The primary goal of EER is to improve the quality of engineering education by investigating and understanding the teaching and learning processes in engineering.

Experimental research is not commonly used in EER because it is often difficult to control all the variables that can affect the results of an engineering education intervention.

Literature reviews in EER serve multiple purposes, including identifying gaps in the research literature, synthesizing existing research findings, and developing new research questions.

Collaboration in EER is important because it allows researchers to combine their expertise and resources, share ideas and perspectives, and develop innovative research approaches.

EER plays a crucial role in addressing societal challenges by identifying the skills and knowledge engineers need, informing the development of engineering curricula, and evaluating the effectiveness of engineering programs in preparing engineers to address these challenges.

Lack of support from engineering faculty is not a common challenge faced by EER researchers. In fact, many engineering faculty are actively involved in EER research.

EER has a significant impact on engineering education practice by informing the design and implementation of engineering curricula, helping engineering educators improve their teaching methods, and contributing to the development of new assessment tools and techniques.

EER contributes to the advancement of engineering education by providing evidence-based insights into teaching and learning in engineering, helping identify effective teaching strategies and interventions, and informing the development of engineering education policies and standards.

Current trends in EER include the increasing use of mixed methods research, a growing focus on diversity and inclusion in engineering education, and the exploration of the use of technology in engineering education.

EER research findings can be disseminated to engineering educators and practitioners through journal articles and conference presentations, by developing online resources and workshops, and through collaboration with engineering education organizations.

The field of EER faces several challenges, including limited funding for research, difficulty in recruiting participants for studies, and lack of collaboration between researchers and practitioners.

To encourage more engineering educators to engage in EER, we can provide professional development opportunities in EER, recognize and reward EER contributions, and create a supportive environment for EER research.

EER plays a crucial role in promoting equity and inclusion in engineering education by helping identify barriers to equity and inclusion, informing the development of interventions to promote equity and inclusion, and evaluating the effectiveness of these interventions.

EER can contribute to the development of sustainable engineering education practices by investigating the impact of engineering education on the environment, developing curricula and teaching methods that promote sustainability, and evaluating the effectiveness of sustainability-focused engineering education programs.

The future of EER lies in increased collaboration between researchers and practitioners, a greater focus on addressing societal challenges through engineering education, and the exploration of new research methods and technologies.