A Systematic Review of Canadian Engineering Education Research 2004-2017

Abstract

This paper provides a systematic review ofengineering education research papers from theC2E2/CDEN/CEEA-ACEG-ACEG series of conferencesfrom 2004 to the present. The purpose of the review is totrack the evolution of engineering education across the“engineering practice” and “engineeringresearch/theory” spectrum. The analysis is based on theNational Science Foundation-funded RREE committee’sproposed four levels of rigor in inquiry about teachingand learning. The results of the review show that although there is a trend towards an increasing proportion of theory-oriented papers, practice-oriented papers still dominate