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Ensuring the safety of learners is paramount in schools, particularly in workshops where hands-on learning takes place. Mechanical Technology teachers bear the responsibility for ensuring learners safe participation in activities, guided by specific safety management elements that dictate their duty of care and legal obligations. This paper presents findings from a comprehensive investigation conducted in 220 technical schools across South Africa, offering Mechanical Technology as a subject. Combining quantitative and qualitative methods, the investigation aimed to assess the frequency, severity, and management of accidents and injuries occurring in these workshops, while also examining the underlying reasons for such incidents. Results indicated that a significant number of accidents were attributed to unsafe behavior, including failure to wear or correctly use personal protective equipment. Furthermore, the study revealed a notable lack of awareness among participating teachers regarding injury reporting procedures and record-keeping practices. In response to these findings, it is recommended that Mechanical Technology teachers enhance their understanding of their legal obligations and responsibilities concerning learner safety. This entails strict adherence to safety policies and regulations to ensure a secure environment for all learners involved in workshop activities. Moreover, school governing bodies are urged to fulfill their legal mandate by developing and implementing effective safety policies for workshop environments. Such policies serve as crucial tools in reducing and preventing injuries, thereby mitigating legal liabilities for the department, teachers, and schools alike. [For the complete Volume 22 proceedings, see ED656158.]

Lifelong learning has become an integral part of educational approaches, aiming to promote continuous learning throughout an individual's life. The purpose of the current literature review is to assess the trends, themes and gaps in lifelong learning for engineers. A comprehensive search was conducted in Google Scholar, ScienceDirect, and Scopus for articles published from 1990. Specific search terms were used to retrieve relevant articles and were determined based on a combination of keywords. The abstracts and titles of the retrieved articles were screened to determine their eligibility for inclusion in this study. A total of 5,342 studies were initially identified. After removing duplicates, the number of studies was reduced to 2,217. Subsequently, the studies were further filtered based on the predefined qualification criteria, resulting in 1,779 studies that underwent abstract and title screening. Ultimately, a total of 28 articles were identified as meeting the predefined eligibility criteria and were considered for the research. These selected articles formed the basis for the thematic analysis and further exploration of the research topic. The studies emphasized the significance of both formal and informal learning and training. Problem-based learning is a crucial component of lifelong learning. This approach encourages deeper understanding, independent thinking, and the development of teamwork and essential skills. Self-directed learning is a prominent competency for lifelong learning. It involves self-reflection, self-regulation, and proactively identifying areas for improvement. A group-based approach is suggested to complement technical knowledge with personal skills and non-technical competencies. Five themes including self-directed learning, coaching and mentoring, problem-based learning, formal and informal learning, and group-based approaches were identified. These concepts should be integrated into the education system and the workplace to support lifelong learning for engineers. [For the full proceedings, see ED652261.]

South Africa has an urgent need for qualified technical and mechanical people. Technical disciplines are encouraged in public schools to fulfil this requirement. Teachers are also in an environment that is becoming increasingly litigious. Technology teachers may be forced to pay greater attention to managing safety and security as legal liability for harm caused during activities in school workshops is expected to increase. The safety of all students is a crucial component in schools. Effective teaching and learning can be improved in workshop areas where learner safety, or "Geborgenheit", is generated. The security of students while they participate in activities is the responsibility of the Mechanical Technology teacher. For school workshops, an efficient safety policy must be created to reduce the danger of injuries and harm to students. The primary method for reducing and preventing injuries and making sure that the teacher or school is not held accountable for damage, is a purposeful policy. The empirical investigation used a mixed research methodology, where Mechanical Technology teachers quantitatively and qualitatively assessed the management of security in school workshops. Data were triangulated (analytically, narratively, and discussed), and conclusions and suggestions were formed. The results show that teachers are unaware of their legal obligation to take care of students and are under-informed on delictual liability and education law. Due to the complexity of today's society, all participants in the education industry must recognize that understanding the legal and technological facets of the field is not only important, but also ought to be made essential. [For the complete Volume 21 proceedings, see ED629259.]

The proposed computer system implements a scheme of joint-classroom and distance learning, scientific and exploratory research in order to motivate and stimulate students' independent work in acquiring professional competencies. The developed system reflects both the traditional structure of education in universities using groups of students, specialties and curricula, as well as modern trends in the transition to distance learning, i.e. the opportunity to study at any time and in any place, according to individual plans and schedules. The presented development can be used by students to acquire and develop competencies in the field of improving and managing technological processes for the production of metal products, including the design of machines and metal structures for additive technologies. This is ensured both by the created (and permanently updated) database of mechanical and technological characteristics of steels and alloys used in the production of materials for special purposes, including for the nuclear power industry and the chemical industry, product quality and environmental safety, and by programs developed on based on author's methods and implemented in the system of distance education, in particular, for calculating the modes of shaping and energy-power parameters in the formation of metal products. [For the complete proceedings, see ED655360.]

The aim of this research is to determine the effectiveness of the STEM Kid Module on the scientific literacy of fifth-grade students in the 'Energy' topic. The module was developed based on the combination of constructivism and constructionism as a fundamental learning theory. Meanwhile, the STEM Kid instructional phase was formed using a STEM integrated approach that included engineering design processes and inquiry-based science learning. A quasi-experimental design was used to assess the effectiveness of the STEM Kid Module. This study included 116 children, 61 of whom were high achievers and 55 of whom were moderate achievers. Two elementary schools using the STEM Kid Module were selected as the treatment group, while another school using conventional teaching approach as the control group. Data for this study were gathered by a scientific literacy test that included (i) scientific knowledge, (ii) science process skills, and (iii) daily science application. Results from repeated measurements MANOVA analysis revealed a significant difference in scientific knowledge and daily science application between groups. The study's implication was that the use of the STEM Kid Module through a STEM integrated approach can be implemented in elementary school science teaching and learning for children of varying levels of achievement. [For the full proceedings, see ED654100.]

Obtaining students' attitudes, opinions, feedback, etc., plays an essential role in the higher educational process because it makes it more bidirectional and engaging for the students. Including larger populations in surveys often calls for informational structuring/standardization for subsequent statistical post-processing. Moreover, it brings along some well-known methodological issues (e.g., the central tendency in Likert scale-based surveys). Here we build upon a relatively large student survey case previously presented more extensively in [1]. That survey was devoted to various aspects of economics and business-related education offered on an elective basis to electrical engineering and computer science students. Here we focus on the interference between the intrinsic information (that is, the "true type" student responses) and the processing method that, if not designed carefully, can increase incentives for students to conceal their true type and recourse to the neutral ("central") answers. We also discuss our new practical approach currently tested in a similar population.

This full paper concerns an exploratory study that investigates students' reasoning about torsion. Mechanical reasoning is critical to engineering applications and yet students still struggle to accurately predict, analyze, and model mechanical systems using formal symbolic notations (i.e., formalizations). To understand the nature of students' reasoning, we analyzed students' discourse to explore two competing hypotheses: (H1) The "Formalisms First" (FF) hypothesis that students report their mechanical reasoning predominantly using mathematical formalisms that take on a disembodied, allocentric (observer) point-of-view; or (H2) the "Grounded and Embodied Cognition" (GEC) hypothesis that students predominantly use independent speech which includes analogy and imagery to simulate the physical structure and function of an object(s) using an embodied, egocentric (first-person) point-of-view in addition to an allocentric point-of-view. Qualitative results from discourse analysis of two student dyads showed that students' mechanical reasoning revealed through their speech included both analogy and imagery, as predicted by H2. Students generated analogies and imagery that described dynamic behaviors, such as how torque caused displacement, stored and released energy, and fractured. Usage of analogies and imagery supports that students' mechanical reasoning often drew upon simulations of torsion-related sensorimotor experiences. Students' egocentric and allocentric imagery invoked sensorial experiences in their speech, with allocentric viewpoints being more common, as predicted by H1 and H2. Student discourse included many references to formalisms, also consistent with the H1. Data from students' verbal discourse on mechanical reasoning suggests they employ both GEC and FF viewpoints of torsion, which has implications for designing effective learning experiences and for assessing students' knowledge.

One of the most challenging issues for online courseware engineering is to maintain the quality of instructional components, such as written text, video, and assessments. Learning engineers would like to know how individual instructional components contributed to students' learning. However, it is a hard task because it requires significant expertise in learning science, learning technology, and subject matter pedagogy. To address this challenge, we propose an innovative application of reinforcement learning (RL) as an assessor of instructional components implemented in given online courseware. After students activities are converted into Markov decision process (MDP), a collection of actions (each corresponds to an instructional component) suggested as a policy is analyzed. As a consequence, the usefulness of individual actions with regards to achieving ideal learning outcomes will be suggested. The proposed RL application is invented for human-in-the-loop learning engineering method called RAFINE. In the RAFINE framework, a machine generates a list of the least contributing instructional components on the given online courseware by interpreting the whole policy. The courseware developers modify those suggested components. As a proof of concept, this paper describes an evaluation study where online learning was simulated on hypothetical online courseware. The results showed that over 90% of ineffective instructional components were correctly identified as ineffective on average. [For the full proceedings, see ED607784.]

Feature engineering, the construction of contextual and relevant features from system log data, is a crucial component of developing robust and interpretable models in educational data mining contexts. The practice of feature engineering depends on domain experts and system developers working in tandem in order to creatively identify actions and behaviors of interest. In this paper we outline a method of iterative feature engineering using the misclassifications of earlier models. By selecting cases where earlier models and ground truth disagree, we can focus attention on specific behaviors, or patterns of behavior, that a model is not using in its predictions. We show that iterative feature engineering on cases of false positives and false negatives improved a model predicting quitting in an educational video game by 15%. We close by discussing applications of this method for addressing model performance gaps across different classes of learners, as well as precautions against model overfitting with using this method of feature engineering. [For the full proceedings, see ED607784.]

The demand for U.S. temporary workers has doubled since the 1990s, especially after the technology boom. American employers have benefited from hiring foreign talent for STEM occupations. Despite the mandatory prevailing wage regulations, temporary skilled immigrants have been criticized for their "willingness" to work for lower wages. This integrated literature review aims to clarify the wage gap between skilled immigrants and natives in STEM occupations. This research design utilized a systematic literature review to identify relevant studies, collect data, and analyze data using thematic coding. Findings included two major themes: the wage gap as a "myth" and the wage gap as a "reality." Practical and policy implementations will be discussed based on the findings of this integrated literature review. [For the complete volume, "American Association for Adult and Continuing Education Inaugural 2020 Conference Proceedings (Online, October 27-30, 2020)," see ED611534.]

"Proceedings of International Conference on Studies in Education and Social Sciences" includes full papers presented at the International Conference on Studies in Education and Social Sciences (ICSES) which took place on November 11-14, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The ICSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on April 1-4, 2021 in Antalya, Turkey. The aim of the conference is to offer opportunities to share your ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings.

This research examines teachers' perspectives of a summer research experience for urban science teachers at an urban university with an ongoing commitment to support under-resourced schools. The program is a collaboration between the Colleges of Engineering and Education, and was developed to support urban science teachers' understanding of bioengineering concepts and effective pedagogical approaches. The program structure allows teachers to engage in bioengineering research alongside faculty and participate in workshops to support the creation of a culturally sustaining curriculum. This research seeks to highlight teachers' perspectives of the program's impact on their depth of content knowledge and pedagogical skills in an effort to contribute to the body of knowledge about developing meaningful professional development for teachers.

These proceedings contain the papers of the IADIS International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2013), October 22-24, 2013, which has been organized by the International Association for Development of the Information Society (IADIS), co-organized by The University of North Texas (UNT), sponsored by the Association for Educational Communication and Technologies (AECT), and endorsed by the Japanese Society for Information and Systems in Education (JSISE). The CELDA 2013 conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning, and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality, and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. However, innovative contributions that do not easily fit into these areas are also included as long as they are directly related to the overall theme of the conference--cognition and exploratory learning in the digital age. The conference included the Keynote Lecture: "Ubiquitous Learning Analytics for Adaptive and Authentic Instruction," by Professor Kinshuk, Associate Dean of Faculty of Science and Technology, NSERC/iCORE/Xerox/Markin Industrial Research Chair--School of Computing and Information Systems, Athabasca University, Canada. The conference also included a panel entitled "Interactive Technologies for Teacher Training: Two Technology Approaches and Their Implications," with Julia Meritt, David Gibson, Rhonda Christensen, Gerald Knezek, and Wilhelmina Savenye. Papers presented in this conference include: (1) Working Memory Intervention: A Reading Comprehension Approach (Tracy L. Perry and Evguenia Malaia); (2) Suggestions for the Design of E-Learning Environments to Enhance Learner Self-Efficacy (Charles B. Hodges); (3) Student and Teacher Use of Technology at the University Level (Peter Gobel and Makimi Kano); (4) Understanding and Applying Technology in Faculty Development Programs (Sharon L. Burton and Dustin Bessette); (5) Measuring Problem Solving Skills in "Portal 2" (Valerie J. Shute and Lubin Wang); (6) Students' Facebook Usage and Academic Achievement: A Case Study of Private University in Thailand (Wilailuk Sereetrakul); (7) Students' Usage of Facebook for Academic Purposes: A Case Study of Public and Private Universities in Thailand (Ampai Thongteeraparp); (8) Persistence of Cognitive Constructs Fostered by Hands-On Science Activities in Middle School Students (Rhonda Christensen, Gerald Knezek, Tandra Tyler-Wood, and David Gibson); (9) Spanning Knowledge Barriers in E-Learning Content Design (Tsai-Hsin Chu, Yi Lee, and Yen-Hsien Lee); (10) ASK LDT 2.0: A Web-Based Graphical Tool for Authoring Learning Designs (Panagiotis Zervas, Konstantinos Fragkos, and Demetrios G. Sampson); (11) Model of Emotional Expressions in Movements (Vladimir L. Rozaliev and Yulia A. Orlova); (12) The ANCESTOR Project: Aboriginal Computer Education through Storytelling (Marla Weston and Dianne Biin); (13) Context-Based Semantic Annotations in CoPEs: An Ontological and Rule-Based Approach (Souâad Boudebza, Lamia Berkani, and Faiçal Azouaou); (14) Mobile Augmented Reality in Supporting Peer Assessment: An Implementation in a Fundamental Design Course (Chung-Hsien Lan, Stefan Chao, Kinshuk, and Kuo-Hung Chao); (15) Intelligent Tutors in Immersive Virtual Environments (Peng Yan, Brian M. Slator, Bradley Vender, Wei Jin, Matti Kariluoma, Otto Borchert, Guy Hokanson, Vaibhav Aggarwal, Bob Cosmano, Kathleen T. Cox, André Pilch, and Andrew Marry); (16) Can Free-Range Students Save Some Schools? A Case Study on a Hybrid Classroom (Christopher Francis White); (17) ICT Support for Collaborative Learning--A Tale of Two Cities (Teresa Consiglio and Gerrit C. van der Veer); (18) Issues of Learning Games: From Virtual to Real (Thibault Carron, Philippe Pernelle, and Stéphane Talbot); (19) Data Challenges of Leveraging a Simulation to Assess Learning (David Gibson and Peter Jakl); (20) Self-Assessment and Reflection in a 1st Semester Course for Software Engineering Students (Jacob Nielsen, Gunver Majgaard, and Erik Sørensen); (21) Journey of Exploration on the Way towards Authentic Learning Environments (Merja Meriläinen and Maarika Piispanen); (22) Supporting the Strengths and Activity of Children with Autism in a Technology-Enhanced Learning Environment (Virpi Vellonen, Eija Kärnä, and Marjo Virnes); (23) Transforming Education in a Primary School: A Case Study (Cathleen A. Norris, Elliot Soloway, Chun Ming Tan, Chee Kit Looi, and Akhlaq Hossain); (24) Using Generic and Context-Specific Scaffolding to Support Authentic Science Inquiry (Brian R. Belland, Jiangyue Gu, Sara Armbrust, and Brant Cook); (25) Using a Facebook Group as a Forum to Distribute, Answer and Discuss Content: Influence on Achievement (Blanche W. O'Bannon, Virginia G. Britt, and Jeffrey L. Beard); (26) Some Psychometric and Design Implications of Game-Based Learning Analytics (David Gibson and Jody Clarke-Midura); (27) Piaget, Inhelder and "Minecraft" (Catherine C. Schifter, Maria Cipollone, and Frederick Moffat); (28) Math on a Sphere: Making Use of Public Displays in Education (Michael Eisenberg, Antranig Basman, and Sherry Hsi); (29) Research on the E-Textbook and E-Schoolbag in China: Constructing an Ecosystem of E-Textbook and E-Schoolbag (Yonghe Wu, Lin Lin, Xiaoling Ma, and Zhiting Zhu); (30) A Study on Improving Information Processing Abilities Based on PBL (Du Gyu Kim and JaeMu Lee); (31) Tablets in the Classroom: Improvisational Rhythms and Change through Bricolage (Bente Meyer); (32) Using REU Projects and Crowdsourcing to Facilitate Learning on Demand (Hong P. Liu and Jerry E. Klein); (33) iPads in Inclusive Classrooms: Ecologies of Learning (Bente Meyer); (34) Designing Learning Object Repositories as Systems for Managing Educational Communities Knowledge (Demetrios G. Sampson and Panagiotis Zervas); (35) The Configuration Process of a Community of Practice in the Collective Text Editor (Cláudia Zank and Patricia Alejandra Behar); (36) Cross-Continental Research Collaborations about Online Teaching (Kevin P. Gosselin and Maria Northcote); (37) Leverage Learning in the University Classroom (Melissa Roberts Becker, Pam Winn, and Susan Erwin); (38) Using Loop Learning and Critical Dialogue in Developing Innovative Literature Reviews (Marilyn K. Simon and Jim Goes); (39) Developing a Connectivist MOOC at a College of Education: Narrative of Disruptive Innovation? (Dalit Levy and Sarah Schrire); (40) The Cognitive Cost of Chatting While Attending a Lecture: A Temporal Analysis (Chris Bigenho, Lin Lin, Caroline Gold, Arjun Gupta, and Lindsay Rawitscher); (41) "Visual Selves": Construction Science Students' Perceptions about Their Abilities to Represent Spatial Related Problems Internally and Externally (Tamera McCuen and Xun Ge); (42) Educational Affordances That Support Development of Innovative Thinking Skills in Large Classes (Julaine Fowlin, Catherine Amelink, and Glenda Scales); (43) Technology and Curriculum Standards: How Well Do Internet-Based Learning Games Support Common Core Standards for Mathematics? (Teri Bingham and Jan Ray); (44) English Proficiency and Participation in Online Discussion for Learning (Steve Leung); (45) Problem-Based Educational Game Becomes Student-Centered Learning Environment (Pornpimon Rodkroh, Praweenya Suwannatthachote, and Wannee Kaemkate); (46) Technology and Cognition Merge with Challenge-Based Learning Cycles Online (Shelley L. Cobbett); (47) Student-Driven Classroom Technologies: Transmedia Navigation and Transformative Communications (Leila A. Mills, Gerald A. Knezek, and Jenny S. Wakefield); (48) The Investigation of Pre-Service Teachers' Concerns about Integrating Web 2.0 Technologies into Instruction (Yungwei Hao, Shiou-ling Wang, Su-jen Chang, Yin-hung Hsu, and Ren-yen Tang); (49) An Examination of Teachers' Integration of Web 2.0 Technologies in Secondary Classrooms: A Phenomenological Study (Ling Wang); (50) Perceived Affordances of a Technology-Enhanced Active Learning Classroom in Promoting Collaborative Problem Solving (Xun Ge, Yu Jin Yang, Lihui Liao, and Erin G. Wolfe); (51) Authentic Learning through GBL: Using Inquiry and PBL Strategies to Accomplish Specific Learning Outcomes through Smart Games in Formal and Informal Settings (Brad Hoge); (52) Dealing with Unseen Obstacles to Education in the Digital Age (Valerie J. H. Powell, Arif Sirinterlikci, Christopher Zomp, Randall S. Johnson, Phillip Miller, and James C. Powell); (53) Implementing Collaborative Design in the Next Series of eLearning Platforms (Dorothy Kropf); (54) Facing the Challenge--Developing an Instructional Plan for Portuguese as Foreign Language in Brazil Based on Multiliteracy (Ana Flora Schlindwein); (55) Life-Long Learning and Social Responsibility Obligations (Robin Mayes); (56) The Contributions of Digital Concept Maps to Assessment for Learning Practices (Mehmet Filiz, David Trumpower, and Sait Atas); (57) Don't Waste Student Work: Using Classroom Assignments to Contribute to Online Resources (Jim Davies); (58) Leveraging Sociocultural Theory to Create a Mentorship Program for Doctoral Students (Matt Crosslin, Jenny S. Wakefield, Phyllis Bennette, and James William Black, III); (59) Demonstrable Competence: An Assessment Method for Competency Domains in Learning and Leadership Doctoral Program (David W. Rausch and Elizabeth K. Crawford); (60) Confidence-Based Assessments within an Adult Learning Environment (Paul Novacek); (61) Effect of Digitally-Inspired Instruction on Seventh Grade Science Achievement (Pam Winn, Susan Erwin, Melissa Becker, and Misty White); (62) Interactive Technologies for Teacher Training: Comparing Performance and Assessment in Second Life and SimSchool (Julia Meritt, David Gibson, Rhonda Christensen, and Gerald Knezek); (63) Some Considerations on Digital Reading (Rodrigo Esteves de Lima-Lopes); (64) An Alternative Approach to Test Analysis and Interpretation (J. C. Powell); (65) Volition Support Design Model (ChanMin Kim); (66) Tekking: Transversing Virtual and International Boundaries to Explore and Develop Effective Adult Learner Experiences (Ruth Gannon Cook); (67) Strengthening Parent-Child Relationships through Co-Playing Video Games (Anneliese Sheffield and Lin Lin); and (68) Reflection Paper on a Ubiquitous English Vocabulary Learning System: Evidence of Active/Passive Attitude vs. Usefulness/Ease-of-Use (Jeff Lim). An author index is included. Individual papers contain references. Luís Rodrigues is the associate editor of these proceedings.

In Poland there is a Higher Education Act introduced in October 2011, which imposes an obligation to monitor the careers of graduates. Career Office Maritime Academy in Szczecin conducted a first pilot research, which aimed to prepare the mandatory tests and tame the graduates for a new trial, which are cyclic test of careers of graduates: Navigation, Mechanical and Transport Engineering and Economics. The first research was conducted among graduates who have passed engineer or master exam by the end of 2012. The paper presents the methodology of the research careers of graduates of the Maritime Academy in Szczecin in 2016. The paper presents research tools and research results. Career situation of the graduates of the Mechanical Department is characterized. Sectors of the economy and positions on which graduates found employment after graduation are presented. The paper shows assessment of the skills acquired during the studies at the Maritime Academy of Szczecin by the graduates in their professional work. The paper also provides a subjective evaluation of the studies by the respondents. [For "NORDSCI International Conference Proceedings: Education and Language Edition (Helsinki, Finland, July 17, 2018). Book 1. Volume 1," see ED603189.]

A series of statistical analyses was conducted of institutional and departmental trends in women's graduate enrollment and employment in science and engineering in the 50 leading doctorate-granting institutions. Site visits to a diverse group of nine selected institutions were conducted. The schools were selected to be representative of the total sample of 50 institutions. The site visits allowed probing behind the statistical data in order to understand more fully the institutional and departmental processes involved in the employment, retention, and advancement of women scientists. The findings from the site visits are discussed. Interviews were conducted with administrators, faculty, and graduate students in the following fields: engineering, physical sciences, environmental sciences, mathematical sciences, life sciences, psychology, and social sciences. Following the national figures, the percentage of women employed in science and engineering fields within the schools visited, as well as within the 50 schools, is 16 percent. Women in psychology is 22 percent, the life sciences 20 percent, and the social sciences 4.6 percent, and in the physical sciences 6.0 percent. Other information is presented and analyzed and statistical tables are included. (SW)

This paper seeks to understand factors that influence how first-generation college students identify as engineers now and in the future. Data used in this study came from four U.S. institutions obtaining a total first-generation college student sample of 596 participants. We used future possible selves as a lens to understand how first-generation college students' current views of themselves as engineers shape their future identities as engineers. Two separate analyses were conducted. First, a multiple regression analysis was used to determine which career future satisfaction variables predicted first-generation college students current and future identification as engineers. Second, a hierarchical regression analysis was used to determine which measures i.e., belongingness, interest, recognition, performance/competence, and career outcome expectations accounted for most of the variance. Analyzing first-generation college students' response to identifying as an engineer now and in the future revealed differences in which affective and career satisfaction measures were more salient. This work begins to illustrate which factors are important for first-generation college students' future identification as engineers and can help broaden the pathways for more students to become engineers.

The 9th International Conference on Educational Data Mining (EDM 2016) is held under the auspices of the International Educational Data Mining Society at the Sheraton Raleigh Hotel, in downtown Raleigh, North Carolina, in the USA. The conference, held June 29-July 2, 2016, follows the eight previous editions (Madrid 2015, London 2014, Memphis 2013, Chania 2012, Eindhoven 2011, Pittsburgh 2010, Cordoba 2009 and Montreal 2008). The EDM conference is the leading international forum for high-quality research that leverages educational data, learning analytics, and machine learning to answer research questions that shed light on the learning processes. This year's conference features three invited talks by: Rakesh Agrawal, President and Founder of Data Insights Laboratories; Marcia C. Linn, Professor of the University of California at Berkeley; and Judy Kay, Professor of the University of Sydney. Judy Kay's invited paper entitled "Enabling people to harness and control EDM for lifelong, life-wide learning" is also presented in the proceedings. Together with the "Journal of Educational Data Mining" ("JEDM"), the EDM 2016 conference supports a "JEDM" Track that provides researchers a venue to deliver more substantial mature work than is possible in a conference proceedings and to present their work to a live audience. The papers submitted to this track followed the "JEDM" peer review process; three papers have been accepted to the track and were presented at the conference. The abstracts of the invited talks, panels and accepted "JEDM" Track papers can be found in these proceedings. [For the 2015 proceedings, see ED560503.]

The purpose of this paper is to determine whether the changes that were found to occur pre- to post intervention in students' cognitive structures (Mills, 2013; Knezek, Christensen, Tyler-Wood, & Periathiruvadi, 2013) continued to persist two years later. Major findings were: a) semantic perception of science and STEM as a career became more aligned with interest in being a scientist, from pretest to post test time during the treatment year and continued to be aligned two years later; b) semantic perception of engineering moved from alignment with science and STEM as a career at time 1, to alignment with semantic perception of technology and creative tendencies after the treatment year, at time 2, and remained aligned with technology two years later, at time 3; and c) semantic perception of mathematics was separated from the other constructs during the pre-post treatment year and remained largely separated two years later. Data mining techniques were also used to explore changes in relationships among these and other constructs over time. [For the full proceedings, see ED562107.]

This paper examines the relationship among technology, science, engineering, and mathematics in the context of education. It strives to shape a perspective on how future citizens should best be educated to live in an increasingly more complex technological world? The eight sections of the paper cover the following: (1) the history of technology, science, mathematics, and their relationships; (2) basic definitions of technology, science, engineering, and mathematics; (3) technology and science compared; (4) technology and engineering compared; (5) technology and mathematics compared; (6) the symbiotic relationships between and among technology, science, engineering, and mathematics; (7) the emergence of technology as an equal partner with science and mathematics as a school subject; and (8) individual discipline subjects versus an integrated curriculum. The paper recommends that technology become a fundamental core school subject that is equal in importance with science and mathematics in the schools worldwide in order to produce students who are scientifically, mathematically, and technologically literate to be prepared for the future. (Contains 36 references.) (KC)

Using the principles of biology, along with engineering and with the help of computer, scientists manage to copy. DNA sequences from nature and use them to create new organisms. DNA is created through engineering and computer science managing to create life inside a laboratory. We cannot dismiss the role that synthetic biology could lead in solving the most pressing problems of humanity. We are using technology to control live organisms and use them as we wish. But how should that knowledge be accessed? And which way is the best way so everyone can benefit from this technology and its developments? Open sources software could be the answer. [For full proceedings, see ED571459.]

Software agents communicate using ontology. It is important to build an ontology for specific domain such as Software Engineering Education. Building an ontology from scratch is not only hard, but also incur much time and cost. This study aims to propose an ontology through adaptation of the existing ontology which is originally built based on a qualification framework. "Descriptor Defining Levels in the European Qualification Framework" (extracted from: Cassel et. al., 2007) is appended. [For full proceedings, see ED557168.]

The IADIS CELDA 2012 Conference intention was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There had been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agents systems. These developments have created both opportunities and areas of serious concerns. This conference aimed to cover both technological as well as pedagogical issues related to these developments. The IADIS CELDA 2012 Conference received 98 submissions from more than 24 countries. Out of the papers submitted, 29 were accepted as full papers. In addition to the presentation of full papers, short papers and reflection papers, the conference also includes a keynote presentation from internationally distinguished researchers. Individual papers contain figures, tables, and references.

In this study, using the 2013 NAEP Technology and Engineering Literacy (TEL) pilot assessment data, the relationships between the TEL contextual factors (exposure to technology/engineering in the three TEL areas in and outside of school, as well as interest and self-efficacy in technology/engineering) and student performance on the TEL assessment were examined using multiple regression. Regression results show that self-efficacy was the only significant predictor of TEL performance after controlling for major student demographic characteristics. Although other factors did not show significant direct relationships with TEL performance, path analysis results show that most TEL factors have significant relationships with self-efficacy, suggesting that self-efficacy may mediate the relationship between the TEL factors and TEL performance.

This study explored a new mentoring and advocacy-networking paradigm sponsored by the National Science Foundation (14-7680) under the NSF call by the Office for Broadening Participation in Engineering. The Increasing Minority Presence within Academia through Continuous Training (IMPACT) program pairs underrepresented minority (URM) faculty with emeriti faculty in engineering for career mentorship. A phenomenological qualitative research design was utilized to explore the influence of the three domains of the mentoring and advocacy-networking paradigm (career development, sponsorship, and coaching) through participant interviews of URM and emeriti faculty. Interviews, grounded by Social Cognitive Career Theory, offered an in-depth understanding of the nature, meaning, and ways in which the IMPACT participants anticipated the value of the mentoring experience. Phenomenological findings suggest mentees view IMPACT participation as a means for career progression, and mentors see it as an opportunity to "give back" to the engineering field. Neither believed cultural or generational gaps would hamper their mentoring relationships, as their shared academic interests would provide a bridge for any gaps. Evidence at this early stage indicates the IMPACT program has the potential to contribute to the career development of URM faculty and engagement of emeriti faculty in the engineering professoriate.

We present main effects of treatment and moderating effects of student background on science and engineering outcomes for grades 3-5 children participating in an engineering intervention. Data is from a large-scale randomized-controlled trial of two matched pairs (intervention and comparison) of engineering units. The intervention curriculum utilizes methods of project-based learning with support to apply science concepts to engineering design, while the comparison curriculum relies primarily on direct instruction. Both groups were taught the same science content prior to treatment. Intervention students in one of two curriculum units showed greater improvement on science content outcomes, as compared to control. The white/minority science achievement gap shrank after the intervention. Results suggest that the project-based intervention improves science achievement, particularly for minorities.

We integrated science, mathematics, and literacy through engineering design in professional development with 24 in-service middle school math and science teachers in rural Appalachia. Participants experienced engineering design as learners, developed lesson plans utilizing engineering design, and received pedagogical and content coaching. Participants valued being active participants in learning, collaborating with peers around the work of teaching, focusing on integrating content across subjects and students' learning of that content, and the sustained nature of TESAL where professional development was fully relevant and supportive to their work as classroom teachers. These strengths align directly with best practices for professional development and for overcoming the challenges of professional development specifically on math-science integration and engineering design instruction.

This paper reports an evaluation of a curriculum development project aimed at promoting interest and understanding among elementary school students in engineering and technology through activities integrated into their school's teaching and learning program. In collaboration with students, teachers and school administrators, we developed engineering curriculum modules to extend existing science curricula in elementary schools. Participating students completed questionnaires assessing the classroom environment and students' attitudes and understanding before and after the implementation of engineering lessons. During exposure to the engineering curriculum, students experienced a large increase of about one standard deviation in career interest in engineering/technology, as well as significant improvements in their understating about what engineers do and what technology is.

This document contains a total of 57 welcoming speeches, theme addresses, seminar and workshop papers, and poster sessions that were presented at a conference on technological education and national development. The papers explore the ways technology and technological advances have both necessitated and enabled changes in the way education is designed and delivered. The following are among the themes addressed in the individual papers: rival views of technology and their impact on education; the learning needs of older adults using information technologies; entrepreneurship education; lifelong learning on the World Wide Web; issues faced by polytechnics and institutes of technology as they respond to the challenges of Internet technologies and new media; working knowledge; flexible delivery; strategies for teaching technical students to be critical; development of curricula incorporating "hands-on" experience and interaction with industry; a framework for open, flexible, and distributed learning; models of online teaching; the transition from secondary to university education; digital curriculum databases; use of technology to foster authentic communication for second language students; labor and education dilemmas facing the Arab Gulf States; the future of women's colleges; universal education; English for workplace purposes; empathy as a paradoxical key to successful human learning futures; economic education; and funding problems of technical education in developing countries. Many papers include substantial bibliographies. (MN)

Background: Multiple national-level reports have indicated the need for engineers to take more prominent leadership roles to better-inform complex policy decisions. Engineering faculty are tasked to develop a basic level of leadership knowledge within undergraduate engineering students that can then be applied increasingly throughout their careers. Recent engineering leadership literature, however suggests that an adequate model of how engineers lead does not exist and that engineers find the traditional, vertical conceptualizations incompatible with the collaborative nature of engineering practice. Several studies indicate that a shared leadership model may be more appropriate than the historically vertical leadership conceptualization for knowledge work similar to that found in student design teams. Purpose/Hypothesis: This study examines the extent to which the Full Range of Leadership is shared within undergraduate, senior-level engineering capstone design teams and classifies teams based on their level of leadership sharedness. Design/Methods: This quantitative study examines round-robin (360-degree) student leadership ratings gathered from mechanical engineering capstone design team students using a 14-item subset of the Multifactor Leadership Questionnaire. Shared leadership is measured using social network analysis and operationalized as a combination of network decentralization and density across three forms of leadership related to the Full Range of Leadership model. Cluster analyses of decentralization and density measures groups the design teams into a shared leadership classification system. Results: Results suggest that leadership, on average, is more shared than centralized within capstone design teams. The amount of leadership varies across the three forms examined, in alignment with previous studies of the Full Range of Leadership model for student teams in other contexts. Classification results show that measures of shared leadership create dichotomous groupings of teams, facilitating a quadrant classification of shared leadership. Conclusions: This study corroborates previous engineering teamwork research that encourages the conceptualization of leadership as shared within engineering student design teams. To allow students to relate their design work experiences to concepts of leadership, shared leadership models may be more consistent than historical, vertical models. The results develop a taxonomy of how engineers lead within their design teams accounting for forms of leadership and levels of leadership sharing.

This proceedings presents the papers from a workshop on engineering writing and professional communications. The purpose of the workshop was to share resources and ideas for improving the teaching of professional communications within engineering colleges. The papers are: (1) "Engineering the Written Word" (keynote address) (Craig A. Rogers); (2) "Instructional Inquiry in the Workshop on Writing Centers in Engineering (a system for collaborating)" (Nancy Thompson); (3) "Collaboration between Engineering Faculty and an English Department Writing Center" (Audeen Fentiman and Paul Miller); (4) "Integrating Writing and Speaking throughout the Engineering Student's Curriculum" (Rob Friedman); (5) "Integration of English and Engineering in a Freshman Engineering Course" (Dave Bryenton); (6) "Student Advocacy through the Professional Communications Center" (Robert O. Pettus); (7) "Building Student Confidence through the Writing Center" (Deanna Ramey); (8) "An Engineering Student's Role in the Writing Center" (Stephanie Metts); (9) "History and Current State of Writing Centers" (Jennie Ariail); (10) "Research and Development of Professional Communications Centers: Today and Tomorrow" (Libby Alford); (11) "Research for Writing Center Development" (Kris Walker); (12) "Engineering Writing and Professional Communication: If We Didn't Have a Writing Center Already, We'd Have To Invent One" (Charles Brice); (13) "Assessment and TA Training" (Tom Smith); and (14) "Responding to Student Lab Reports: A Guide for Tutors" (Jean Gallagher). Breakout sessions focused on integrating professional communications into the Engineering program, establishing professional communications centers, and teaching assistant training. An "Epilogue" considers future collaboration. (SLD)

The main objectives of this study were: to examine the problems faced by immigrant students (N=294) from the former Soviet Union studying for the practical engineering diploma; to examine their attitudes towards various aspects of training in the college, and to make recommendations that facilitate the absorption process of the immigrant students. Findings showed that most of the immigrant students indicated that they had enrolled in those colleges because they were looking for a profession that could be studied in a short period so they would be able to join the labor force as soon as possible. Most of the students surveyed (74%) preferred to study in Hebrew rather than in their mother tongue, 71% expressed the opinion that the teaching techniques used in the colleges suited them, and 81% preferred studying in mixed classes in which the number of immigrants were equal to that of the veteran students or in classes where the immigrants were a majority. As far as social integration was concerned, it was found that only 28% of the new immigrants visited veteran students' homes, and only 25% were visited by Israeli students. The most frequently mentioned suggestions for improvement relate to the attitude of teachers and the administration to immigrants and the network of ties with veteran Israeli students. Contains 16 references. (JRH)

The conference in which these papers and perspectives were presented addressed Canadian federal-provincial fiscal issues and relationships. An introduction provides some background on the present funding situation. A sample of papers includes: "Federal Funding of University Education" (Paul Davenport); "A Troubled Future? University Enrolments in Canada and the Provinces" (David K. Foot); "Manpower Issues in Financing Canadian Universities" (David Stager); "Perceptions of Canadian Universities in Relation to Funding: A Maritime Perspective" (John F. Graham); "University Programme Review: A North American Perspective" (G. Grant Clarke); "Private Sector Expectations and Support of Canada's Universities" (Jill Stocker); "Universities and the Federal Government" (Donald C. Savage, Richard Bellaire); "Federal Contributions to Post-Secondary Education: Trends and Issues" (Magnus Gunther, Richard J. Van Loon); "A Perspective on Federal Expectations with Respect to Established Programmes" (Gordon Robertson); "Determining Policy in the National Interest--An Institutional Proposal" (Mark Krasnick); "New Directions in Financing Canadian Universities" (Peter M. Leslie); "The Role of Governments in the Funding of Universities" (G. Rosenbluth, A. D. Scott); and "Student Assistance Policy and the Financing of Higher Education in Canada" (John Kucharczyk, Georges Monette). (MSE)

These proceedings result from a symposium designed to provide a forum for the consideration of major social issues confronting science today. Participants (including scientists at different stages of career development from undergraduate concentrator to Nobel laureate) discussed issues related to the scientist's responsibilities as scientist and citizen, the nature and limitation of objectivity, and the inclusion of women as well as men in the world of science tomorrow. The papers presented at the symposium and included in this document are: (1) "Meritocracy and Marginality: Women in Science Today and Tomorrow" (Jonathan R. Cole); (2) "Status of Women in the Physical Sciences, Mathematics and Engineering" (Rhonda Hughes); (3) "Critical Filters in Science Careers" (Bonnie Spanier); (4) "Objectivity in Clinical Trials" (Sonja M. McKinlay); and (5) "The Cult of Objectivity in the Physical Sciences" (Jill C. Bonner). Also included is a report, "Ethical Choices for Science Panel," a summary of panel discussions which centered on Everett Mendelsohn's discussion of "Nuclear Energy, Weapons, and Scientists" and Miriam Schweber's report on "Ethics and DNA Research." These discussions focused on the dichotomy that exists between the acquisition of scientific knowledge and its subsequent application. (JN)

This document summarizes the content and conclusions of a workshop focusing on the transformation of traditional science, mathematics, engineering, and technology (SME&T) lectures and laboratories into more active learning environments. Presenters described innovative undergraduate courses in a range of SME&T disciplines. Using information technology (IT), these courses have been transformed in ways that appear to enhance learning for a diverse spectrum of undergraduate students, but workshop participants noted that the full educational potential of IT has not yet been realized. Several factors, including the difficulty of assessing student learning in technology-rich environments, the state of current technology, and cultural and institutional factors could pose barriers to rapid deployment of technology in SME&T classrooms. Many workshop participants thought that it is both possible and essential to begin planning for what the future might hold. The first section of the report, Innovations in Pedagogy and Technology, presents case studies of innovative courses and discusses evaluation and assessment challenges and cultural and institutional constraints to IT use. The second section, Planning for Uncertainty, summarizes steps that should be taken to make the best use of IT for future course development and the improvement of SME&T education. Four appendixes contain the background paper sent to participants before the workshop, the agenda, a list of participants, and biosketches of planning group members. (Contains 5 tables, 1 figure, and 58 references.) (SLD)

This compilation of papers addresses the history, present status, and trends of technical and related writing. The first of the eight papers surveys the present environment of the technical report and assesses the effectiveness of the technical report format of the National Aeronautics and Space Administration (NASA) in transmitting information. The second paper examines the technical writing teacher's responsibility in teaching the problems faced by professional engineers, while the third paper explores scientific writing from its beginnings in the seventeenth century until approximately 1815. The fourth paper defines technical communication in an empirical way and discusses the implications of technical communication for a humanistic education in a technological age. The fifth paper considers ways in which writers are involved in the prevention and defense of product liability actions. The sixth paper examines how an interview model could facilitate communication, and the seventh paper relates how an English teacher might become a writing consultant. The final paper discusses the need for technical writers to assume responsibility for their reports. (HOD)

This paper summarizes the efforts of the Department of Health, Education and Welfare (DHEW) to provide women with the opportunity and encouragement to excel through education. Data are given about employment patterns of women in science and engineering. Traditional barriers thought to restrict participation of women in science and engineering are identified. (SL)

This paper describes ideas initiated as a step toward reaching a better understanding of the design process, the factors affecting engineering design, and how the engineering design process might be beneficially influenced. The starting point for the effort was a consideration of: (1) the recent historical development of Systems Engineering, and (2) the uniqueness of Systems Engineering. The idea of trade studies is emphasized as part of the Design Process. The skills and capabilities necessary for such are enumerated and described. A survey summarizes the engineering curriculum requirements of 70 programs at 20 universities. It was shown that trade studies are consciously or intuitively used at all levels and in all fields of engineering. The uniqueness of Systems Engineering is stated to be based on methodology rather than science, industrial need, or devices. A proposed non-credit course is briefly described. (EB)

A number of factors are having an impact on the relationship between academic institutions and the industrial user. These are manifested in a search for new ways in which cooperation in the development and implementation of continuing engineering education programs for the practicing engineer can be improved. This paper presents two examples of what one industry and one academic institution have done on a cooperative basis to develop and execute new approaches to individualized instruction for the practicing engineer. Despite an active-on-site Master of Engineering Program at Colorado State University, there remained a need to revitalize the skills of senior engineering personnel in subject areas particularly unique to Xerox. The Professional Excellence Program (PEP) was developed to meet this need. The format, student selection procedures, development implementation and evaluation of the program are discussed. The background, development and production of a programmed instruction text in Electrostatics is discussed. The text was a cooperative venture with a faculty member providing the draft and hand-drawn illustrations and Xerox performing the final illustrating work and typesetting. (LS)

The paper presented relates to the value of comparative studies in higher education. The problem discussed is one that transcends the country of origin: Germany. The publication is a translation of a paper delivered at the University of Karlsruhe in 1975 and speaks of the current dilemmas of science and engineering that are clearly universal. Engineering sciences in all fields of higher learning, but particularly in their relationship to the humanities are discussed. University systems outside Germany that are compared include the American, French, British, Soviet, and the Japanese. A summary evaluation of the current state of engineering science is included. (Author/EB)

This paper explores the role that knowledge of the innovation process plays in advancing world development. Other factors, such as political and economic influences, are also considered. (MLH)

This paper describes a student project in digital simulation techniques that is part of a graduate systems analysis course entitled Biosimulation. The students chose different simulation techniques to solve a problem related to the neuron model. (MLH)

In the Engineering Case Program conducted by the Projects Board of the American Society of Engineering Education (ASEE), the ideal educational program is supported by: (1) content, science, and lore; lectures and programs; (2) observations of practice; case histories, plant tours; and (3) doing jobs; projects. This tripod model of engineering education requires that all three legs be present for the educational system to stand. This paper presents one way that the observation leg, the weakest element in most engineering education programs, can be strengthened. The use of engineering case studies, particularly at the graduate level, has been described as an academic/professional link which is an alternate way of defining the observation leg of the tripod. Case studies offer a way for students to learn about and empathize with the real world. At both the Berkeley and Davis Campuses of the University of California, students can choose to write a case study as a portion of their Master of Engineering program. After meeting several times with their faculty advisor and the project engineer, they write the case study. An appendix includes portions of two student prepared case studies and a list of student-written cases. (LS)

This paper develops a model for the Construction Industry and defines the various phases within the construction process. It is suggested that engineering education make students aware of the construction process and its divisions, and provide management training. (MLH)

This paper is addressed to the importance of maintaining rigor (a strict adherence to certain principles of reasoning) in the teaching of mechanics. The importance of a strict interpretation of mathematical formulae and the necessity of rigorous definitions of time, mass, and force are shown through a series of examples. Implications of this idea are elaborated in sections dealing with the teachings of dynamics and kinematics. (CP)

The conferences generated comprehensive updates of changes in the CRCM database-monitoring system and described some successful CRCM programs that are based on using the database. The CRCM activity is a comprehensive approach that enables eligible organizations to institute systemic change to address issues of precollege minority achievement in science, mathematics, engineering, and technology. The Eastern and Western conferences, with approximately 40 and 38 participants, respectively, highlighted effective strategies and models. Agendas from both conferences are included. Each included an overview of the purposes and history of the database, and each discussed the minimum obligatory set (MOS). Both conferences discussed future directions for the database. Each conference presented CRCM working papers from participant universities and colleges. (SLD)

The lifetime of Frontiers in Education (FIE), 42 years and counting, has been a time of many innovations in engineering and computing education. The FIE Conference has become the premiere conference for presentation and discussion of excellent educational research and innovative curricula in engineering education. This accomplishment would not have been possible without the vision and strong leadership of the three sponsoring professional societies - American Society for Engineering Education (ASEE) Educational Research and Methods Division, Institute of Electrical and Electronics Engineers (IEEE) Computer Society, and the IEEE Education Society. The theme of this year's conference is "Soaring to New Heights in Engineering Education." In line with this theme, this proceedings presents over 411 conference papers with a focus on expanding the diverse community of international scholars and enriching the foundation of educational research that FIE has built over its history. Individual papers contain tables, figures, and references. An index is included.

Recent developments in graduate programs are discussed in 15 papers from a 1982 conference cosponsored by the Council of Graduate Schools and the Graduate Record Examinations Board. Attention is directed to issues associated with program presentations, program innovations in various disciplines, and industry/university cooperative graduate programs. Papers and authors include the following: "Opportunity and Impediment in Graduate Program Innovation" (Paul A. Albrecht); "Defining 'Innovative Graduate Programs'" (James B. Bartoo); "Innovations in Biological Sciences, Industry and Engineering" (Don H. Blount); "Innovations in Education/Cooperative Education/Continuing Education" (Mary Ann Carroll); "Innovations in the Social Sciences" (Averett S. Tombes); "Innovation in Graduate Education: The Issue of Quality" (Lewis C. Solmon); "Admission Criteria for Mid-Career Students: New Dimensions for the GREs" (Bernard V. Khoury); "Progress in the Midst of Poverty" (James Olson); "University/Industry Research Relationships: Myths, Realities, and Potentials: 14th Annual Report of the National Science Board" (Carlos E. Kruytbosch); "The View from Academia" (Kenneth H. Keller); "The View from Industry" (David L. Dotlich); and "The Industrial Affiliate Program" (James C. Seferis). (SW)

Discussed are the requirements of a software-oriented engineering curriculum that also includes use of computer hardware. Three areas are identified as necessary in such a curriculum: functional area users, systems programming, and mini-micro technology. Each of these areas is discussed in terms of instructional methods and suggested topics. Course descriptions are given for such a curriculum at the United States Air Force Academy. (MH)

Two projects concerning the relationship between management capability and communication activities are described; both are considered interdisciplinary projects. Involved were researchers and practitioners from engineering and natural science fields as well as those from the social and managerial sciences. The objectives of the research were to: (1) develop workable criteria for evaluating the effectiveness of large-scale interdisciplinary projects, and (2) identify those organizational and personnel management characteristics most highly related to these criteria. Benefits to be achieved are: (1) to assist in efficient allocation and conservation of Federal dollars, (2) development of an efficient internal operation geared to interdisciplinary research, (3) to develop harmonious working relationships within the university or other large institutions, and (4) to enhance the initiative (and morale) or personnel involved in research. (Author/EB)