Contributors Michael Alley, The Pennsylvania State University; Cindy Atman, University of Washington; David DiBiasio, Worcester Polytechnic Institute; Cindy Finelli, University of Michigan; Heidi Diefes‐Dux, Purdue University; Anette Kolmos, Aalborg University; Donna Riley, Smith College; Sheri Sheppard, Stanford University; Maryellen Weimer, The Pennsylvania State University; Ken Yasuhara, University of Washington Background Although engineering education has evolved in ways that improve the readiness of graduates to meet the challenges of the twenty‐first century, national and international organizations continue to call for change. Future changes in engineering education should be guided by research on expertise and the learning processes that support its development. Purpose The goals of this paper are: to relate key findings from studies of the development of expertise to engineering education, to summarize instructional practices that are consistent with these findings, to provide examples of learning experiences that are consistent with these instructional practices, and finally, to identify challenges to implementing such learning experiences in engineering programs. Scope/Method The research synthesized for this article includes that on the development of expertise, students' approaches to learning, students' responses to instructional practices, and the role of motivation in learning. In addition, literature on the dominant teaching and learning practices in engineering education is used to frame some of the challenges to implementing alternative approaches to learning. Conclusion Current understanding of expertise, and the learning processes that develop it, indicates that engineering education should encompass a set of learning experiences that allow students to construct deep conceptual knowledge, to develop the ability to apply key technical and professional skills fluently, and to engage in a number of authentic engineering projects. Engineering curricula and teaching methods are often not well aligned with these goals. Curriculum‐level instructional design processes should be used to design and implement changes that will improve alignment.

As a result of the low yield of cartilage from primary patient harvests and a high demand for autologous cartilage for reconstructive surgery and structural repair, primary explant cartilage must be augmented by tissue engineering techniques. In this study, chondrocytes seeded on PLLA/PGA scaffolds in static culture and a direct perfusion bioreactor were biochemically and histologically analyzed to determine the effects of fluid flow and media pH on matrix assembly. A gradual media pH change was maintained in the bioreactor within 7.4-6.96 over 2 weeks compared to a more rapid decrease from 7.4 to 6.58 in static culture over 3 days. Seeded scaffolds subjected to 1 microm/s flow demonstrated a 118% increase (p < 0.05) in DNA content, a 184% increase (p < 0.05) in GAG content, and a 155% (p < 0.05) increase in hydroxyproline content compared to static culture. Distinct differences were noted in tissue morphology, including more intense staining for proteoglycans by safranin-O and alignment of cells in the direction of media flow. Culture of chondrocyte seeded matrices thus offers the possibility of rapid in vitro expansion of donor cartilage for the repair of structural defects, tracheal injury, and vascularized tissue damage.

Recent research indicates that traditional academic structures may not effectively promote self-directed learning. We investigated whether an experiential interdisciplinary projects program, called the Global Studies Program, increased readiness for selfdirected learning (SDL) and life-long learning (LLL) using three methods: a nationally recognized course evaluation system called the Individual Development and Educational Assessment system (IDEA); an internal student project quality assessment protocol; and the Self-Directed Learning Readiness Scale (SDLRS).Student self-assessments through the IDEA system showed Global Studies Program students reported much greater progress in LLL-related skills than did national and local comparison groups. Similarly, review of student projects by independent faculty teams found Global Studies Program students consistently outscored on-campus project students in LLL-related measures by wide margins. The SDLRS also showed a positive, but less emphatic increase in SDL readiness among a Global Studies Program cohort. The research demonstrates the success of one experiential learning environment in promoting SDL/LLL, while raising interesting issues regarding alternative methods of measuring potential benefits.

A = back-flow ratio of p h a s e k for cell j , (= fk,/Fk) = ratio of feed flowrates, FJF, c = error tolerance, used to d e t e r m i n e convergence of solution LITERATURE CITED Boyadzhiev