Engineering educators are often not familiar with the theories and research findings of educational psychology, adult development, curriculum design, and instruction design. Even the published research in engineering/computing education does not sufficiently leverage this body of knowledge. Often in the educational reports and recommendations by professional agencies like ACM and IEEE, there is no or insufficient reference to educational models or theories. Rich corpus of classical as well as contemporary theories of learning can be leveraged to review and transform the educational processes for all groups of learners. The engineering educators can innovatively adapt many of these theories to redesign pedagogic engagements for their students in their courses. (Contains 2 tables.)