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Cited by 835

The DOI matches its Crossref record; 484 of the 484 references it cites were found in a registry or an index.

Discipline‐Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering

Singer, Susan, Smith, Karl A.·2013·Journal of Engineering Education
DOI 10.1002/jee.20030
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Abstract

Engineering education research (EER) has been on the fast track since 2004 with an exponential rise in the number of Ph.D.s awarded and the establishment of new programs, even entire EER departments. The National Research Council’s Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-the-art advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs. The DBER report is the consensus analysis of experts in undergraduate education research in physics, chemistry, biology, geosciences, astronomy, and engineering. The study committee, chaired by Susan Singer, also included higher education researchers, learning scientists, and cognitive psychologists. A central aspect of the DBER report is the focus on and application of research in the education, learning, and social-behavioral sciences to science and engineering curricula design and teaching methods. Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in the past 100 years: 1. A shift from hands-on and practical emphasis to engineering science and analytical emphasis 2. A shift to outcomes-based education and accreditation 3. A shift to emphasizing engineering design 4. A shift to applying education, learning, and social-behavioral sciences research 5. A shift to integrating information, computational, and communications technology in education

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Metadata

Authors
Singer, S., & Smith, K. A.
Venue
Journal of Engineering Education
Publisher
Wiley
Published
2013-10
Volume
102
Issue
4
Pages
468-471
ISSN
  • 1069-4730 (ISSN-L)
  • 2168-9830
DOI
10.1002/jee.20030
OpenAlex
W1949744349
Cited by
835
References
484
FWCI
172.23
Type
journal article
Language
en
Open access
closed

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