The authors describe the changes in curricula and methods of instruction for engineers in the twenty-first century. These changes and those related to the structure of the educational system are described as responses to the energy situation in America. (SA)

Summarizes some of the technical and professional challenges that engineers have overcome as they endeavor to clarify the image of engineering as that of a profession. Recommends educational changes to assure societal leadership from engineers. (CS)

Ranks highest subject training needs for professional careers in industry as identified by respondents in the engineering profession. A competency inventory of a professional engineering program is proposed and discussed. (CS)

Reports the teaching effectiveness workshop experiences for engineering professors. Lists several workshop titles and describes participants' responses. Provides suggestions for successful workshops. (YP)

Responses from six engineering professors to a previous article about teaching engineering ethics are presented. Programs at several schools are described. The need to teach ethics to engineering students is reinforced. (CW)

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)

Presented are results of the Engineer's Council for Professional Development. Samples of 41 institutions and 143 engineering programs for the 1978-79 academic year are discussed. The institutional data are presented on geographic averages and tabulated. No interpretation of the results is included. (SMB)

Looking at the "total educational, cultural and professional environment" of Japan's engineers, the authors note that the Japanese approach education as a lifelong process. Engineering education in Japan is described as an integration of preuniversity preparation, university education, and postgraduate continuation of education in…

Described are the rationales for the Engineering Practices Introductory Course Sequence (EPICS) program at the Colorado School of Mines, and the McMaster Problem-Solving (MPS) program at McMaster University. The professional development model used in these programs is discussed. (CW)

Identifies professional attributes which are desirable in engineers and describes specific methods used by the University of Portland to encourage these qualities in their undergraduates. (CS)

Reported in this part of the survey are faculty demographics, faculty vacancies, and contrasts between conditions in 161 engineering schools and 68 engineering technology schools. Highlights are reported and the methodology of the survey is discussed. (CW)

Lists questions that can be used to help students learn how to write letters of inquiry. States that as a result, students begin to feel less like students and more like professionals. (RT)

Lists five axioms for continuing education for engineers. Describes changing trends in industry, types of courses and providers, new courses and market research, and television courses at the National Technological University. (YP)

Discussed is the graduate Reentry Program for Women at the University of Central Florida. Six components of the program are described: (1) mathematics review courses; (2) the program coordinator; (3) orientation meetings; (4) professional development day; (5) co-op jobs; and (6) social events that emphasize information. (YP)

This special section includes 15 articles which examine trends in cooperative research, compare Japanese practices to see what the U.S. can learn from economic competition, and review an innovative trans-national continuing education effort in Europe. Several model programs involving companies, universities, and government agencies are discussed.…