Exploring Contributions of U.S. Engineering Education Research Centers

Engineering Education has emerged as an interdis-ciplinary field of research which focuses on gaining effective knowledge on engineering concepts, improving teaching method-ologies and enhancing students' learning. There is a need for more U.S. institutions to establish engineering education centers for expansion of existing research agendas as well as delving deeper in the research areas identified. This research undertakes an online content analysis of engineering education centers in seven (07) U.S. institutions to explore emerging trends of research being conducted, the existing programs offered, and the academic background of faculty members working in these centers. The research areas in Engineering Education spans engineering epistemologies, engineering learning mechanisms, engineering learning systems, engineering diversity, and inclusiveness and engineering assessment as written by the original author [1]. According to these institutional websites, the research areas that are most worked upon include engineering learning mechanisms and engineering learning systems. The research areas that are least worked upon fall under the category of engineering epistemologies, and engineering diversity and inclusiveness. The programs offered in these centers include certifications, fellowship programs (for faculty and graduate students), while some centers also offer master's degree programs. The faculty members working in these centers are predominantly Ph.D.s in engineering (55%); the top three being mechanical engineering, biosystems and agricultural engineering, and engineering education. It is found that the research areas, that consider students' social contexts and diverse human talents, are least worked upon, or communicated by these centers although these areas are endorsed by National Science Foundation (NSF), National Academies Science Engineering Medicine (NASEM), and ABET criteria. The objectives of the academic programs are also limited in terms of research areas in these institutions. The findings also suggest the need of more engineering education centers to offer training and teaching programs covering all five research areas in engineering education.