Offers an introduction to honors work in American colleges and universities by considering: (1) definition; (2) history; (3) rationale; and (4) educational and institutional objectives. Also summarizes characteristics of successful honors programs. (JN)

Describes: (1) the selection of honors students; (2) components of a superior education; and (3) honors programs at Iowa State University (ISU). Programs at ISU include honors courses, honors seminars, converted courses, independent study, as well as altering requirements. (JN)

Reports results of a study comparing 15 engineering schools in the United States and abroad, focusing on undergraduate programs for the first degree beyond secondary education. For the United States, only programs leading to the B.S. in engineering were considered. (CS)

A telephone survey was conducted to determine the status and effectiveness of engineering management education at the bachelors degree level. Discussed are growth of programs; accreditation; and acceptance. Accounts of several programs at specific institutions are provided. (RE)

Examined are the special problems in attaining accreditation for nontraditional curricula involving management engineering. Issues are discussed from the viewpoint of a member of an engineering curricula accreditation organization. (RE)

Documented are the development and results of a course in engineering management. The course incorporates experiences in engineering management problem solving in actual field situations. Student teams function as consultants for a paying client over a two-semester period. (RE)

Engineering management programs at the master's degree level open the management level career areas to engineers. Discussed are various colleges' programs and their program titles, curricula, faculty, students, admission requirements, and relationships with business schools. (RE)

The honors program in public affairs at the Colorado School of Mines (CSM) consists of five seminars, an internship, and a senior workshop. Program goals, program content, instructional strategies, students in the program, and benefits of the program to CSM are described. (JN)

Describes the cooperative engineering internship program of the University of Louisville's J. B. Speed Scientific School. The mandatory and highly organized program features preparation in technical communications, and mid-internship evaluations. (WB)

Describes the comprehensive approach taken by the Center for Pre-College Programs at New Jersey Institute of Technology to motivate and prepare students for higher education. Discusses precollege programs, secondary school programs, and elementary school programs. Explores the impact of the program on the success of the students. (MVL)