Discusses the Keller Plan or personalized system of instruction (PSI), a mastery-oriented, self-paced, modular teaching strategy using student/peer proctors. Success for PSI in chemical engineering, operations research, electrical engineering, and nuclear engineering courses is explained. (DH)

Mechanics courses at West Virginia University are taught exclusively from programed instructional materials. Presents: (1) descriptions of these courses; (2) data indicating higher achievement by students participating in programed courses compared to students in courses using the lecture method; and (3) reasons for the success of the courses. (DH)

Describes a graduate level course on the philosophy and techniques of teaching chemical engineering. Course topics include lecturing methods, test construction and grading, homework assignments, laboratory instructional methods, and methods of individual tutoring. All topics were approached using a variety of instructional strategies. (JN)

A methodical approach to teaching that can be used with almost any class style and with any instructional media is described. Planning courses, designing a syllabus, teaching strategies, the use of office hours, test construction, and personal interaction with students are discussed. (KR)

Describes a two-semester-hour freshman course in engineering graphics which uses both traditional and computerized instruction. Includes course description, computer graphics topics, and recommendations. Indicates that combining interactive graphics software with development of simple programs gave students a better foundation for upper-division…

Develops a programed approach for developing design projects. Describes the initiation, design experiences, final report, and problems of the approach. (YP)

Discusses a laboratory course to familiarize mechanical engineering students in the use of electronics and computers. Describes the objectives, laboratory facilities, lecture topics, projects, and laboratory exercises for the course. (YP)

The advantages of using videoconferencing in engineering education are stressed. Discussed are technological change, engineering practice, faculty development, educational effectiveness, and teleconferencing vendors. An example of a campus-based teleconferencing service is cited. (CW)