How do engineering educators take student difference into account?

This paper addresses the extent to which, and the ways in which, engineering educators take student differences into account when making teaching-related decisions. We have found that educators deal with multiple types of student differences, although rarely in the way research recommends (e.g., focusing on learning styles). More often, educators differentiate students in terms of class standing, level of interest in a subject matter, and behavior. Our findings, illustrated by three case studies, demonstrate a variety of ways in which educators differentiate students. Generally, data such as this works against the perception that engineering educators at research universities are not taking into account educationally relevant student differences. However, to improve engineering education we should recognize and learn from the ways in which educators differentiate their students.