Describes an engineering course consisting of a sequence of specific, actual cases, that emphasizes the development of skills in synthesizing information, and in identifying and solving practical engineering problems. (MLH)

Outlines one approach to the teaching of materials engineering design within the context of metallurgical engineering. This approach uses a problem solving situation and criteria for an appropriate problem are presented. (GS)

Describes a non-credit tutorial course held for engineering students to improve their skill in problem solving. In the group sessions, each student writes his approach to a given problem on a transparency; the class then analyzes the various approaches while viewing them on overhead projectors. (MLH)

Describes a course designed to demonstrate the relationship between design, manufacturing technology, and materials engineering. The course uses a lecture-discussion and laboratory-workshop approach including an analysis of engineering case histories and several service failures. (GS)

Describes a multidisciplinary course in the sciences, humanities, and engineering that teaches the use of evidence in problem-solving. The guided design teaching method is used, in which the instructor circulates among small discussion groups to advise them on problem-solving. (MLH)

Describes a separate engineering administrative unit established to meet the needs of lower-division students. Need for the unit, courses that make up the basic program of instruction, advising, academic assistance, and advantages and disadvantages to the engineering college are discussed along with concerns and problems that have arisen. (BC)

Describes a course module designed to instruct beginning engineering students at the University of New Mexico in problem-solving methodology as suggested by Polya (understand, plan, carry out, look back). (SK)

Discusses the use of varied resources to conduct undergraduate systems design courses at the Drexel University with the support of the Sloan Foundation. The purpose is to provide students with an ability to develop solutions to problems encountered in a real, living, and dynamic situation. (CC)

Compares engineering and nonscience students studying energy concepts in two separate courses. Considers their approaches to solving problems, their views on personal participation in "sociological" solutions to the energy problems, and other areas. Implications for engineering education are addressed. (JN)