Abstract
Engineering educators are developing an increasing concern for the quality of instruction in their schools. Imaginative solutions to educational problems, together with innovative hardware techniques are reported with increasing frequency in the literature. However, in order to be truly effective, engineering education for the future must adopt a more radical departure from traditional methods. Real support for teaching excellence begins in graduate schools, where training for the professorial is initiated. Until educators begin assigning priority to the development of training procedures in engineering education, the quality of instruction can not be expected to improve significantly.
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