Asee peer logo

Designing And Implementing Graduate Programs In Engineering Education

Download Paper |


2005 Annual Conference


Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005



Conference Session

Innovative Graduate Programs & Methods

Page Count


Page Numbers

10.422.1 - 10.422.11



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Thomas Walker

author page

Susan Magliaro

author page

Michael Alley

author page

Hassan Aref Virginia Polytechnic Institute and State University

author page

Alex Aning Virginia Polytechnic Institute and State University

author page

Hayden Griffin

author page

Mark Sanders Virginia Polytechnic Institute and State University

author page

Marie Paretti Virginia Tech Orcid 16x16

author page

Richard Goff

author page

Janis Terpenny Virginia Polytechnic Institute and State University

author page

Vinod Lohani Virginia Polytechnic Institute and State University

author page

Jenny Lo Virginia Polytechnic Institute and State University

author page

Jean Kampe Michigan Technological University

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 3255

Designing and Implementing Graduate Programs in Engineering Education

O. Hayden Griffin, Jr.1, Alex Aning1, Vinod K. Lohani1, Jean Kampe1, Richard Goff1, Marie Paretti1, Michael Alley1, Jenny Lo1, Janis Terpenny1, Thomas Walker1, Hassan Aref 2, Susan Magliaro3, and Mark Sanders4 1 Department of Engineering Education/ 2 Dean, College of Engineering/ 3 Director, School of Education/ 4 Professor and Program Leader, Technology Education Virginia Polytechnic Institute and State University


Recent years have seen an increasing awareness of the lack of training of the majority of engineering faculty in topics involving human learning, appropriate pedagogical approaches for engineering topics, and design, implementation, and evaluation of curricula. The National Science Foundation addressed the issue by the creation of the engineering education consortia, and as a result significant changes took place on the landscape of engineering education in the United States. However, the changes seemed to be localized in some universities. In the years since the cessation of funding for the coalitions, there seems to have been a renewed interest in both applying what was learned from the coalitions and also to bringing to bear more recent knowledge developed by “education” researchers, knowledge that was developed sometimes in an engineering context and sometimes not.

Engineering as a profession in the United States is facing a number of challenges at the present time. Declining interest in engineering careers obviously poses a major challenge for engineering colleges charged to produce qualified engineers. A recent report from the U.S. National Science Foundation (NSF)1 indicates that the federal science and engineering workforce is shrinking and a significant number of scientists and engineers will soon retire. Further, a 2001 report from the U.S. Department of Labor2 indicates that women and minorities make up 60% of the total workforce, but they are dramatically underrepresented in science and engineering careers. As engineering educators, it is a great challenge for us to make engineering careers attractive to a diverse section of society. We must devise innovative ways to attract a broad range of students to pursue engineering careers. With the explosive growth in data/information transmission, a part of the challenge is for instructors to adapt to the learning styles of the individual students, not focus on the teacher’s preferred style. In fact, since every class is somewhat diverse in personality and learning styles, every engineering instructor should be using multiple teaching techniques known to be effective for different learning styles for all of the material in order to reach the entire class with most of the material. While almost everyone would agree with the last statement, very few engineering instructors truly understand how people learn, so they are not capable of designing courses to match learning styles. Effective use of technology to reduce the cost and broaden the reach of engineering education is yet another important issue for which general approaches are well-known in the education community, and not so well known in the engineering education community.

Proceedings of the 2005 American Society for Engineering Education Annual Conference & Exposition Copyright © 2005, American Society for Engineering Education

Walker, T., & Magliaro, S., & Alley, M., & Aref, H., & Aning, A., & Griffin, H., & Sanders, M., & Paretti, M., & Goff, R., & Terpenny, J., & Lohani, V., & Lo, J., & Kampe, J. (2005, June), Designing And Implementing Graduate Programs In Engineering Education Paper presented at 2005 Annual Conference, Portland, Oregon. 10.18260/1-2--14438

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015