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An effective transition to a new grading system requires a process of reflecting on experiences to understand and reframe perceptions of grading. Standards-based grading (SBG), an alternative to the traditional, summative score-based grading, was introduced to higher education engineering faculty either through a workshop or as a direct participant in a larger research project. These faculty were surveyed to better understand the perceptions faculty hold before, during and after implementation of SBG. Perceived student gains, barriers and best practices were solicited using an open-ended survey of faculty who had attended the workshop on SBG, were preparing to implement SBG, had implemented SBG for the first time or had implemented SBG multiple times. Themes among the different groups emerged, providing insights into faculty perceptions at different phases of SBG implementation. The study also demonstrated the necessity of faculty support structures to establish an environment favourable for widespread grading reformation. [ABSTRACT FROM AUTHOR]

Product archaeology as an educational approach asks engineering students to consider and explore the broader societal and global impacts of a product's manufacturing, distribution, use, and disposal on people, economics, and the environment. This study examined the impact of product archaeology in a project-based engineering design course on student attitudes and perceptions about engineering and abilities to extend and refine knowledge about broader contexts. Two design scenarios were created: one related to dental hygiene and one related to vaccination delivery. Design scenarios were used to (1) assess knowledge of broader contexts, and (2) test variability of student responses across different contextual situations. Results from pre- to post-surveying revealed improved student perceptions of knowledge of broader contexts. Significant differences were observed between the two design scenarios. The findings support the assumption that different design scenarios elicit consideration of different contexts and design scenarios can be constructed to target specific contextual considerations. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses articles in the issue on topics including transitions in engineering education; assessment of engineering students transitioning; and insights into student transition into higher education by investigating perceptions of learning.