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Educational practice and educational research in engineering : partners, antagonists, or ships passing in the night?

journal contribution
posted on 06.12.2017, 00:00 by R Felder, Roger HadgraftRoger Hadgraft
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

102

Issue

3

Start Page

339

End Page

345

Number of Pages

7

eISSN

2168-9830

ISSN

1069-4730

Location

USA

Publisher

Wiley-Blackwell

Language

en-aus

Peer Reviewed

No

Open Access

No

External Author Affiliations

North Carolina State University; RMIT University; TBA Research Institute;

Era Eligible

No

Journal

Journal of engineering education.

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