Educational Practice and Educational Research in Engineering: Partners, Antagonists, or Ships Passing in the Night?

The author reflects on the concerns over the rigorous research movement on engineering education. He argues that theoreticians haves used a hierarchical model to sort inquiry about teaching and learning into different level. He claims that claims that applied research will not lead to impactful educational reform, instead it will take more fundamental scholarship. He suggests having a firm foundation in research and experience.