Scholarly dimensions of academics' beliefs about engineering education

The educational beliefs of seven mechanical engineering academics are examined in the context of their department and the history of the engineering education. Despite commonalities at one level, key differences were found among the academics' educational beliefs about the nature of the profession, learning goals for students, teaching approaches, and their analysis of student difficulties. Illustrative case examples are included. It is concluded that the faculty beliefs found in this department of mechanical engineering recapitulate major developments in and professional differences about the field. Implications for research on teaching and educational development are discussed.