Dean Emeritus of engineering discusses attributes of effective teachers. (MLH)

Discusses problems of teaching by PSI (Personalized System of Instruction), including costs, student procrastination, excessive grading, and demands on faculty time. (MLH)

Highlights several topics discussed at an Effective Teaching Institute (ETI) attended by engineering educators, including educational objectives, student confidence, feedback, and transfer of learning. (MLH)

Describes a chemical engineering course that combines self-paced methods and lectures. (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 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 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)

Describes a set of audio-tutorial modules, consisting of slides and a synchronized audio tape cassette, designed to teach the principles of electric circuit analysis. (MLH)

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

Relates experiences in the use and implementation of engineering courses taught by the Guided Design method. (SL)

Contains ten basic teaching principles formulated from the author's past experiences. Each of the principles is illustrated by relevant observations in order to increase understanding and aid application. The author states that use of these principles will increase teaching success. (SMB)

Describes an introductory engineering course that emphasizes open-ended projects with concurrent instruction in supporting principles and encourages student decision-making. (MLH)

Discusses the need for using case studies in engineering education programs. (SL)

Studied the performance of procrastinating students enrolled in both a self-paced engineering course and a teacher-paced mathematics course. Concluded that student procrastination does not relate to student performance or type of pacing. (MLH)