The background of engineering and computing program communication can be explored through the following resources:
Electrical engineering curricula made their first appearance in the U.S. in the early 1880's as options in physics that aimed to prepare students to enter the new and rapidly growing electrical manufacturing industry. As this industry developed, so did electrical engineering education, and within a decade made a place for itself as an equal among the older engineering departments. The curricula that evolved followed the needs of the industry, and before World War I were concentrated largely on the properties of dc and ac circuits and equipment and associated systems of power distribution.
A history of engineering education in the United States is described, beginning with General Washington's general order in 1778 calling for the establishment of a school of engineering and concluding with a discussion of the general trends in engineering education as of 1980.
The paper is a survey phase of a two-to-three year study of two major accreditation consortia: the Washington Accord (WA) and the Bologna Process (BP). These consortia were developed to ensure academic quality, recognition of accredited degrees and thus ease the mobility of professionals within wide geographical areas. The WA consortium was established in 1989 by six predominantly English-speaking countries: Australia, Canada, Ireland, New Zealand, the UK and the USA. The WA covers the undergraduate accredited engineering programmes for mutual recognition by all full WA members.
Information and insight on the early days of the Washington Accord.
This article investigates the influence of developments in engineering education on the establishment of departmental libraries for engineering in late-nineteenth- and early-twentieth-century American universities. A case study is made of the University of Kansas and Frank O. Marvin, a former president of the Society for the Promotion of Engineering Education and dean of the university’s School of Engineering when its library opened in 1909. While national forces spanning the profession supplied the necessary preconditions for Kansas’s library, Marvin was the local catalyst.
This document, which is continually revised by the US Department of Education, is intended only to provide clarity to the public regarding accreditation requirements under the law or agency policies.
This article traces the history of US engineering accreditation with regard to non-technical curriculum requirements from the founding of the Engineers' Council for Professional Development (ECPD) in 1932 up to the adoption of Engineering Criteria 2000 (EC 2000) in 1999.
This document, presented at the 121st ASEE Annual Conference, assembled international data on engineering accreditation and reviewed issues concerning the implications of accreditation for engineering programs.
In 1923 a development committee was appointed by the Society for the Promotion of Engineering Education to answer the question "What can the Society do in a comprehensive way to develop, broaden and enrich engineering education?" The result was the development of a comprehensive survey to look at the engineering education, directed by W.E. Wickenden. One hundred and fifty college participated along with several national engineering societies and the US Bureau of Education.
This article reviews the long history of efforts to define a proper standard for engineering education, and the implications this has for the current set of proposed changes to ABET's engineering accreditation criteria.
This report from the National Academy of Engineering, written by a group of distinguished educators and practicing engineers from diverse backgrounds, includes various scenarios for the future based on current scientific and technological trends. In addition to identifying the ideal attributes of the engineer of 2020, the report recommends ways to improve the training of engineers to prepare them for addressing the complex technical, social, and ethical questions raised by emerging technologies.
In a previous paper the author described the present situation and recent advances regarding accreditation of engineering programmes in Europe. This paper contains an attempt at examining perspectives from a global viewpoint.
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