Discusses the use of varied resources to conduct undergraduate systems design courses at the Drexel University with the support of the Sloan Foundation. The purpose is to provide students with an ability to develop solutions to problems encountered in a real, living, and dynamic situation. (CC)

Discusses the offering of a two-quarter Sloan Foundation course entitled "C-50-Design of Complex Systems" to students in all departments, from freshmen to Ph.D. candidates, at the Northwestern University. Indicates the presence of a realistic working environment due to the mix of students' interests, skills, and levels of ability. (CC)

Discusses the establishment of an environmental systems laboratory at the University of Pittsburgh with the support of the Sloan Foundation. Indicates that the "real world" can be brought into the laboratory by simulating on computers, software systems, and data bases. (CC)

Discusses interdisciplinary design engineering programs conducted at the Polytechnic Institute of New York, especially the internship program, Sloan Foundation projects, and the characteristics of design engineering centers. Included is a list of completed projects. (CC)

Discusses the Environmental Systems Study Program conducted at the Worcester Polytechnic Institute with the support of the Sloan Foundation. Indicates that the activities are to lend valuable pilot experience to the implementation of broad changes in educational programs. Included is a summary of students' real-problem project titles. (CC)

Describes engineering technology education as a humanistic process which must be continually monitored and evaluated on the basis of a comprehensive information system. Indicates that collection of useful information should start from a data base established for every new student when entering a program. (CC)

Reports a study in which the best single predictor of training success in a community college agricultural mechanics curriculum was an academic variable, percentile rank in high school graduating class. (SB)

Discusses current trends in engineering technology education to illustrate its implications for liberal education. Indicates that the study of technology will play important roles in man's adaption to his contemporary world. (CC)

Discusses the relationship among biological organisms, social organization, and machines (BIOSOMA) and the need of redefining liberal education. Indicates that engineering curricula should contribute to the definition and prepare for a wider spectrum of careers than just engineering. (CC)

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

Describes the fulfillment of a dual responsibility for educating professional engineers and providing an educational base for other careers in the Engineering Department of Swarthmore College. Indicates that departmental efforts will continue to focus on society-related educational programs. (CC)

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

Discusses the engineering science degree program of the University of Michigan which includes a premedical option capable of preparing students for medical school admission. (CC)

Discusses a method of forwarding engineering information packets directly to schools and using power company area service engineers as resource persons in career guidance. (CC)

Researchers explore ways to build job ladders for agricultural workers. (Editor)