Southern Journal of Engineering Education

About this journal

The Southern Journal of Engineering Education (SJEE) is a peer-reviewed journal that focuses on the advancement of engineering education within the Southern region of the United States. Its scope encompasses a wide range of topics relevant to the field, including curriculum development, pedagogy, assessment, faculty development, and the integration of technology in education. The journal seeks to foster dialogue and collaboration among engineering educators in the South, sharing best practices and innovative approaches to teaching and learning.

Key themes explored in SJEE include, but are not limited to, the development of effective teaching strategies, the integration of new technologies in engineering education, the promotion of diversity and inclusion in engineering programs, and the exploration of emerging trends in the field. The journal welcomes contributions from a variety of perspectives, including educators from different disciplines, researchers in engineering education, and practitioners working in industry.

The target audience for SJEE comprises engineering educators, researchers, administrators, and other stakeholders involved in the field of engineering education. This includes faculty members at colleges and universities in the Southern region, as well as individuals working in government, industry, and professional organizations. By disseminating research findings, best practices, and innovative approaches, SJEE aims to enhance the quality of engineering education in the South and prepare future engineers for success in a rapidly evolving global economy.

The journal's impact is measured by its influence on the field of engineering education, the dissemination of valuable research and insights, and the fostering of a vibrant community of educators and researchers. SJEE serves as a platform for sharing knowledge, promoting collaboration, and driving innovation in engineering education throughout the Southern region and beyond. Its articles have contributed to the development of new teaching methods, the implementation of effective assessment strategies, and the advancement of engineering education research.