Presents the table of contents for this issue of the publication.

Presents a listing of the editorial board, board of governors, current staff, committee members, and/or society editors for this issue of the publication.

Senior design and capstone courses are an integral part of any engineering curriculum around the world. These courses perhaps provide the only opportunity for students to apply the theoretical knowledge and technical skills they have acquired throughout the engineering degree. Moreover, they are often the (sole) environment in which students get some of the professional and transversal skills too.

These instructions give guidelines for preparing papers for this publication. Presents information for authors publishing in this journal.

Presents the table of contents for this issue of the publication.

Presents a listing of the editorial board, board of governors, current staff, committee members, and/or society editors for this issue of the publication.

A new year always brings new challenges and opportunities, and 2020 is no different for the IEEE Transactions on Education. In keeping with the start of a new decade, some of the changes are quite major.

Contribution: A demonstration of a move from face-to-face to blended learning in an engineering Master's program by adding a parallel online group, which showed the synergy between blended and online approaches in terms of level of interaction, enrollment, student satisfaction, dropout rate, and final grades. Background: Education's transition from traditional face-to-face learning to blended and full

Contribution: An evaluation of the effectiveness of systems engineering (SE) courses in developing students' systems thinking (ST) capacity in both the cognitive and affective domains. A combined cognitive ST performance and affective engagement with ST assessment is proposed as an approach to assess students' ST in both domains. The results can support course change decisions and guide learning experience

Contribution: A didactic methodology, based on analytical expressions and experimental validation, to describe the process of abrupt current interruption in a series RL circuit, that considers real passive components and uses a toggle switch as disconnecting device. Background: In undergraduate courses, circuits adopted in transient analysis usually assume electrical switches in their ideal form, disregarding

Contribution: Internships designed to provide training and an initial period of contact with industry, prior to a computer science engineering capstone project, have a very positive impact on both industry and academic capstone projects. Background: Internships and capstone projects are widely used to integrate work-related learning in computer engineering curricula. Both activities offer numerous

Contribution: Portable learning instrumentation has become common in university classrooms and laboratories, but few publications assess the effects of these technologies on student retention. This paper addresses this under-researched connection between the use of portable learning technologies, incorporated into an Introduction to Computer Engineering course, and student retention. Background: The

Contribution: A rubric for assessing the systems thinking expressed in conceptual models of technological systems has been constructed and assessed using a formal methodology. The rubric, a synthesis of prior findings in science and engineering education, forms a framework for improving communication between science and engineering educators. Background: Systems thinking is an important skill in engineering

Contribution: A distinct instructional approach to laboratory activities for power system machines, based on hybrid project-based learning (h-PBL). Students develop their own laboratory procedures and explain their results. This approach creates a positive environment to improve students' problem-solving, and their control design and implementation skills. Background: Prior studies on undergraduate

Contribution: The NEWTON fabrication laboratory (Fab Lab) Education Initiative assesses the effectiveness of Fab Lab-based learning on K–12 students’ attitude toward learning science, technology, engineering, art, and mathematics (STEAM). It considers two aspects: 1) students’ motivation and affective state and 2) students’ observations and perception of Fab Lab-based learning. Background: Fab Labs

The IEEE Education Society, the IEEE Computer Society, and the American Society for Engineering Education Educational Research and Methods Division (ASEE-ERM) sponsored the 49th Frontiers in Education (FIE) Conference in Cincinnati, OH, USA, held October 16–19, 2019. Russell Meier, President of the IEEE Education Society, and James Sluss, Chair of the FIE Steering Committee, presented awards sponsored

The 2019 IEEE Educational Activities Board (EAB), chaired by IEEE Educational Activities Vice President Witold M. Kinsner, upon the recommendation of the EAB Awards and Recognition Committee (ARC) has named the recipients of the 2019 IEEE EAB Awards. EAB Awards recognize and honor individuals and companies for major contributions to engineering and technical education. Awards are given for meritorious

Presents a listing of reviewers who contributed to this publication in 2019.

These instructions give guidelines for preparing papers for this publication. Presents information for authors publishing in this journal.

Contribution: This article shares the learning ecosystem of a project-based embedded systems course, identifying course elements that support self-directed learning and how assignments guide students toward becoming adaptive experts. Background: The technology advances while the fundamentals of electrical engineering remain static. Educators can increasingly prepare students to identify what they need

Scholarship of Application. Background: Capstone courses constitute the culminating experience in engineering curricula. A core characteristic is the student team and project-based nature, with many team deliverables. The ensuing difficulty is to fairly assess the individual team member’s contribution toward the team effort. Contribution: The method presented here is based on weekly peer evaluation

Contribution: A first-year programming course was redesigned with a large, open-ended robotics project. The course design aligns with best practices for promoting development of students’ self-efficacy in solving ill-structured software design problems. Background: From Jonassen’s theory, problem-solving outcomes are dependent on the problem structure, complexity, and representation; and the characteristics

Contribution: An analysis of the extent to which sustainability is present in the syllabi, project briefs, report templates, and student final reports of the three Iberian European project semester (EPS) providers, over a five-year period. Background: EPS is a one-semester capstone project framework that adopts project-based learning and multicultural, multidisciplinary teamwork. Educating engineers

Contribution: Increased understanding of the influence of a project-based multidisciplinary design and innovation course on students’ engineering design thinking, specifically regarding problem framing. Background: Entrepreneurship-related education has been offered to engineering and technology students, but its influence has been discussed mainly in terms of students’ self-efficacy or awareness of

Contribution: This paper examines ideation practices of biomedical engineering (BME) students in a capstone design course during a designated team ideation session and provides recommendations for structuring idea generation instruction. Background: Capstone courses provide students with opportunities to engage with open-ended and complex engineering problems requiring knowledge from multiple disciplines