Engineers are increasingly being called to occupy positions of leadership in which they need knowledge of society and of social processes sometimes to a greater degree than they need engineering skill. Many educators are deeply concerned over the question of how engineering students may acquire this knowledge in addition to the technical knowledge and skills they will need as engineers. In response to this need, some institutions have extended the curriculum from 4 to 5 years, and others are placing an increased emphasis on graduate study--looking to business and industry to supplement and extend professional education after the student's completion of college. The cooperative plan of engineering education described in this bulletin may provide one workable solution to this problem in institutions whose location and clientele justify its adoption. The cooperative student, in addition to gaining thoroughly practical industrial training related to his technical studies, is also afforded many opportunities to study and practice human relations as they exist in industry. The bulletin presents an organized outline of the basic philosophy and objectives of this relatively new system of education, its administrative and operating problems, and the values resulting from it operation. Included is a discussion of the utilization of the cooperative plan by Federal agencies. (Contains 1 footnote, 1 chart, and 8 tables.) [Best copy available has been provided.]