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)

The number of B.S., M.S./P.E., and Ph.D. degrees in engineering and engineering technology awarded by U.S. colleges and universities is tabulated according to the following criteria: by state, by school, curriculum, type of recipient, and by school and degree level. (KR)

Discussed are the identity, goals and objectives, development, and conferences of this organization. An overview of past conferences is provided. A set of position statements is given. (CW)

Described is an analysis of factors which relate to the establishment of staff development methods and the effect of these factors on staff development policy. A number of ways in which a department of engineering can formalize staff development programs are illustrated. (CW)

Described are the objectives, structure, and methods for the course. Differences in training for the technology teacher and the engineer are discussed. Student evaluation of the course is provided. (CW)

Summarized are definitions, trends, and the change in the views of design in engineering education since the 1950s. Four decades of report conclusions are reviewed. (CW)

Described are the rationales for the Engineering Practices Introductory Course Sequence (EPICS) program at the Colorado School of Mines, and the McMaster Problem-Solving (MPS) program at McMaster University. The professional development model used in these programs is discussed. (CW)

Describes how to create good physics programs in small colleges. (PR)

Explains that women were more likely than men to have earned science degrees in liberal arts colleges and the frequent remoteness of senior professors in research-intensive universities may be the problem. Describes what can be done to make teaching assistants more effective. (PR)

Argues that, to make nonscientist students scientifically literate, they need to know the process by which science works, the so-called scientific method. (PR)

Describes an inexpensive, reproducible alternative assay that requires minimal preparation and equipment for water testing. It provides students with a direct method of detecting potentially biohazardous material in water by observing the reduction in bacterial luminescence. (PR)

Asserts that the scientific literacy of the average person can be evaluated adequately only with a definition that involves thinking processes and ignores test-taking skills. (PR)

Comments on the Society for College Science Teachers position paper on introductory college-level science courses and encourages two-year college science faculty to respond. (PR)

Explores the use of extra credit in an introductory geology course. Covers the organization and rational behind the program. (PR)

Investigated the extent to which differences in problem-solving performance of stronger and weaker novices in physics arise from differences in amount of domain knowledge, in how domain knowledge is organized, and in the strategic application of domain knowledge. Differences were observed in how 10 university physics students solved easy and…