Political Considerations For Federal Funding Of Engineering Education Research

Among the principal goals of the National Academy of Engineering’s Center for the Advancement of Scholarship on Engineering Education (CASEE) is to promote research on the teaching and learning of engineering among university engineering faculty. Critical to this goal is the availability of a consistent funding source to support those who aspire to conduct engineering education research. This paper attempts to examine the current situation in the U.S. Congress with regards to science, technology, engineering and mathematics (STEM) education reform in general and engineering education research funding in particular. In an examination of current federal funding levels, it is apparent that education research accounts for a small and dwindling portion of the total education expenditure, insufficient for consistent innovation in the teaching of science and engineering. However, this adverse fiscal environment is countered by a growing sense among many members of Congress that the current education system is not producing scientists and engineers in the quantity and quality required to maintain the economic competitiveness and defense capability of the country. Therefore a window may exist to demonstrate that education research may be a means to understand better this country’s higher education system and to modify its outputs. Based in large part upon interviews with congressional staff, this paper identifies loci of support among members of Congress, as well as engineering education research funding objectives. The issue of engineering education research has advantages and disadvantages that affect its political viability and which must be considered when undertaking any effort to secure increased funding. The paper provides suggestions on how the academic community can promote funding for engineering education research in the Congress.