The Center for the Advancement of Engineering Education

More Information

Enabling Engineering Student Success >>

cover of CAEE final report

CAEE's Final Report: findings, history, ideas for further work

Academic Pathways Study Procedures and Processes >>

Design and implementation of APS including interview and survey instruments

Research Briefs >>

Short summaries of over 60 publications

Selected Keynote Addresses & Workshops

Discovering Implications of the Academic Pathways Study for YOUR Campus >>

ASEE Conference Special Session, June 2011

Enabling Engineering Student Success: Using Results to Inform Engineering Education Decisions >>

NSF Distinguished Lecture, October 2010

Educating the Well-rounded Engineer

FIE Keynote Address, October 2009

Research Findings on Engineering Student Learning and Engineering Teaching: Implications for Engineering Education

FIE Special Interactive Session, October 2009

Looking at Learning >>

How People Learn workshop at the NSF Course, Curriculum & Laboratory Improvement (CCLI) Conference, April 2004

Research in engineering learning and teaching to support the education of a diverse community of engineers better able to meet the challenges of tomorrow in a world that continues to move faster and face more significant decisions than ever before.

CAEE conducted research from 2003 into 2010 in four broad areas:

Academic Pathways Study (APS) >>

       . . . . investigating the engineering undergraduate learning experience

    APS involved multiple cohorts of engineering undergraduates and recent graduates in their first jobs. These included the Longitudinal Cohort - 160 undergraduates studied through a variety of methods from their first through fourth years in college; the Workplace Cohort – interviews of over 100 early career engineers and their managers; and the Broader National Sample (APPLE Survey) – a Web-based survey of 4200 students from 21 campuses across the U.S. Read more >>

Studies of Engineering Educator Decisions (SEED) >>

       . . . . exploring aspects of engineering faculty teaching

    The nature and importance of the teaching decisions made by engineering faculty were investigated through a series of in-depth interviews of engineering educators. Each participant was asked about two decisions: one made during planning for a class and another made "in-the-moment" during a class session. The 31 participants represented nine engineering disciplines and varied from having just a few, to many, years of teaching experience. Read more >>

Engineering Teaching Portfolio Program (ETPP) >>

       . . . . supporting engineering graduate students interested in academic careers

    In eight primarily peer-led sessions, ETPP participants created and discussed a portfolio that included teaching and diversity statements and 3-5 annotated teaching artifacts. Researchers also examined the details and effectiveness of the program using a semi-structured interview protocol and field observations with approximately 150 of the participants. Read more >>

Institute for Scholarship on Engineering Education (ISEE) >>

       . . . . expanding the engineering education research community

    Three year-long Institutes involved 49 faculty and graduate students representing 20 institutions in engineering education-focused research projects. Using iterative analysis of each Institute, the ISEE team formulated principles and developed models to serve as a basis for continuing expansion of the engineering education research community. Read more >>

CAEE’s research activities formally ended in 2010 but many of the members of the team are continuing their work of advancing engineering education through ongoing dissemination of CAEE results, participation in grant-funded studies that build on the CAEE work, and involvement in additional research projects.

The CAEE website is hosted by the Center for Engineering Learning & Teaching (CELT) at the University of Washington. Last updated July 28, 2011.