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Fundamental engineering education not for a Reseach and Development expert group proper, but for the company staff of Sales Network Personnel would ordinarily be much important. Also, collaboration between Industrial Circles and Universities should be further promoted to deepen mutual understanding in the Engineering Area. This paper describes the Author's Activities in both sides as an In-service Instructor and as an University Lecturer. The present circumstances of the above places have seemed to be developing in the long terms, but in these cases the Lecturer's actual results and aggressive character may bring a “New Breeze blowing” to the Students. These effects of the education are not always expected quick answer response, but continuous proposals and the increase of the Author's out-firm work as a Lecturer, it must be one of the Active Measures to the Instructor/leader's Reputations.

Most Workers of Japanese industrial firms are periodically trained with fixed programs. The training courses are, however, not necessarily interesting or enjoyable. Especially, young workers soon get bored. They wish to take courses beyond those of the fixed programs. They are looking for heartfelt, passionate lectures or courses in social/behavioral sciences. As far as I have observed, the same thing can be said about engineering major college students. The Author, as a company-in-service-instructor and college lecturer, has so far tried to find out the ways in which the students become more interested in training courses. The purpose of this paper is twofold: First, to stress the importance of teaching evaluations; second, to give practical hints to increase students' interest in training based on the Author's own teaching experiences in a company and on campus.