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7/28/2019 Development of Competitive Skills in Future Mechanical
1/6
Session F1E
0-7803-7961-6/03/$17.00 2003 IEEE November 5-8, 2003, Boulder, CO
33rd
ASEE/IEEE Frontiers in Education Conference
F1E-10
ENHANCING COMMUNICATION AND PROFESSIONAL PRACTICE SKILLSIN AN INTRODUCTORY ENGINEERING COURSE
Julia Pet-Armacost1, and Robert L. Armacost2
1Julia Pet -Armacost, Information, Planning, and Assessment, University of Central Florida, 12424 Research Parkway, Suite 225, Orlando, Florida, 32826-
3207, jpetarma@mail.ucf.edu2
Robert L. Armacost, University Analysis and Planning Support, University of Central Florida, 12424 Research Parkway, Suite 488, Orlando, Florida,
32826-3207, armacost@mail.ucf.edu
Abstract One of the major requirements of todays
employers is for their new hires to have excellent
communication and professional skills. These skills include
writing, speaking, listening, presenting, working in
multidisciplinary teams, engaging in life-long learning, and
exhibiting professional and ethical behavior. These skillshave been clearly identified by the Accreditation Board for
Engineering and Technology as being essential for all
engineering graduates, but tend to be very difficult to teach
and embed in the curriculum. This paper describes how to
structure an introductory course in the major that would
help to teach communication and professional practice skills
in the context of the students chosen major. The objectives
of this course are to provide students with an exposure to the
entire domain of the discipline in order to set the stage for
the remaining curriculum, and to develop the students skills
in, and awareness, sensitivity, and understanding of
professional practice and communication skills.
Index Terms Communication skills, Introductory
engineering course, Professional practice skills
COMMUNICATION AND PROFESSIONAL PRACTICE
Introductory engineering courses in many universities focus
primarily on technical content and do not provide the
connections necessary to put engineering in context within
the entire curriculum [1]. Both academia and industry have
clearly identified the need for engineering students to learn
more than just technical skills. In a 1996 report of The
National Science Foundation [2], education is described to
be more than just an acquisition of facts . A survey of 15
aerospace and defense companies [3] was used to help
identify industry expectations of new graduates with respect
to the Accreditation Board of Engineering and Technology
(ABET) Criteria 2000. It suggested, among other things,
that graduates are expected to have the ability to work inmultidisciplinary teams, have an ability to communicate
effectively, have an understanding of professional and
ethical responsibility, and recognize the need for life -long
learning. More recently, a study supported through theNational Science Foundation found that science,
mathematics, engineering, and technology (SMET)
education programs need to include within their curriculum
competencies such as customer expectations and
satisfaction, commitment to doing ones best, listening
skills, sharing information and cooperating with co-workers,
team working skills, adapting to changing work
environments, customer orientation and focus, and ethical
decision making and behavior [4].
At a large number of universities, communication skillsare taught in isolated classes, separate from the rest of the
engineering curriculum. Other schools have chosen a
writing across the discipline approach, to partner with a
writing center, or to use a writing consultant [5]. As noted
in a recent assessment of engineering writing at The
University of Washington [6], the teaching that was being
done in the stand-alone writing courses was not being
transferred to other writing assignments. In addition, such
communication courses often do not include instruction on
the types of communication that are prevalent in industry
today (e.g., email communication, memos, abstracts,
executive summaries, and presentations).
Regardless of the methods of instruction, the focus is
typically on the development of individual writing skills, but
not on group writing skills. Schultz and Ludlow [7]
emphasize the importance of collaborative or group writing
as a necessary skill for engineers and describe key elementsof effective group writing.
Within engineering courses, the desired communication
and professional practice skills are generally not taught
explicitly; however, students are expected to speak and writewell and to display good professional behavior by the time
they graduate. Students are often given assignments and
projects where these skills are required and they may also be
held accountable (e.g., graded) for doing them well, but it is
unusual for lecture time in an engineering course to be
devoted to communication and professional skill
development. There is a need to make teaching of theseskills more pervasive throughout the curriculum. It is
important that communication and professional skills be
introduced early and reinforced throughout the curriculum.
One approach is to introduce the need for these skills in a
Freshman engineering course, teach the skills in an
introductory course to the particular engineering major,reinforce the skills throughout the major (e.g., adopt a
standard writing text to be used by all faculty in their
courses), and test the skills in the students senior year.
The focus of this paper is on the design of an
introductory course in the major that is intended to be taught
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33rd
ASEE/IEEE Frontiers in Education Conference
F1E-11
as a first course in the major in the sophomore or junior year.
We describe how to structure an introductory course in the
major that would help to teach communication and
professional practice. A detailed example of such a course
taught in the Department of Industrial Engineering and
Management Systems at the University of Central Florida is
provided. In the following sections of this paper, we
describe the objectives and philosophy of the course, provide
details of the course content, describe some approaches to
instruction, provide a more detailed example of the course in
Industrial Engineering, and describe our experiences and the
challenges with teaching such as course.
OBJECTIVES OF THE INTRODUCTORY
ENGINEERING COURSE
The primary purpose of the introductory course in the major
is to provide the student with an introduction and exposure
to the fundamentals of the particular engineering discipline
(e.g., Mechanical Engineering, Civil Engineering, Industrial
Engineering, or Electrical Engineering) as well as to teachstudents key elements of the engineering profession. Thekey objectives of the introductory course are to:
Provide students with an exposure to the entire domain
of their chosen engineering discipline,
Develop the students professional and communication
skills,
Develop the students systems analysis and consulting
skills, and
Increase the students awareness of the types of
technical and professional skills that are needed in their
discipline.
These objectives are achieved through a series of lectures,
readings, written homework assignments, cases, and real-world projects.
COURSE CONTENT
The introductory course is designed to expose students to thevarious engineering technical skills that they will need to
develop during their entire program of study and to teach
them some of the professional skills. The content of the
introductory course alternates among three general topic
areas:
Professional development
Systems analysis and consulting skills
Discipline-specific concepts and tools
The following provides a more detailed description of
the content of each of the three topic areas:
Professional Development
The purpose of the professional development component of
the course is to provide instruction on some of the non-
technical or non-discipline-specific skills required within the
students profession. These skills are needed so that the
engineering student will succeed in the workplace. The
following topics have been identified for inclusion:
Life -long learning skills
o Professional organizations and societies
o Conducting library and internet research
Communication
o
Oral communication (informal and formal)o Presentations
o Written communication (email, memos, letters,
abstracts and summaries, proposals, reports)
o Active listening
Ethics and professional behavior
Time and project management
Working in teams
Job search skills
o Resumes and cover letters
o Interviews
Systems Analysis and Consulting Skills
It is helpful to teach students the skills that they will needwhen working on engineering problems early in the
curriculum. Students need to learn how to approach
problem solving and design, and then have several
opportunities to experience that process and be given
appropriate feedback. We have found that students can learn
much about the appropriate steps to solving a problem and
identifying and evaluating alternatives even without the
specific technical skills of their engineering discipline.
Another important part of the systems analysis and
consulting skills component of the course is to make
students more aware of their environment and all of the
places where their engineering discipline is being used or
perhaps should be used. We do this by using the university
as an example and also as a laboratory, since operations in
the university are both accessible and familiar to students.
The following topics are included as part of the systems
analysis and consulting skills component:
Exploring the world around you and identifying the
engineering opportunities
Planning and conducting a systems analysis
o The presenting problem versus the real
problem
o Defining goals and objectives
o Developing performance measures
o Identifying alternatives
o Evaluating alternatives
o Taking action Consulting skills
Developing contracts and proposals
Discipline-specific Concepts and Tools
The content of the discipline-specific concepts and tools
component of the course will depend on the particular
engineering discipline. This component of the course is
intended to provide the students with an exposure to all of
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F1E-12
the major parts of their engineering discipline and also to
provide motivation for the rest of the courses that they will
be taking. The following topics illustrate what might be
included in an introductory course in Industrial Engineering:
History of Industrial Engineering
Production System Design
Production System Control Management
Total Quality Management
Productivity
Operations Research
Decision Sciences
APPROACHES TO INSTRUCTION
Exposing students to the major topics in the discipline can
be challenging. It is difficult to identify an appropriate text
for an introductory course that provides the completebreadth of the discipline at an appropriate level that is not
too trivial, not too detailed, and not boring. An introductory
exposure to the discipline must be a highly satisfying,exciting, and motivational experience for the students. The
text that is selected must be interesting and relatively short,
since it only constitutes about half of the course content. If a
good introductory textbook cannot be identified, special
readings can be assigned to the student. In addition, guest
lectures from various faculty members who are focused in
the particular topic areas of the discipline could also be used.
In this course, the students should receive specific
instruction and gain experience that will help them todevelop skills in communication, develop interviewing and
research skills, understand professional and ethical behavior,
and learn to work in teams. Faculty members from
engineering may find it difficult to teach some of thesetopics and will need to seek assistance.
Teaching communication skills is one of the more
challenging assignments for an engineering faculty member.
In general, engineering faculty are not experts in teaching
communication, although many may be able to detect
grammar and spelling errors. However, grading papers for
grammar and spelling does not constitute teachingengineering communication. Students need to be taught the
appropriate content, structure, and grammar to use for
various types of communications. There are a number of
existing textbooks in technical writing that can be used. We
have found that the paperback book on technical writing by
Finkelstein [8] works very well for this introductory course.An instructor who is uncomfortable teaching communication
may also wish to seek help from a Writing Center or use
communication consultants from the Humanities.
It is important for the students to gain a systems
perspective of engineering problems that includes
considerations of the people affected by the system, theenvironment, and the customer(s). Engineers need to
develop systems analysis and design skills such as
identifying the problem, defining objectives and
specifications, and defining performance measures. An
approach to teaching these skills is to first teach the students
the basic steps to problem solving and design and then have
them experience the process for an open-ended problem. At
the same time as the students learn the steps, the instructor
can also present some of the key consulting skills that are
necessary (e.g., identifying the real problem, communicating
with a client, and developing a proposal and contract).
Many of these consulting steps require written or oral
communication. As a consequence, communication skills
can be taught in parallel with the consulting and problem
solving skills.Students must be able to see a clear linkage among all
elements of the course content and be engaged in practical,
hands-on, and motivating projects. This is particularly
important in introductory courses if one wishes to retain the
student in the engineering discipline. This type of linkage
and engagement has been described as an attached learning
strategy [9] and is an underlying philosophy of the
introductory course that we have developed.
During the course, students skills are developed torecognize engineering problems or opportunities, and
understand the types of technical and professional skills that
are needed to address these problems. We have used variousoperations and processes within the university to serve as
examples of Industrial Engineering opportunities. It is easy
for students to relate to and understand university operations
(e.g., admissions, financial aid, maintenance, computer
services, parking, and transportation) since they have
experienced many of them first-hand. They also become
very engaged in processes that affect them directly. As
students begin to explore some of the problems with various
university systems and are asked to try to come up with
solutions, they quickly realize that they are missing some ofthe critical engineering skills that they need to really solve
the problem. If the instructor carefully chooses the problems
to focus on, this approach can be used to motivate the entire
curriculum for the given discipline.
A DETAILED COURSE OUTLINE FORINDUSTRIAL
ENGINEERING
The Industrial Engineering and Management Systems
(IEMS) Department at the University of Central Florida has
offered a two-credit hour course entitled Introduction to
Industrial Engineering and Management Systems for thepast six years. The course was originally designed to serve
as a potential elective for students outside the discipline and
as a required course for the IEMS students. When first
established, the course had one primary purposeexpose
the students to the discipline and to the IEMS faculty. A
faculty member coordinated the course and various faculty
members taught introductory lectures in the major areas of
Industrial Engineering.
The IEMS department determined that communication
and several other non-technical skills were important
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33rd
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F1E-13
learning outcomes for the program. Surveys of graduates,
alumni, industry mentors, and employers indicated the
importance of these skills and that our students needed to
improve in these areas. In Fall 2001, the course was
extensively revised to include instruction promoting the
development of many of these skills.
The newly designed course alternated lectures among
the following three content areas: discipline-related content
in Industrial Engineering (IE), the Professional Development
(PD) content, and the Systems Analysis and Design (SA)
content. Three textbooks were chosen to support the three
areas. A paperback book by Hicks [10] was chosen as anintroduction to the IE content, the book by Finkelstein [8]
was used to support the communication component of the
PD content, and a textbook by Block [11] was used to teach
students the SA content and consulting skills. While it
would appear that these were a lot of textbooks to require in
one course, two of the books were required in other courses
in the major as well. The Block book [11] is also used in the
senior year to support the students senior design experience
and the Finkelstein book [8] is a required text for all of theIEMS undergraduate courses. Faculty members in each of
the courses in the major require students to use Finkelstein
as a guide on all written assignments.The course is divided into eight major parts. Each part
consists of several lectures coming from the three content
areas followed by a major communication assignment that is
designed to test both the technical knowledge and
communication skills. Mid-term and final exams are also
used to test students mastery within the three content areas
Table I and described in the sections that follow.
TABLE I
COURSE STRUCTURE AN D CONTENT AREASPart Topic IE PD SA
1 Intro to Industrial Engineering X X
2 Life-long learning X3 Describing processes X X X4 Identifying IE opportunities X X X
5 Feasibility reports X X6 Proposals and contracts X X7 Conducting a study X X8 Presenting results X X
Part 1: Introduction to Industrial Engineering
Lectures:
IE: Introduction to Industrial Engineering and
Management Systems IE: History of Industrial Engineering
IE: Overview of the breadth of Industrial Engineering
showing videotapes created by professional societies.
PD: Principles of proper email communication
Assignment: What is Industrial Engineering?
Students are required to send an email to the instructor
giving a succinct description of Industrial Engineering. The
purpose of the assignment is to test whether students can
make proper use of email and to test the students
understanding of the Industrial Engineering discipline.
Part 2: Life -long Learning
Lectures:
PD: Professional Organizations and Life-long Learning
PD: Self-diagnostic on grammar and spellingAssignment: Industrial Engineering Exploration.
The purpose of this assignment is to encourage the
student to become familiar with some of the journals and
magazines that publish information about Industrial
Engineering, as well as some of the web resources. The
written assignment is used to determine whether the student
can follow written instructions and also as a diagnostic on
grammar and spelling.
Part A: Identify at least 15 journals and magazines that
publish articles related to industrial engineering. Categorize
the journals and magazines as to whether the articles are
primarily theoretical, application, general readership, or acombination. In addition, for each journal or magazine,
indicate whether it is published in electronic form and/or if
abstracts are available in electronic form. Also indicate the
relevant e-mail or home page address.
Part B: From the journals and magazines surveyed,
identify one article dealing with an industrial engineering
problem of particular interest to you. Create a typewritten
report that includes a copy of the abstract, a brief statement
indicating why you selected the article, and a full citation
(i.e., author(s), year, title of paper, journal, volume, issue,
pages) of each article. In addition, the following questions
should be addressed in your write-up: What was the
author(s) major purpose in writing the article? How well did
the author(s) convey this message? What was the major
contribution of the article? Was the article easy to follow?Why or why not?
Part C: Identify the websites for 5 professional
organizations that are related to industrial engineering. List
the web site address for each organization and provide a
brief overview of each organization.
Part 3: Describing Processes
Lectures:
SA: Systems and processes
PD: Writing technical definitions and descriptions of
mechanisms and processes
IE: Production systems design
PD: Writing memos and abstractsAssignment: Process Description.
The student is asked to identify five student processes
and five faculty processes at the university. They are
required to select one and develop a detailed process
description as defined in Finkelstein. The purpose of this
assignment is to provide students with exposure to university
processes and to teach students the proper methods for
documenting processes.
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Part 4: Identifying Industrial Engineering Opportunities
Lectures:
IE: Production systems design
SA: Problem identification
PD: Writing standard memos and abstracts
Assignment: Identifying IE Opportunities.
The purposes of this assignment are to (i) providestudents with practice in writing a standard memo, (ii)
encourage students to actively observe and identify
Industrial Engineering opportunities, and (iii) test whether
students can present and support an opinion in a cogent
manner.
Students are asked to identify the top three problems
(in rank order) at the university that could provide potential
opportunities for an Industrial Engineer. They are asked touse the standard memo format to present and justify their
opinions. In the memo, they must describe each problem
and indicate why each is considered to be an opportunity for
Industrial Engineers. They are asked to clearly justify why
these are the top three and justify the rank ordering. Theyare also required to write the memo in third person.
Part 5: Feasibility Reports
Lectures:
IE: Facilities design
PD: Writing reports
Assignment: Feasibility Report.
The purpose of this assignment is to exercise the
students creativity in facility layout and test understanding
of the three basic types of layouts. In addition, this exercise
is designed to test whether the student understands the
content and structure of a feasibility report. The following
scenario and instructions are used:The Admissions operation is a sequence of steps that is
used to process student applications leading to the student
notification of the admissions decision. A simplified version
of the process includes receipt of the application by mail,
filing and storing the application until all pieces are
received, keying the application into a database, computingthe high school GPA, making an admissions decision,
keying the admissions decision into a database, evaluating
transfer credits and residency, and filing the documents until
the Registrars office takes responsibility. The Admissions
office receives approximately 10,000 applications in a year,
primarily in the fall semester.
There are three general types of employees: file
managers, clerks, and counselors. The file managers are the
only ones who can enter information into the student
database and they can do all other operations except for
admissions decisions. The counselors only make admissions
decisions (and are also the only ones authorized to do this);their remaining time is used to recruit new students. The
clerks can do all operations except for entering information
into the student database and admissions decisions.
Develop three different layouts (arrangements) for the
officeprocess, product, and fixed locationand draw a
rough sketch of each. Also address the following in your
report:
(a) What types of storage facilities are needed?
(b) What types of materials handling issues are there?
(c) What other information would you need to really do this
design?
(d) Which of the three designs do you think would be better
and why?
(e) What information do you think you would need in order
to determine how many employees of each type youwould need?
The report should use the stru cture of a feasibility report (see
page 99 in Finkelstein) for this assignment.
Part 6: Proposals and Contracts
Lectures:
IE: Production systems control
PD: Writing proposals
PD: Working in teams, ethics, and professionalism
PD: Resumes, cover letters, and interviews
Assignment: A Proposal to Conduct a Study.
The purpose of the assignment is for students to gain
experience working in teams and to gain some initial
experience in developing a proposal. This assignment also
requires students to use group communication (writing)
skills. The student responses to Part 4 are used to determine
the focus of the study. In this example, parking was
chosen as the area of focus. The instructor randomly assigns
students into teams of size four to five. An excerpt from the
specific instructions follows.
Your teams are competing for a contract to conduct
baseline study of the parking situation at the university forthe Vice President of Administration and Finance. The goal
of the analysis is to obtain a clear picture of the currentparking situat ion and the work that you propose should
include the specific types of Industrial Engineering analyses
that you would conduct in order to achieve this goal.
Assume that your team will be the project management team
and that the remaining teams would be project personnel
available to conduct the study. You should state explicitly
the responsibility of each of the teams. Assume that you
will have three weeks to complete the baseline study. You
should include resumes for each of you team members.
Part 7: Conducting a Study
Lectures:
SA: Defining goals and performance measures
SA: Identifying alternatives and enhancing creativity
SA: Collecting and analyzing data
IE: Production systems control
Assignment: Conduct Study.
The purpose of the assignment is for the student to gain
additional experience working in teams, and to gain some
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initial experience in collecting data and presenting results.
The students are asked to develop a clearer picture of the
parking situation at the university. The study is
accomplished by conducting five different studies including:
1. a survey/interview of students, faculty, and staff; 2.
observations and photographs at student parking lots, 3.
observations at faculty and staff lots and parking garages, 4.
analysis of institutional data about official and unofficial
parking spaces, and 5. data from Institutional Research on
enrollment projections, class enrollments at various times of
the day. A team of students is assigned to each of these
studies and the management team selected from Part 7 isrequired to coordinate the teams and the results .
Part 8: Presenting Results
Lectures:
IE: Quality control
IE: Management and Total Quality Management
IE Operations Research
IE: Decision sciences and evaluating alternatives
PD: Giving presentations
Assignment: Presentations
The purpose of this assignment is for students to get
practice in giving presentations. Each student is required to
participate in the presentation of the results of the study and
is critiqued by class members and the instructor. The
specific instructions are as follows: Presentations of the
findings are conducted during the last two class periods.
The Management team presents the introduction to the study
(purpose and overall approach) on the first day and the
overall conclusions from the study on the second day. Each
study team presents its own results with Studies 1-3
presented on the first day and Studies 4-5 presented on the
second day. Each study presentation must include adescription of the purpose of the study, research approach
taken, results, and conclusions.
SUMMARY
This paper has described and illustrated the components of
an introductory engineering course in the major that is
focused on exposing students to the dis cipline and on
teaching students communication and professional skills.
The course materials, assignments, and project are
specifically designed to help the students understand the
reasons why they need to take particular courses in theirmajor. The lectures and exercises are designed to teach
students how to communicate, how to approach problem
solving, and what is ethical and professional behavior.
While there are many benefits to offering such a course,
there are also a number of challenges. One of the major
challenges is grading. Teaching a course with major writing
assignments is very labor intensive for the instructor. Each
of the assignments must be carefully graded with written
comments in order for students to learn from their mistakes.
Ideally, resubmissions of the written assignments would be
encouraged to allow the student to demonstrate that she or
he has learned the material after reviewing the instructors
comments. Faculty members in engineering typically are
not trained to teach or grade writing assignments. Since
each of the assignments has both a technical and
communication focus, it may be possible to have two
individuals grade each assignment. For example, a Writing
Center or writing consultant could be used to grade the
communication aspect of the assignment and the engineering
faculty member could focus his or her attention on the
technical portion of the assignment.
We have found that the inclusion of the introductorycourse in Industrial Engineering has enhanced the abilities of
the students throughout their program of study. Students
who have taken the course are displaying better
communication skills in each of their follow-on courses and
appear to be better prepared when they begin their senior
design project.
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[1] Porter, Richard, D. and Fuller, Hugh, "A new 'Contact-Based' FirstYear Engineering Course,"Journal of Engineering Education,Vol. 87No 4., October 1998, pp. 399-404.
[2] National Science Foundation (NSF), Shaping the Future: NewExpectations for Undergraduate Education in Science, Mathematics,Engineering, and Technology, 1996, NSF pp. 96-139.
[3] Lang, James, D., Cruse, Susan, McVey, Francis, D., and McMasters,
John, Industry Expectations of New Engineers: A Survey to AssistCurriculum Designers,Journal of Engineering Education, Vol. 88,No. 1, January 1999, pp. 43-51.
[4] Meier, Ronald, L., Williams, Michael, R., and Humphreys, Michael,
A., Refocusing Our Efforts: Assessing Non-Technical CompetencyGaps,Journal of Engineering Education, Vol. 89, No. 3, July 2000,pp. 377-386.
[5] Walker, Kristin, Integrating Writing Instruction into Engineering
Courses: A Writing Center Model,Journal of EngineeringEducation, Vol. 89, No. 3, July 2000, pp. 369-376.
[6] Plumb, Carolyn and Scott, Cathie, Outcomes Assessment ofEngineering Writing at the University of Washington,Journal of
Engineering Education, Vol. 91, No. 3, July 2002, pp. 333-338.
[7] Schulz, Kirk, H., and Ludlow, Douglas, K., Incorporating GroupWriting Instruction in Engineering Courses,Journal of Engineerin g
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[8] Finkelstein, Leo, Jr.,Pocket Book of Technical Writing, Boston:McGraw-Hill, 2000.
[9] Yokomoto, Charles, F., Rizkalla, Maher, E., Loughlin, Carol, L., El-
Sharkawy, Mohamed, A., and Lamm, Nancy, P., "Developing a
Motivational Freshman Course in Using the Principle of AttachedLearning",Journal of Engineering Education, Vol. 88 No 1, January1999, pp. 99-106.
[10] Hicks, Philip,Industrial Engineering and Management, New York,McGraw-Hill, 1998.
[11] Block, Peter,Flawless Consulting: A Guide to Getting Your ExpertiseUsed, San Diego: Pfeiffer & Company, 1978.
Recommended