Search

Many societal trends and needs call for engineers to broaden their outlooks, have more flexible career options, and work closely and effectively with persons of quite different backgrounds. Yet the education and general orientation of engineers have been directed inward toward the profession, rather than outward toward the rest of society and the world. Engineering education should change to create a broader outlook and understanding in graduates and thereby engender capabilities for linkages and more likelihood of advancement into management and/or movement into other areas. The appropriate steps include moving the accredited professional engineering degree to the master's level and building upon a liberal education bachelor's degree that is analogous to pre-medical education. (Contains 14 footnotes.)

A future faculty shortage problem in science and engineering areas is discussed. The trends of enrollment of undergraduate and graduate student by field are described. Data on current faculty, faculty vacancy rates, and faculty characteristics are presented and discussed. The characteristics include the citizenship, age, sex, and ethnic background of faculty members. Future demands are discussed by field and institution. It is concluded that time to institute a policy change is running out for the United States. Now is the last possible moment to begin to recruit U.S. students (and, particularly women and minority students) to prepare for faculty careers in the 1990s and beyond. Statistical data are provided for many variables. Lists 22 references. (YP)

Recent technological advances have imposed dramatic changes in all areas of the U.S. labor market. In particular, the continually increasing demands for technical training and retraining have created an increased demand for continuing education for engineers throughout their working lives. The National Technological University (NTU) represents one innovative method of meeting the lifelong learning needs of workers in a technical field such as engineering. Representing a merger of corporate and academic concerns, NTU broadcasts instruction nationwide via satellite. NTU was created in January 1984 to award accredited masters degrees in selected fields. The NTU academic programs feature approved courses of instruction offered by the 21 universities that have joined together to form the Association for Media-based Continuing Education for Engineers (AMCEE). NTU also provides research seminars in each discipline taught; operates a modern telecommunications delivery system for convenient, flexible on-site service; offers AMCEE noncredit short courses, seminars, and workshops to introduce newly advanced technology concepts to a broad range of technical professionals; and has established a sophisticated satellite network infrastructure between industry and the university communities. NTU has participated in a study to address the accreditation and state licensing issues raised by a nationwide instructional network such as AMCEE and has undertaken an intensive 3-year test of using computer communications to enhance student-teacher interaction. (MN)

The engineering profession and, consequently, the education process for engineers must respond to several new realities in order to be successful in the 21st century. Some aspects of the new reality that are relevant to engineering education are as follows: the globalization of commerce; the information revolution; innovations in technology; the new emphasis on sustainable development; recognition of the need for lifelong learning and gender equality; the role of engineers in nations' future prosperity and the political process; the rise of multinational corporations and new start-up companies; the trend toward transformation of the study of engineering into the "new liberal arts" coupled with emphasis on basic engineering/specialization; industry-university partnerships; the need for engineers to receive training in innovation/entrepreneurship and communication; and the need to attract more women into the field of engineering. In recognition of the new reality, the University of Calgary in Alberta has adopted the position that a four-year university program in engineering is reasonable for producing graduates that either enter the work force as "engineers-in-training" or enter further studies in engineering or in business, law, or medicine. However, the university strongly recommends an additional 16-month internship in industry for students wishing to advance into leadership roles. (MN)

Sixteen background papers presented to a plenary session at a 1980 workshop on the role of the National Aeronautics and Space Administration (NASA) in aeronautics are presented. The central task of the workshop was to examine the relationship of NASA's research capabilities to the state of U.S. aviation and to make recommendations about NASA's future role in adronautics. Individual papers reflect a variety of topics such as: background and questions on NASA's role in aeronautics; NASA's roles and concerns; the legislative outlook; world economic and financial outlook; petroleum outlook; perspective on engineering manpower; outlook for metallic materials; military aeronautics; general aviation; the helicopter's future; and how NASA can assist other federal agencies. (Author/DS)

Critical areas of undergraduate education are discussed, and creative suggestions for maintaining excellence in Pennsylvania education are offered by the Student Committee on Undergraduate Education (SCUE) at the University of Pennsylvania. Specific topics include: the curriculum, advising, teaching, residential life, and admissions. The suggestions concern: (1) program changes or additions, (2) areas that deserve extended study by the university, and (3) comprehensive proposals for development or transformation of large programs. To facilitate cultural understanding, a program consisting of four courses concentrating on a past era of society is proposed. Also considered are: the role of arts and sciences distributional guidelines, the College of Arts and Sciences curriculum, the School of Engineering and Applied Science curriculum, and the School of Nursing curriculum. Information is included on the needs, goals, emphases, and trends of the freshmen, sophomore, junior, and senior years. Proposals concern: a major university conference on the effective communication of knowledge, five student residential options, and a revision of the admissions process to seek diverse applicants and to give greater weight to possible nonacademic contributions to the university. (SW)

This paper discusses current theories of learning and their application to engineering education, particularly in Latin American nations. The principal objective is to show methods by which insight can be gained into human learning, particularly in the engineering colleges. The development of more effective engineering teaching remains a necessary task. Few institutions have done something to improve the quality of learning and to raise students' motivation. The theories of Ausubel, Novak, and Gowin are examined. The paper assumes two fundamental premises: (1) the nature of classroom learning and the factors influencing that learning can be unquestionably determined; and (2) such knowledge can be both systematized and transmitted to prospective professors. The paper concludes that engineering teaching changes are realizable when powered by a comprehensive theory of education and a constructivist point of view. (Contains 31 references.) (WRM)

Engineering schools have been interacting, more and more, with society in a very intensive way in order to deal with its necessities, integrating them in these courses and, as a consequence, preparing professionals with an adequate profile. This paper shows the author's vision about the interactions between market and communities, and which are the actions to be taken as change agents in the academic world to achieve flexibility and engagement for excellence. This work also shows the author's vision about how to prepare an entrepreneur engineer and how the industrial activities will evolve in Brazil with these new structures. The old paradigm, "teaching," is now confronted with a new one, "learning," which requires that a new dynamic interaction with teachers, students, school, work market and society be implemented. Finally, the paper shows what FEI (Faculdade de Engenharia Industrial) is doing to deal with these challenges, and some questions are put forward for reflection and debates, which are relevant for all that are agents of development for the new engineering professionals. (ASK)

Technology refers to making or doing things to extend human capability to meet our needs or wants. Both technology and engineering are closely related. The majority of faculty and students in both Kisarazu National College of Technology (Kisarazu Kosen or KNCT) and National United University (NUU) are in the field of engineering. Based upon a literature review and this author's understandings, this paper first introduces the STEM education promoted in the United States and argues the vital role of Technology and Engineering (T&E), then introduces the GO Tech promoted at NUU. GO Tech stands for both "Green Technology" and "Orange Technology." This author mainly argues that the students in both Japan and Taiwan need STEM education and should value the "T and E" in STEM, and states that "GO Tech" means "We should cherish the opportunity to learn 'T and E' and value both green and orange technologies." This author also wishes that more cooperation between Kisarazu Kosen and NUU is promoted to obtain positive synergies to help students' learning and pursue human sustainability and happiness.

This paper considers the history and purposes of accreditation in the United States, examines its basic elements, and notes its tendency to encompass ever-increasing geographic areas. It contrasts those with the experience of Uruguay within MERCOSUR and its history of accreditation. In order to make this comparison across both regions, the focus was on the negotiation of engineering standards. Several lessons can be learned from MERCOSUR's accreditation process. The first is that accreditation can be an interesting model to increase internationalization of university programs. Accreditation opens an opportunity for cooperation between the State and the universities due to the international challenge. The gain of having an "international recognition of quality" mobilizes resources both within the institutions and among them, and it also improves their relationship with the State. Being part of international networks and being able to receive international resources has provided important incentives for quality assurance. Finally, both regions can learn from each other. The U.S. can learn from the MERCOSUR's approach to accreditation where the focus is on the institutional context, specific academic projects, human resources, and infrastructure available. The MERCOSUR, in turn, can learn to embrace outcomes, particularly of students and internal efficiency (graduation rates), as part of accreditation, as in the U.S. process.

The paper deals with the problems of engineering education with special emphasis on mechanical engineering. The study is based on the situation at the end of the 20th century when the rapid development of information technologies stresses the need of a global context for all educational problems. The current social, economic and technical trends, especially the changes from the industrial society to the knowledge society, enlarge the goal orientations spectrum of research and higher education systems. These changes include the differentiation and/or diversification of higher education institutions, and the differentiation of bachelor, master, and doctor levels of universities and institutions of more practical orientations. At the same time in the research sphere, the actual quality assurance postulates and claims the differentiation of research centers denoted as centers of excellence or intellectual clusters and other levels of research and development activities. These trends presume a good standard of all forms of communications including fructification of modern technologies. Such a context includes the establishing of deeper international collaboration and co-ordination of all educational activities including evaluation, assessment, and accreditation of these activities and new emphasis on the quality, especially in the sphere of the highest levels of universities and other higher educational institutions. (Author/SAH)

Students enrolled to degree programs in 1997 will become the first graduates of the 21st century. Engineering courses in the School of Engineering at Leeds Metropolitan University have changed immensely in the last two years, so as to support new markets. Disciplines such as industrial engineering, electronics and computing have enjoyed their birth, growth, and maturity during the past thirty years. The more recent past has seen a move to include multi-media technology as a generic skill. The final years of the 20th century see engineering students who are less interested in theoretical principles, mathematical concepts and research-focused courses. Furthermore, employers, government and planners of the shape of the engineering profession are seeking different attributes from engineering graduates which will greatly influence the programs of the next century. The graduate of the future is expected to exhibit a totally different range of skills from their forebears. The workplace for engineers often considers communication skills to be more important than high level mathematics, group working skills more important than academic individuality, and a commitment to lifelong learning and continuing professional development, in most cases, offers more to employers than a theoretical contribution to research focused projects and developments. Students have become more thoughtful and focused about their career aspirations. They demand more opportunity to influence their educational development than has ever been the case. The introduction of tuition fee contributions in the UK, from 1998, will create greater demands and expectations from the student population. Traditional engineering programs contain significant elements of the curriculum which the graduate engineer will never use. Mathematical excellence seems an obsession of engineering programs, yet experience of the author shows that most engineers are employed in roles which demand a much less demanding level of mathematical ability. The comments mentioned above interact in a curriculum sense to produce contradictions in programs; the solution represents the ingredients for many of the programs of the future. The engineer of the next century must exhibit a range of skills and experiences which differ immensely from those of only twenty years ago. Program delivery modes, experiential contribution, and learning outcomes must, more than ever, be central considerations of courses. Applications of technology are crucial aspects which have greatly influenced program design at Leeds Metropolitan University. Redesign of the portfolio of programs in the School of Engineering has been very conscious of student aspiration and employer demands. Developing group and team working abilities, project management, and other generic skills for employability are a central focus of our programs. This is coupled with the development of a flexible learning environment where attention to pedagogic integrity is being inculcated in staff development programs. Faculty are being driven down the road of facilitating learning in an environment where direct contact time with students has reduced and is expected to reduce further. Students are being trained/developed more rapidly to be independent learners and academic emphasis is interwoven with peer assessment, integrative development, measurement of learning outcomes, goal setting, flexible learning, and employment skills. This paper charts the experiences of the School over the past 24 months in restructuring to meet these demands. (Author)

This paper discusses the need for engineering education to address research and development, applied research, and technology transfer. It is important that engineering education considers as a major objective for engineering students the need of bridging the gap between what is produced in laboratories and the full scale of industrial production. Market demand should also be considered in terms of quality and price of offered products. (Contains 11 references.) (Author/WRM)

This paper intends to bring out the experience of introducing a discipline of History of Science and Technology in an Undergraduate Course of Engineering and a proposal of transforming it so as to help future engineers deal with the challenges posed by the present moment of capitalism, usually called globalization. The discipline was lectured at the Department of Nautical Engineering in the Federal University of Rio de Janeiro between 1996 and 1997. The proposal is a product of some reflections that rose out from this experience. (Author)

This paper presents an overview of the fundamental characteristics of the teaching and learning environment of a computer language class course designed for college-level engineering and computer science education. Characteristics include training teachers, student evaluation, learning environment, and integrating disciplines. (Contains 16 references.) (YDS)

This paper presents new principles and basic approaches for the curricula of engineering degree courses. The accentuated evolution of engineering, the fast technological transformations and, still, the impact provoked by government regulations in the field of education in Brazil have called attention to these issues. Following these changes, it was felt that a periodic reconstructing of the curricula for engineering courses at the University of Vale do Paraiba (UNIVAP) was necessary, especially the civil and electrical engineering degree courses. This proposal concerns two important aspects. The first one is the demand for a solid basic formation, and the second is the capacity of the program to remain in a process of permanent modernization without provoking great structural reformulation in its content during the undergraduate portion of the course. The project of restructuring the Civil Engineering Course at UNIVAP faces three important issues that cause problems in the structure of the course: (1) elevated school dropout in the first year of the course due to overcrowding groups of students in the basic cycle subjects of physics and mathematics because of lack of preparation in high school; (2) keeping the subjects and course descriptions that comprise the programs up to date; and (3) the necessity of a solid basic formation to support fast technological transformations. In an attempt to reduce the dropout rate, the new curriculum design introduces fundamental subjects with basic mathematics and physics content in the first year course with the objective of minimizing or even correcting eventual deficiencies originating from the formation of the high school course. A generous increase in the program hour of the subjects that compose the basic cycle of the course, among them mathematics, physics, mechanics, fluid mechanics, and computer initiation, is proposed. With these reformulations it is intended to alter the cycle of basic formation of the course from two to three years, enabling some basic subjects to be extended until the fourth year of the course. On the other side it becomes convenient to introduce some subjects to motivate the students in the course during the first year. These subjects can be highlighted in two parts: (1) Introduction to Engineering and Administration; and (2) Introduction to Construction Engineering. With regard to the subjects of permanent professional modernization, a structure is being proposed towards the end of the course that facilitates the student having a formation composed by modules of subjects with a focus on continuous education, allowing the student to come back to the university for new specialization or extension unit courses in later years. (Author/YDS)

Although in the liberal arts the main concern is comprehensive education, it is generally accepted that an engineering curriculum, while providing the fundamentals, can change continuously to accommodate technological, industrial, and economical interests. Meanwhile, in recent years many new forms of learning have been proposed that are quite different from traditional approach. These include virtual learning, distance learning, international options, and many forms of audio-visual methods and software that are supposed to enhance educational objectives. At the same time, the technological expansion in many areas demands the introduction of new materials and the abandonment of old ones. Nontraditional topics such as optical engineering, laser electronics, market forecasting, image processing, information technology, and human soft-skills are frequently seen in the electrical engineering curricula. While the traditional courses had overlapping continuity, the new topics in electrical engineering have very little mutual relevance. This raises the question whether the traditional courses are an essential background for the electrical engineering graduate or if students should be allowed to chose what may be perceived as essential requirements. At the same time, there are concerns that the introduction of so many new topics in electrical engineering may reduce the contrast with other disciplines and definition of electrical engineering degrees. All this makes it essential to redefine the major required courses that are considered as the foundation for an undergraduate electrical engineering degree. While changes in electrical engineering are being introduced, they raise concerns about the limits beyond which the changes lead to the complete loss of the original objective. This may result in a system that does not function as it was intended and that may not be adequate for what is expected. This paper is intended to discuss the main requirements for a typical electrical engineering curriculum that can absorb changes through a dynamic process while maintaining its integrity. (Author)

This paper discusses problems with the theoretical basis and conditions for implementing the quality insurance model for engineering programs. An analysis of a program of development and educational quality implemented in the Engineering Faculty of the National University of Lomas de Zamora in Argentina is presented. The minimum conditions are discussed that a program of insurance, evaluation, and university improvement should complete in order to guarantee their effectiveness. (WRM)

In both developed and developing countries a gap exists between universities and industry. In developed and industrialized countries universities are in the process of forsaking their ivory towers and forging strong links with industry, mainly through sponsored research and continuing education. In developing countries the gap is very wide indeed. How can it be bridged? This paper analyzes the university-industry gap syndrome and suggests means by which the gap can be reduced. Since research plays a very important role in promoting university-industry ties, the role of R&D as a linkage between universities and industry is also discussed. (Author)

The expansion in the fields of optical engineering and optoelectronics has made it essential to introduce optical engineering concepts into undergraduate courses and curricula. Because of limits on the number of course requirements for the BS degree, it is not clear how these topics should be introduced without replacing some of the traditional requirements. This paper demonstrates how optical engineering concepts can be easily presented as an integral part of electrical engineering subjects, with a minimal amount of replacement, while enhancing the depth and understanding of both fields. Courses such as linear signals and systems, electricity and magnetism, and electronics, which traditionally represent the core requirements of the undergraduate electrical engineering curriculum, have direct correlations with optical engineering concepts. The major changes needed are the creation of textbooks that contain concepts and examples in areas of both optical and electrical engineering and some relearning and familiarization on the part of instructors. This approach allows for a fresh look at courses being offered in electrical engineering, while providing the necessary background in optical engineering for students. (Author/YDS)

This paper discusses and analyzes how engineering education, understood as a production system of learning and knowledge, can benefit from examining its practices through the metaphor of the service industry. The agents in the production process of teaching and learning are the customer, the product, the agent in transformation, and the quality control. (WRM)

The current curricular structure in engineering education does not allow for developing students' creativity, flexibility, capacity to work in a group, or ability to initiate work opportunities. This paper explores the concepts of "field of professional performance" and "knowledge area" as they relate to modern engineering education and preparing students to meet these goals. (WRM)

The authors express reservations about additional federal funding for the National Science Foundation, including new funding for science, technology, engineering, and math (STEM) education programs, provided by the American Recovery and Reinvestment Act of 2009. For more than 50 years, American political, business, military, and academic leaders have emphasized the need to improve performance in STEM education, but U.S. students continue to underperform in these subjects. The authors advocate that, rather than focusing on federal solutions and increasing federal spending, policymakers and the private sector should refocus attention on systemic education reforms at the state, local, and school levels to increase the number of students who succeed in STEM fields at school and in the workforce. (Contains 38 footnotes.)

On March 1, 2009 from 2 pm to 5 pm at the Madison Hotel in Washington, DC, the National Science Foundation hosted a listening session, requesting input on Section 7033 of the America COMPETES (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science) Act regarding Hispanic-serving institutions and science, technology, engineering and mathematics (STEM) education. The America COMPETES Act authorizes the National Science Foundation to establish a new program that would award grants on a competitive merit-reviewed basis to Hispanic-serving institutions or HSIs. This would supplement, but not supplant, what the Foundation already does with reference to Hispanic-serving institutions, and in connection with Hispanics in science, technology, engineering and mathematics or STEM. Introduction and welcoming remarks for the listening session were provided by: (1) Vic Santiago (Program Manager, National Science Foundation); (2) Fae Korsmo (Senior Advisor, National Science Foundation); (3) Cora B. Marrett (Acting Deputy Director, National Science Foundation); and (4) Antonio R. Flores (President & CEO, Hispanic Association of Colleges and Universities). The speakers welcomed participants to share strategies they think are appropriate, the challenges, the successes, and the failures of the implementation of the Section 7033 of the America COMPETES Act regarding Hispanic-serving institutions and STEM education. The transcript of this meeting is presented herein.

Hispanics are one of the largest and fastest-growing minority groups in the United States. Projections indicate a need for an increase of 20% of practicing engineers by 2010. Despite the growing number of STEM (Science, Technology, Engineering and Math) careers in the American economy, education statistics suggest that too few Hispanic students are being encouraged and equipped to take advantage of opportunities in technical disciplines. American business and industry and the nation's Hispanic communities would both benefit from addressing this mismatch. In summer 2007, the IBM International Foundation asked Public Agenda to interview Hispanic and Latino leaders in a variety of fields, asking for their views on what will be needed to bring more Hispanic students into the technical and scientific disciplines. This report is based on 19 30-minute telephone interviews conducted in the summer and fall of 2007. Public Agenda spoke with Hispanic scientists and inventors, officers at technology corporations, leaders from prominent non-profit and corporate entities, as well as government and educational institutions. Each interviewee had a strong interest in Hispanic and Latino affairs and was able to speak on the challenges of improving math and science education for Hispanic students. Primary observations included: (1) Socio-economic conditions of many Hispanics. Most saw poverty and poor schools as a primary, first-order-of-business barrier; (2) Schools in poorer urban areas with a high concentration of Hispanics tend to have a lower quality of education, poor bilingual education programs, high dropout rates and inadequate curricula; (3) Potential jeopardies to learning such as illegal immigration that may undercut a child's ability to learn, even when they do have access to better schools with better teachers and courses; (4) Barriers caused by need to master academics in a non-native language, and an associated high drop-out rate; (5) Specific failures in the way math and science are taught, on top of the over-arching educational failures; (6) Need for more Hispanic role models in the STEM fields; (7) Traditional gender roles continue to discourage young Hispanic women from pursuing careers of their own, particularly in STEM fields; (8) Limited parental educational attainment and traditional conceptions of the school's role in childhood development can have a variety of effects on the success of education; (9) Obstacles to college caused by poor preparation and/or lack of financial resources; and (10) Need for strong mentorship, faculty support and study groups to mitigate pressures on first-generation college students. All of the scientists and business people, government officials, community organizers and advocates voiced enthusiasm for the goal of bringing many more Hispanic and Latino youngsters into the scientific and technical disciplines. But many also pointed to a long road ahead. A list of interviewees is included. (Contains 6 footnotes.

Three papers on attracting reentry women to engineering and technology are presented. The first paper, "Encouraging Older Women as Engineering Students," discusses the opportunities, the problems, and suggested actions for women pursuing engineering careers. The second paper, "Industrial Programs for Reentry Opportunities for Women as Engineers," discusses an employer program to encourage suitable women employees to study engineering and a company program with local colleges of engineering and engineering technology for both employees and older women throughout the local area. The third paper, "Encouraging Reentry Women as Engineering Technology Students," discusses the opportunities for women in engineering technology careers, problems encountered by students, and suggested actions for deans of engineering technology programs. (JH)

An engineering technique invented in the 1920s remains unused by most engineers today because their instructors are unaware that software applications have simplified the exceedingly complex calculations required. The technique is called the design of experiments (DOE), a method that optimizes products and processes. This process outshines one-factor-at-a-time (OFAT) experimentation because OFAT is incredibly cost- and time-prohibitive. Many engineering professors remain unaware of how effective DOE is because they are also not familiar with the technique. Consequently, engineering students in most colleges continue to be taught slow and costly OFAT experimentation. Now, however, personal computers make DOE easy to use because software performs the complicated calculations. (CCM)

The present rush to liberalize the economy in most countries, is for some people a matter of principles and, for others, the hard cost of getting rid by "elimination" of the vices derived from statism and protectionism. In many countries, that kind of economic structure had crystallized their productive systems as a consequence of restrictions imposed on individual and group initiative, and made it difficult to keep pace with the rest of the world. Particularly in societies on their way to development, an always increasing number of individuals had found it easier to fulfill their ambitions by viciously taking advantage of the condescend complicity of their fellow citizens. The problem is that it is easier to get rid of economical systems than to change behavioral patterns. In the field of technical education, that slackened behavior makes goals almost unattainable. Creative thinking, prime mover of technical innovation and scientific and technological research, has been one of the principal casualties of that behavior. The article recalls some well-known educational principles and teaching practices, in order to help delineate policies and the strategic management of technical education. Even if they may seem obvious by themselves for an observer of an already well organized society it is not such a simple matter for somebody from an "emerging" nation. It will be a good contribution if the article is of some help to the work of deciding which principles and practices should be sustained without concessions and which others may be relaxed in favor of other needs. (Author)

This report presents the results of a review of the costs and benefits of specialized accreditation of higher education institutions and programs. The review surveyed 110 programs in 6 disciplines (business, engineering, interior design, nursing, physical therapy, and teacher education) at public and private community colleges, colleges, and universities throughout the state. It asked program and institutional administrators to identify both positive and negative effects of accreditation and the accrediting process. The report recommends that: (1) institutions should balance the costs and benefits of specialized accreditation; (2) the review cycle for state review of institutions be lengthened; (3) specialized accrediting agencies coordinate the timing of their re-accreditation visit with state reviews; (4) state agencies and accrediting agencies work together to implement visit-by-exception models of accreditation; (5) accrediting agencies broaden their governance structure to include representatives of other disciplines, employers of program graduates, and the public; and (6) the recognition and approval of specialized accreditation agencies be contingent upon evidence of broad governance. Four appendixes provide information on accredited and non-accredited programs in the six disciplines, a copy of the survey form, relevant Florida statutes, and the accreditation status of University of Florida colleges. (MDM)

St. Louis Community College (SLCC), in Missouri, is currently involved in various programs designed to address the issues of drop-outs, teenage pregnancy, illiteracy, crime, underemployment, and unemployment. One such program is the Emerson Electric Co. Minority Engineering Scholarships which since 1988 has provided scholarships to 80 minority students to take 2 years of engineering classes at SLCC and the remaining 2 at the University of Missouri at Rolla. SLCC also offer tech prep programs in chemical technology, allied health, information systems, and engineering. The college's William J. Harrison Northside Education Center offers credit and non-credit classes in a depressed, high-crime area, while the Center for Business, Industry and Labor offers customized training services and employee skills assessment to nearly 150 companies and more than 40,000 workers each year. Other programs include the following; (1) Basic Education, Job Skills and Work Experience, providing free clerical training and paid work experience to prepare low-income, unemployed St. Louis residents for entry-level jobs; (2) a worker Re-Entry program, which has placed 85% of more than 3,000 laid-off workers in new jobs; (3) the Education Coalition for Urban Families, offering literacy training; (4) the National Oak Park Exchange Congress, promoting racial cooperation; (5) math workshops for primary and secondary educators; and (6) a math and science program for girls in grades 8-10, emphasizing career opportunities for women. (KP)

This document integrates reports, perspectives, and concerns from four major discussion groups that participated in a June 1994 workshop on restructuring engineering education. Discussion groups focused on four topics--students, faculty, curricula, and experiential learning. Four major recommendations emerged from the meeting: (1) engineering education must encourage multiple thrusts for diversity; (2) engineering education needs a new system of faculty rewards and incentives; (3) assessment and evaluation processes must encourage desired expectations for both faculty and students; and (4) the changes needed for engineering education require comprehensive change across the campus, not just in the engineering college. Background information on change and restructuring is presented to support the recommendations. Appendices include: the workshop agenda, an interpretive summary of six keynote addresses, a list of workshop participants, a summary of key issues, and summaries of background documents. (DB)

This booklet, the third publication in the Foundation for the Future series, illustrates how involvement in the Directorate for Education and Human Resources' (EHR's) projects has been a watershed for many people. The personal profiles contained within describe how EHR programs are: changing people's lives, opening people's minds to new possibilities, setting people on new courses and new directions, energizing people to develop new ideas and make them a reality, and leading people to revelations about how change can be accomplished. (MKR)

This report provides an analysis of issues and recommendations for further implementation of the National Education Goals and the America 2000 National Education Strategy related to education in mathematics, science, engineering, and technology. This report considers teachers and teaching at every level. The report focuses on the need to build a stronger foundation for understanding mathematics and science throughout society by placing special emphasis on the improvement of elementary and secondary education in these fields for all children. The titles of the chapters are: (1) "Background"; (2) "Education in Science and Mathematics: Meeting the National Education Goals"; (3) "Nurturing Special Aptitudes: Developing Superb Scientists and Engineers"; (4) "Who Shall Lead the Way? Teachers of Science, Mathematics, Engineering, and Technology"; (5) "Learning Through Research"; and (6) "Recommendations." (PR)

The assessment of professional programs at the undergraduate level is discussed (i.e., engineering, business, education, nursing, and other career-oriented fields). Presently, assessment in professional education relies almost exclusively on written or oral testing of a predetermined set of cognitive and analytical skills. This is followed by assessment of the ability to apply these skills to predetermined and well-defined problems and cases. Professional education and assessment need to focus more on the process of defining problems and making instrumental judgments, using a variety of real and simulated clinical experiences. Professionals need to be able to make choices among a number of possibilities, each of which optimizes one or more competing values. Professional competence requires dealing with complexity, tolerance for ambiguity, coping with discontinuity and disequilibrium, and risk-taking. Self-assessment is emerging as an integral part of professional competence, and, therefore, must become part of professional education. The effective use of the following methods in assessment are addressed: the case study method; simulation, role playing, and group discussion; and small group interactions. Specific reference is made to the education of engineers, managers, and medical personnel. (SW)

This discussion of computers and their place in the field of engineering technology begins with an outline of the historical development and significance of computers, tracing advancements from the first generation of computers, which began to be produced in 1946, to current third-generation models; reviewing the current state of the art in computer technology; and projecting likely developments in the field. Next, the educational implications of computer technology are examined in terms of computer-assisted and computer-managed instruction and preparation of students to use computers in their chosen career. Next, a discussion of the field of engineering technology defines and sets forth the scope of the discipline, considers industrial occupational patterns, and looks at computer use in industrial technical areas for standard and special problem solving, data gathering and analysis, process control, and design and manufacturing support. Then, the paper focuses on the computer skills necessary in engineering occupations and on relevant equipment and software considerations. After a section on the effects of changes in computer technology on engineering faculty and on methods of updating faculty skills, such as short courses, workshops, and return to industry, the paper touches upon issues of curriculum development. The paper includes charts, illustrations, and a computer literacy questionnaire and answer key. (HB)

For many engineers, writing skills have proven to be almost as important as technical background. Many prominent engineers have found that writing often consumes one-fourth of their time; they are expected to submit reports and proposals and give presentations. Many engineering schools now require either additional writing courses or integrate writing skills into existing courses. The Accrediting Board for Engineering and Technology (ABET) has issued guidelines to guarantee that engineering schools deal with such a curriculum deficiency. This is commendable and greatly needed, but it is only a first step. Job-related writing requires different skills than student writing. While student papers usually have single authorship, job-related writing is often collaborative, having multiple authors. Devoting more of the engineering curriculum to writing is not the complete solution. Collaborative teamwork is also vital, and undergraduate courses should reflect the engineering profession and give students a professional orientation. College and university faculty can encourage collaborative writing skills by requiring papers and projects resulting from a cooperative effort. In addition, employers can provide continuing education opportunities and additional training to encourage the technical professional. Strengthening the engineer's communication skills not only ensures quality, accuracy, and upward mobility, but also protects the reputation of the engineering profession. (12 references) (GL)

A revised version of a paper presented at a mini-plenary session of the 88th Annual Conference of the American Society for Engineering Education, University of Massachusetts, Amherst, June 25, 1980, is discussed. A panel of industry and government representatives addressed the question of the kinds of educational backgrounds that will be called upon in the 21st century by the users of engineering graduates and discussed the impact of advancing technology as well as the increased interface between society and technology in various segments of the user world. (Author/SK)

Issues arising from the need to develop better English proficiency testing for foreign students are discussed, considering three distinct groups of interested people: (1) the students; (2) decisionmakers responsible for the students' admission throughout the institution, including all faculty; and (3) field specialists, including teachers of English as a second language, linguists, and language teaching and testing researchers. A segment of a study that examined business and engineering graduate students' language difficulties and faculty perceptions of the students' language deficiencies and language skill needs in pursuing academic study is summarized. Priorities for testing are outlined, including: greater knowledge of student characteristics and the role of English in their daily lives; support for research that can be translated into terms useful for administrators; improved linkage between administrators and field specialists; evaluation of the tests now used, from linguistic, psychometric, and practical perspectives; and improved dialogue between teaching and testing specialists. (MSE)

Industry's needs for students with high technology skills are increasing. Bureau of Labor Statistics forecasts project increases between 1980 and 1990 of 58% in the demand for computer professionals, 28% for engineers, and 24% for engineering technicians, compared with an increase of 17% for all workers. Industrial expansion and replacement of workers will produce an annual demand for 120,000 engineers (including 33,000 new openings) and 168,000 technicians (including 21,000 new openings). Graduation trends in high technology fields, however, indicate problems in filling these positions. Workforce needs have increased faster than labor supply due to poor planning and resource allocation at the college level and poor preparation of students in science and mathematics in elementary and high schools. These problems should be addressed through pressure from colleges and universities on local and state boards of education to improve math and science preparation in the schools; flexible provision of skills up-dating for adults in both credit and non-credit programs; and increased funding of high technology education at the state level. Tables showing workforce and educational trends and projections are included. (HB)

In a discussion of the crisis in graduate education in the sciences and engineering, focus is on factors that threaten American capability to produce world-class science in universities. While finances play a part, the causes are basically structural--the rigidity of university faculties, stemming from a significant expansion in tenured positions, and the scarcity of new faculty positions for younger doctoral scientists and engineers. After a rapid growth in universities, due to the post-war baby boom and a growing affluence, federal support declined from 42 percent in 1967 to 23 percent in 1975. Meanwhile cost inflation eroded the value of the dollar, austerity budgets were implemented, and sciences and engineering felt the squeeze. More recently the federal government has increased its basic research fundings (up about 8 percent in 1972 constant dollars). College enrollment is expected to peak in 1980, with about 7.4 million degree students enrolled in colleges and universities; however students enrolled in sciences and engineering are down 12 percent from 1973. It is suggested that the problem of tenured faculty might be met by a government incentive program for faculty who decide to embark on a second career well before retirement age. Other solutions are grants that would free university money to hire young faculty members or the creation of research institutes funded by industry, with tax incentives. (PHR)

The role of the National Science Foundation (NSF) in supporting college science and engineering education at the undergraduate level is discussed, along with important factors in the national environment, including economic challenges facing the country, and the foundation's relationship to research and education. Because of a shift to a global economy in which there is sharp international competition, it is in the nation's interest to strengthen science education; however, there is a shortage of engineers, scientists, and mathematicians with advanced degrees to staff colleges and government and industry laboratories. Attracting students into these fields is an important policy issue. NSF has a new program to provide instructional equipment to colleges. To develop scientific and technical talent, NSF sponsors the Research in Predominantly Undergraduate Institutions Program. For faculty, there are opportunities to join an existing NSF-supported project or to serve on NSF review panels, advisory committees, and rotator program officer positions. A special committee of NSF is conducting public hearings on the state of undergraduate science and engineering education. The federal research and development budget for the mid-1980s is briefly discussed. (SW)

Sustained investment in science and engineering research and education in universities in the United States is advocated as a means of progressing economically. Information related to economic advancement is provided through summaries of recent trends in research, education, and economics. Ideas and data are reviewed in reference to: (1) the need for government supported research (highlighting the intellectual, pragmatic, and economic goals of research); (2) the need for economic competitiveness (assessing the status and trends of economic productivity); and (3) the quantity of research (examining efforts in supporting research, educating new scientists and engineers, and investing in research facilities and equipment). Basic research and education in science and engineering are viewed as a responsibilty of the federal government and are offered as the best single way to provide jobs and the national wealth for the future. (ML)

In an effort to more clearly define the engineering method, this document attempts to draw distinctions between engineering and science. Part I, "Some Thoughts on Engineering," discusses strategies that engineers employ to solve problems, and the characteristics of the types of engineering problems. Part II, "The Principal Rule of the Engineering Method," gives a definition of the engineering method and provides examples which: (1) compare individual engineers; (2) establish a rule for judging the performance of an engineer; (3) compare the technological developments of various nations; (4) analyze several pedagogical strategies of engineering education; and (5) define the relationship between the engineer and society. Part III, "Some Heuristics Used by the Engineering Method," includes some simple rules of thumb, factors about safety, heuristics that affect the engineer's attitude toward his/her work, heuristics that engineers use to keep risk within acceptable bounds, and factors dealing with resource allocation. (TW)

This is a report of the National Advisory Groups of Sigma Xi to explore the nature and quality of undergraduate education in science, mathematics, and engineering and to identify the significant topics and issues that should be addressed in charting a policy for undergraduate education. The topics identified are: (1) "Quality of Instruction" discussing hands-on experience, reward systems, and use of teaching assistants; (2) "Quality of Curriculum" suggesting changes of entry-level courses; (3) "Quality of the Human Environment" emphasizing personal relationships among students, faculty, and administrative personnel; (4) "Quality of the Physical Environment" discussing laboratory experience and educational technology; (5) "Accessibility and Flexibility of Curricula Essential for Student Mobility"; (6) "Attitudes and Perceptions of Students, Faculties, Administrations and the Public"; and (7) "Promises and Special Needs of Traditionally Underrepresented Groups in Science, Mathematics and Engineering." In this report, the last three are interwoven into the discussion of the first four. After discussing the potential of undergraduate education, initiatives to Congress and the National Science Foundation are described. List of participants, an entry-level course sequence, and the keynote address on profile of undergraduate are appended. (YP)

The Task Force on Women, Minorities, and the Handicapped in Science and Technology was established by the U.S. Congress in Public Law 99-383 with the purpose of developing a long-range plan for broadening participation in science and engineering. Public hearings were held in Albuquerque (New Mexico), Atlanta (Georgia), Baltimore (Maryland), Boston (Massachusetts), Chicago (Illinois), Kansas City (Missouri), and Los Angeles (California) between Fall 1987 and Spring 1988. Six goals for the nation dealing with change in the United States, precollege education, higher education, federal research and development, employment, and cultural influences are suggested. Actions are recommended for (1) the President; (2) governors; (3) state legislators; (4) industry; (5) the federal government; (6) universities; (7) school boards; (8) educators; (9) parents; (10) professional societies; (11) the media; and (12) "all Americans" to help alleviate the "looming crisis in the science and engineering workforce." Specific strategies to promote greater participation among Blacks, Hispanics, American Indians, people with disabilities, and White women in the science and engineering workforce are included. Population statistics and predictions are included in several parts of this document. A list of 40 exemplary programs is included. Appendices include lists of the Task Force members, hearing witnesses at the various sites, and a copy of Public Law 99-383. (CW)

Modern means that can be used in the framework of teaching substantially extend the possibilities of schoolmasters, but they also complicate the pedagogical process. Can we make really effective use of them? Have we, at their application, really greater pedagogical effect? How do we include the possibilities of audiovisual techniques into the pedagogical process as suitably as possible? These are the questions that are reflected upon as we search for the answer. Use of the expression "search" is correct because it is the question of long-term, permanent processes and not all we have been able to try. Some procedures have proved successful while some had to be eliminated because too much work had to be invested in their preparation. We want to consult on this problem with other schoolmasters; we want to discuss their experience and think over the position and function of the schoolmaster in the future period when we all will be over-saturated with great amounts of information from various sources. (Author/YDS)