Cynthia J. Atman

Robin S. Adams

Sheri D. Sheppard

Jennifer Turns

Lorraine N. Fleming

Reed Stevens

Ruth A. Streveler

Karl A. Smith

Ronald L. Miller

Larry J. Leifer

Ken Yasuhara

Dennis Lund

Today's engineering graduates will solve tomorrow's problems in a world that is advancing faster and facing more critical challenges than ever before. This situation creates significant demand for engineering education to evolve in order to effectively prepare a diverse community of engineers for these challenges. Such concerns have led to the publication of visionary reports that help orient the work of those committed to the success of engineering education. Research in engineering education is central to "all" of these visions. Research on the student experience is fundamental to informing the evolution of engineering education. A broad understanding of the engineering student experience involves thinking about diverse academic pathways, navigation of these pathways, and decision points--how students choose engineering programs, navigate through their programs, and then move on to jobs and careers. Further, looking at students' experiences broadly entails not just thinking about their learning (i.e., skill and knowledge development in both technical and professional areas) but also their motivation, their identification with engineering, their confidence, and their choices after graduation. However, an understanding of the engineering student experience is clearly not enough to create innovation in engineering education. Educators who are capable of using the research on the student experience are needed. This involves not only preparing tomorrow's educators with conceptions of teaching that enable innovation but also understanding how today's educators make teaching decisions. The nation also needs to be concerned about creating the capacity to do such research--in short, more researchers are needed. One promising approach is to work with educators who are interested in engaging in research, supporting them as they negotiate the space between their current activities and their new work in engineering education research. To fully support this process, the nation must also investigate what is required for educators to engage in such a path. The Center for the Advancement of Engineering Education (CAEE) began research in January 2003 as one of two national higher-education Centers for Teaching and Learning funded by the National Science Foundation that year. Originally funded for 2003-2007, supplementary funds from the Engineering Directorate allowed additional analysis and dissemination to continue through 2010. This report describes the work of CAEE. The authors summarize CAEE's findings and outcomes, followed by highlights from their efforts to disseminate the results, including a set of research instruments and other materials that are available for use by others. The authors conclude with a look ahead at next steps and some questions for future research. Appended are: (1) References and Cumulative Bibliography; (2) Cumulative Team List and Advisory Board Members; (3) APS Headlines; (4) Local Inquiry Questions; (5) Looking Ahead: Ideas for Future Research. (Contains 26 figures and 10 tables.).

The Final Report for the Center for the Advancement of Engineering Education. CAEE-TR-10-02

Enabling Engineering Student Success

Baruch Fischhoff

M. Granger Morgan

Ann Bostrom

Howard Heinz University Professor of Social and Decision Sciences and Engineering and Public Policy Baruch Fischhoff, Ph.D.

This book explains how to develop more effective risk communications using the Carnegie Mellon mental-model approach. Such communications are designed to contain, in readily usable form, the information that people need to make informed decisions about risks to health, safety, and the environment. The approach draws together methods from the natural and social sciences, providing a framework for interdisciplinary collaboration. It is demostrated with varied examples including electromagnetic fields, climate change, radon, and sexually transmitted diseases.

A Mental Models Approach

Risk Communication

Cynthia J. Atman

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