A wide variety of data and information derived from Jungian typology including the Myers-Briggs type indicator are used to illustrate the high selectiveness of an engineering curriculum and to identify subsets of students who need special attention from a retention point of view. Female students are treated as one such special subset. The female student subset suggests the need for a new form of engineering. Psychological profiles of student subsets based on Lowen's dichotomies of the mind are summarized and found to be useful for creating curriculum redesign options. The notion of equal opportunity for learning is also discussed. It is noted that not all engineering students should be expected to succeed in only one type of learning environment. Alternative learning methodologies such as guided design, cooperative learning, and developmental instruction are examined in the context of retention and motivation.
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