LAUSR

Celebrating the 29th year of Scholarly Publishing in Computer Applications in Engineering Education Computer Applications in Engineering Education (CAE) was launched in 1992, and received the Award of “Excellence in Professional and Scholarly Publishing” in Science, Technology, and Medicine, from The Association of American Publishers in 1993. At that time, CAE used 3.5" floppy diskettes (later switching to CDROMs) together with published issues of CAE to distribute software and digital educational content developed by its authors. These were the first steps for a pioneering vision of using digital technologies and the new CAE journal to create “Globally, Integrative, and Computer‐based Engineering Education.” Much has happened since then and developments in educational technologies have far exceeded initial expectations. Digital technology advances now include cloud computing, mobile devices, online games, and global interactions and information sharing through social media. Pedagogy and teaching practices continue to evolve and now include innovation through integration, project‐based learning, virtual laboratories, e‐learning, virtual organizations, and the development of a “Globally Competent” engineering workforce for the 21st century. It is fair to say, however, that educators are still searching for the “best practices” for utilizing the massive explosion of digital devices and availability of online information to enhance education, stimulate STEM learning, and encourage innovations and entrepreneurship in students. Academic institutions around the world continue to develop and evaluate effective avenues for integrating digital and online resources, modeling and simulation software, multimedia modules, and videos on YouTube, and so on, in classrooms and alternative teaching settings. Flipped classrooms and web‐based programs (such as the Massive Open Online Course) are representative examples of these modern trends, encouraging innovative thinking by students and providing global access to online educational resources. Through it all, CAE has continued to grow and sustain its status as the premier journal in engineering education technology by publishing original contributions that describe innovative educational contents, highlight effective pedagogical changes, and report on the use of emerging digital technologies in engineering education. Significant progress has been made, but there are still undiscovered technologies and new approaches in engineering education to be explored and published. With this special issue of CAE, we celebrate 29 years of commitment to excellence in scholarly publishing and reaffirm CAE's longstanding vision of enhancing engineering education through innovative applications of digital technologies. The editorial team would like to express their sincere thanks and appreciation to Dr. Rajkumar Rajasekaran, Vellore Institute of Technology, India for being the guest editor for this special issue.