Pros and Cons of Teaching Engineering - Top-Level Engineers Are Demanded and Industry Wants Them Too

EDUCATIONAL benefits for veterans of World War II have largely removed one of the two former barriers to a college education for everyone, namely financial means and intellectual capacity. This latter limita¬tion has not kept privately endowed institutions from increasing 50 to 100 percent in size of student body, even after applying moderately rigid entrance standards. Growth of some land-grant universities, which cannot well exercise such restrictive judgements, has been even greater. After a weary board of admissions, subject to student, alumni, faculty, and even political pressures, has admitted double the former number of freshmen, the university's worries really begin: to find laboratory, classroom, and instructional facilities. If this were a one- or two-year problem, the answer would be simple: double up, hold night classes, particularly of laboratories, rent space, and have instructors work 24 class or contact hours a week instead of twelve (it takes usually two to three hours of outside work by the instructor for one hour in class). However, most engineering school faculty men are worn out now from four to five years of "accelerated" (frequently downward!) programs and they couldn't continue teaching in a way satisfactory to their own consciences on