Reviews and discusses objectives of the humanities and social science (HSS) component in undergraduate engineering programs, examining variations in HSS requirements among engineering disciplines. Also suggests some innovative approaches intended to resolve the conflict between the objectives and the current reality in engineering curricula. (JN)

Provides a viewpoint regarding the failure in engineering education to realize the most fundamental goals of liberal studies. These authors develop the theme of "transcendental engineering," a conception that bridges the gap between theoretical disciplines of the liberal arts college and practical studies of the engineering schools. (CS)

Discusses current trends in engineering education and practice. Indicates that present curricula lay a satisfactory foundation for professional activities demanded by society. (CC)

Suggest inclusion of social sciences courses in engineering curricula to provide technically trained persons with requisite skills in public service. (CC)

Presents a series of value statements for use as the applied humanities'' stem of the professional curriculum, and suggests four relevant curriculum items for helping professional-oriented students recognize the societal nature of professional problems. (For Part Two of this article, see SE 509 329, volume 63 number 8, pages 599-602, May, 1973.)…

Suggests a guideline to the four-year applied humanities course for professional schools. Concludes that the ability of assessing and predicting the professional decision consequences is the end product which can be obtained by institutionalizing the change mechanism in normal educational programs. (For Part One of this article, see SE 509 318,…

Describes a course offered for the freshman civil engineering major at the University of Missouri-Rolla. The rationale of developing the course which focuses on the symbolic, social, and technological aspects of the Mississippi River is included. (HM)