Development of Engineering Education as a Rigorous Discipline: A Study of the Publication Patterns of Four Coalitions

Abstract A combination of publication analysis and faculty interviews was employed to study four NSF‐sponsored engineering education coalitions as a case study of the recent history of engineering education. Current calls within the engineering education community for increased rigor can be understood in terms of the ways similar disciplines have emerged. In science education, for example, time was needed to develop consensus on important research questions, accepted methods, and standards of rigor. The abstracts of 700 publications listed on active engineering education coalition Web sites were analyzed over time by type of intervention, population of focus, and product. A picture consistent with other reports of coalition contributions emerged. Early focus was on freshman courses and integrating across disciplines, with teamwork, design and other active learning activities. Students and course improvement remained the dominant focus, but efforts increased over time in assessment, faculty development, and research. Interviews with coalition leaders and leading authors supplement the publication analysis and describe how coalition work helped lay the foundation for more rigorous engineering education research.