Describes a chemical engineering course that combines self-paced methods and lectures. (MLH)

Dean Emeritus of engineering discusses attributes of effective teachers. (MLH)

Summarizes experience with individually-paced engineering instruction and gives observations resulting from visiting many United States universities that have individualized engineering courses. (MLH)

Describes a computer program called GRADER that aids the instructor of large or multi sections in recording student test scores, combining them with lab grades or other ratings and weighing each appropriately. (MLH)

Presents the methodology and evaluation of a course prepared by an interdisciplinary team of faculty members and aimed at developing an awareness, in engineering students, of the need for an interdisciplinary approach to societal problems. (MLH)

Describes an engineering course consisting of seven two-week units and a final exam. Class periods, three per week, are devoted to lectures during the first week of the two-week unit period and to problem sessions during the second week. (MLH)

Describes a course that emphasizes methods of problem-solving rather than learning a particular programing language. (MLH)

Describes a one-week career education experience in chemical engineering that allowed junior and senior high school students to operate prototype chemical processing equipment. (MLH)

Describes the use of videotape equipment in taping student oral reports to aid the student in acquiring better speech skills. (MLH)

Discusses the problems that arise in test situations when some, but not all, students use electronic calculators and poses some solutions to these problems. (MLH)

Inner-city teachers reported a significnatly greater frequency of problems associated with factors labeled remediation, professional autonomy, and control. However, with respect to the extent that problems were reported to be bothersome, no significant differences among teacher-location groups were observed. (RC)

The results of this study indicate that with pupil intelligence considered, the percentage of time which pupils spend in on-task-performance is not consistently correlated with pupil achievement. (RC)

The findings of this study indicate that developmental stages in the acquisition of written German did exist and that these stages were most clearly definable between every other level. (RC)

Seven principles are presented that can serve as guides to school principals. (RC)