Discusses problems of teaching by PSI (Personalized System of Instruction), including costs, student procrastination, excessive grading, and demands on faculty time. (MLH)

Describes a physics course about acoustics as applied to the practice and experience of music. The course has no prerequisites and is being offered to students with diverse backgrounds, such as music, engineering, business administration, and physics majors. (Author/GA)

Relates experiences in the use and implementation of engineering courses taught by the Guided Design method. (SL)

Describes two Personalized Systems of Instruction (PSI) courses in Engineering Dynamics taught at the University of Western Ontario. Factors contributing to difference in achievement between the two courses are described. (SL)

Discusses the use of Problem-Solving Laboratory (PSL) courses for giving engineering students authentic design experience and knowledge of how to go about solving real world problems. (SL)

Describes a specific senior design course and its objectives. Explains the basic deficiencies and problems for design education in agricultural engineering. Also stresses the effect the project advisor has on students' attitudes toward design and the applications of the course. (SMB)

Contains ten basic teaching principles formulated from the author's past experiences. Each of the principles is illustrated by relevant observations in order to increase understanding and aid application. The author states that use of these principles will increase teaching success. (SMB)

Discusses the development of a "win-win" educational approach as opposed to a "win-lose" approach. (SL)

Discusses the need for using case studies in engineering education programs. (SL)

Reports cost and academic achievement differences between a traditional course and a Personalized System of Instruction (PSI) fluid mechanics course taught at San Jose State University. The PSI course cost 7.3 percent more than the lecture course; grades were 48 percent higher on a 4 point maximum scale. (SL)

Describes the Elastically Structured Teaching (EST) method of instruction employed at West Virginia University which gives students more freedom than does traditional lecture, but which is not totally self paced. (SL)

Describes a computer graphics program for teaching engineering students basic principles of multiview projections with two preprocessors to simplify student involvement with computer languages. (SL)

Points out the increasing awareness of the need for an interdisciplinary approach to science and the humanities. Outlines the necessary steps to establish a team-taught English course for engineering students and its utilization in educational development. (SMB)

Describes a graduate electrical engineering mini-course, computer graphics gaming and simulation, classroom management and student progress records, student reaction to instruction, and computer graphics in undergraduate education. (SL)

Describes an undergraduate automatic controls course in which the teaching-learning process is regarded as a closed loop feedback system. The three basic components of the system: the controller, the plant, and the learning sensors are identified as the teacher, the student, and student feedback respectively. (SMB)