Table of Contents
Editorial
| Editorial | HTML |
| Jim Boyle, John Davies, Kate Hargreaves, John Dickens | 1 |
| Implications of introducing problem-based learning in a traditionally taught course | HTML PDF |
| Christopher Benjamin, Christine Keenan Benjamin | 2-7 |
| Computer-based formative assessment to promote reflection and learner autonomy | HTML PDF |
| Susan Bull, Steven Quigley, Andrew Mabbott | 8-18 |
| A curriculum model for transferable skills development | HTML PDF |
| Deesha Chadha | 19-24 |
| Making reflection count | HTML PDF |
| Alan Feest, Kenneth Iwugo | 25-31 |
| Engineering students’ knowledge of mechanics upon arrival: Expectation and reality | HTML PDF |
| Stephen Lee, Martin C Harrison, Carol L Robinson | 32-38 |
| The interaction of engineering ‘types’: A study of group dynamics and its relationship to self and peer assessment during computer-based exercises | HTML PDF |
| Edward Lester, Damian Schofield, Peter Chapman | 39-49 |
| Individualising students' scores using blind and holistic peer assessment | HTML PDF |
| Mark Russell, George Haritos, Alan Combes | 50-60 |
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