As a preparatory stage in computer programming education, the Department of Electronic Engineering at Tokyo Denki University offers an introductory course with a strong emphasis upon computer literacy to incoming students in their first semester. We start our program with an assumption that all students are inexperienced learners who are hitting a computer keyboard for the first time. No matter how low the level might be, however, there will be a certain number of students who are unable to digest what they are taught during the classroom instruction. If we leave these slow learners behind, they will eventually turn out to be what we might call computer-pho-bia, and it would be a fatal wound for prospective engineers. Instructors cannot take care of slow learners individually after class, and thus it is imperative to create a sys-tem that would improve the learning delay without employing human approach. In order to meet this need, we have developed an individual self-reviewing system which makes use of multimedia. This system would be made possible in using the existing software tools, and we focus upon the contents themselves. Some contents have been developed into practical uses up to this point. We have obtained a positive feedback as effective approaches for slow learners as well as students who once comprehended but yet forgot the contents of the course since they did not use the computer for a while.

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As some latest graphing calculators have a feature of computer algebra system, they are called algebraic calculators. They cover mathematics in technical colleges or in general education courses at universities. It can be said that we can solve mathematics only by pushing some keys of these calculators. The use of algebraic calculators is becoming widespread rapidly in mathematics classes all over the world, although they are not popular among mathematics teachers in Japan, even though some graphing calculators possess a feature of computer algebra system.
In this paper, we will introduce the summary of algebraic calculators, then consider the significance and some problems with their use in engineering or mathematics education.

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Years have passed since the abolition of the College of General Education and introduction of 4-year cumulative education system at Nagoya University, while the tendency that students show less their interest in learning after they enter university has grown significantly. Problems encountered to educate freshmen for elements of engineering science, in particular for chemistry, are reviewed through the view of the ones who have deeply involved in establishing a reformed educational system at Nagoya University. Several crucial points in freshmen education are mentioned. Emphasis is placed on the description of problems arising from the use of the same textbook for every first year engineering student and to what extent the problems aredissolved to date.

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[in Japanese]

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With the object of cultivating the students' logical thinking ability, the author has introduced advantages of practical design into the education of design and drawing in the university. This experimental class is conducted by the author, the heads of design department and the persons with more than thirty years experience in compavies. In this report, such case studies and external evaluation by companies for such education are thoroughly discussed.

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Course evaluation by students enforced in Science University of Tokyo consists of two parts : one of the two is a five-scaling score method by using the mark sheet and the other is a written reply method. The author of this article has mainly introduced the evaluated value of the former answers. He has been interested in the latter answers. However, it is quite difficult to document all of students' comments. The questionnaire on the latter question consists of two questions : what are good marks ? and what is lecture improvement ? Students' comments were analyzed together with the results of the five-scaling score method which were already reported. The subject of this study was mechanical design. As a results, it was ascertained that the number of the sum of the students who replied nothing and did not reply was an important standard to evaluate the lecture in the former question. On the other hand, no suggestion could be obtained from the latter question. Fur-thermore, it was found that the five-scaling method was of practical value to evalu-ate the lecture.

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