Guided design, a new concept for course design and operation using engineering design techniques, is described. Presents these components of the design process: identifying the problem, goals, gathering information, analyzing, synthesizing, and evaluating. (PR)

Discusses a two-year masters program; one year of lecture and practical training, and a second year on a supervised design task in an industry or development laboratory. Reviews the emphases of the curriculum. Describes the two paths to engineering careers in the Netherlands. (MVL)

The National Aeronautics and Space Administration (NASA) and the American Society of Engineering Education (ASEE) launched a team competition to design a space glove. Discusses space glove specifications, the competition and competitors, team characteristics/membership, the judging process (with Kansas State University the winner), and lessons for…

Students in a senior engineering design course are given a routine design project typical of the first project given to a fledgling engineer in industry and a project more typical of what an experienced engineer does. Routine and nonroutine design approaches and instructional strategies used in the course are described. (JN)

Describes an experimental design course for engineering and art students based on the concepts of creativity and innovation. Class involvement was encouraged and groups of three people worked best with mixing of engineering and non-engineering students. Students expressed interest and enthusiasm for the course. (DF)

Strategies used in introducing a case study to students in an interdisciplinary design course are presented, outlining what and how students can learn from the case. The entire two-part case, "Problem of the Perverse Pinion," (a consultant's view of the failure analysis of an automotive starter pinion) follows this article. (JN)

A brief history is presented of the American Society for Engineering Education's Creative Engineering Design Displays along with some commentary from a student designer and a judge. (BB)

Discusses a method for teaching engineering design in which case studies are combined with programmed instructional materials. (MLH)

Views the teaching of materials as content oriented, while teaching design is process oriented. Advocates the integration of design teaching with materials teaching through design problems in which the materials component plays a large part. (GS)

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 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)

Summarized are definitions, trends, and the change in the views of design in engineering education since the 1950s. Four decades of report conclusions are reviewed. (CW)

Develops a programed approach for developing design projects. Describes the initiation, design experiences, final report, and problems of the approach. (YP)

Discussed are means of enhancing engineering education and the process of bridging the gap between industry and academe. The change in the corporate culture is described. Partnerships between schools and industry are advocated. (CW)