The role of publication of engineering pedagogical material as an indicator of value in rankings while assessing instruction is discussed. The literature citations involving the pedagogical development of engineering are analyzed and correlated with engineering undergraduate school ranking using a popular magazine rating service. It is found that changing from one weighting system to another equally valid one led to completely different rankings with school moving places into different ranking quartile. It is observed that undergraduate contributions to technical papers are not viewed as being very important to the overall work.
|Original language||English (US)|
|Number of pages||14|
|Journal||ASEE Annual Conference Proceedings|
|State||Published - Dec 1 2003|
|Event||2003 ASEE Annual Conference and Exposition: Staying in Tune with Engineering Education - Nashville, TN, United States|
Duration: Jun 22 2003 → Jun 25 2003
ASJC Scopus subject areas