Discusses factors related to developing successful programs for training faculty in various aspects of college teaching, indicating that some tangible advantage for faculty participating in such programs is needed. Illustrates this by showing how a successful program was related to paying faculty one week's salary for attending the program. (JN)

The Ainsworth-Lund transformation process model offers a framework for observing and assessing growth/development by identifying needs and matching them to available resources. The model's four phases are described and an annotated bibliography is provided which documents the engineering education experiences corresponding to each phase. (JN)

Reviews and discusses objectives of the humanities and social science (HSS) component in undergraduate engineering programs, examining variations in HSS requirements among engineering disciplines. Also suggests some innovative approaches intended to resolve the conflict between the objectives and the current reality in engineering curricula. (JN)

Described are programs that will provide a more attractive academic environment. Programs considered a start-up package, salaries and fringe benefits, mentors, team work, career development and planning, services, and staff support. (YP)

The author comments on the importance of a strong general education for engineers and presents a set of standards for undergraduate instruction. (SA)

Reports the teaching effectiveness workshop experiences for engineering professors. Lists several workshop titles and describes participants' responses. Provides suggestions for successful workshops. (YP)

Responses from six engineering professors to a previous article about teaching engineering ethics are presented. Programs at several schools are described. The need to teach ethics to engineering students is reinforced. (CW)

This description of a laboratory experience for engineering students emphasizes guided design, a slow-motion experience in decision making of an open-ended problem. (SA)

Presents an excerpted lecture given by Fred S. Keller, who discusses the nature of personalized instruction (PSI), how MIT began, and PSI experiences at the Massachusetts Institute of Technology (MIT). Keller also comments on the implications of MIT experiences for educational reformers and provides his views on related issues. (JN)

Expresses the opinion that education has overemphasized the written word and needs to move back to the oral tradition. Warns that Americans are trained to use the left brain whereas much of engineering needs right brain processing. Gives perspectives to improve engineering education. (MVL)

Examines three broad areas related to the formal learning of engineering. These areas focus on: (1) approaches to learning; (2) developing engineering curricula; and (3) curriculum planning for the future. Also considers whether current engineering curricula can accommodate needed changes. (JN)

National Institute for Occupational Safety and Health instituted a project in 1980 to encourage engineering educators to focus on occupational safety and health issues in engineering curricula. Progress to date is outlined, considering specific results in curriculum development, engineering society interaction, and formation of a teaching…

Argues in favor of establishing an accreditable curriculum in "pure" astronautical engineering (leading to a bachelor of science degree in this field), giving reasons why such reform is needed (including equating "astronautics" with "aeronautics") and why a new curriculum is needed. (JN)

Questionnaires were sent to 534 contractors in Pennsylvania asking which construction courses best prepare students for careers in construction engineering. Results (based on a response rate of 38 percent, N=104) of the contractors attitudes toward seven subjects and their background are presented and discussed. Implications for the curriculum are…

Discusses (1) the nature of business games (interactive management simulation exercises in which participants choose values that will guide decision making); (2) selecting and using these games in engineering courses; and (3) developing and administering such games. A sample test for a business policy game is included. (JN)