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…

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)

Presents an overview of a course in systems engineering and creative systems at Loughborough University. Explains the way that creativity is encouraged, the use of systems understanding, and a model for design processes. Includes examples of projects and student work. (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)

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…

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…

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)

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)

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 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)

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)

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)