineering education research (EER) generally lacked definition as a discipline until the late 1990s and early 2000s. In a landmark issue of the Journal of Engineering Education in 2005, senior scholars in the field argued for a stronger theoretical and empirically driven research agenda (Haghighi, 2005). Since then, engineering education has quickly emerged as a research-driven field. Subsequently, it has experienced a substantial increase in research output and has become an increasingly important field internationally as evidenced by the growing prestige and subscriber base of its key journal, the Journal of Engineering Education, as well as other outlets such as Advances in Engineering Education, the European Journal of Engineering Education, and the International Journal of Engineering Education. The strength of engineering education research and practice is also evident in the founding of Ph.D.-granting engineering education departments at several research universities and the growth of an international community of engineering education researchers who hold global meetings and increasingly collaborate with each other.