Examines what industry needs from engineering education by considering: (1) technology and the marketplace; (2) what industry expects of new graduates; (3) current gaps in the engineering curriculum; and (4) industry's needs for continuing education. (JN)

After 34 years in academic life, the author changed careers and is currently employed by a major corporation. Personal comments on differences between academic and corporate life are provided, including the nature of work planning between the two environments. (JN)

Engineers in industry were surveyed to identify what they think are important skills to emphasize in the general engineering curriculum. Results, based on 62 questionnaires (100 were mailed), are presented and discussed. One finding is that industry highly values reasoning and communication skills in addition to engineering skills. (JN)

Examines issues related to industry-related research, including: traditional university roles; proprietary data; ownership of intellectual property; scope, time, and funding continuity; insistence on publishing and presenting; changing or straying from goal-oriented research; and others. Includes lists of guidelines for universities and some…

Discusses the nature and extent to which the concepts and techniques of project management are currently being taught in higher education, especially in the areas of business administration and engineering. (MLH)

Presents a listing of industrial members of the American Society for Engineering Education (ASEE). Listings include industry name, address, and representatives. (SL)

Engineering and engineering education have continually faced a problem regarding quantity, quality, and equity (the traditional three-edged sword). Each of these three areas is defined and discussed. Suggests that these areas can be controlled only by anticipating the challenges of the next two decades. (JN)

Describes the steps in writing a textbook and this task's associated problems and rewards. (WB)

Describes examples of various interactions between industry and universities, including industry-sponsored research in university laboratories, university consulting groups that aid industry, and sabbatical leaves for university faculty in industry. (MLH)

Highlights some of the many and diverse training, continuing education, and research programs General Electric conducts. Major areas discussed include entry-level programs, advanced programs, university-industry relations, professional continuing education, research and development services, and the GE Foundation. (JN)

Assesses the opportunity for obtaining financial support from industry for university research. Includes questions to help decide whether industrial research is appropriate, discussing how to take an inventory of research capabilities, obtain commitment from the university administration, contact industry, discuss research ideas, and handle…

Inventories the past and current national effort in programs of two to four years duration in engineering technology education, assesses the strengths and weaknesses of current educational practice in this domain, and suggests directions for future effort. Statistical data, a bibliography and an index are appended. (Author/TS)

Engineering faculty and students must have more exposure to business and industry considerations. (IR)

Discussed is the idea that fundamental engineering research must be funded in both universities and industry to maintain U.S. competitiveness in the global market. The importance of an adequate level of fundamental engineering research in universities, industry, and government to which the education of undergraduate students, graduate students,…