IEEE TRANSACTIONS ON EDUCATION
Special Issue on Using Design Projects to Spur Cognitive Development of Students in Science and Engineering
Initial Submission Deadline: 15 August 2018

The journal solicits original manuscripts for a special issue exploring overlaps between design thinking/education/projects and theories on student development. Manuscripts appropriate for the special issue should be aligned with the aims and scope of ToE and generally address the guiding question: To what extent do design projects influence cognitive and epistemological development of undergraduates in science and engineering?

This special issue solicits contributions to knowledge connecting two or more of the following fields: design education, social psychology, student development theory, and cognitive neuroscience.

The guest editors envision a range of explorations and empirical studies involving topics such as:
• Assessments of learning and developmental growth among students studying design
alongside science and engineering
• Quantitative studies using new or existing instruments to identify student
conceptualizations, identities, or epistemologies
• Replication of prior studies on cognition or epistemology within the context of design
and engineering education
• Qualitative studies of students’ changes in metacognition over time
• Qualitative studies using think-aloud protocols to understand and assess students’
design rationale related to existing student development theories
• Creation and testing of new diagnostic tools for educators to use in supporting and
retaining engineering students
• Studies of brain activity or changes in brain structure during the process of design
• Comparisons of epistemological differences between various professional groups,
e.g., people practicing physical and social sciences

Cognitive-Structural Theories are of particular interest. These include the seminal theory of intellectual and ethical development by Perry [1] and various adaptations of the theory, including:
• Women’s ways of knowing by Belenky et al [2]
• Knowing and reasoning in college by Baxter Magolda [3]
• Developing reflective judgment by King and Kitchener [4]
• Personal epistemology by Hofer and Pintrich [5]
• The development of epistemological understanding by Kuhn at al [10]
• Explaining the epistemological belief system by Schommer-Aikins [11]

Other theories of interest include, but are not limited to:
• Psychosocial development theories such as Chickering’s seminal theory of identity development [12]-[13] and other theories related to professional [14], gender [15], spiritual [16], racial [17]-[18], or ethnic [19] identity
• Typology theories involving Myers-Briggs [20], theories of experiential learning [21], person-environment theories [22], or similar

Manuscripts can investigate general engineering- and design-related topics but must include text explicitly discussing the applicability of findings to engineering education, including education in fields within the scope of interest of IEEE.

Initial submissions are expected to be in the form of full-length manuscripts. However, authors are invited to submit ideas, topics, and extended abstracts to the Associate Editor ([log in to unmask]) for feedback before preparing full manuscripts. The following selection criteria apply:
• Manuscripts should clearly identify the topic, research methodology, findings, who the finding will be of use to and how.
• Well-designed empirical research studies are solicited. In addition, the following types of submissions will be considered:
• Case studies that present compelling evidence to support key assertions, in addition to describing the initiative.
• Scholarly position papers that contain arguments with sound theoretical justification.
• Authors must support their claims with compelling evidence and provide explicit, transparent descriptions of the processes through which the evidence has been collected, analyzed, and interpreted.
• For inclusion in the IEEE Transactions on Education, a study must generally go beyond analysis of course- or event-survey data. Attitudinal data about a program or once-off student self-reports are not typically sufficient for publication in this journal.

Papers must be submitted electronically to the journal’s ScholarOne web site at http://mc.manuscriptcentral.com/te-ieee no later than 15 August 2018.
• For identification purposes the authors’ cover letter is expected to include the statement: "This is a submission to the Special Issue on Design and Student Development.” Without this information, the manuscript may not be assigned for review for the special issue.

Authors should select “Special Issue” as “Manuscript Type” in the corresponding menu during submission.
• Submissions must follow the “Information for Authors” available at http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13.
• Please contact Dr. Kirsty Mills ([log in to unmask]) for any assistance needed during the submission process.

Timeline:
• May 2018: Publication of the call for papers for this Special Focus Issue. As noted above, authors are encouraged to contact the Associate Editor, Dr. Shannon Chance ([log in to unmask]) to receive preliminary feedback, or with questions related to
the topic of study.
• 15 August 2018: Initial submissions are due on or before Wednesday, 15 August 2018 using the manuscript portal for the IEEE Transactions on Education, https://mc.manuscriptcentral.com/te-ieee. 
• 30 October 2018: Authors will be notified of the editorial decision on or before 30 October 2018. 
• 15 January 2019: Fully developed and revised manuscripts are due on or before 15 January 2019. 
• 15 March 2019: Authors will be provided with a final set of peer reviews. 
• 1 May 2019: All final manuscripts are due for final editorial decision.
• 15 May 2019: Handover of all final manuscripts to IEEE for proof setting and author proof checks.
• August 2019: Anticipated publication of the special issue.


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