Describes graduate training geared specifically to prepare students for work in industry. Reports on schools offering such a program, and outlines the major characteristics of each school's curriculum. (GS)

Describes co-operative programs which provide baccalaureate degrees to electrical, mechanical, and civil engineering technology students who have just completed a two-year associate degree program. The co-operative programs are two or three years in length, with alternating quarters of coursework and job assignments. (MLH)

Describes a baccalaureate program in engineering technology at the University of North Carolina at Charlotte, which is a "plus two" or upper-division-only curriculum, serving as a receiving unit for the graduates of two-year engineering technology programs. (MLH)

Describes the experimental apparatus and method for the study of magnetic vector potential (MVP). Includes a discussion of inherent errors in the calculations involved, precision of the results, and further applications of MVP. (GS)

Explains the components of an open learning system and describes such systems in the United States, Poland, Britain, and France. Enumerates developments in the United States and Canada that may lead to open learning in continuing engineering studies. (GS)

Describes a program designed to answer the emotionalism and sensationalism propounded by the broad spectrum ecologist. Courses include the areas of government, agriculture, economics, engineering, and natural resources. (GS)

Describes a course designed to provide each student the opportunity to participate in research. Outlines the objectives formalized in a course hierarchy and presents the mini-project approach used to meet the needs of the students. (GS)

Reports on a National Science Foundation survey of 360 selected graduate departments at doctorate granting schools. Analyzes the 1974 increase in graduate science and engineering students in terms of specific fields, and projects future trends in engineering, the physical sciences, and biology. (GS)

Objectives of teaching mathematics to engineering and science students are defined, and the role of the computer, especially the interactive terminal, in achieving these objectives is discussed. (SD)

Presents the belief that the engineering laboratory is well suited to improving student communication skills as well as mathematical, creative, and manipulative skills. Outlines objectives, instructional strategies, and methods of evaluation. (GS)

Reports on some objective data and presents some subjective conclusions on the use of self-paced instruction in an experimental electrical engineering course. Outlines some of the problems involved in the development of self-paced materials and identifies several demotivating factors associated with their use. (GS)

Describes changing methods in engineering instruction including efforts to: (1) increase opportunities for continuing education, (2) make instruction at all levels more responsive to the needs and abilities of individual students, and (3) educate engineers about the social consequences of their work. (Author/GS)