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Abstract The Journal of Engineering Education emerged in the engineering education community in 1993 as a continuation of the American Society of Engineering Education's journal, Engineering Education . The Journal of Engineering Education was to play a role in the broadening of engineering education culture by helping to bring the scholarship of engineering education to the same level of respect and recognition in the faculty reward system as traditional scholarship in engineering sciences. In doing so, the journal hoped to keep pace with and encourage the significant changes in engineering education needed to prepare for the challenges of 21st century practice. This paper discusses the engineering education environment as reflected in six years of papers published in the Journal of Engineering Education from 1996 to 2001. Topics of papers are identified, along with changes and trends in these topics during the six‐year period. In addition, characteristics of particularly convincing papers are enumerated and discussed. This paper is offered as a summary and review of this six‐year body of work on engineering education and should aid the engineering education community in reflecting on the success of the Journal in promoting and encouraging the scholarship of teaching.
WHITIN et al. (Thu,) studied this question.