Brent K. Jesiek is assistant professor in Engineering Education and Electrical and Computer Engineering at Purdue University. Dr. Jesiek holds a B.S. in Electrical Engineering from Michigan Tech and M.S. and Ph.D. degrees in Science and Technology Studies from Virginia Tech. He is the former manager of Virginia Tech's Center for Digital Discourse and Culture. His research is focused on studying the social, historical, global, and epistemological dimensions of engineering and computing, with particular emphasis on subjects related to computer engineering, engineering education, and educational technology.
Engineering Education Research: Discipline, Community, or Field?
Version of Record online: 2 JAN 2013
2009 American Society for Engineering Education
Journal of Engineering Education
Volume 98, Issue 1, pages 39–52, January 2009
How to Cite
Jesiek, B. K., Newswander, L. K. and Borrego, M. (2009), Engineering Education Research: Discipline, Community, or Field?. Journal of Engineering Education, 98: 39–52. doi: 10.1002/j.2168-9830.2009.tb01004.x
- Issue online: 2 JAN 2013
- Version of Record online: 2 JAN 2013
- engineering education research;
Engineering education research has experienced a notable scale-up in recent years through the development of departments and degree programs, high-profile publication outlets, research agendas, and meetings. We begin by reviewing these developments, contextualizing them historically, and clarifying some relevant terminology. We then use observational data collected at the 2007 inaugural International Conference on Research in Engineering Education (ICREE) to examine how engineering education is variously conceptualized as a discipline, community of practice, and/or field. We also examine how ICREE participants engaged with questions about the infrastructure and major goals of engineering education research. Our data reveals both an overall lack of clarity and continued sense of ambiguity about the identity and status of engineering education research. We conclude by recommending that participants and stakeholders work to clarify the goals and objectives of engineering education research, especially to inform the continued development of the field's identity and supporting infrastructures.