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Engineering education research (EER) is the field of inquiry that creates knowledge which aims to define, inform, and improve both Engineering Education and the education of engineers. It achieves this through research on topics such as: epistemology, policy, assessment, pedagogy, diversity, amongst others, as they pertain to engineering. ==History and background== Engineering Education Research gained visibility during the 1980s, although the formal education of engineers in the United States traces back to as early as 1802, with the establishment of the United States Military Academy at West Point for the purpose of training the U.S. Army's corps of engineers.〔Noble, D. F. (1979). America by design: Science, technology, and the rise of corporate capitalism.〕 〔Reynolds, Terry S. (1992). "The Education of Engineers in America Before the Morrill Act of 1862," History of Education Quarterly, 32 (Winter): 459-82.〕 The Rensselaer School (now Rensselaer Polytechnic Institute) was founded in 1824 and conferred degrees in civil engineering upon four students in 1835. 〔Society for the Promotion of Engineering Education. (1930). "Report of the Investigation of Engineering Education 1923-1929." Pittsburgh, PA.〕 Spurred by concerns of national competitiveness and the insufficient number of graduating engineers〔A Nation at Risk (1983)〕 the Neal Report called for research to improve teaching and learning in STEM (Science, Technology, Engineering and Mathematics) fields.〔Neal Report (1986)〕 Similar to other disciplines, the 1990s brought a focus on the scholarship of teaching as demonstrated by the 1995 NRC Report,〔National Research Council Board on Engineering Education. 1995. Engineering education: Designing an adaptive system. Washington, DC: National Academies Press.〕 "Engineering education: Designing an adaptive system", influenced by Ernst Boyer.〔Boyer, E.L. 1990. Scholarship reconsidered: Priorities of the professoriate. Princeton, NJ: Carnegie Foundation for the Advancement of Teaching National Academies Press.〕 This focus was primarily motivated by the need to improve the quality of engineers produced by universities in the US. Additionally, 1993 marked the relaunch of the ''Journal of Engineering Education'', which served as a clearinghouse for scholarly research. As concerns regarding globalization and the need for innovation increased during the late 1990s and 2000s, engineering education research was influenced by calls of reform to produce the quantity and diversity of engineers needed to address global problems.〔 Continuing the development of the field, centers for Engineering Education Research emerged in the early 2000s. The NAE formed a Committee on Engineering Education (CEE) in 1999, NAE’s Center for the Advancement of Scholarship on Engineering Education (CASEE) was established in 2002 and the Center for the Advancement of Engineering in 2003.〔 During the mid-2000s, dedicated funding, specialized publications, centers for research, academic preparation and conferences which connected the distributed community supplied the infrastructure necessary for the burgeoning field of research.〔 Influential Reports on the History of Engineering Education #Mann, C. (1918). Study of Engineering Education #Wickenden Report: Society for the Promotion of Engineering Education. (1930). "Report of the Investigation of Engineering Education 1923-1929." Pittsburgh, PA. #L.E. 1995. Report of the ASEE Committee on Evaluation of Engineering Education. Washington, DC: American Society of Engineering Education. #“Green Report”. 1995. Engineering education for a changing world. Washington, DC: American Society for Engineering Education. A report prepared by Engineering Deans Council and Corporate Roundtable. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Engineering education research」の詳細全文を読む スポンサード リンク
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