Compares and contrasts engineering (theoretical/abstract) and engineering technology (practical/application-oriented) baccalaureate programs. Although the perpetuated independent development of the programs has created a negative impact on the profession, changes in accreditation criteria/categories might help engineering technology programs…

Discusses differences and similarities of engineering (theoretical/abstract) and engineering technology (practical/application-oriented) programs which the author believes are artificially divided. The fields overlap and should be reunited, but this will need more effective interaction among all engineering professionals and revision of…

Discusses the Undergraduate Curriculum Development in Engineering program. Provides a short history of the program. Describes 10 curriculum projects ranging from engineering design to industry participation. Each program is encouraged to develop: analytical ability, ability to innovate and synthesize, integrating ability, and contextual…

Compares two engineering education reports which urge the following needs and emphases: attract and retain minorities, retain students already in engineering school, and allow students to enter the engineering program at various levels. Criticizes the Office of Technology Assessment's report and supplies prescriptions for the future. (MVL)

Discusses the relative roles of engineering and engineering technology. Questions where the baccalaureate engineering technology graduate fits within the engineering field. Lists four methods to improve marketing engineering to potential students and the public. Presents job production and the international picture. (MVL)

Documented are the development and results of a course in engineering management. The course incorporates experiences in engineering management problem solving in actual field situations. Student teams function as consultants for a paying client over a two-semester period. (RE)

Summarizes curriculum guidelines for the following engineering technologies: chemical, industrial, mining, petroleum, nuclear, civil, mechanical, electrical, automotive, and manufacturing. In a few years, these Engineering Council for Professional Development committee guidelines are intended to become the criteria by which programs will be judged…

Reexamines the recommendations of "A National Action Agenda for Engineering Education." Cites at least one exemplary effort related to each. Covers the overburdened curriculum; practice oriented graduate programs; design, manufacturing, and construction; instructional laboratories; faculty pool, professional development for faculty;…

Presented is a blueprint for restructuring the first two years of the engineering curriculum. Four new concepts for the first two years are discussed: (1) the mathematical and scientific foundations of engineering, (2) fundamentals of engineering, (3) the engineering laboratory, and (4) the professional and personal enrichment program. (MVL)

Discusses the restructuring of the graduate program to accommodate emerging fields in engineering. Notes half of the graduate degrees Cornell grants each year are M.Eng. degrees. Offers 12 specialties: aerospace, agriculture, chemical, civil, electrical, mechanical and nuclear engineering; computer science, engineering physics; geological…

Discusses a two-year masters program; one year of lecture and practical training, and a second year on a supervised design task in an industry or development laboratory. Reviews the emphases of the curriculum. Describes the two paths to engineering careers in the Netherlands. (MVL)

Expresses the opinion that education has overemphasized the written word and needs to move back to the oral tradition. Warns that Americans are trained to use the left brain whereas much of engineering needs right brain processing. Gives perspectives to improve engineering education. (MVL)

Notes that almost all computer engineering textbooks present algorithms using only verbal methods. Poses that engineering students' ability to handle graphic representation is crucial yet information is presented verbally. Summarizes the results of 12 replications on learner preference for graphic or verbal algorithmic techniques. (MVL)

The results are presented of a survey of engineering schools to determine the extent and methodology of incorporating product liability information into the curriculum. (BB)

Described and assessed is the Interdepartmental Program in Engineering at the University of Rochester which allows engineering students the opportunity to design their own curriculum. (SL)