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Provides information on teaching engineering in the 21st-century. Description of a model of teaching engineering at the University of Bologna in Italy; Difference of U.S. engineering education from the model.

Presents an article on a mentoring partnership in educating college students in the U.S. Significance of establishing expectations from a mentoring partnership; Benefits of a mentoring relationship; Recommendations for mentors and mentees.

Since the new ABET accreditation system was first introduced to American engineering education in the middle 1990s as Engineering Criteria 2000, most discussion in the literature has focused on how to assess Outcomes 3a-3k 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. Its goals are to (1) overview the accreditation process and clarify the confusing array of terms associated with it (objectives, outcomes, outcome indicators, etc.); (2) provide guidance on the formulation of course learning objectives and assessment methods that address Outcomes 3a-3k; (3) identify and describe instructional techniques that should effectively prepare students to achieve those outcomes by the time they graduate; and (4) propose a strategy for integrating program-level and course-level activities when designing an instructional program to meet the requirements of the ABET engineering criteria. [ABSTRACT FROM AUTHOR]

Highlights the benefits of giving writing assignments to college students in the United States. Exploration of initial attitudes toward subject to be studied; Activation of prior knowledge about the subject; Relevance of subject to life; Establishment of mental connections between newly learned and previously known material.

Defines several dimensions of learning style thought to be particularly relevant to foreign and second language education. Ways in which learning styles are favored by the teaching styles of most language instructors; Suggested steps to address the educational needs of all students in foreign language classes.

The author reflects on faculty support programs that contribute to the promotion of STEM education in the U.S. The author relates several academic programs developed at North Carolina State University for STEM faculty members including the four-day orientation workshop, and the half-day workshop for senior faculty members and department heads on mentoring and supporting new faculty. Moreover, the author notes the significance of funding in developing faculty support programs.

The article examines the link between research and teaching among faculty and their students in U.S. universities. It is argued that the requirement to have teachers conduct research as condition for their promotion and tenure has hurt the quality of education. While research productivity is an important qualification in teaching, its connection to undergraduate education has not been established. Proposals to strengthen the link between research and teaching are presented as well as the promotion of excellence in both research and teaching.

The authors present their views on the myths, facts and good practices involved in student ratings of teaching in educational institutions in the U.S. They opine that myths about student ratings of teaching are usually accompanied by confident assurances that ratings are just popularity contests. They refute the notion that student ratings are not valid assessment of teaching quality.

The article presents advice on improving the knowledge and skills of new faculty members at the North Carolina State University. The university developed a support program for new faculty members. It is a four-day orientation workshop that covers grantsmanship, recruiting and working with graduate students.