Discusses the advantages and disadvantages of three types of computer instruction in engineering education: tutorial, design, and simulations. Includes comments on efficiency, student acceptance, and scheduling problems. (MLH)

Describes a combination of lectures, experiments, and analysis with the aid of remote computer terminals that helps the engineering student grasp the fundamentals and implications of a mathematical model applied to a particular job situation. (MLH)

Evaluates the individually prescribed instruction of a control engineering course on the basis of student responses and achievement data. Concludes that this approach is preferable to the classroom lecture, with video tapes described as an effective and useful aid. (CC)

Describes a study in which engineering students were taught technical mathematics by either traditional lecture or self-paced, computer-assisted instruction. No overall significant difference in test scores was found, but for engineering technology majors, the treatment group scored higher. (MLH)

Discusses the use of the METRO-APEX program to provide a simulated real world'' experience of managing air quality in urban regions. Concludes that the students involved are strengthened in business and natural, applied, and political sciences and given a proper insight into the professional behavior. (CC)

Discusses experience of using Dorsett M-86 audio-visual response teaching machines to teach basic statistics courses. Recommends further research in the design of the optimal mix of various teaching methods for a block of instruction. (CC)

Presents findings from a comparison of traditional classroom lecture on lecture-replacement stand-alone PLATO-based delivery made to learn Fortran. Two semesters were examined separately, semester one (n=54) and semester two (n=36), using a two-tailed t-test at .01 level of significance. No difference was found. (JM)

Describes a statics course developed at Texas A&M University in the engineering curriculum which utilizes computer-assisted instruction. Discusses the organization and management of the team that developed the course, the selection of the hardware and software used, and the implementation model and lesson prototype developed for the course.…

Described are the use of case-method teaching, educational competitions, and interactive computer-graphic instructional software to teach structural engineering concepts at the freshman level. Details of the instructional software used and the bridge competition are provided. (CW)