On February 21, 2006, the National Academy of Engineering recognized the achievements of the Learning Factory with the Bernard M. Gordon Prize for Innovation in Engineering and Technology Education. The co-founders were commended "for creating the Learning Factory, where multidisciplinary student teams develop engineering leadership skills by working with industry to solve real-world problems." This paper describes the origins, motivation, philosophy, and implementation of the Learning Factory.The specific innovations of the Learning Factory partnership were: active learning facilities, called Learning Factories, that provide experiential reinforcement of engineering science, and a realization of its limitations; strong collaborations with industry through advisory boards, engineers in the classroom, and industry-sponsored capstone design projects; practice-based engineering courses integrating analytical and theoretical knowledge with manufacturing, design, business concepts, and professional skills; and dissemination to other academic institutions (domestic and international), government and industry. *This invited feature article is based on the 2006 Bernard M. Gordon Prize Lecture given at

Cooperative learning (CL) has been lauded over the years as one of the most successful teaching/learning strategies employed by professors of science, mathematics, engineering and technology (SMET) in institutions of higher education throughout Puerto Rico. The goal of the research project presented here was to examine the effectiveness of CL as perceived by SMET faculty who use it in the classroom at member institutions of the Puerto Rico Louis Stokes Alliance for Minority Participation (PR‐LSAMP). As a long‐term goal, PR‐LSAMP researchers desired to use the findings to understand and address the training needs of their SMET faculty. Data was gathered on faculty members' use of CL and their perceptions of the effect of CL strategies on student performance and attitudes. Principal survey results showed that over 60% of faculty felt confident in their knowledge of CL theory and role assignment, although somewhat less confident in conflict resolution, grading activities and individual accountability. Fifty percent (50%) reported using the strategy very often or often (primarily for the exploration and learning of new concepts, in team projects and presentations, and in quizzes). Forty‐one percent (41%) described their experience in implementing CL as excellent or very good. In addition, faculty perceived more positive than negative changes in student performance and attitudes. Based on study results, researchers concluded that the success of cooperative learning in PR‐LSAMP institutions signals the beginning of a paradigm shift in the islands' educational system. In addition, results of the study were subsequently used to develop a cadre of SMET faculty to train their peers in various areas of cooperative learning.

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is a member of the University Relations staff of the Hewlett Packard Company. She is responsible for relations with universities throughout Latin America and the Caribbean. Before joining HP, Lueny was full professor of Chemical Engineering at the University of Puerto Rico-Mayagüez where she held positions at the Campus and UPR system level, including director of the UPRM R&D Center. Recipient of the 2006 US National Academy of Engineering Bernard M. Gordon award, her work in curriculum, research, accreditation and economic development activities has been published in more than 50 papers, book chapters and journals.

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