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Suggests that today's engineering schools are not preparing their graduates as well as they might for useful practice in the 21st century. (Author/MM)

Defends the existence of a synergy between research and education, which requires the acceptance of two principles: (1) education of engineers as the creation of a pro-innovation attitude; and (2) research as an open-minded compromising attitude with progress of valuable knowledge. Argues that research-oriented centers are better-prepared to boost modern engineering skills and foster innovation attitudes. (Author/WRM)

Presents results of a campus survey that suggests that many male engineering students have negative attitudes toward women, are generally more confident about their success in engineering, and receive more support from peers and mentors than do women. (Contains 34 references.) (Author/WRM)

Explores the perceptions held by practicing engineers of what is involved in learning to solve technological problems and examines their pedagogical approaches to technological problem-solving in elementary-classroom contexts. Concludes that recognition of the nature of each occupation is needed to realize a potential of collaboration between engineers and elementary-school teachers in developing a pedagogy for technological problem solving. (Author/WRM)

Cites reasons for concern about the standard measures of program quality in graduate study. Focuses on a report from the National Research Council (NRC) and proposes some alternative evaluation standards. (DDR)

Speculates about the future responsiveness of chemical engineering curricula to changes in the chemical industry. Focuses on changes in the chemical industry, the status of academia, and possible curricular changes. (DDR)

Discusses the foundations of engineering design and highlights the problems confronting students who are required to make creative input into a design problem. Describes a way to implement creativity in teaching engineering design. Contains 38 references. (DDR)

Traces the economic growth of embedded software in industrial products and explains that there is a shortage of engineers in this field. Proposes a different view of engineering education. (DDR)

Surveys student and qualified engineers (N=189) in Bulgaria via a questionnaire. Results stress the importance of the need for women to work for economic reasons and the role of the communist system in emphasizing engineering and gender equity. Contains 26 references. (DDR)

Reviews past studies of engineering education and investigates a particular civil engineering curriculum. Findings indicate that, at commencement, an engineer must begin a lifelong process of formal/informal education to supplement knowledge gained in college and obtain skills needed in a professional career. (PVD)

Presents a fictional look at engineering curricula and hiring practices to suggest ways that mathematics teacher educators can learn from experiences of other professions in preparing teachers and providing beginning teachers with appropriate experiences. (MDH)

Examines college student perceptions of barriers to women's careers in science and engineering, particularly changes occurring since a study conducted in 1961 and differences between genders. Data from 110 male and 173 female university students suggest that perceived barriers correlate most with work and family conflicts and gender relations. (JB)

Investigated women's (N=35) aptitude for and changes in skills during an engineering training program and the relationship between academic/demographic information and cognitive skills to success in the program. Compares results with those of studies of male undergraduates. Includes results of mathematics anxiety and conservation of horizontality scores. (Author/JN)

Discusses: (1) obstacles to professional development in Finland; (2) continuing engineering education (CEE) as a remover of such obstacles; and (3) the future of CEE. Indicates that each engineer needs an individual development program which includes a course plan for the next few years and various forms of organized training. (JN)

Possible reasons why female representation in Canada's engineering schools and profession has increased rapidly in the last few years are discussed. The findings of a nationwide survey of women engineers regarding their professional and personal lives are highlighted. (MT)

Reviews the employment situation of women in West Germany and states the initiatives that have been taken to increase the proportion of women in jobs traditionally undertaken by men, including techincal jobs at all levels. Focuses on strategies for improving the position of women in engineering. (ML)

Reports on a study of engineering students at the Technical University of Norway (NTH) which focuses on the factors that influence women to become students at NTH. Compares study results to national and international studies concerning women and work. (ML)

Outlines the initiatives taken by the Engineering Industry Training Board of the United Kingdom to increase the number of women in engineering careers in the manufacturing industry both at technician and professional levels. Reviews successes in implementation and in outcomes. (ML)

More educators argue that science and technology students must be more liberally educated. The McBride Honors Program at Colorado School of Mines addresses the needs of a global society by preparing engineers to be technically competent, with strong communication skills, and knowledge of societal issues. (MLW)

Specific conditions and information needs of the engineer in Indonesia are described. Much foreign input is applied in development projects resulting in a continuous need for transfer of technology. Most libraries and information services are not adequately equipped to provide for the engineer's information needs. Steps are being taken to help engineers learn how to access information. (Author/RH)

Traditionally engineers are not heaviest users of information resources. This can be traced to lack of emphasis on information sources in engineering education. Failure to use available knowledge leads to reinventing the wheel and losing the race for technological superiority. Few U.S. universities offer formal courses in information resources in engineering; efforts should be made to remedy these shortcomings. (Author/RH)

Calls for increasing the number of women into science and engineering professions, while improving the competitiveness of the United States at the same time. Suggests that more of the current statistics regarding women in these professions be publicized, and programs be initiated to actively recruit more women into these careers. (TW)

Examined occupational aspirations (technical versus managerial) of engineering students and engineering alumni with 10 to 15 years of experience. Results suggest that managerial aspirations are as common among students as among engineers, although aspirations of experienced engineers are more reliably predicted by values, beliefs about engineering, and career management strategies. (Author)

Discusses how professional institutions have influenced the content and level of engineering courses in Ireland. Describes how industrial demand leads to the provision of a wide range of courses at different levels. (CW)

Outlines the craft origin of engineering in Britain and its influence on engineering education. Describes how the rapid development of technical knowledge has led to changes in the content and duration of engineering courses. Discusses likely changes which may include the concentration of programs into fewer, but more powerful institutions. (CW)

Discusses early endeavors to establish a European register of engineers as well as the idea of classification inside such a register. Describes possible guidelines for instituting the idea of the European Engineer. (CW)

Describes the design and purpose of a new register of European engineers and technicians. Lists standards for the title European Engineer. Discusses monitoring and the review of standards and engineers applying for registration. (CW)

Confronts the problems of defining the European Engineer in terms of educational and practical training. Analyzes the supply and demand requirements of engineering management and practice. Compares these analyses with conditions in the United States. Gives details of the educational process in a number of European countries. (CW)

Presents the Belgian viewpoint on the educational curriculum for engineering at the university level. Discusses existing program content and compares it to European professional standards. Gives ideas about improvements that consider technical developments and professional aims. (CW)

Describes reforms of university engineering education in Spain and suggests these reforms as guidelines for the training of European Engineers. Discusses the cyclic approach whereby an engineer acquires generalized "formation" via specialization. States that cultural differences should be respected. (CW)

Discusses the recent influx of highly talented immigrant engineers and engineering students into the United States. Identifies some of the opportunities available and benefits to the U.S. economy, along with some of the perceived and real problems posed by this trend. (TW)

Describes the driving forces behind corporate education in the United States and how they have become manifested in some leading initiatives which are of importance to the engineering community. Discusses education for the world of work, corporation schools, corporate classrooms, hybrid corporate-university classrooms and government-university initiatives and high technology approaches. (CW)

Discusses the present state of engineering education in Europe and attempts to compare the different educational systems. Gives views on how to develop engineering education in Europe and how to organize collaboration between universities and their centers of excellence. Discusses the role of the European Society for Engineering Education. (CW)

Presents personal views, remarks about the European Society of Engineering Education and trends in engineering education. Lists organizational and educational objectives and measures to be considered. (CW)

Explains how industry contacts are developed for mechanical engineering students at the Catholic University at Leuven, Belgium. Describes their aims, working conditions, results and the role of research. Discusses the importance of industry contacts in the education of future engineers. (CW)

Describes a French industrial design school. Information includes student selection, curriculum, projects, partnership with industry, studios, research, and an example of a case study. (YP)

Describes a design course which stresses the identification of talented students and gives them techniques for synthesis. Explains the course requirements, design and manufacturing functions, and product concept. (YP)

Describes an integrated training model at a Spanish engineering school. Provides an introduction to the school including terminology, history, and structure; the integrated university-business model including technical industrial engineering, unregulated training, and the industrial design institute; and evaluation of the program. (YP)

Introduces an interdisciplinary and integrated curriculum for training innovative teams in manufacturing-based industry. Discusses the background, course objective, program, and examples of final year projects. (YP)

Describes previous experience and proposals for engineering design courses in a mechanical engineering undergraduate program. Discusses the proposed future courses including content, curriculum hours, aims, and syllabi; staff development; facilities; and conclusions. (YP)

Introduced is a course to teach integrated product development and to help make the shift from university to real practice. Discusses the course "Teaching Creative Machine Design," practical course guides, two examples of projects, and some consequences of the course. (YP)

Explored are the possibilities of teaching engineering through a project approach. Discussed are the introduction, clashing cultures of industrial and engineering design, skills required of a designer, teaching approach to the total design activity, CAD/CAM experiences, and conclusions. (Author/YP)

Suggests methods for achieving creativity, including divergent and convergent thinking, in engineering education. Discusses creativity exercises, creating an atmosphere hospitable to creativity, and identifying the creatively gifted. (YP)

Offers perspectives on the future of chemical engineering. Addresses concerns related to changes in the engineering industry, the role of chemical engineers, and changes in the education of engineers. Includes recommendations for curricular change. (ML)

Presents a rationale for the teaching of materials in engineering degree courses. Reviews the requirements established by various professional engineering bodies in the United Kingdom for accredited engineering degree courses. Discusses the aims of the course as well as instructional concerns. (ML)

Much of the creative thought of the designers of our technology is nonverbal; since the Renaissance, it has relied on objects and drawings, not descriptions. Because nonverbal thought is closer to art than science, there is a risk that it will be ignored in engineering education. (Author/SJL)

Attitudinal measures of training and control group engineering students showed positive and significant gains for the treatment group both in attitude toward the effectiveness of on-line searches and for the number of citations yielded. Cost-effectiveness was greater for on-line searches than for manual searches. (Author/IRT)

This article focuses on five quantitative indicators for patents and scientific literature. These indicators characterize Japan as a technological powerhouse and in an expanding but far less powerful scientific position. Several tables and graphs are provided. (YP)

Describes the background of the study and fellowship programs for graduates from the developing countries at the Norwegian Institute of Technology. Discusses some experiences with the programs. Includes a brief description of five courses: (1) "Pulp and Paper Technology"; (2) "Marine Civil Engineering"; (3) "Hydropower Development"; (4) "Electric Power Distribution System"; and (5) "Petroleum Exploration and Reservoir Evaluation." (YP)

Suggests that engineering curricula should be designed on the basis that engineering is a vocation. Outlines how curricula might be developed by identifying engineering jobs and proceeding from job specification through engineering capability profiles to subjects of instruction. (YP)