Quantitative,Qualitative, and Mixed Research Methods in Engineering Education

The purpose of this research review is to open dialog about quantitative, qualitative, and mixed research methods in engineering education research. Our position is that no particular method is privileged over any other. Rather, the choice must be driven by the research questions. For each approach we offer a definition, aims, appropriate research questions, evaluation criteria, and examples from the Journal of Engineering Education. Then, we present empirical results from a prestigious international conference on engineering education research. Participants expressed disappointment in the low representation of qualitative studies; nonetheless, there appeared to be a strong preference for quantitative methods, particularly classroom‐based experiments. Given the wide variety of issues still to be explored within engineering education, we expect that quantitative, qualitative, and mixed approaches will be essential in the future. We encourage readers to further investigate alternate research methods by accessing some of our sources and collaborating across education/social science and engineering disciplinary boundaries.     

Outcomes Assessment in Engineering Education

Outcomes assessment is a method for determining whether students have learned, have retained, and can apply what they have been taught. Assessment plans have three components: a statement of educational goals, multiple measures of achievement of the goals, and use of the resulting information to improve the education process. The results of outcomes assessment are part of a feedback loop in which faculty are provided with information that they can use to improve both their teaching and student learning. The experience of the Department of Chemical Engineering at West Virginia University is used as an example of how an assessment plan is developed and implemented. Examples of multiple measures of student learning outcomes and how the resulting information is used are presented. The resulting feedback loop allows for corrections to be made in specific classes if deficiencies are found, and indicates when remedial action should be taken to ensure that students do not graduate until a minimum level of competency is achieved.     

系统工程风险评估方法的研究进展

详细介绍了系统工程风险评估方法及其应用的现状和进展，对各种方法的适用范围及优缺点作了说明，讨论了风险评估方法研究中的几个技术问题，指出目前风险评估方法要解决的问题和今后的研究方向。     

Validity,Reliability and the Assessment of Engineering Education

Educational measurement represents a field of study that has been intensely researched and that provides a framework for designing assessment programs. The purpose of this paper is to clarify two key measurement concepts, validity and reliability, and to illustrate how these concepts can be used to improve assessment efforts in engineering education.     

以工程意识教育为导向的工程图学能力培养方法探析

本科阶段加强学生工程意识培养重要而紧迫,分析了现代工程意识和能力培养的主要内容,以工程图学课程为切入点探究了课程教学内容与工程意识的密切联系,基于工程意识培养的可行方案,针对不同教学环节的培养方法进行创新设计,并配套设计了工程意识实验环节,使得教学手段更为立体、方法更为多样,为培养理论基础扎实的现代工程创新人才提供了有效途径。     

Developing a Comprehensive Assessment Program for Engineering Education*

This paper provides an overview of one institution's efforts to establish a comprehensive assessment program for continuous improvement of engineering education. A five step systematic process to develop an integrated assessment program from identifying educational objectives to applying measurement methods is explained in detail. Activities to encourage faculty participation and commitment are outlined. Four integrated assessment processes used by both faculty and students to assess and provide performance feedback are described. The focus of these assessment methods is on the measurement, development, and improvement of student learning outcomes aligned with ABET Engineering Criteria 2000. Preliminary results and lessons learned from the overall experience are highlighted.     

Assessment in Engineering Education: Evolution,Approaches and Future Collaborations

This article examines the current state of assessment in engineering education in the United States as reflected in the Journal of Engineering Education. We begin with a brief review of recent developments in the assessment of engineering education and the events that have inspired change. Next, we explore assessment methodologies that have been used repeatedly in the evaluation of engineering courses, curricula, and research investigations as well as some methods that have not been used extensively but are likely to be informative. We conclude with a discussion of the importance of establishing collaborations between researchers in engineering education and educational research. Throughout this paper we highlight examples of sound and rigorous assessments in engineering education.     

图学奠基的艺术教育内容与方法

总结图学中的艺术教育实践,探讨图学的思辩、理性与艺术的意会、悟性的互补与融合。归纳了图学向艺术教育延伸的具体内容,艺术教育实施途径与方法。力求扩展图学的艺术教育功能:使工科学生,实现图学理论指导的艺术修养与熏陶;使艺术专业学生,借助必要的图学知识与技能,深化艺术造诣,激发创造灵感。籍以拓宽图学的艺术教育空间。     

Special Considerations When Using Statistical Analysis in Engineering Education Assessment and Evaluation

Two special considerations are discussed which frequently arise when conducting statistical analyses for the assessment and evaluation of engineering education programs. The first concerns the multiple comparison problem and Type I errors, specifically when should the significance level be adjusted and which adjustment procedure is most appropriate? Three scenarios are presented to illustrate three different applications of the classical Bonferroni procedure, one of the most extensively used adjustment procedures. A scenario is also presented for when an adjustment is not necessary. The second consideration is: when evaluating a predictive model should a tree diagram be used as an alternative to a classification table? For example, how does one assess a model's predictions when certain of its “recommendations” are not followed? For this type of case, a classification table may yield incomplete information. The use of a tree diagram to present more information on model performance is discussed.     

高校工科现代工程图学教育基本思路

现行的工程图学教育普遍滞后于工程图学的现代发展,如何使工程图学教育现代化已是摆在教育工作者面前的重要课题和历史使命。本文从教育必须顺应科技、经济、社会的发展和需求出发,探讨对我国高校工科实施现代工程图学教育的基本思路。     

骨组织工程支架材料的研究进展

骨组织工程的发展,要求充分结合材料工程与生物工程相关知识,对植入材料进行分子及细胞水平的设计.细胞外基质材料(支架材料)的选择与制备是骨组织工程的一项重要而关键的任务.如何找到能促进并指导细胞黏附、增殖的支架材料是目前骨组织工程研究的热点之一.介绍了骨组织工程相关原理,并综述了几种支架材料的发展研究现状.     

骨组织工程支架的制造

支架的研究一直是骨组织工程研究的主要问题之一，到目前为止已经开发出了不少比较成熟的支架制作技术，但是这些技术都还存在一定的缺陷，快速成形技术由于具有快速性和高度柔性的突出优点，因而在支架制造方面具有广泛的应用前景，清华大学已经在这个方面进行了大量的基础性研究。     

关于加强土木工程专业工程教育的探讨

文章阐述了加强土木工程专业工程教育的重要性，分析了目前在工程教育中主要存在的问题，并对如何加强土木工程专业工程教育提出了几点建议。     

Education in Engineering Management

Engineering Management programs/courses are a recent development in response to the demand from industry. This paper demonstrates that Engineering Management is an independent field of education. Background, contents, and courses of Engineering Management are reviewed, analyzed, and discussed. The Master of Science (MSc) program in Engineering Management at City University of Hong Kong is used as an example for the purpose of discussion. The information in this paper will be of use as a reference for developing/reforming courses and curricula in Engineering Management.