Discusses four aspects of graduate education (self-assessment criteria, internal evaluation, criteria of quality, assessments by state organizations) and cites examples of how some universities manage their graduate programs. (MLH)

Outlines a program designed to combat the high rate of attrition among engineering students. Problems attacked include the unexpected rigor of the curriculum, misconceptions about engineering, isolation from others studying engineering, and inadequate background in math and science. (GS)

Presented are the results of a survey of the employment performance of graduates from the engineering, engineering technology, and industrial technology programs at Southern Illinois University. (BB)

Examines trends in accreditation action by the Accreditation Board for Engineering and Technology and the uses and misuses of accreditation. Also identifies six problem areas that continue to afflict engineering and engineering technology education. (JN)

Describes the development of an annual Engineering Concepts Institute designed for high school graduates beginning studies in engineering or architecture. Major emphasis is on Engineering Problems and related mathematical concepts. (Author/GS)

Information from a sizeable sample of recent reports (N=269 programs) is presented to inform the engineering technology community of the most important factors in the accreditation process. Areas discussed (supplemented by data in tabular form) include physical facilities and faculty, administrative, curriculum, and student factors. (JN)

Describes an approach which integrates experiential learning with the study of subject matter. The foundation of this program is a systems design called SAM, Self-Actualized Model. Presents design details of the program and an initial evaluation. (GS)

Reports the results of a questionnaire designed to obtain data on enrollments, graduates, growth status, and other facets of baccalaureate programs in engineering technology. (GS)

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)

There is little agreement between industry and educators concerning the roles to be played by engineering or engineering technology programs and by their respective graduates. This study found that industry accepts Bachelor of engineering technology programs as alternatives to technical careers and to the title "engineer" while educators do not.…

This article is the report of the ad hoc American Society for Engineering Education (ASEE) committee for the review of engineering and engineering technology studies. In the report, the committee examines engineering education and makes recommendations on several topics including accreditation, teaching methods, faculty development, continuing…

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)

Describes and evaluates strategies used to increase minority enrollment at Michigan State University's College of Engineering. The three-year (1974-77) program focused on the development of recruitment programs and the design of innovative curricula and counseling programs to retain students until they successfully graduated from engineering. (SK)