Discusses the problems that arise in test situations when some, but not all, students use electronic calculators and poses some solutions to these problems. (MLH)

Summarizes experience with individually-paced engineering instruction and gives observations resulting from visiting many United States universities that have individualized engineering courses. (MLH)

Describes an engineering course consisting of seven two-week units and a final exam. Class periods, three per week, are devoted to lectures during the first week of the two-week unit period and to problem sessions during the second week. (MLH)

Describes a course that emphasizes methods of problem-solving rather than learning a particular programing language. (MLH)

Describes a teaching method called Announced Repetitive Tests, in which students are allowed a number of times to master test questions similar to ones assigned as homework. (MLH)

Describes an engineering course that stresses various philosophies and methodologies of experimentation, along with the techniques of experimental synthesis. (MLH)

Presents the methodology and evaluation of a course prepared by an interdisciplinary team of faculty members and aimed at developing an awareness, in engineering students, of the need for an interdisciplinary approach to societal problems. (MLH)

Describes a one-week career education experience in chemical engineering that allowed junior and senior high school students to operate prototype chemical processing equipment. (MLH)

Describes an advanced undergraduate materials science course in which each student conducts two independent laboratory projects and is required to submit a formal lab report at the end of each project. (MLH)

Comparison of self-concept scores of groups of both engineering and speech communications students before and after a course in their corresponding subjects showed that the speech students underwent a positive change in self-concept whereas the engineering students were unchanged. (MLH)

Describes the use of videotape equipment in taping student oral reports to aid the student in acquiring better speech skills. (MLH)

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 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)

Discusses educational methods that increase the engineering student's awareness of social problems and culture; includes individualized programs, staff training, non-traditional instructional approaches, and humanizing educational environment. (MLH)