On behalf of the associate editors, the editorial advisory board, and ASEE, we are delighted with the reception for Advances. The concept for the journal was proposed by the ASEE directors in 2006. The idea was to provide a repository for true, peer-reviewed advances in engineering education, either in or out of the classroom. AEE was to present documented improvements in learning or education, rather than simply report on research. While we encourage papers to include research summaries as background, our main focus must be on the implementation. That is, an “advance” that is ongoing, and not a one-time effort. Equally important, Advances was to live online, and, by being online, it was to encourage the use of multimedia to describe or illustrate the authors’ contributions. Now, a dozen years since that original concept was proposed, we have demonstrated that there is, in fact, a growing body of outstanding, proven engineering education innovations that should be available to the larger community in archival form, and our purpose is to do just that, and by utilizing multimedia in creative ways, more clearly present these contributions to our readers.
We welcome your submissions; we will attempt to address each submission in a timely manner. Articles will first be reviewed for an editor to determine if it is appropriate for the journal – specifically, does it describe a documented “advance,” and, if published, would it be considered a contribution. In addition to contributed papers, we also publish special issues. These special issues have focused on K-12 education, entrepreneurship, data sharing, and NSF’s series of curricular change projects among other topics. Hence, we welcome suggestions for special issues, and have several in currently in process.