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Session 2555

Development of Graduate Programs in Engineering Education

Linda Katehi, Katherine Banks, Heidi Diefes-Dux, Deborah Follman, John Gaunt, Kamyar Haghighi, P.K. Imbrie, Robert Montgomery, William Oakes, and Phillip Wankat

Purdue University, West Lafayette, IN

Abstract

Long-term and sustainable engineering education reform requires a pipeline for educating future engineering faculty and professionals interested in pursuing careers in K-12 teaching and administration. Purdue University is evaluating the development of new M.S. and Ph.D. degree programs in engineering education to meet these very needs. It is envisioned that students with Bachelor of Science degrees in engineering and other technical fields will be eligible to participate in the M.S. and Ph.D. programs. These programs will combine advanced courses in engineering and education with research in engineering education. Graduates of such programs will be well-positioned for faculty careers at the K-12, community college, or university level as well as a variety of other careers. Proposed criteria for admission into the M.S. and Ph.D. engineering education programs, descriptions of the programs and program coursework, and anticipated job opportunities for graduates of such programs are discussed.

Vision for Research and Discovery in Engineering Education

The call for engineering education reform is driving the need for the establishment of the field of engineering education as a scholarly endeavor. This call for reform is exemplified in the 1994 joint project report on Engineering Education for a Changing World by the Engineering Deans Council and Corporate Roundtable of the American Society for Engineering Education1, the 1995 Report by the Board on Engineering Education of the National Research Council2, and the recent call for change by the National Academy of Engineering (NAE) leadership3. The other significant development has been the adoption by the Accreditation Board for Engineering and Technology (ABET) of Engineering Criteria 2000 (EC 2000), a new set of program accreditation standards that replace the former focus on counting credits with an emphasis on formulating and assessing educational outcomes. These standards have intensified an interest in assessment reflected in a number of papers on the topic in engineering education journals. Moreover, as faculty members have come to recognize that changes in pedagogy will be needed to achieve the varied outcomes specified in EC 2000, many of them have undertaken the development and assessment of new methods designed to meet those outcomes. Thus, while EC 2000 does not

Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

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Katehi, L., & Haghighi, K., & Diefes-Dux, H., & Banks, K., & Gaunt, J., & Montgomery, R., & Oakes, W., & Imbrie, P., & Follman, D., & Wankat, P. (2004, June), Development Of Graduate Programs In Engineering Education Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13127