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)

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)

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)

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

Describes four principles to help engineering faculty facilitate high rates of learning: (1) Objective Based Instruction; (2) Absolute Criterion-Referenced Grading Standard; (3) Varied Learning Strategies; and (4) Flexible Time Frames. Illustrates several teaching/learning systems that facilitate the effective applications of these principles. (SK)

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)

Approaches the study of failure analysis by examining the mental and physical steps involved in the development of a product to determine where the failure occurred. (CP)

Summarizes key differences between academic and industrial settings and offers illustrations of what modern instructional craft has accomplished in industry. Describes a typical developmental sequence related to criterion-referenced instruction, including techniques for instructional analysis, design, development, and implementation. Includes…

Reviews problems and successful techniques associated with various instructional systems including individualized instruction, personalized system of instruction, audiotutorial system, and others. Includes comments on behavioral objectives, mastery, and testing. (SK)

Students in the classroom, the faculty who teach courses for which a specific course is a prerequisite, and the employers of graduates present their ideas on the topic of what is good instruction. The top 10 characteristics of good instruction according to students and faculty are provided. (KR)

Presented is a blueprint for restructuring the first two years of the engineering curriculum. Four new concepts for the first two years are discussed: (1) the mathematical and scientific foundations of engineering, (2) fundamentals of engineering, (3) the engineering laboratory, and (4) the professional and personal enrichment program. (MVL)

Discusses the restructuring of the graduate program to accommodate emerging fields in engineering. Notes half of the graduate degrees Cornell grants each year are M.Eng. degrees. Offers 12 specialties: aerospace, agriculture, chemical, civil, electrical, mechanical and nuclear engineering; computer science, engineering physics; geological…

Expresses the opinion that education has overemphasized the written word and needs to move back to the oral tradition. Warns that Americans are trained to use the left brain whereas much of engineering needs right brain processing. Gives perspectives to improve engineering education. (MVL)

Notes that almost all computer engineering textbooks present algorithms using only verbal methods. Poses that engineering students' ability to handle graphic representation is crucial yet information is presented verbally. Summarizes the results of 12 replications on learner preference for graphic or verbal algorithmic techniques. (MVL)