Considers definition of biomedical engineering (BME) and how biomedical engineers should be trained. State of the art descriptions of BME and BME education are followed by a brief look at the future of BME. (TS)

Describes manpower needs in nuclear engineering in the areas of research and development, architectural engineering and construction supervision, power reactor operations, and regulatory tasks. Outlines a suitable curriculum to prepare students for the tasks related to construction and operation of power reactors. (GS)

Presents a description of the programs offered by a fictitious technology and society department as a model for future programs designed to provide a liberalized technical education. (GS)

Reports on a limited survey of published curriculum guides to determine if courses in the category of "technical sciences" are included in engineering technology curricula, what courses appear most frequently, and what proportion of total time allocation do they represent. (GS)

Discusses rationale for and emphasis of Brigham Young University's four-year program leading to bachelor's of electronics engineering technology (BSET). Also discusses job market response to the program and salaries of program graduates. A preliminary survey of May 1982 graduates showed that each BSET graduate received from one to six job offers.…

Traces the integration of engineering, humanities, and social sciences from the major objectives of 1955 to present curricula designed to produce the socio-engineer. Predicts future trends in curriculum development reflecting the growing relationship between technology and the values and condition of man. (GS)

Described is a senior project course that is intended to prepare graduates for solving problems in a real engineering environment. Students in electronics engineering technology may choose between an independent study option and a structured course in which they design and implement a project in a specified field. The scheduling, evaluation, and…

Surveys the course requirements in the humanities and social sciences for 100 two and four year technology programs. For some associate programs, only one or two courses are required; in 40 percent of the cases studied, the requirement is for three courses, or nine semester hours credit. (MLH)

Describes an engineering program which includes the study of the larger social and cultural implications of technical innovation as an integral part of the curriculum. In one course, the students design an energy sufficient city of 10,000 people, and consider the human and social consequences of the design. (MLH)

Discussed are the importance and needs of emerging applications of photonics technology. Stressed is the need for people skilled in its use. A bachelors program in photonics is described. (CW)

Explains the components of an open learning system and describes such systems in the United States, Poland, Britain, and France. Enumerates developments in the United States and Canada that may lead to open learning in continuing engineering studies. (GS)

The success of two engineering and technology-oriented secondary school programs is discussed. Also presented is the Man Made World and the Technology-People-Environment at two suburban high schools. (BB)

Described is a practice-oriented master's program (Executive Master of Science in Engineering) based on the premise that the successful management of modern technology requires a broadening of executive knowledge, skills, and perspectives. A description of the curriculum and program status are included. (KR)

Describes the educational programs at the Institute Technologico de Costa Rica. The engineering technology curriculum is based on the results of a nationwide study to identify critical areas of industrial need. The programs are designed for six semesters with scheduled work experiences within the school year. (MA)