Main focus of the Center is "the application of science and technology to the solution of problems faced by people in less-developed areas of the world. Adapted from paper presented at ASEE Annual Meeting, The Pennsylvania State University, June, 1969. (Author/WM)

In new freshman program students spend 37 percent of their time in mathematics physics course, 25 percent in humanities, and 38 percent in one of three electives and their choice of a chemistry or engineering course. Program exposes students to career alternatives in engineering or science professions. (WM)

With the present knowledge about how the need for achievement is learned and how it operates, it is possible to design technical courses to stimulate this motive in engineering students and to develop desirable engineering action strategies for a wide variety of content. A sample application is presented. (Author/TS)

Describes the development of new engineering course offerings for non-engineering students. Six topics are considered of current importance and probable interest to non-technical students: technology, transportation, information, energy, environment, and urban problems. (TS)

Describes a method for specifying precise course objectives for undergraduate electrical engineering curriculum, and suggests treating curriculum design as a system engineering problem. (Author/WM)

Suggests immediate reorganization of professional schools to meet social demands for more intensive educational training. Points out need for changes such as admitting more black students into graduate schools, making it possible for women to do the same professional work as men, providing interdisciplinary training, and forging stronger links…

The author asserts that most of the failures associated with technological progress are due to poor systems engineering, not to poor device engineering. (Editor)