Discusses a study in which engineering students ranked the value of behavioral objectives for their course differently than the instructor for the first unit of instruction; for the following unit, there was no significant difference between the students' and instructor's rankings. (MLH)

Describes the five major divisions of the affective domain and three evaluative instruments used to assess affective domain areas: the attitude checklist, the attitude questionnaire, and the projective indicator. (MLH)

Presents a design for a workshop modeled after the engineering design process. A step-by-step approach is suggested for each aspect of the design process. (SA)

Suggests ways to determine what method of instruction is best suited to particular situations. (MLH)

Discusses the major objections to the concept of a professional engineering school and prospects for other types of engineering programs. (MLH)

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)

Outlines the academic premises made in traditional engineering education in comparison with the educational objectives of practice-directed curricula. Suggests that the practice-audit-study learning mode should be adopted in place of the lecture-homework-exam-grade system. (CC)

Describes current trends in the engineering profession as a result of the engineering-science-technology coupling. Indicates that the engineering community must once again take into account the interaction of technology and social and physical environment in order to serve satisfactorily our society in the future. (CC)

Described are the rationales for the Engineering Practices Introductory Course Sequence (EPICS) program at the Colorado School of Mines, and the McMaster Problem-Solving (MPS) program at McMaster University. The professional development model used in these programs is discussed. (CW)

Contains a checklist of 36 non-operationally stated items and an evaluation of each by a faculty group of 30. Reports the need for non-cookbook experience, an emphasis on knowledge of specific instruments, and the essential function of laboratory as a teacher of the theory and process of experimentation. (GH)

Discusses two-year experience of conducting an interdisciplinary undergraduate program which integrates liberal arts into technical curricula and emphasize non-conventional learning processes and evaluation. The purpose is to prepare students with abilities to develop technology needed by society and to minimize its side effects harmful to the…

Discusses the divergence in interest and philosophy between the academy and industry, beginning with World War II. Suggests that engineering faculties and industry take measures to restore their rapport which is necessary for the technological society to ensure a success in man's quest for future well being and progress. (CC)

Presents a series of concrete suggestions essential to the solution of problems encountered in engineering education. Indicates that engineering schools should play important roles in the new liberal education movement. (CC)

Suggests that instructional goal structures (cooperative, competitive, and individualistic) may promote three major goals of engineering education: technological, interpersonal, and social-technical competencies. Reviews research on instructional goal structures, appropriate use for all three structures, and establishing a cooperative structure.…

This article is the report of the ad hoc American Society for Engineering Education (ASEE) committee for the review of engineering and engineering technology studies. In the report, the committee examines engineering education and makes recommendations on several topics including accreditation, teaching methods, faculty development, continuing…