Engineering Education Research (EER) 

Transitioning from technical engineering expertise to a focus on student-centered learning and evidence-based research represents a significant paradigm shift for established researchers. This shift involves adopting methodologies and theoretical frameworks, prioritizing how students learn engineering concepts, and implementing strategies to improve educational outcomes. Borrego (2007) discusses some difficulties that trained engineers often face when starting to work with educational research methods.

Recommended Resources:

• Borrego, M. (2007). "Conceptual difficulties experienced by trained engineers learning educational research methods." Journal of Engineering Education, 96(2), 91-102 - This article discusses the challenges and conceptual difficulties that engineers face when transitioning to or incorporating educational research methodologies, highlighting the paradigm shift necessary for this interdisciplinary work.

• The Foundations of Social Research: Meaning and Perspective in the Research Process by Crotty, M. (1998) - Crotty's work is instrumental in explaining the relationships between epistemology, theoretical perspectives, methodology, and methods, offering a comprehensive guide to the philosophical underpinnings of research.

• Philosophical Foundations of Education by Ozmon, H. A., & Craver, S. M. (2008). Philosophical Foundations of Education - This book explores various philosophical foundations and their application in educational research, offering insights into different epistemological perspectives 

A theoretical or conceptual framework guides educational research design, helping researchers identify relevant variables and metrics, how to measure those variables and metrics, formulate research questions, and choose appropriate methodologies to answer those questions. Grounding research in established theories allows for building on existing knowledge to develop new insights.

Grant & Osanloo (2016) is a great starting point for understanding the purpose and applications of a theoretical framework in educational research. The other resources guide how theoretical and conceptual frameworks are selected and used to guide educational research. However, remember that not all educational research methods require a framework; for example, participatory action research, community-based research, and grounded theory may not necessarily need an existing framework to address their research questions.

Recommended Resources:

• Grant, C., & Osanloo, A. F. (2016). "Creating the Blueprint for Your 'House'." Administrative Issues Journal, 4, 12-26 - Though the article is specified for dissertation is very simplified with analogies and easy to take in definitions for researcher new to EER to understand how to select and integrate theoretical framework into their research

• Ravitch, S. M., & Riggan, M. (2016). Reason & Rigor: How Conceptual Frameworks Guide Research - This is a textbook that covers an extensive range of topics on the utilization of conceptual frameworks for research.

• Magana, A. J. (2022). The role of frameworks in engineering education research. Journal of Engineering Education, 111(1), 9-13 - This paper discusses the importance and application of various frameworks in conducting and reporting research in engineering education.

• Anfara Jr, V. A., & Mertz, N. T. (Eds.). (2014). Theoretical frameworks in qualitative research. Sage publications - The book explores the role of theory in qualitative research, offering a definition of theoretical frameworks, guidance on how to identify them, and real-world examples of their application.

• Varpio, L., Paradis, E., Uijtdehaage, S., & Young, M. (2020). The Distinctions Between Theory, Theoretical Framework, and Conceptual Framework. Academic Medicine, 95(7), 989–994.  

• Goncher, A., Hingle, A., Johri, A., & Case, J. M. (2023). The role and use of theory in engineering education research. In International handbook of engineering education research (pp. 137-155). Routledge.  

No! Researchers in EER utilize a variety of quantitative, qualitative, and mixed methods approaches. The choice of approach depends on the research questions and phenomena under investigation. For example, “what” questions are often a better fit for quantitative studies, whereas “why/how” questions are typically well-suited to qualitative or mixed-methods approaches.

Recommended Resource:

• Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - This book offers a comprehensive overview of different research methodologies, explaining when and why to use qualitative, quantitative, or mixed methods in educational research.

Not at all. Qualitative research provides deep, context-rich insights crucial for understanding complex educational phenomena. Its rigor relies on implementing appropriate quality measures throughout the research process, including systematic data collection and careful, well-documented analysis.  

Recommended Resources:

• Merriam, S. B., & Tisdell, E. J. (2015). Qualitative Research: A Guide to Design and Implementation - This guide provides practical advice on designing and conducting qualitative research, emphasizing its value in exploring educational questions that cannot be adequately addressed by quantitative methods alone.

• Marx, S. (2016). Qualitative Research in STEM: Studies of Equity, Access, and Innovation - This book provides a comprehensive overview of qualitative research methods in STEM education, illustrating their importance and application.

• Creswell, J. W., & Poth, C. N. Qualitative Inquiry & Research Design: Choosing Among Five Approaches" - This book explores different qualitative research designs and approaches, helping researchers understand how to choose and implement the most appropriate qualitative methods for their studies

• Tashakkori, A., & Teddlie, C. (1998). Mixed Methodologies: Combining Qualitative and Quantitative Approaches - This book discusses the integration of qualitative and quantitative methods, offering guidance on how to design and conduct mixed-methods research that leverages the strengths of both approaches.

• Patton, M. Q. (1990) Qualitative Research & Evaluation Methods - [JB1] [ID2] This book is particularly valuable for those interested in integrating qualitative methods into their research, offering practical guidance on study design, data collection, and analysis.

While the Scholarship of Teaching and Learning (SoTL) encompasses research on teaching and learning across all disciplines, EER focuses on the education of engineers and the unique aspects of teaching and learning within engineering. There is also arguably overlap for SoTL, EER, and discipline-based education research (DBER), but there are some distinguishing features. For example, the purpose of SoTL is to advance teaching and learning practices in a specific learning context through systematic study and reflection, whereas EER and DBER aim to create more generalizable knowledge about teaching and learning. However, DBER scholars often acknowledge a need to translate their findings to classroom practice, in line with SoTL scholarship. 

Recommended Resources:

• Streveler, R. A., Borrego, M., & Smith, K. A. (2007). "Moving from the 'scholarship of teaching and learning' to 'educational research': An example from engineering." In To Improve the Academy, Volume 25, 139-149.

Peer-reviewed research articles and publications are crucial for understanding the current landscape of engineering education research. Here are some recommended resources: 

• Journal of Engineering Education (JEE): JEE publishes peer-reviewed research articles covering various aspects of engineering education, providing valuable insights and knowledge. JEE is widely recognized as one of the most prestigious and influential publications in the field of engineering education research

• IEEE Transactions on Education (IEEE ToE): IEEE Transactions on Education is a reputable journal publishing research articles, experimental studies, and innovative educational approaches in engineering education.

• ASEE Annual Conference Proceedings: The proceedings of the annual ASEE conference include peer-reviewed papers on a wide range of topics in engineering education research.

• Advances in Engineering Education (AEE): Also published by ASEE, this journal emphasizes significant and impactful advances in engineering education, with a focus on the application of research findings.

• European Journal of Engineering Education (EJEE): This journal, published by the European Society for Engineering Education (SEFI), provides a forum for scholarly discussion of the education of engineers.

• International Journal of Engineering Education (IJEE): This journal publishes papers in engineerin education that address significant issues in the development and delivery of engineering education.

• International Journal of STEM Education (IJSTEM) The International Journal of STEM Education focuses on advancing knowledge in Science, Technology, Engineering, and Mathematics (STEM) education. The journal publishes research that contributes to the improvement of STEM learning and teaching across all educational levels.

• Journal of Women and Minorities in Science and Engineering (JWM): This journal is dedicated to publishing original research and scholarly work that addresses the underrepresentation and challenges faced by women and minorities in the science and engineering fields.

Would you be interested in more? 

Our colleagues at the Texas A&M Institute for Engineering Education and Innovation have also compiled a larger list of EER journals, accessible here: Engineering Education Journals 

Major conferences in engineering education research (EER) provide valuable opportunities for faculty to present their research, network with peers, and stay update-to-date on the latest developments. Here are some of the key conferences in this space:

• ASEE Annual Conference & Exposition: Organized by the American Society for Engineering Education (ASEE), this is one of the largest annual gatherings of engineering educators, offering a wide range of presentations, workshops, and networking opportunities. There are also annual regional ASEE conferences that offer a great opportunity to meet more local engineering educators and share research.

• IEEE Frontiers in Education Conference (FIE): Sponsored by the IEEE Education Society, the American Society for Engineering Education, and the IEEE Computer Society, FIE is a significant annual international conference that focuses on educational innovations and research in engineering and computing education.

• Collaborative Network for Engineering and Computing Diversity (CoNECD): CoNECD conference provides forum for exploring current research and practices to enhance diversity and inclusion of all underrepresented populations in the engineering and computing professions.

• American Educational Research Association (AERA) Annual Meeting: Although not exclusively focused on engineering education, AERA's annual meeting includes numerous STEM and engineering education research sessions', making it a valuable conference for interdisciplinary exchange.

• European Society for Engineering Education (SEFI) Annual Conference: This conference brings together engineering educators from Europe and around the world to discuss the latest trends and research in engineering education.

• International Conference on Engineering Education (ICEE): ICEE is an international forum for scholars and educators to share their research and best practices in engineering education.

• Research in Engineering Education Symposium (REES): This annual symposium is specifically focused on research in engineering education, providing an intimate setting for in-depth discussions and collaborations among researchers.

• World Engineering Education Forum (WEEF): WEEF brings together multiple international engineering education societies and offers a diverse program that includes research presentations, workshops, and networking events.

Professional development and networking are crucial for faculty new to EER to connect with peers and enhance their skills. Here are some recommended resources: 

• ASEE Annual Conference and Regional Conferences:  ASEE's annual conference is a premier event in the field of engineering education, providing faculty with opportunities to present research, attend workshops, and network with colleagues. Additionally, ASEE offers conferences, workshops, and webinars dedicated to engineering education, providing opportunities to learn about the latest trends and innovations.

ASEE Private Group Courses: ASEE offers private courses and workshops on topics such as: future engineering faculty career preparation, establishing engineering classroom and new faculty career, career advancement for tenure-track junior faculty, navigating a department chair promotion, classroom instruction for engineering educators, recognizing and mitigating bias in academic setting, preparing and developing more effective proposals. 

ASEE Courses: Novices in engineering education research could also take courses facilitated by experienced engineering education instructors and researchers at ASEE 

Learning to write good papers and proposals in Engineering Education Research (EER) is a multifaceted process that requires a blend of mastering academic writing techniques, understanding the nuances of EER, and continuous practice. 

There’s no “one right way” to “write the right way” in EER, and there are many paths to learning how to adapt your writing skills to be well-suited for papers and proposals in EER. For example, we highly recommend:

• Serving as a peer reviewer for EER conferences such as ASEE, FIE, etc. If you’d like to serve as a reviewer for a journal, there’s usually either a form on the journal’s webpage to volunteer, or you can reach out directly to an editorial member to express your interest in reviewing (you’ll make their day!) When you express your interest, be sure to indicate your areas of interest and expertise. 

• Serving as a peer reviewer for an EER/STEM Education journal. For conferences, calls for reviewers are often sent out at the same time as the calls for proposals by the divisions themselves. Other times, the conference’s webpage will have a linked form for volunteer reviewers.   

• Serving as a peer reviewer on an NSF proposal review panel. This is a great opportunity to get a glimpse “behind the scenes” of the proposal evaluation process as well as learning to recognize components of a successful EER proposal for when you go to write your own. 

• Engaging with a writing coach and/or professional editors. We highly recommend working with a writing coach to support and guide you through this shift in writing style, and professional editors are an excellent way to get timely, substantive or copyedit feedback on manuscripts and proposals before submitting them. 

If you are planning to serve as a peer reviewer in any of these capacities, we would like to emphasize the need for timely, constructive reviewers and their positive impact on building a supportive culture within the EER community:

• JWM editorial on constructive reviews 

  • Martin, J. (2020). TIME FOR A CULTURE CHANGE−MOVING ACADEMIA FROM DESTRUCTIVE TO CONSTRUCTIVE FEEDBACK. Journal of Women and Minorities in Science and Engineering, 26(1). https://doi.org/10.1615/JWomenMinorScienEng.2020033945 

• Also, the PERT program led by Lisa Benson: Access Google Site