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Selected Publications in Engineering Education

Papers summarizing research and providing resources from the Center for Advancing Engineering Education (CAEE), an NSF project at Washington University:

IJEE paper: “The Center for the Advancement of Engineering Education: Results and Resources” (IJEE subscription required). In this paper we summarize the main findings from CAEE and point to resources created by the center that are available on the center web site. (Atman, C.J., Sheppard, S., Turns, J., Adams, R., Yasuhara, K., & Lund, D. (2012) “The Center for the Advancement of Engineering Education: Results and Resources,” International Journal of Engineering Education, Vol. 28, No. 5, pp. 1-14, 2012)

JSTEM editorial: “Supporting Informed Decision Making to Improve Engineering Education”. In this editorial we propose two successful workshop models that can used to enable research results to inform practice in engineering education. (Atman, C.J., Turns, J., Sheppard, S.D. Supporting Informed Decision Making to Improve Engineering Education. Editorial in the Journal of STEM Education, Volume 12, Issue 7 & 8, Special Edition 2011)

CAEE final report: “Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education”. This report summarizes the results of CAEE. (Atman, Cynthia J., Sheri D. Sheppard, Jennifer Turns, Robin S. Adams, Lorraine N. Fleming, Reed Stevens, Ruth A. Streveler, Karl A. Smith, Ronald L. Miller, Larry J. Leifer, Ken Yasuhara, and Dennis Lund. Enabling Engineering Student Success: The Final Report for the Center for the Advancement of Engineering Education. San Rafael, CA: Morgan & Claypool Publishers, 2010)

Specific resources in the final report include:

  • Summary of results of Academic Pathways Study: Section 2.10, p. 86-92
  • Local Inquiry Questions (questions to guide change conversations on campuses): Appendix D, p. 203-206
  • Looking Ahead: Ideas for Future Research: Appendix E, p. 207-213
  • Thinking broadly about the research space in engineering education: Figure 7-4, p. 152

Spring 2009: Developing Metrics for Assessing Engineering Instruction: What Gets Measured and What Gets Improved

A recent study by the National Academy of Engineering, funded by the National Science Foundation, examines existing methods to evaluate and improve the teaching effectiveness of engineering faculty. The report also makes recommendations for the development of new metrics and faculty development programs. The report concludes that only if thoughtfully designed and agreed-upon methods of evaluating teaching effectiveness are developed will teaching and mentoring be seen as an important component of tenure and promotion decisions. This would provide faculty members with a powerful incentive to invest time and effort in becoming better teachers. It noted that faculty development programs should not be carried out by those making tenure and promotion decisions, as that would discourage faculty from seeking help to improve their teaching effectiveness.

2007: Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering

Women are a small portion of the science and engineering faculty members at research universities, and they typically receive fewer resources and less support than their male colleagues. The representation of women in leadership positions in our academic institutions, scientific and professional societies, and honorary organizations is low relative to the numbers of women qualified to hold these positions. It is not lack of talent, but unintentional biases and outmoded institutional structures that are hindering the access and advancement of women.