A simple problem (counting beans in a jar) is used to demonstrate an approach to organizing and quantifying decision making. The example shows that a willingness to go beyond ordinary engineering analysis may be needed to provide answers to many engineering problems. (Author/JN)

Defines the engineering method by: (1) giving a preliminary definition and examples of its essential term (heuristics); (2) comparing the definition to a popular alternative; and (3) presenting a simple form of the definition. This definition states that the engineering method is the use of engineering heuristics. (JN)

Experiences at Rensselaer Polytechnic Institute in teaching with interactive spreadsheet computing are described. Advantages of using this software in engineering classes are noted. (JN)

Methods for evaluating divergent thinking are presented and discussed. These include Shavelson's word lists and unique diagrams and Buzan's brain pattern. Each technique, which can be used in examinations, provides a partial representation of how subject matter is stored and highlights the flexible yet structured way the mind organizes…

The design and construction of models forms the foundation of first-year design teaching (totaling 18 class hours) in the three-year mechanical engineering program at the Royal Military College of Science. Lists the aims of this approach, providing examples of the types of models produced by students while solving engineering problems. (JN)

Presents the view that formal assignments such as problem sheets to be solved at home within a given amount of time are detrimental to the development of a mature outlook in college students. Presents an alternative to this approach. (GS)

Outlines the academic responsibilities connected with the nation's transition to the metric system and indicates how these responsibilities relate to the general task of problem solving. (GS)

Describes an engineering course consisting of a sequence of specific, actual cases, that emphasizes the development of skills in synthesizing information, and in identifying and solving practical engineering problems. (MLH)

Views the teaching of materials as content oriented, while teaching design is process oriented. Advocates the integration of design teaching with materials teaching through design problems in which the materials component plays a large part. (GS)

Students of the Problem-Solving Project Group report on the results of a two-year study of how they solve problems. (BB)

Outlines one approach to the teaching of materials engineering design within the context of metallurgical engineering. This approach uses a problem solving situation and criteria for an appropriate problem are presented. (GS)

Discusses programming projects in applied technology courses, examining documentation, formal reports, and implementation. Includes recommendations based on experience with a sophomore machine elements course which provided computers for problem solving exercises. (DH)

Presents a sample study assignment given in a first year mechanics course that allows students to work in a simplified design mode. The assignment exposes them to an "open-ended" problem requiring a combination of creativity, analytical skills, and group interaction. (BC)

Cautions physics instructors to be aware of the "hidden curriculum" or what it is that causes students to study more for a grade than for mastery learning. The problem of the hidden curriculum is also discussed as it applies to the personalized system of instruction. (SA)