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Educational practice and educational research in engineering : partners, antagonists, or ships passing in the night?
For most of the twentieth century, engineering education research mainly consisted of using student satisfaction surveys and instructors’ impressions to assess the effectiveness of teaching methods, courses, and curricula. In the 1980s and 1990s, the emphasis shifted to less anecdotal methods involving statistical comparisons between experimental and control groups (Wankat, Felder, Smith, & Oreovicz, 2002). Starting early in the new millennium, a movement arose to make engineering education research more “rigorous” by using methods and philosophies drawn from the social sciences.
History
Volume
102Issue
3Start Page
339End Page
345Number of Pages
7eISSN
2168-9830ISSN
1069-4730Location
USAPublisher
Wiley-BlackwellPublisher DOI
Full Text URL
Language
en-ausPeer Reviewed
- No
Open Access
- No
External Author Affiliations
North Carolina State University; RMIT University; TBA Research Institute;Era Eligible
- No