Across the country, there is a call for instructional innovations that will increase the practical problem solving ability of college graduates. To meet this need, instructors are inundated with prescriptions on how to change teaching, the classroom, and assessments. To effectively employ these innovations, instructors need knowledge of more than just how to change instruction; instructors also need to understand the learning processes of the students in the classroom. In this paper, three of the most powerful principles of learning are presented in an effort to help classroom instructors better understand not only the ”how” of instructional innovation but also the ”why.” The three principles, student attention, knowledge organization, and problem solving processes, are covered in separate sections of this paper. In each section, the principle is explained and specific links to instructional practice are provided. The paper closes with an explanation of how the three principles operate jointly and how these should be understood in relation to other instructional recommendations.

The ability of students to master various skills defined by a set of course learning objectives of an engineering graphics course at San Jose State University was assessed. One semester offering of the introductory course was reviewed. The course objectives were evaluated by the amount of coverage each received on the exams and the level of cognitive skill required according to Bloom’s Taxonomy. Student learning was assessed by review of their ability to produce documented evidence of mastering the skill. In addition two methods of assigning grades based upon student performance were compared. The primary finding of the study was that the ability of students to master particular skills varied widely on both objectives and taxonomy levels. Secondary findings were that the exams did not address each objective equally, and that some important objectives did not receive the coverage they likely deserved. Recommendations about improved wording of some objectives were made to more clearly state the instructor’s intent. The grade assigned to a student would have been different depending upon the method the instructor uses for evaluating their score for an exam. If scoring is weighted based upon the taxonomy level, then some students would receive higher grades while others would have been lower. The distribution of points received for exam questions covering objectives of different taxonomy levels showed that C-students generally performed poorer than A-students, but that at some levels performed better.

A number of factors suggest engineering and construction professionals should discuss increasing designers’ role in construction safety. Design civil engineers could contribute to construction worker safety by performing five tasks differently than current custom and practice: reviewing their designs, creating design documents, assisting the owner in procuring construction, reviewing submittals, and inspecting work in progress. However, four sets of major barriers would prevent designers from increasing worker safety through these tasks: lack of safety expertise, lack of understanding of construction processes, typical contract terms, and professional fees. Potential ways for reducing these barriers are suggested. The United Kingdom regulations requiring engineers to design for safety are summarized, but it is concluded that similar legislation in the United States would not be appropriate.

The aim of this study was to explore the link between sustainable development and the ISO 14000 Environmental Management Series of Standards, with particular reference to the ISO 14001 standard. In order to do this, it was decided to evaluate the ISO 14000 series in the context of a large engineering facility; namely, the Canadian provincial Crown Corporation of Manitoba Hydro. The ISO 14000 series is in principle an effective system to manage an organization’s self-prescribed environmental goals; however, its main limitations are that it does not require the demonstration of environmental performance and it is sometimes difficult to interpret and apply due to ambiguous language. The paper closes with speculations that despite these shortcomings, the essence of the ISO 14000 series of standards is in sympathy with the notion of sustainability.

Proficiency in technical writing is required of the student or professional engineer throughout his or her career. Technical writing that communicates well depends upon good organization at every level, from the details of grammar to the broad outline of structural headings and a title. Some aspects of organization in technical writing are readily prescribed by rules. Others, involving organization at a higher level, are not. This Technical Note first considers some hindrances to clearly written communication that are often overlooked in the literature. Concerned with the logical flow of ideas and with presentational form, the problems are illustrated by two examples of poor practice and suggestions for remedial action. The subject of the structural outline is then discussed and illustrated by the same examples. The emphasis of the note is that organization in technical writing is vital if the writer is to communicate his or her intended meaning and achieve the required outcome.