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PAPERS PREPARED FOR A SUMMER INSTITUTE ON EFFECTIVE TEACHING FOR TEACHERS OF ENGINEERING SUBJECTS ARE CONTAINED IN THIS CONFERENCE REPORT. GENERAL SUBJECT AREAS DISCUSSED ARE--(1) EDUCATIONAL OBJECTIVES IN ENGINEERING EDUCATION, (2) LEARNING THEORY AND ITS APPLICATION TO CLASSROOM TEACHING, (3) LECTURE, DISCUSSION, AND LECTURE-DISCUSSION METHODS OF TEACHING, (4) THE USE OF AUDIOVISUAL AIDS, (5) THE ROLE OF THE LABORATORY IN ENGINEERING EDUCATION, (6) STUDENT AND INSTRUCTIONAL EVALUATION, (7) THE PLANNING OF COURSES, CURRICULUMS, AND INDIVIDUAL LESSONS, (8) THE STIMULATION OF STUDENT CREATIVITY, (9) RESEARCH IN ENGINEERING EDUCATION, AND (10) PROFESSIONAL DEVELOPMENT. A COMPREHENSIVE ANNOTATED BIBLIOGRAPHY IS INCLUDED. (AG)

This paper discusses the various types of engineering activity and their corresponding types of education, within broad definitions. The danger of stating an over-rigid definition of purposes is discussed, and methods of preventing this hazard are considered. The general trend of systems adopted by educational establishments is given, together with extracts from recent reports on engineering education. Some comments are also presented on an American summary of the future requirements for the engineering industry there. The paper gives some recommendations that may be considered in an attempt to produce a clearer definition of the objectives envisaged for any particular engineering course.

The use of a digital computer for thermodynamic and mechanical design calculations is now common practice in the diesel engine industry. Normally the complexity of the problems is such that a large capacity computer is necessary for the programs. At Rugby College of Engineering Technology the approach to the design has been affected by two considerations. (1) The requirements of a post-graduate course in Diesel Engine Design which necessitates that a team of students should be taught to understand and use the calculations and complete a design within ten months. (2) The convenience in using the College's own Elliott 803B computer rather than buying time elsewhere. The paper will demonstrate that a series of programs which individually are short and easily understood can be employed together for the design of a complete engine. Details are given of programs which are used for thermodynamic optimization of the design, gas flow, fuel system analysis, bearing design, thermal loading, and vibration analysis. A discussion of a typical design is included, illustrating the part played by the computer in the overall design.

PAPERS PRESENTED AT A 1966 CONFERENCE ON ENGINEERING EDUCATION ARE INCLUDED IN THIS CONFERENCE REPORT. THE CONFERENCE WAS PRIMARILY CONCERNED WITH THE IMPACT OF COMPUTERS ON EDUCATION IN ENGINEERING DESIGN. PARTICIPANTS WERE FACULTY MEMBERS FROM SCHOOLS OF ENGINEERING, WHO HAVE THE RESPONSIBILITY FOR COURSE AND CURRICULUM DESIGN. A LONG-RANGE OBJECTIVE WAS TO SET DIRECTIONS FOR ENGINEERING EDUCATION AND RESEARCH IN DESIGN AND ANALYSIS, WHEREVER THE LATTER WAS EXPECTED TO CHANGE UNDER THE IMPACT OF COMPUTER CONCEPTS. SESSIONS OF THE CONFERENCE WERE DEVOTED TO (1) APPLICATIONS IN ENGINEERING DESIGN, (2) COMPUTERS IN ENGINEERING DESIGN AT UNIVERSITIES, (3) A MANUFACTURERS FORUM, AND (4) FUTURE PROSPECTS AND REQUIREMENTS. SUMMARIES OF DISCUSSIONS THAT FOLLOWED PRESENTATIONS OF PAPERS ARE INCLUDED. (AG)

The Engineering Industry Training Board's Booklet No. 5, ‘The training of professional engineers’, defines the five essential elements of planned courses of training for student engineers. These elements are outlined and their application to various patterns of engineering education and training is discussed. Some problems arising with certain types of sandwich courses are examined and the need for flexible interpretation of the Board's recommendations is stressed.

Analog/hybrid terminals may be superior to conversational mode terminals for teaching engineering because they allow more computer/student interaction. This paper defines requirements for an analog computer terminal system to be used to teach system dynamics. There are seven requirements for such terminals: capability to vary at least five different parameters in a specific problem, access to three to five function switches, ability to select at least four different problems at any terminal, response time of one to three seconds, a storage screen oscilloscope or refreshed display for x-y plots, four or five output channels for display on the oscilloscope, and an instructor's terminal with a large screen display that the whole class can observe. Such a system will be tried out in three courses at North Carolina State University and will consist of 16 student terminals, one instructor terminal, a digital "mini-computer" with an input/output device for programing, and a control interface to the analog computer. A functional description of this terminal, including diagrams, makes up the major section of the report. (JK)

A symposium was sponsored by the American Society for Engineering Education; experts in the fields of technology, economics, and pedagogy gathered to evaluate the potential technological advances in terms of cost-effectiveness and feasibility within the existing educational framework, and to help delineate the ways in which educational institutions could apply specific technological advances within the coming ten years. The papers presented are grouped under the headings: The Roles of Computers in Education, Systems Analysis in Education, and Managing Change. Although their main emphasis is on engineering curriculum and university level education, many of the papers have a broader topic, relating to some of the problems of computer-assisted education in general. The members of the symposium agreed on the need for better communications and better information dissemination among themselves. They also proposed investigating the impact which research and development investment could have on subsequent expenditures for education, setting up a major systems analysis to allow for more efficient use of extant funds, and preparing an inventory of experts in the field. They agreed to prepare experts' reports for use by Congressional committees or other governmental agencies. (JY)

It has been known for years now that education for Blacks has been substandard. Environmental problems, historical poverty, prejudice and discrimination, coupled with transiency and defeatism among students, teachers, and parents have all conspired to give the black student a dysfunctional predisposition toward learning and authority in general. This causes many black students to consciously resist the academic training necessary for a professional career. The purpose of this monograph is to suggest that without the recognition of a specific set of social and professional responsibilities to the black community, traditional engineering education shall continue to be viewed with suspicion and distrust by minority group members. Additionally, the paper shall attempt to increase awareness and understanding about the realities of the black American experience, and show how a significant increase in the number of blacks in engineering and related professions is desirable and attainable. The discussion will also highlight the practicalities and importance of minority student recruitment, orientation, and retention at predominantly white institutions of higher education. (Author/PG)

This study explored the relationship between the occupational-educational background of engineering students and outcome after one year of college. The variables of ability, financial aid, part-time employment, and residence were explored to determine their effect on the relationship between occupational-educational background and outcomes. Results indicate that the ability level of the student demonstrated the strongest effects of the variables considered. Persistance and withdrawal rates were strongly influenced by ability level. High ability students more frequently lived in residence halls, received financial aid, and worked less than students of lower ability. Each ability group included students from a variety of occupational-educational backgrounds. (TL)

This paper reports the development, operation, and initial performance evaluations of an electrical engineering laboratory station equipped for computer-guided experimentation (CGE). A practical evaluation of the actual instructional value of two programed lessons utilizing this new system for laboratory instruction and experimentation is also included. The prototype laboratory station fitted for CGE automatically feeds back information reporting a student's laboratory activities (namely, his settings of instrument dials and the interconnections he makes between the terminals of his experimentation equipment) to a time-shared computer assisted instructional (CAI) system, so that the student is guided automatically through a lesson in any manner preprogramed by an instructor. The expansion of these facilities is contemplated when additional CAI stations become available as a result of future expansions of the PLATO CAI system and the University of Illinois. (Author/PB)

After a brief discussion of the position the Technion, Israel's institute of Technology and its only engineering school, occupies in the country and of Israeli high schools and the matriculation examination, this paper focuses on the successful and unsuccessful applicants to the Technion in the academic years 1967/68 and 1968/69. It discusses the differences in (1) grades on the matriculation certificate as well as the entrance exam, (2) place of birth, (3) ethnic origin, (4) socio-economic background, and (5) educational background. The successful applicant is generally a top student academically, from a small, middle-class family of Eastern European origin. (AF)

Reported are speeches presented at a Summer Engineering Symposium which deals with the general theme "Man in Contemporary Society." A historical perspective of engineering leading to its future role in society was established. From this base other papers applied engineering concepts to socioeconomic systems, educational systems, simulation in medicine and pollution control. Recurrent themes included enlarging the concept of the profession's role in society, applying the engineering systems approach to human systems, and identifying the engineering profession's future contribution to society. (GR)

Forty persons attended this workshop, designed to identify consultants and orient them to the needs of community colleges and technical institutes when developing, revising or upgrading mechanical technology programs. Presentations by some of the nation's leading technical educators were followed by discussion periods and critique, both of which are included in thi s pamphlet. The publication is intended as a guide to consultants and as an introduction for Junior College administrators formulating programs in technologies related to mechanical engineering. Papers presented discussed: (1) the advantages of using consultants and initial arrangements for their use by K. Skaggs, (2) background data and information on technician supply and demand, and issues and concerns relevant to consultant service, by S. Brodsky, (3) steps for developing curriculum for mechanical engineering technologies by S. Peterson, (4) basic teaching methods and materials by R. Michael, and (5) facilities and staffing for mechanical engineering technologies by H. Cunningham. (FP)

This report contains the proceedings of a professional meeting on computer science held at Stanford University in October, 1968. Three papers presented at this meeting are published in the report. C. L. Coates spoke on "University Education in Computer Engineering"; L. P. Huelsman spoke on "Digital Computer Applications at the University of Arizona"; and Paul Ely and Robert Brunner spoke on "Requirements for Engineering Education from Hewlett Packard's Point of View." Three workshops on the use of computers in engineering are also discussed. A detailed meeting agenda and a list of conference participants are included. (BC)

The complexities involved in combining generalized and specialized studies are discussed in a descriptive analysis of the Harvey Mudd College (HMC), which has a campus environment typical of US institutions offering undergraduate engineering programs. Of 7 environmental characteristics at HMC student personalities and the socio-psychological culture (created by students, faculty and curricula), contribute most to academic surroundings. The majority of the engineering students were found to be self-reliant, free from dogmatic religious thought, and considered their vocational training as the prime reason for going to college. Their lack of commitment to social, political or scholarly causes, however, results in a stable though unexciting college environment. It is felt that humanities and social science programs contribute to the development of certain student characteristics that broaden professional and social roles. Liberal studies should be included in engineering programs to motivate critical thinking and social commitment, and to expand the limited outlook currently held by engineering students. (WM)