Traces the integration of engineering, humanities, and social sciences from the major objectives of 1955 to present curricula designed to produce the socio-engineer. Predicts future trends in curriculum development reflecting the growing relationship between technology and the values and condition of man. (GS)

Describes a program which seeks out minority students with a potential for engineering education, inspires them to enter the program, enrolls them in an intensive seven-week remediation phase, and matriculates them into a college of engineering. (GS)

Presents the philosophy and structure of an environmental program designed to retain the students identities as chemists. Describes the two core courses in environmental chemistry and lists the instructional materials used. (GS)

Outlines the basic requirements for genuinely transdisciplinary studies. Describes ways of transcending the boundaries of the disciplines and describes a learning environment that would facilitate integration. (GS)

States that real problem solving must become an effective and integral part of education at all levels. Describes the relationship of real problem solving to the USMES class, interdisciplinary education, and the total school program. (GS)

Described Educational Opportunity Centers (EOC), opened around the country for the purpose of helping students who are faced with educational and career decisions. (Author/RK)

In the wake of the proliferation of materials developed to help teachers educate five-year-olds in school this article focused on the place of art in such a situation. (Author/RK)

Presents a college program that utilizes a self-paced, mastery-oriented curricula. Courses are subdivided into small complete modules that may require a few hours or a few weeks to complete. Describes development of the modules and disciplinary differencies in their use. (GS)

The Soviet Union's plan to increase the economic knowledge of 90 million workers through courses taught while on the job is described. (DE)

Describes a program developed by the Educational Research and Methods Division of ASEE for the members at the grassroots level (example, on the campus). Describes the establishment of resource rooms for educators and Mini-ACADEMOS to demonstrate new teaching methods. (GS)

Described a program which will develop degree programs for adult students in three overlapping phases, following the pattern of development of the external degree in the United States. (Author/RK)

Describes how to plan and execute an extended field trip which provides first hand observation of biological and cultural systems. Socialization of the participants was achieved through common planning and goal achievement. (BR)

Traces the origin and development of programs that led to the creation of the Department of Environmental Engineering Sciences at the University of Florida. Includes descriptions of degrees offered, type of work required, and facilities available. (GS)

Describes a program aimed at adult children of aged parents who are in conflict about whether to institutionalize their aged and/or ill parents. A series of six family life education classes enabled group members to share anxieties and concerns with one another, while learning more about institutional services. (Author/PC)

Volunteerism has a poor reputation these days, because many human service programs have "used" volunteers and given them nothing in return. Discusses a different approach, one in which both service recipients and volunteers gain. (Author)