Bibliography of Publications Related to Engineering Pedagogy

Aldeman98
Women and Men of the Engineering Path: a Model for Analysis of Undergraduate Careers
Clifford Aldeman
May 1998
http://www.erc-assoc.org/nsf/engrg_paths/

Benvenuto03TA
Educational Reform: Why the Academy Doesn't Change
Mark Benvenuto
Thought & Action Journal Fall 2002 63--74
http://www.nea.org/he/heta02/f02p63.pdf

The author discusses several reasons why lecture, though not effective, remains the dominant form of instruction.

Bransford99
How People Learn: Brain, Mind, Experience, and School

1999 National Academy Press
http://www.nap.edu/html/howpeople1/

This book describes modern research-based understanding of the learning process and the development of competent performance and explains the implication of this understanding on teaching. While not directed specifically at science and technology education at a college level, it provides a foundation to understand the limitations of traditional pedagogy and the motivation for some of the newer innovations.

Forcast97
The Sixth Technology Forecast Survey: Future Technology in Japan Toward The Year 2025

June 1997
http://www.nistep.go.jp/achiev/ftx/eng/rep052e/idx052e.html

Foresight01
The Seventh Technology Foresight: Future Technology in Japan toward the Year 2030

July 2001
http://www.nistep.go.jp/achiev/ftx/eng/rep071e/idx071e.html

The report on the seventh technology forecast survey conducted by Japan's NISTEP agency. The surveys have been conducted every five years since 1971.

GreenEngineer03
Green Engineering: Defining the Principles

May 2003
http://enviro.utoledo.edu/Green/SanDestin%20summary.pdf

Short report of a conference at which nine principles of green engineering were developed.

NAE04
The Engineer of 2020: Visions Of Engineering in the New Century

2004 The National Academies Press
http://www.nap.edu/books/0309091624/html/

"The Engineer of 2020 Project centers on an effort to envision the future and to use that knowledge to attempt to predict the roles that engineers will play in the future. While of interest in itself, the exercise is also intended to provide a framework that will be used in subsequent work to position engineering education in the United States for what lies ahead, rather than waiting for time to pass and then trying to respond." "The external forces in society, the economy, and the professional environment pose imperatives for change that may exceed those to come from the changes expected in the technology engineers will have at their disposal in 2020." "...educate engineers who are broadly educated, who see themselves as global citizens, who can be leaders in business and public service, and who are ethically grounded."

Newberry03JEE
A Look at the Past and Present of General Engineering and Engineering Science Programs
Byron Newberry and Jaames Farison
Journal of Engineering Education July 2003 217--226
http://www.asee.org/about/publications/jee/PAPERS/display.cfm?pdf=05-EE017-3024.R1[217-226].pdf

Examines the history and present of general engineering and engineering science programs. Defines three types of programs: philosophical (general and broad-based under philosophy that such education is intrinsically valuable), instrumental (a vehicle for introduction of discipline specific programs), and flexible (allowing students to craft a highly individualized program of study).

NRC96
From Analysis to Action: Undergraduate Education in Science, Mathematics, Engineering, and Technology

1996 National Academy Press
http://www.nap.edu/books/NI000012/html/index.html

This report is a product of the steering committee for the convocation held at the National Academy of Sciences in Washington, D.C., on April 9-11, 1995 and co-sponsored by the National Research Council and the National Science Foundation. Participants represented two-year colleges, technical schools, liberal arts colleges, comprehensive institutions, research universities, professional societies, foundations, and government. Includes recommendations about students, faculty, and institutions. The most radical recommendations (at least from my perspective) include a dramatic elevation of the place of teaching within the university as well as sweeping changes to improve institutional support systems for development and education of faculty for teaching.

NSB04
An Emerging and Critical Problem of the Science and Engineering Labor Force

2004
http://www.nsf.gov/sbe/srs/nsb0407/start.htm

"...a troubling decline in the number of U.S. citizens who are training to become scientists and engineers, whereas the number of jobs requiring science and engineering (S&E) training continues to grow."

Perlmutter04
Teaching the 101
David D. Perlmutter
The Chronicle of Higher Education-Chronicle Careers September 9 2004
http://chronicle.com/jobs/2004/09/2004090801c.htm

Some thoughts about teaching introductory level courses.

Spencer01TA
From Traditional to Radical: One Teacher's Odyssey
James N. Spencer
Thought & Action Journal Winter 2001-2002 93-100
www.nea.org/he/heta01/w01-02p93.pdf

Teacher describes the process of going from traditional lecture to constructivist approach to teaching. Explains educators must learn from students to address their level of understanding and misconceptions.

Tsakalis04
Improving a School's U.S. News and World Report Ranking
Konstantinos Tsakalis and Joseph Palais
Journal of Engineering Education July 2004 259--263