Discusses the trial of an elective course entitled Social Aspects of Chemical Engineering'' at McGill University. Indicates that student initiative is encouraged through the use of an uncertainly defined structure. (CC)

Reports survey data on the relationship of personal characteristics to occupational success and the perceived importance of college course experiences to job performance. Concludes that practical judgment is the most important factor and informal activity experiences facilitate the development of interpersonal competence. (CC)

Stress is neither stimulus, response, nor intervening variable, but rather a collective term for an area of study. (Editor)

Describes the presentation of two design programs in the 1971-72 academic year. Indicates that faculty member participants could keep up-to-date and expand their teaching skill by making use of these activities. (CC)

Dual organization of faculty and curriculum provides flexible, interdisciplinary undergraduate program that leads to concentration in an engineering specialty. In operation for two years, the plan has utilized teaching staff and facilities more effectively, and provided students with a broader than usual perspective of engineering. (WM)

Criticizes pure science orientation of engineering curriculum, faculty and admissions criteria since 1920's. Advocates redirection toward balance of "pure and "applied technological training which would clarify practical aspect of engineering profession and prepare students who could compete with theoretical physicists and mathematicians. (LP)

In the past, the associate degree was awarded upon completion of two-year engineering technology programs. Industrial needs have influenced the curricula for these programs, which now involve four years leading to baccalaureate degrees that bolster status and career opportunities for engineering technicians. (WM)

Describes a course for non-engineering students at Lafayette College which includes the design process in a project. Also included are the study of modeling, optimization, simulation, computer application, and simple feedback controls. (Author/TS)

Engineering educators do not utilize to full capacity the advanced computer techniques which information processing industries and utilities have developed to further educational services and data communication. (IR)