Describes the fulfillment of a dual responsibility for educating professional engineers and providing an educational base for other careers in the Engineering Department of Swarthmore College. Indicates that departmental efforts will continue to focus on society-related educational programs. (CC)

Suggest inclusion of social sciences courses in engineering curricula to provide technically trained persons with requisite skills in public service. (CC)

Discusses the engineering science degree program of the University of Michigan which includes a premedical option capable of preparing students for medical school admission. (CC)

Discusses a method of forwarding engineering information packets directly to schools and using power company area service engineers as resource persons in career guidance. (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)

Discusses three approaches for constructing the Keller plan (PSI) units including the equal difficulty,'' the logical, and the reinforcement'' unit. Describes systematical reduction in the number of study aids and ample use of student feedback as two characteristics essential to the PSI approach. (CC)

Studied relationships of college student's personality to his learning traits, preferences for instructional strategies, and evaluations of instructional experiences by using Myers-Briggs Type Indicator. Concluded that both attitude and performance were influenced by personality traits in the self-paced sample course. (CC)

Discusses the reliability engineering courses offered by the University of Arizona, including summer institutes and master's and bachelor's programs with a reliability option. Indicates that formally educated reliability engineers are a better solution to the manpower need than self-educated ones. (CC)

Summarizes recent accreditation activities conducted by the Co-operative Education Division of the American Society for Engineering Education, involving the development of a supplementary analysis form and a list of accreditation criteria. (CC)

Describes the respective problem solving procedures, namely, the rule-formula application oriented and the strategy oriented in engineering and science as preconceived notions of each profession. Concludes that the fundamental paradigm is a unified model fitting many apparently unrelated bodies of knowledge. (CC)

Discusses current trends in engineering and science enrollment at the undergraduate and graduate levels, and indicates the possibility of short manpower supply in some professional fields in 1976. (CC)

Describes new program leading to Master's degree in Ocean Engineering. Established in 1966, program is third of its kind in the U.S. (WM)

As agents of social change, engineers should take into account the interaction of technology with environment so that technological advances are not made at the expense of safe environmental conditions. Adapted from address delivered to International Conference on Engineering Education, September, 1969, Oslo, Norway. (WM)

At the heart of contemporary problems in science and technology are economic, social and political issues. Students see this frequently more clearly than their teachers. (Editor)