2026 ASEE Annual Conference & Exposition

Engineering education research (EER) is an interdisciplinary field that draws scholars from a wide range of academic and professional backgrounds, particularly traditional engineering disciplines. While prior work has documented early, often serendipitous, mid-career entry into EER, there is limited research examining how and why scholars, especially those with undergraduate training in traditional engineering, come to pursue doctoral study and careers in engineering education research. Understanding these pathways is critical for supporting scholars as they navigate disciplinary boundaries and for strengthening the field’s long-term development.
This qualitative study examines how scholars with undergraduate degrees in traditional engineering transition into EER. Using critical incident analysis, we explore the experiences, decision points, and motivations that shape these transitions. Data were drawn from two sources: semi-structured interviews and publicly available podcast interviews from Engineering Education Research Briefs and Engineering Education Research Briefs 2.0. Applying explicit inclusion criteria, we analyzed narratives from 21 participants across a range of career stages who described a discernible transition into EER.
Analysis identified three composite pathways into EER shaped by accumulations of “push” and “pull” factors rather than single defining moments. Push factors included disengagement with disciplinary research and negative research or professional experiences. Pull factors included teaching experiences, exposure to education-focused research, mentorship that legitimized EER as a career path, and resonance with student-centered questions. Across pathways, participants emphasized that entry into EER was rarely linear or preplanned and contributing factors often became meaningful only in hindsight.
This work contributes insight into pathways into engineering education research and highlights the critical roles of mentorship, early exposure, and visibility. Findings have implications for aspiring EER scholars, mentors and advisors, and the broader engineering education community seeking to support inclusive and sustainable entry into the field.