As attention to the nation's infrastructure becomes a matter for political discussion, there is also a focus on the word itself. The funding formula will depend upon definition, and a review of the etymology is in order. The word is traceable to NATO war mobilization studies in the 1950's and to the economic development literature of low income nations shortly thereafter. Gradually it came to be used for capital investment of all sorts—human capital as well as physical plant investment. With so diffuse a meaning, the term tended to drop into disuse. Now in the 1980's we see a revival in the use of the term, with a likely repeat of its evolution as discussion develops over resource allocation to such legitimate claimants as transportation facilities, flood control, water and sewer facilities, health, education, and other public sector responsibilities.

The construction industry, the largest industry in America, is in disarray because of high costs, sliding productivity, marginal profits, and high turnover. Research and development (R&D) in the industry is at present minimal, but could be a decisive factor needed to spark rejuvination. An R&D policy is proposed, with a discussion of creativity, the skills needed by R&D personnel, the interaction of R&D with bureaucratic activities, and negative side of R&D specialization. Construction education needed to supply research manpower, as well as to upgrade the skills and knowledge of construction personnel in general, may be the second decisive rejuvinating factor. The status of construction education in America is reviewed.

A study was conducted to evaluate the effectiveness of using timecompressed videotapes in engineering education. Students in Junior level engineering economy classes were divided into groups and instructed for five consecutive classes either by regular speed videotape, 30% time‐compressed videotape, or conventional live lecture. Student performance was evaluated through five‐minute quizzes administered immediately after the videotapes were shown and through test scores on one‐hour exams. An eight‐item questionnaire was also distributed to obtain student opinion of the instructional methods. The results of the quizzes and one‐hour exams showed that student performance in the time‐compressed sections was at least as good as that of the other sections. The results of the student questionnaire indicated considerable student satisfaction with the time‐compressed tapes. On the basis of these experimental results, it appears that a significant time saving from a learner's point of view can be achieved through time compression of videotaped lectures.

The limitations of the current four‐year engineering curricula are examined, emphasizing the lack of liberal arts supplement to an undergraduate engineering education. While the importance of the engineering function in society is stressed, the increasing need for more policy conscious engineers is cited. In summary, it is suggested that the engineering degree be made a professional degree to be earned in graduate school after a liberal arts undergraduate education.

With the expanding availability of computer facilities in the universities, there seems to be a growing trend to emphasize the use of large computer codes, originated as general purpose commercial software and for research oriented programs. This practice leads to a black box approach with overemphasis on the tools of analysis, to the detriment of proficiency in fundamental engineering concepts. A critique of this approach as used in the initial stages of a student's training period is presented. The importance of teaching engineering principles without overlooking the need for computer usage skills is advocated. The development of a computational laboratory for the purpose of integrating computer skills into traditional lecture oriented instruction is suggested, and benefits to practicing engineers are considered.

This paper presents a description of a successful, pragmatic application of the matrix organization format in a layered structure, to the work of many design disciplines being applied simultaneously to design work on many projects of varying size and nature. The underlying organizational theories of matrix organizations is also presented. Previously presented concepts of matrix organizations are analyzed, stressing the incomplete consideration of their application of the matrix organization concept.