SEE is an international, open-access, peer reviewed journal that provides a venue for high-quality research conducted in all settings and contexts relevant to engineering education, with an emphasis on contextually rich reflective discussions of issues and approaches important to engineering education researchers and practitioners.
SEE focuses on interpretive research paradigms and invites a wide range of studies that help expand the body of knowledge in engineering education, including ethnographic, anthropological, phenomenological, and other forms of empirical research, as well as literature reviews and theoretical or conceptual articles that seek to frame critical issues in the field. Studies can be conducted in any context relevant to engineering education, including K-12, higher education, classroom settings, and the engineering workplace.
To support an intellectually vibrant vision of the field, SEE encourages rich and thorough descriptions of all aspects of research, including theoretical frameworks, epistemological underpinnings, researcher backgrounds and perspectives, impacts of contextual factors in data collection, research quality, and other appropriate aspects.
To promote dialogue among scholars, the journal also welcomes respectful and productive commentary & response pieces that engage individual articles and authors in deeper discussions of the implications of the work.
It’s hard to believe SEE has been up and running for more than 2 years now – a launch at ASEE 2019 (remember when we had in-person conferences?), our first article published online in May of 2020, and our second volume about to close. The last two years have given us much to celebrate, including the growth of the journal and the wealth of articles we’ve published that deepen and enrich the conversation in engineering education research.
Like all of you, the editorial team here at SEE has been grappling with the impacts of the pandemic on our personal and professional lives. For the journal, one consequence has been slower review times and fewer scholars with time and energy available for reviews. The review process has been especially challenging for a new journal like ours whose name recognition is still growing. To that end, we are incredibly thankful to the authors and reviewers who have joined with us, and especially to our fabulous team of Associate Editors who keep things moving.
The articles that have been published are rapidly building that name recognition. We’ve had 24 articles published in the last 12 months. Our first issue, Volume 1, Issue 1, provides a great indication of the journal’s breadth and quality. Articles on undergraduate student learning, faculty experiences, systemic change, diversity and inclusion, and graduate education draw on a range of different theoretical perspectives and chart new ways forward for researchers and educators alike. That issue also contains our first commentaries as readers respond to consider how published articles impact their own work and take us to the next step.
Volume 1, Issue 2 marks Part 1 of our Special Issue on Theory and Methods in Engineering Education Research. Both established and emerging scholars responded to the call for papers with an impressive array of articles that help us think more deeply about what theories and methods we employ as well as how we use them, and Volume 2, Issue 1, part 2 of the Special Issue, continues the work – look for the last few articles to be finalized for this issue in the next month or so.
The current issue, Volume 2, Issue 2, includes a guest editorial on building a culture of wellness, a response to our first article that pushes us to increasingly attend to methodological fidelity, a literature review on engineering success, and empirical research on instructional change, public policy, and student and faculty beliefs about design decisions. Take a few moments out of your day to read this great work and join our conversation.
Posted on 01 Nov 2021