THE IMPLICIT CANADIAN RESEARCH AGENDA FOR ENGINEERING EDUCATION: 2019

Given the growth of the engineering education community in Canada, we argue that a research agendathat reflects our own identity and interests is needed. To start this conversation, we conducted a content analysis of the 2019 CEEA-ACEG conference proceedings to investigate the implicit Canadian rese...

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Bibliographic Details
Published in:Proceedings of the Canadian Engineering Education Association (CEEA) 2021-06
Main Authors: Bezerra Rodrigues, Renato, Seniuk Cicek, Jillian, Friesen, Marcia
Format: Article
Language:English
Online Access:Get full text
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Summary:Given the growth of the engineering education community in Canada, we argue that a research agendathat reflects our own identity and interests is needed. To start this conversation, we conducted a content analysis of the 2019 CEEA-ACEG conference proceedings to investigate the implicit Canadian research agenda for engineering education. We analyzed five characteristics: publications’ stream, level of collaboration, authors’ affiliations and, more importantly, their research topicsand areas. We found that the Canadian EER community is very practice-oriented, collaborative and that mostuniversities were represented at the conference. Also, seven main research areas were identified: Assessment,Teaching and Learning, Students, Faculty, Organizational, Engineering Education Discipline, and Philosophy of Engineering. Among these areas, Teaching and Learning is, by far, the one that received the most attention.
ISSN:2371-5243
2371-5243
DOI:10.24908/pceea.vi0.14849