Describes a course planned for bio-medical engineering students. Intended outcomes of the course include an understanding of medical problems, their courses, diagnosis and treatment, and an awareness of the physician's philosophy and approach. (GS)

The aerospace engineering curriculum at the U.S. Naval Academy which includes an astronautical and an aeronautical track is described. The objective of the program is to give students the necessary astronautical engineering background to perform a preliminary spacecraft design during the last semester of the program. (KR)

Reports on some objective data and presents some subjective conclusions on the use of self-paced instruction in an experimental electrical engineering course. Outlines some of the problems involved in the development of self-paced materials and identifies several demotivating factors associated with their use. (GS)

Presents a design for a workshop modeled after the engineering design process. A step-by-step approach is suggested for each aspect of the design process. (SA)

Discusses the trial of an elective course entitled Social Aspects of Chemical Engineering'' at McGill University. Indicates that student initiative is encouraged through the use of an uncertainly defined structure. (CC)

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)

Among the benefits derived from a detailed curriculum analysis is the actual analysis process itself. Creating a curriculum diagram can lead to better understanding of what can and should be taught. (Author/BB)

Cites curriculum relevance and faculty competence as two particular and acute concerns of the technical institution. Advocates the formation of consortia consisting of several institutions to keep abreast of technological developments and to train personnel. (CP)

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)

Suggests offering of law school courses to engineering majors, making it possible for them to deal with interfaces between the two professions. (CC)

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 an ecology-engineering course in which students investigate the environmental impact created by the production and marketing of a consumer product. (CP)

Describes a course designed to provide each student the opportunity to participate in research. Outlines the objectives formalized in a course hierarchy and presents the mini-project approach used to meet the needs of the students. (GS)