Journal of Engineering Education

Journal of Engineering Education
Title	Journal of Engineering Education
Discipline	Engineering United States, United Kingdom, Australia
Abbreviation	J. Eng. Educ.
Publisher	American Society for Engineering Education
Country	United States
Frequency	Quarterly
History	1910–present

Contents

Journal of Engineering Education is a peer-reviewed scholarly periodical concerned with research on engineering education research, pedagogical practices, curriculum studies, assessment methods, and policy analysis within the contexts of United States, United Kingdom, Canada, Australia, and beyond. Established by the Society for the Promotion of Engineering Education and published by the American Society for Engineering Education, the journal has published influential work intersecting with scholars from institutions such as Massachusetts Institute of Technology, Stanford University, Georgia Institute of Technology, University of Cambridge, and University of Melbourne. Its articles have informed committees in organizations like the National Academy of Engineering, ABET, National Science Foundation, and European Society for Engineering Education.

History

The journal traces origins to early 20th-century efforts by the Society for the Promotion of Engineering Education, contemporaneous with initiatives at Cornell University, University of Illinois Urbana–Champaign, Rensselaer Polytechnic Institute, Drexel University, and Lehigh University to professionalize engineering training. Throughout the World War I and World War II eras the periodical addressed wartime curriculum changes discussed alongside reports from War Department, Office of Scientific Research and Development, Carnegie Foundation, Smithsonian Institution, and National Research Council. Postwar expansion saw cross‑references with work at University of Michigan, Purdue University, Imperial College London, École Polytechnique, and Technical University of Munich, and editorial shifts reflecting recommendations from the G.I. Bill implementation and commissions such as the Grinter Report and panels convened by the National Science Foundation and Council of Higher Education Accreditation.

The journal’s remit includes empirical, theoretical, and design‑based studies that engage with stakeholders including faculty from Princeton University, Yale University, Columbia University, University of California, Berkeley, University of Oxford, and practitioners from industry partners like General Electric, Siemens, Boeing, Intel, and Lockheed Martin. Editorial policy incorporates standards advocated by Committee on Publication Ethics, Association of American Universities, American Educational Research Association, Institute of Electrical and Electronics Engineers, and Association for Computing Machinery for peer review, conflict of interest disclosure, and data sharing. Submission guidelines reflect criteria used by editorial boards at Nature, Science, IEEE Transactions on Education, Research in Higher Education, and Journal of Vocational Behavior while accommodating diverse methodologies exemplified in work from Harvard University, Brown University, University of Toronto, McGill University, and University of Sydney.

The journal is indexed in major services such as Scopus, Web of Science, ERIC, EBSCOhost, ProQuest, Google Scholar, and specialized indexes maintained by Clarivate Analytics, Elsevier, CrossRef, Scimago, and PubMed Central for works intersecting with biomedical engineering education. Abstracting relationships are analogous to those of titles like IEEE Transactions on Education, Higher Education Research & Development, Studies in Higher Education, and Journal of Science Education and Technology and inform institutional repositories at MIT OpenCourseWare, Stanford Digital Repository, Harvard Dataverse, and Figshare.

Citations and metrics reported by Clarivate Analytics, Elsevier, Scopus, Google Scholar, and Scimago Institutions Rankings indicate the journal has influenced policy reports from the National Academy of Engineering, curricular reforms at Virginia Tech, University of Illinois, Pennsylvania State University, curricular accreditation debates at ABET, and pedagogical innovation captured in conferences such as ASEE Annual Conference, IEEE Frontiers in Education, SEFI Annual Conference, and GIREP. Recognition includes awards and mentions in lists compiled by Society for Research into Higher Education, American Society for Engineering Education, and citation analyses performed by Carnegie Mellon University, Johns Hopkins University, Duke University, and University of Washington.

The journal has published landmark articles and themed issues on topics linking to works by scholars affiliated with Massachusetts Institute of Technology, Stanford University, Purdue University, University of Michigan, Carnegie Mellon University, University of California, Berkeley, University of Cambridge, University of Oxford, and University of Toronto. Special issues have focused on themes coordinated with efforts at National Science Foundation, panels chaired by members of the National Academy of Engineering, symposia aligned with the ASEE Summer School, and collaborative reports involving NSF Directorate for Education and Human Resources and EU Erasmus+ projects. Influential articles have been cited in policy briefs from White House Office of Science and Technology Policy, curriculum guides from ABET, and pedagogical handbooks published by Prentice Hall and Wiley.

Category:Engineering journals