Identifies four essential conditions necessary to implement an individualized curriculum. (SB)

Increased use of analog and digital computer simulations by high school students with a broad range of backgrounds is largely due to introduction of Engineering Concepts Curriculum Project (ECCP) into schools. Future expansion to a wide variety of interdisciplinary problems appears promising. Examples of simulations are presented. (DF)

Main focus of the Center is "the application of science and technology to the solution of problems faced by people in less-developed areas of the world. Adapted from paper presented at ASEE Annual Meeting, The Pennsylvania State University, June, 1969. (Author/WM)

In new freshman program students spend 37 percent of their time in mathematics physics course, 25 percent in humanities, and 38 percent in one of three electives and their choice of a chemistry or engineering course. Program exposes students to career alternatives in engineering or science professions. (WM)

Data collected at projected space station will contribute to solution of environmental problems on earth and will enable more efficient use of earth's natural resources. Adapted from commencement address delivered at Newark College of Engineering, June 5, 1969. (WM)

Defines mechanism for information transfer in engineering education. Urges assignment of more open-ended problems to train students in all aspects of information processing and developing their decision-making faculties. (IR)

With the aid of the programmed computer, the systems designer can analyze systems for which certain components have not yet been manufactured or even invented, and the power of solution-technique is greatly increased. (IR)

Describes a computer graphics laboratory and its use in the teaching of physics concepts. Specific lecture demonstration in relativity and quantum physic are discussed. (LC)

Data for Engineering and Technology degrees granted during 1970-1971 include breakdowns by school and degree level for all curricula combined and by curriculum and degree level for all schools combined. Figures for women, Negroes and foreign nations are given. (Author/TS)

With the present knowledge about how the need for achievement is learned and how it operates, it is possible to design technical courses to stimulate this motive in engineering students and to develop desirable engineering action strategies for a wide variety of content. A sample application is presented. (Author/TS)