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Since Engineering Criteria 2000 (EC 2000) was first introduced as the standard for American engineering education programs, most discussion in the literature has focused on how to assess Outcomes 3a-3k (specific outcomes or abilities engineering students must acquire as defined by the Accreditation Board of Engineering and Technology) and relatively little has concerned how to equip students with the skills and attitudes specified in those outcomes. This paper seeks to fill this gap. Following an overview of EC 2000 and an attempt to clarify the confusing array of terms that it has introduced into the accreditation process, the paper addresses two primary questions: (1) How can learning objectives, learning assessment methods, and instructional techniques for individual courses be formulated to address each of the Criterion 3 outcomes? and (2) What might be done at the program and individual course levels to raise the level of achievement of the outcomes? In the procedure recommended in the paper, once a program faculty has defined the program educational objectives, outcomes, and outcome indicators, it should: (1) identify the core (required) courses that address the outcomes; (2) define observable learning objectives for each core course that address the relevant program outcomes; and (3) select methods to assess the objectives. (Observable objectives involve action verbs like list, explain, calculate, model, design, and critique, as opposed to more abstract words like learn, understand, and appreciate. Some objectives can be assessed using written problem-solving tests; others cannot.) The courses should then be taught so as to maximize the likelihood that students capable of achieving the objectives will in fact do so. The paper provides resources to support this process, including illustrative learning objectives and instructional methods that address Outcomes 3a-3k. The methods suggested in the paper have all been used extensively and are well supported by educational research. (Evidence for this claim is provided by numerous references cited in the paper.) The intention is for course instructors to browse through the suggestions and select learning objectives and teaching and assessment methods that address their program outcomes and are compatible with their teaching philosophies and levels of experience. As time goes by, they should periodically review their assessment results, revisit the suggestions, and consider modifying their teaching and assessment methods in an effort to improve the level of achievement of the objectives. Appended are: Illustrative Learning Objective for EC 2000 Outcomes 3a-3k; Teaching Methods that Address Outcomes 3a-3k; Cooperative Learning Methods that address outcomes 3a-3k; and Problem-Based Learning Methods that Address Outcomes 3a-3k. (Contains 91 references.) (Author/YDS)

Discusses the importance of the first few days of a new college course, and offers teachers suggestions for getting off to a good start, including pre-class preparation, establishing and meeting expectations, establishing student-professor and student-student communication mechanisms, and motivating interest in the course material. (MSE)

Paraphrases the book "A River Ran Wild" by Lynne Cherry, contrasts how Native American and European settlers use a river, and discusses the pollution and cleanup of the river. Provides classroom discussion questions, and individual or group activities in language arts, art, role-playing, geography, and interviewing. Includes an annotated bibliography of children's (grades 1-8) books about rivers and ecology. (PEN)

Discusses the quality of tests and makes suggestions for developing a better test. (YDS)

Offers ideas for getting students at remote sites to collaborate when attending lectures in a synchronous course, working through lessons in an asynchronous course, and doing homework in either distance mode. (ASK)

Discusses a scenario about offending student behaviors in a classroom during lecture, specifically focusing on a sleeping student. Presents a list of responses for possible solutions to these behaviors from a brainstorming session. Makes recommendations to teachers for what to do in that kind of situation. Provides two Internet addresses for "Random Thoughts" columns on the World Wide Web. (YDS)

Discusses ways to make faculty portfolio programs more effective. (MKR)