This study examined the effects of non-traditional instructional methods on student learning in an engineering course at the University of Texas at El Paso. The summer 1993 material selection course enrolled 33 students, the majority of whom were Hispanic Americans. Instead of the traditional lecture method, the course employed student project groups, video presentations of actual manufacturing processes, computer exercises, vocabulary quizzes, and homework to enhance student retention of the course content. An extensive evaluation of the course examined the relationships between course grade and: (1) Scholastic Aptitude Test (SAT) scores; (2) grade point average (GPA); (2) meeting of course prerequisites; (3) homework grades; (4) vocabulary quiz grades; and (5) group project grades. The evaluation found that SAT and GPA accounted for 61 percent of the variance in course grades. It also found that while all the students who met the course prerequisites received a grade of A, B, or C, while 8 of the 19 students who did not meet the prerequisites received a grade of D or F. Homework grades had a slightly negative effect on course grades, while group project grades had a significant positive effect on course grades. Student and instructor reaction to the course format are discussed. (Contains 74 references.) (MDM)