Curriculum elements, structure, and influences for engineering technology programs are listed and explained. (DT)

Reports on a limited survey of published curriculum guides to determine if courses in the category of "technical sciences" are included in engineering technology curricula, what courses appear most frequently, and what proportion of total time allocation do they represent. (GS)

Reviews both baccalaureate and associate degree programs in engineering technology. These programs have increased and expanded primarily as a response to society's demand for technical manpower. (MLH)

Presents contemporary thinking on the mathematics requirements in the engineering technology curriculum. Includes a discussion of institutional practices in mathematics instruction pointing out similarities in content, quantity, scope, and nature of mathematical offerings. (GS)

Discussed the challenges for the community college, the technical institute and the four year college posed by the articulation of associate and baccalaureate degree programs in engineering technology. (Author/RK)

Surveys the course requirements in the humanities and social sciences for 100 two and four year technology programs. For some associate programs, only one or two courses are required; in 40 percent of the cases studied, the requirement is for three courses, or nine semester hours credit. (MLH)

Discusses the importance of pre-college, developmental remedial programs for students who lack adequate skills for success in the engineering technology study. A description of remedial course work in algebra, geometry, basic English, reading skills, and physical science is included. (CC)

Describes recognization of student achievement as a function of technical colleges, and suggests three feasible methods: publishing the dean's list,'' citing those who graduate with honor,'' and identifying outstanding students through membership in an honor society, such as Tau Alpha Pi in engineering. (CC)

Reports that fewer than half of over one hundred engineering technology curricula surveyed included chemistry as a requirement. Qualitatively describes the content of courses surveyed. Argues for the inclusion of chemistry in all curricula. (GH)

Discusses the importance and procedures of conducting follow-up studies in engineering technology education. Indicates that technical colleges must use follow-up data to evaluate their programs and keep their educational mission viable. (CC)

Suggests the use of individually paced instruction, projects, and directed individual study as teaching methods to encourage students' responsibility for learning. (CC)

Discusses the problem (facing institutions of higher technical education) of maintaining continuing programs of institutional growth and providing for future development while meeting maintenance and operational costs. (MLH)

Discusses the responsibilities of technology educators for improving their relationships with the employers of school graduates, involving the conduct of efficient placement and follow-up activities, acquaintance with manpower and training information, development of new curricula and facilities, and offering of continuing education programs. (CC)

Describes engineering technology education as a humanistic process which must be continually monitored and evaluated on the basis of a comprehensive information system. Indicates that collection of useful information should start from a data base established for every new student when entering a program. (CC)

Discusses current trends in engineering technology education to illustrate its implications for liberal education. Indicates that the study of technology will play important roles in man's adaption to his contemporary world. (CC)