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)

Proposes the use of cases and instructional modules to teach invention, engineering design, and technology management. Discusses the case method in graduate business education, cases and modules in engineering education, using cases in class, and the development and distribution of cases. Presents examples of using cases about total quality…

Describes a faculty development program designed specifically for engineering faculty and implemented on an eight-campus coalition of engineering schools. Reports that, in the five years of the program's existence, a large percentage of the faculty has participated and adopted proven but nontraditional teaching practices. Offers suggestions to…

Describes how multimedia software (COMPEL PE) is used in a core mathematics course in the mechanical and production engineering curriculum at Nanyang Technical University (Singapore) to help students better understand various characteristics of conformal mappings. Describes the ASSURE model used to guide the production of slides for presentation…

Compares the efficiency of calculus classes and evaluates two kinds of classes: traditional and others that use computational methods in teaching. Applies quantitative evaluation methods using two operational research tools, multicriteria decision aid methods (mainly using the MACBETH approach) and data development analysis. (Author/YDS)

Presents a method for assessing three major objectives in the teaching of vocational and technical courses: material assimilation, application to real practical problems, and resourcefulness of the student. Provides examples of questions developed and compares them with questions normally used. (YP)

A methodical approach to teaching that can be used with almost any class style and with any instructional media is described. Planning courses, designing a syllabus, teaching strategies, the use of office hours, test construction, and personal interaction with students are discussed. (KR)

Describes students' reactions to a university physics class for engineering majors that was built around cooperative learning activities. Finds that student feedback supports research claims made about the learning benefits of this teaching method. (WRM)

Discusses strategies for teaching problem-solving techniques during an engineering design course in the third year of a four-year degree program. Describes the content of six problem-solving curricular modules, course organization, evaluation and assessment, and results. (Contains 28 references.) (WRM)

Describes pedagogical and profession-oriented motivations as well as science and society-related aspects of project orientation and project-organized curricula in higher education. Argues that staff and faculties will need to establish a continuous process of organizational development in order to overcome obvious problems and constraints of the…

Presents the third part of a series on the development and implementation of project-based spiral curriculum in chemical engineering. Focuses on the details of the assessment design, describes the results of the assessment, and draws conclusions about the success of the program. (Contains 18 references.) (ASK)

In higher education, different instructors who teach the same course may vary the instructional paths, pace, and depth of the content. These variations may result in different performances among learners. The intent of this research is to design a course management system that aggregates appropriate course units based on maximum consensus among…

The purpose of this study was to assess ways by which creativity may be enhanced in a design-oriented course. In order to demonstrate the validity of the approach, a statistically based study was employed. Additionally, the experiment was replicated in two design-oriented fields at the University of Kentucky. These fields were civil engineering…

Contemporary mathematics education is at a crossroads. It has become exposed to forces, both static and dynamic, that pose a challenge to its traditional place in academia. Mathematics has a long-established status as perhaps the most critical foundation for analytical knowledge. But the manner in which mathematics instructors choose to respond to…