Issue: 2007 Winter Issue, Vol. 3, No. 1

Teaching, Learning, and Assessment Processes

• The Effects of Engineering Modules on Student Learning in Middle School Science Classrooms
• Leaving Engineering; Lessons from Rowan University’s College of Engineering
• First Steps in Understanding Engineering Students’ Growth of Conceptual and Procedural Knowledge in an Interactive Learning Context
• Learner Achievement and Attitudes under Different Paces of Transitioning to Independent Problem Solving
• The Analytic Assessment of Online Portfolios in Undergraduate Technical Communication: A Model
• Experiences with Formative Assessment in Engineering Classrooms

Teachers and Learners

• A Cognitive Study of a Specific Genre in Engineering Discourse
• A Method for Identifying Variables for Predicting STEM Enrollment
• Diversifying the U.S. Engineering Workforce: A New Model
• International Engineering Students- Avoiding Plagiarism through Understanding the Western Academic Context of Scholarship
• Women Catch up: Gender Differences in Learning Programming Concepts
• Student Perceptions of High Course Workloads are Not Associated with Poor Student Evaluations of Instructor Performance
• Changes in CS Students’ Attitudes Towards CS Over Time: An Examination of Gender Differences

Courses, Laboratories, Curricula, Instructional Materials, and Learning Technologies

• Report from the Trenches; Implementing Curriculum to Promote the Participation of Women in Computer Science
• Undergraduate Teaching of Ideal and Real Fluid Flows: The Value of Real-World Experimental Projects
• Simulation-based Learning in Engineering Education: Performance and Transfer in Learning Project Management

Diffusion of Educational Innovations

Political, Economic, and Social Influences on Engineering Education

• How can Engineering Education Contribute to a Sustainable Future?
• Women Engineering Graduates from the 1970s, 80s, and 90s: Constraints and Possibilities of a Non-Traditional Career Path