Katherine Whitin is a Program Manager at a start-up company developing robotically controlled medical devices. She has spent her career designing medical devices for cardiovascular, orthopeadic and gastrointestinal specialties. She received her M.S. in Mechanical Engineering from Stanford University and her B.S.M.E. from Harvard University.
Taking Stock: An Analysis of the Publishing Record as Represented by the Journal of Engineering Education
Article first published online: 2 JAN 2013
2004 American Society for Engineering Education
Journal of Engineering Education
Volume 93, Issue 1, pages 5–12, January 2004
How to Cite
WHITIN, K. and SHEPPARD, S. (2004), Taking Stock: An Analysis of the Publishing Record as Represented by the Journal of Engineering Education. Journal of Engineering Education, 93: 5–12. doi: 10.1002/j.2168-9830.2004.tb00783.x
- Issue published online: 2 JAN 2013
- Article first published online: 2 JAN 2013
The Journal of Engineering Education emerged in the engineering education community in 1993 as a continuation of the American Society of Engineering Education's journal, Engineering Education. The Journal of Engineering Education was to play a role in the broadening of engineering education culture by helping to bring the scholarship of engineering education to the same level of respect and recognition in the faculty reward system as traditional scholarship in engineering sciences. In doing so, the journal hoped to keep pace with and encourage the significant changes in engineering education needed to prepare for the challenges of 21st century practice.
This paper discusses the engineering education environment as reflected in six years of papers published in the Journal of Engineering Education from 1996 to 2001. Topics of papers are identified, along with changes and trends in these topics during the six-year period. In addition, characteristics of particularly convincing papers are enumerated and discussed. This paper is offered as a summary and review of this six-year body of work on engineering education and should aid the engineering education community in reflecting on the success of the Journal in promoting and encouraging the scholarship of teaching.