DOCUMENT RESUME ED 039 324 VT 010 481 TITLE Curricula Leading to Degrees in Engineering Technology in the United States. INSTITUTION Engineers' Council for Professional Development, New York, N.Y. PUB DATE E8 NOTP 12p. AVAILABLE FPOM Engineers Council for Professional Development, 345 East 47th Street, New York, New York 10028 PDRS PPICE DESCRIPTORS ABSTPACT DRS Price MF-$0.25 HC-1;0.70 *Accreditation (Institutions) , *Curriculum Evaluation, *Engineering Technology, *Technical Education In 196u, the Engineer_ Council for Professional Development appointed a standing subcoL.Littee to establish a basis for accrediting programs of technical institute type--now designated as engineering technology. Curricula in the following educational institutions were considered: technical institutes (endowed or Publicly supported), junior colleges, colleges of technology, divisions of colleges and universities, and proprietary schools (operated by individuals or corporations)0 Curricula were evaluated both qualitatively and quantitatively. Such factors as experience of faculty members, teacher- student ratio, records of graduates, curricula offered, graduation and admission requirements, physical facilities, and financial status were considered. A list in alphabetical order of the accredited curricu3a leading to degrees in engineering technology in the United States in 1968 is included in the text of the report. (BC)
Transcript
DOCUMENT RESUME
ED 039 324 VT 010 481
TITLE Curricula Leading to Degrees in EngineeringTechnology in the United States.
INSTITUTION Engineers' Council for Professional Development, NewYork, N.Y.
PUB DATE E8NOTP 12p.AVAILABLE FPOM Engineers Council for Professional Development, 345
In 196u, the Engineer_ Council for ProfessionalDevelopment appointed a standing subcoL.Littee to establish a basisfor accrediting programs of technical institute type--now designatedas engineering technology. Curricula in the following educationalinstitutions were considered: technical institutes (endowed orPublicly supported), junior colleges, colleges of technology,divisions of colleges and universities, and proprietary schools(operated by individuals or corporations)0 Curricula were evaluatedboth qualitatively and quantitatively. Such factors as experience offaculty members, teacher- student ratio, records of graduates,curricula offered, graduation and admission requirements, physicalfacilities, and financial status were considered. A list inalphabetical order of the accredited curricu3a leading to degrees inengineering technology in the United States in 1968 is included inthe text of the report. (BC)
1968
CURRICULA LEADINGev TO DEGREES IN'4,
MoN ENGINEERING TECHNOLOGYQca IN THE UNITED STATESLa
Accreditedby the Engineers' Council for Professional Development
345 East 47th Street, New York, N. Y. 10017
U.S. DEPARTMENT OF HEALTH. EDUCATION& WELFARE
OFFICE OF EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCEDEXACTLY AS RECEIVED FROM THE PERSON ORORGANIZATION ORIGINATING IT. POINTS OFVIEW OR OPINIONS STATED DO NOT NECES-SARILY REPRESENT OFFICIAL OFFICE OF EDU-CATION POSITION OR POLICY
Constituent Societies of ECPDAmerican institute of Aeronautics and Astronautics, Inc.American Institute of Chemical EngineersAmerican Institute of Industrial Engineers, Inc.American Institute of Mining, Metallurgical and Petroleum Engineers
American Nuclear SocietyThe American Society of Agricultural EngineersAmerican Society of Civil EngineersAmerican Society for Engineering EducationThe American Society of Mechanical EngineersThe Institute of Electrical and Electronics Engineers, Inc.National Council of Engineering ExaminersSociety of Automotive Engineers
The Engineering Institute of CanadaAffiliategirl National Institute of Ceramic Engineers -- AffiliateCOCO
National Society of Professional EngineersAffiliate
0"r40PP°
Reprinted from Thirty-Sixth Annual Report/25 cents per copy
d
Ax' 9
American Institute of Aeronautics and Astronautics, Inc.
Consolidated in 1963 from the American Rocket Society (founded 1930) and the Institute of the AerospaceSciences (founded 1931). Membership (October, 1968)-32,500.James J. Harford, Executive Secretary, 1290 Avenue of the Americas, New York, N.Y. 10019
American Institute of Chemical Engineers
Founded 1908. Membership (October, 1968)-33,523.F. J. Van Antwerpen, Executive Secretary, 345 East 47th Street, New York, N.Y. 10017
American Institute of Industrial Engineers, Inc.
Founded 1948. Membership (October, 1968)-16,700.Jack F. Jericho, Executive Director, 345 East 47th Street, New York, N.Y. 10017
American Institute of Mining, Metallurgical and Petroleum Engineers
Founded 1871. Membership (October, 1968)-41,572.Joe B. Alford, Executive Director and Secretary, 345 East 47th Street, New York, N.Y. 10017
American Nuclear Society
Founded 1954. Membership (October, 1968)-6,457.Octave J. DuTemple, Executive Secretary, 244 East Ogden Avenue, Hinsdale, III. 60521
The American Society of Agricultural Engineers
Founded 1907. Membership (October. 1968)-6,512.J. L Butt, Executive Secretary, 420 Main Street, St. Joseph, Mich. 49085
American Society of Civil Engineers
Founded 1852. Membership (October, 1968)-61,301.William H. Wisely, Executive Secretary, 345 East 47th Street, New York, N.Y. 10017
Founded 1880. Membership (June, 1968)-54,760.0.11. Schier, il, Executive Director and Secretary, 345 East 47th Street, New York, N.Y. 10017
The Institute of Electrical and Electronics Engineers, Inc.
Founded 1884. Consolidated in 1963 from AIEE and IRE. Membership (October, 1968)-135,941.Donald G. Fink, General Manager, 345 East 47th Street, New York, N.Y. 10017
National Council of Engineering Examiners
Founded 1920. Membership (November, 1968)-331 Board Members of 54 Member Boards.Number of leg olly registered or licensed professional engineers-242,000.James H. Sams, Executive Secretary, Box 752, Clemson, S.C. 29631
Society of Automotive Engineers
Founded 1905. Membership (October, 1968)-26,297.Joseph Gilbert, Secretary and General Manager, 2 Pennsylvania Plaza, New York, N.Y. 10001
The Engineering Institute of Canada (Affiliate)
Founded 1887. Membership (October, 1968)-17,892.Pierre Boumival, General Manager, 2050 Mansfield Street, Montreal 2, Que., Canada
National Institute of Ceramic Engineers (Affiliate)
Founded 1938. Membership (October, 1968)-1,564.Frank Reid, General Secretary, 4055 North High Street, Columbus, Ohio 43214
National Society of Professional Engineers (Affiliate)
Founded 1934. Membership (November, 1968)-66,481.Paul H. Robbins, Executive Director, 2029 K Street N.W., Washington, D.C. 20006
Accredited Curricula Leading to Degrees in
Engineering Technology in the United States 1968
I Objectives and Procedure
Organization and ObjectivesIn an effort to serve the public, industry and the engineer-
ing profession generally by stimulating the development of abetter balanced system of technical education, the Engineers'Council for Professional Developmnt in 1944 appointed aSubcommittee on Technical Institutes, later the Subcommit-tee on Engineering Technology Curricula, within the Council'sEducation and Accreditation Committee. On October 5,1964, this subcommittee became a standing committee ofECPD. After several years of study, the subcommitteerecommended and subsequently established a basis foraccrediting programs of technical institute-type, now desig-nated as Curricula in Engineering Technology. Diversity,both of programs and of types of institutions that offer them,made it difficult but imperative to set some limit on the typeof curricula that would be considered. This was not done inan attempt to enforce unified standards which might tend toforce these educational programs into stereotyped patterns.Instead, each curriculum is appraised in terms of quality andaccredited in the light of its own purposes, content, andscope.
Instruction in the broad area of technical education thatlies between professional engineering on one side and voca-tional education on the other is conducted by several typesof institutions. Curricula in engineering technology offeredby schools in the following categories may be considered bythe committee:
Technical institutes, endowed or publicly supported.Junior colleges.Colleges of technologyDivisions of colleges and universities.Proprietary schools, operated by individuals or corpora-
tions.
Curricula to be considered are technological in nature andlie beyond the high school level in the field of higher educa-tion. They differ in content and purpose from those of thevocational school on one hand and from those of the engineer-ing college on the oilier. Curricula in this field are offered bya variety of institutions and cover a considerable range as toduration and content.
ECPD accreditation is based on compliance with minimumcriteria established for curricula of not less than two academic
years' duration. These criteria are applied regardless of thetotal length of the curriculum beyond the two academic yearsand thus are applicable to curricula which may lead either tothe associate or baccalaureate degree.
These curricula have in common the following purposes
and characteristics:
I. The purpose is to prepare individuals for various technicalpositions or lines of activity encompassed within the field of engi-neering, but the scope of the programs is more limited than thatrequired to prepare a person for a career as a professional engineer.
2. Programs of instruction are essentially technological in
nature, are based upon principles of science, and include sufficientcollege-level mathematics to provide the tools to accomplish thetechnical objectives of the curricula.
3. Emphasis is placed upon the use of rational processes inthe principal fundamental portions of the curricula that fulfillthe stated objectives and purposes.
4. Programs of instruction are usually more completely tech-nological in content than engineering curricula, though they areconcerned with the same general fields of industry and engineer-ing. They normally lead to the appropriate associate or bacca-laureate degree. Graduates of such programs are commonlydesignated as engineering technicians or engineering technologists.
5. Training for artisanship is not included within the scopeof engineering technology education.
Definitions
1. Engineering technology is that part of the technologicalfield which requires the application of scientific and engineer-ing knowledge and methods combined with technical skills insupport of engineering activities; it lies in the occupationalspectrum between the craftsman and the engineer at the endof the spectrum closest to the engineer.
(a) Engineering technology is identified as a part of a con-tinuum extending from the craftsman to the engineer. In thiscontinuum engineering technology is located between the crafts-man and the engineer, closer to the engineer. The term engineer-ing technology is used to differentiate it from other types oftechnologysuch as medicine and the biological sciences.
(b) Engineering technology is concerned primarily with theapplication of established scientific and engineering knowledgeand methods. Normally engineering technology is not concernedwith the development of new principles and methoes.
(c) Technical skills such as drafting are characteristic of engi-
neering technology. Engineers graduated from scientificallyoriented curricula may be expected to have acquired less of theseskills than previously and the engineering technician or engineer-ing technologist will be expected to supply them.
(d) Engineering technology is concerned with the support ofengineering activities whether or not the engineering technicianor engineering technologist is working under the immediate super-vision of an engineer. It may well be that in a complex engineer-ing activity lie would work under the supervision of an engineer,senior engineering technik tn, or a scientist.
2. An engineering technician or engineering technologist is one
whose education and experience qualify him to work in the field
of engineering technology.(a) 'Inc term engineering technician is applied to the gradu-
ates of the associate degree programs and the term engineeringtechnologist is applied to the graduates of the baccalaureateprograms.
(b) ECPD does not wish to suggest job or position titles foruse by employers. Position titles will vary from one employer toanother and would normally be functional titles. ECPD recom-mends, however, that the generic term for those in this field be
engineering technicians or engineering technologists.
(c) If the terms engineering technician and engineering tech-nologist are restricted in their application to the upper portion of
Engineers' Council for Professional Development / 3
the range between the craftsman and the engineer, considerablefuture confusion can be avoided.
(d) The adjective "engineering" should always be used sincethis provAdes differentiation from other types of technicians andtechnologists.
3. An engineering technology curriculum is a planned sequenceof coliege-level courses, leading to an associate or baccalaureatedegree, designed to prepare students to work in the field of engi-neering technology.
(a) The term college-level in the definition of an engineeringtechnology curriculum indicates the attitude with which theeducation is approached, the rigor, and the degree of achievementdemanded.
(b) Although throughout this presentation the generic termengineering technology curriculum is used for convenience, thereare many specific branches of engineering technology in whichcurricula are offered. Commonly encountered are such curricu-lum titles as mechanical engineering technology, electronic engi-neering technology, architectural engineering technology, chem-ical engineering technology, and civil engineering technology.
Accrediting Policies and ProceduresAccrediting of curricula in engineering technology is ac-
complished under the following general policies:1. Effective October 31, 1965, the Engineering Technology
Committee of ECPD will consider for accreditation only cur-ricula offered in an institution of higher learning that is accreditedby the regional accrediting association, unless the regional ac-crediting association does not make provisions for the accredita-tion of specialized institutions. The Engineering TechnologyCommittee will continue to accredit engineering technologycurricula directly in institutions which, because of organizationalstructure, are not eligible for accreditation by the regionalassociation.
(a) This requirement of regional accreditation will not apply toinstitutions offering currently accredited engineering technologycurricula as long as any curriculum offered by the institutioncontinues to meet all other ECPD accreditation requirements.
2. Only individual curricula are accredited, rather than insti-tutions, for it is well recognized that curricula of quite differentstandards and objectives may be found at the same institution.
3. Curricula arc considered with reference to possible ac-creditation only at the written request of the institution.
4. An institution desiring the accreditation of any or all c)fits curricula leading to degrees in engineering technology maycommunicate directly with the Engineering Technology Com-mittee. This will activate established arrangements for ECPDto secure advance information by questionnaire, and toward anultimate possible visitation by a regional team constituted forthat particular visit.
5. Each visitation team normally will be headed by the chair-man or vice-chairman of the region in which the requesting insti-tution is located. Team personnel are carefully selected on thebasis of the curricula to be considered, through listings and pro-cedures established by ECPD for the purpose, appropriatelyrepresenting the professional, technical and educational areas ofECPD'S constituent professional societies.
6. Accreditation may be granted only if students have beengraduated from a curriculum, and employed before the date ofaction by the board of directors.
7. Rigid quantitative standards are to be avoided as a basisfor accreditation. Well-planned experimentation and develop-ment in engineering technology education are to be encouraged.
8. Qualitative factors, as well as quantitative factors, aregiven careful consideration through a visitation by a competentteam appropriately constituted according to the curricular patternunder consideration.
9. The findings and recommendations of the visitation teamare reviewed by the Engineering Technology Committee and bythe Engineers' Council for Professional Development at its an-nual meeting. Whe- the visitation team has concluded its visit
4 / Thirty-Sixth Annual Report
and submitted its report, the chairman of the Engineering Tech-nology Committee will make available to the president of theinstitution a comprehensive summary of the findings of the visita-tion team.
10. Information supplied by the institution is for the confiden-tial use of Engineers' Council for Professional Development andwill not be disclosed without the written authorization of thechief administrative officer of the institution, or his designee.
11. A list of currently accredited curricula is published annu-ally. No further information is available to any persons otherthan the chief administrative officer of the institution concernedor his designee.
12. The Engineering Technology Committee has been author-ized by ECPD to recognize programs having "reasonable assur-ance of accreditation" and those programs to be considered as"candidates for accreditation."
An institution planning a new program may apply for recogni-tion based upon the indication that they have a "reasonable as-surance of accreditation."
An institution having a program underway with students en-rolled, but not having achieved graduating classes, may apply forrecognition as "candidates for accreditation."
(a) The institution is required to submitan appropriate reportdescribing their situation fully.
(b) A visitation team will report its findings and recommenda-tionst-, the chairman of the Engineering Technology Committee.
(c) The Engineering Technology Committee chairman isauthorized, based upon the report, the findings, i,nd the recom-mendations of the visitation team, to recognize the institution ashaving either "reasonable assurance of accreditation" or as a"candidate for accreditation."
(d) The institution at the end of one year is required to sub-mit a comprehensive report as to its status and the EngineeringTechnology Committee is authorized to either continue or dis-continue recognition, based upon this report.
(e) The institution is not authorized to publicize in any wayits recognition as havingreasonable assurance or as a candidate foraccreditation. Notification of the status granted is sent to theUnited States Office of Education by the chairman of the Engi-neering Technology Committee.
(f) An institution having a program eligible for accreditationis not authorized to apply for reasonable assurance or candidatestatus.
Basis for Accrediting Curriculain Engineering TechnologyGeneral
The Engineering Technology Committee operates, thisaccrediting program as a standing committee of Engineers'Council for Professional Development.
The purpose of accrediting shall be to identify those curric-ula which qualify for recognition as engineering tec.bnologycurricula, and to identify the institutions which offer them.
In view of the diversification of engineering technologycurricula, the types of institutions that offer them, and the un-desirability of enforced uniformity, each curriculum will berecognized in terms of its own purposes, scope, duration, andcontent.
Separate examinations are conducted for curricula offeredin the evening or in geographically separated branches of aninstitution. In addition, cooperative programs are examinedas independent curricula.
Reference is made to the basic policies, definitions, andexplanations contained in preceding sections.
The following general requirements are bask to the quali-fication of a curriculum in engineering technology for ac-creditation by ECPD:
1. Duration. Not less than two academic years of full-timeresident academic work beyond the secondary school or the
equivalent in part-time resident academic work.2. Requirements for Admission. High school gradu..jon or
the equivalent. A high school transcript indicating graduation,or szttisfactory evideme and/or cLrtificatioal of equivalency, mustbe available for each student and indicate a sufficient backgroundin mathematics and science to achieve the objectives of the cur-riculum.
3. Curricula. Technology in nature. employing the applica-tion of physical sciences and the tecliniqs of mathematics tothe solution of practical problems, and complising a prescribedand integrated sequence of related courses in a specific field,though not e:.cluding a reasonable amount of elective appropri-ate subject matter.
4. Instruction. By accepted class and laboratory methods.Laboratory work shall comprise an important part of each cur-riculum.
5. Teaching Staff. Qualified as to education and professionaltechnical experience, and sufficient in numbers to provide ade-quate attention to each student.
6. Educational Institution. An organized school or a divisionof an institution devoted to the specific aim of providing engi-neering technology programs; a stable organization having ade-quate financial support and demonstrated capacity and achieve-ment in the engineering technology field. The school shalldemonstrably maintain a high standard of ethics in its educationalprogram and in all its dealings with students and prospectivestudents. In its correspondence, published materials, and otherpublic announcements, the statements used shall be frank andfactual and shall not be misleading.
7. Physical Facilities. Adequate for the purposes of thecurricula offered.
Evaluative Criteria
Curricula are evaluated on the basis of both qualitative andquantitative criteria, the general scope of which is indicated inthe following items:
1. Qualitative criteria include the following:(a) Qualifications and experience of members of the faculty
as well as the ratio of numbers of faculty to the num-bers of students taught.
(b) Standard and quality of instruction:(1) in technical courses.(2) in basic scientific and other required courses.
(c) Progression and integration of courses and the mannerand extent to which technical subject matter as taughtwill demand and utilize the student's training in com-munication, mathematical manipulation, and technicalcalculation.
(d) Scholastic work of students.(e) Records of graduates; nature of and performance in
employment.(f) Attitude and policy of administration toward its engi-
neering technology program.
2. Quantitative criteria include the following:
(a) Auspices, control, and organization of the institutionand of its engineering technology division.
awarded.(d) Basis of and requirements for admission of students.(e) Number of students enrolled:
(1) in the institution as a whole, and in its technicalinstitute division.
(2) in the individual curricula.(f) Teaching staff and teaching loads.(g) Physical facilities devoted to technical institute cur-
ricula.(h) Finances: investments, expenditures, sources of in-
come.
3. An engineering technology curriculum acceptable toECPD will normally be characterized by:
(a) At 'east the equivalent of one-11,11f academic year ofbasic sciences, about half of which is mathematics andof w Mich the mathematics includes carefully selectedtop;cs suited to each curriculum from appropriate areasof mathematics beyond college algebra and trigonom-etry, and including basic concepts of calculus.
(b) At least the equivalent of one-fourth academic year ofnon-technical subjects including oral and written com-munications, exclusive of courses in industrial organ-ization and management, personnel administration,orientation, and ph:, sical education.
(c) At least the equivalent of one academic year of tech-nical courses.
(d) The specifications listed in (a), (b), and (c) total lessthan the minimum period of two academic years re-quired to achieve an integrated and well-roundedengineering technology curriculum. This additionaltime is availalAe for the implementation of the educa-tional objectives of the individual institution. Human-istic-social studies, for example, are acceptable addi-tions to the curriculum.
4. The criteria above have as their objective the assurance ofa minimum foundation for the preparation of an engineering tech-nician. Building on this foundation, an institution may followa variety of patterns in the remainder of the curricitlum, suchpatterns being consistent with the objectives of the particularprogram and the overall aims of the institution. The minimumfoundation insures sufficient emphasis upon the technical specialtycourses which are the essence of any engineering technology cur-riculum.
5. ECPD-accredited engineering technology curricula mayextend beyond the minimum standards of duration and quality.Curricular content beyond the minimum foundation may beplanned for any one of several objectives, i.e. greater technicalemphasis, increased liberal studies, management courses, etc.
6. The ECPD requires a high degree of specialization for engi-neering technology programs, but with field orientation ratherthan job orientation. The engineering orientation of this tech-nical specialization should be manifest from faculty qualificationsand course content.
7. The Engineering Technology Committee is prepared toexamine for approval any college-level curriculum that appearslikely to satisfy its criteria for an engineering technology curric-ulum. Curricula of a vocational pattern cannot qualify, nor cancurricula of so specialized a pattern or so job-oriented as to pro-vide an inadequate base for engineering technology.
A discussion of the philosophy of, and the guidelines for,engineering technology education may be found in reports andpublications of the American Society for Engineering Education.
8. The Engineering Technology Committee will not recom-mend for accreditation as a curriculum in engineering technologyany curriculum for which the claim is made that it producesqualified engineers. Caution and discretion must be exercised byinstitutions in all publications and references to avoid ambiguityor confusion between engineering technology and engineering.No curriculum will be approved for accreditation or reaccredita-tion unless the word technology is used as the final noun in the title.
9. The following policy applies to all publicity concerningECPD accreditation:
(1) All references to ECPD accreditation of engineeringtechnology programs must (a) avoid any confusion be-tween engineering and engineering technology, (b)refer only to those curricula or programs which arecurrently ECPD-accredited, (c) not imply accredita-tion or endorsement of any non-accredited program orof an institution as a whole. ECPD accredits indi-vidual programsnot entire schools.
(2) An institution may cite the ECPD objectives in re-ferring to ECPD accredited programs. Such a ref-erence must be completely factual and professional intone. The reference itself should include the followingphrase:
Engineers' Council for Profession& Development / 5
"An ECPD-accredited engineering technology cur-riculum or program."
If accreditation is withdrawn, the institution shall no longer referto the curriculum as accredited.
10. It is recommended that the term "engineering technician"be applied to the graduates of the associate degree programs inengineering technology and that the term "engineering tech-nologist" be applied to the graduates of the baccalaureate pro-grams.
Although it is recognized that each institution or each statehas the authority to determine the names of degrees which areawarded, the following recommendations are presented for thepurpose of unambiguous identification of the educational programof the graduate:
(1) It is recommended that the transcript and the diplomaindicate clearly that the program is one in engineeringtechnology.
(2) It is recommended that the degree designation includethe term "engineering technology."
11. Assurance of accreditation and/or candidate for accredita-tion status is not to be publicized. Notification of this status isgiven to the United States Office of Education by the chairmanof the Enginecrin Technology "ommittee simultaneously withthe notikation to the institution t. at the status has been granted.
Scope of Accredited List
ECPD is authorized by its constituent organizationsmerely to publish a list of accredited engineering technologycurricula for use as desired by those agencies which requiresuch a list. ECPD has neither the desire nor the authority toimpose any restrictions or standardizations upon educationalinstitutions. On the contrary, it aims to preserve the in-dependence of action of individual institutions and to promotethereby the general advancement of engineering technologyeducation.
This list includes only such of the curricula submitted toECPD as have been judged by ECPD to be, first, distinctlyengineering technology in purpose and organization of train-ing and, second, of satisfactory quality to insure to theirgraduates a sound educational foundation for the practice ofengineering technology. From time to time curricula in-tended to train for activities perhaps contiguous to engineering
6 / Thirty-Sixth Annual Report
technology, but not training for the basic abilities of theengineering technician or engineering technologist as definedby ECPD, are submitted to ECPD for accrediting. Althoughrecognizing that many of these are excellent programs servingworthy purposes, ECPD nevertheless declines to consider suchcurricula.
Accreditation of a curriculum is granted for a limited period,usually two, four, or six years, with reappraisal stipulated atthe end of the period. Accreditation is based upon conditionsas they exist at the time of evaluation and is granted onlywhen conditions are considered as currently meeting minimumoverall requirements. A comprehensive evaluation of thetotal engineering technology program under ECPD purviewat an institution, including all engineering technology cur-ricula and the supporting related offerings, will be held atintervals not exceeding six years. Interim accreditations ofindividual curricula will not normally extend beyond thenext scheduled comprehensive evaluation and accreditationdate. If for any reason the future appears precarious, ordefinite weaknesses exist which should be strengthened, ac-creditation may be denied or withdrawn, or may be grantedfor a shorter period, usually two or four years. Such pre-carious conditions include uncertainty as to financial status,uncertainty due to nature of administrative organization,need for additions to or improvements in staff or equipment,a new or changing curriculum, and undue dependence upon asingle individual.
Provision for ReviewThe list of curricula which have been accredited by ECPD
is revised annually.The present listing, dating from October, 1968, is subject
to revision in 1969. It replaces the published list dated Oc-tober, 1967. Through its Engineering Technology Com-mittee, ECPD will keep currently informed of significantchanges in curricula, staff, facilities, organization, enrollment,and other pertinent factors, in institutions where engineeringtechnology curricula currently are accredited.
Requests for further information relative to ECPD and theengineering technology accrediting program may be ad-dressed to the Secretary, Engineers' Council for ProfessionalDevelopment, 345 East 47th Street, New York, N.Y. 10017.
II List of Accredited Curricula Leading to Degrees in
Engineering Technology in the United States, 1968
The curricula of technical institute-type described in thefollowing list have a wide range of objectives and content buthave the common purpose of preparing students for immediateusefulness in industrial employment at levels intermediatebetween those served by the engineering college and by thevocational or secondary school.
Curricula designated as of technical institute-type areoffered by institutions falling within a number of categories:technical institutes, endowed or publicly supported; juniorcolleges; colleges of technology; divisions of colleges anduniversities; proprietary schools, operated by individuals orcorporations.
Accreditation is voluntary and accredited curricula aslisted below denote that the administration of the institution
(a)(b)
(c)
(d)
(e)
(1.)
concerned has specifically requested ECPD to evaluate thesecurricula in accordance with established policies and pro-cedure, for evaluating engineering technology curricula, andthat each curriculum listed has been found satisfactory forthe stated purpose it is designed to serve. Both the associateand baccalaureate degree programs include similar minimumcriteria of GO credit hours in engine ring technology. Ac-creditation does not imply that the curriculum is equivalentin content and purpose to other curricula bearing the same orsimilar titles, or that credits earned in the curriculum aretransferable to engineering programs. Users of the list areurged to refer to catalogs of the institution concerned fordescriptions of the programs offered.
EXPLANATORY NOTES
Accreditation applies to both day and evening curricula.Accreditation applies to day curriculum only.Accreditation applies to cooperative curriculum only.Accreditation applies to both the regular and cooperativecurricula.Accreditation applies to evening curriculum only.Accreditation applies to the regular, cooperative, and
Academy of Aeronautics(La Guardia AirportFlushing, New York)
Aircraft DesignTechnology [1947] ag
Aircraft ElectronicsTechnology [1950] ag
Aircraft MaintenanceTechnology [1947] ag
Akron, University ofCommunity and TechnicalCollege(Akron, Ohio)
Electronic Technology[1968] ag
Meclienical Technology[1968] ag
Alfred, State UniversityAgricultural and TechnicalCollege at(Alfred, New York)
Engineering TechnologyTool and Manufacturing[1967] bg
Weber State College(Ogden, Utah)
Electronic EngineeringTechnology [1967] bi
Wentworth Institute(Boston, Massachusetts)
Aeronautics and SpaceEngineering Technology[1936] bg
Aeronautical Technology[1957] bi
Architectural EngineeringTechnology [1946] ag
Building ConstructionTechnology [1957] bi
Civil and HighwayEngineering Technology[1960] bg
Electrical EngineeringTechnology [J 946] bg
Electronic EngineeringTechnology [1952] ag
Electronic Technology[1966] bi
Machine ProcessesTechnology [1957] bi
Materials EngineeringTechnology [1960] bg
Mechanical DesignEngineering Technology[1946] ag
Mechanical DesignTechnology [1958] biMechanical Power
Engineering Technology[1946] bg
Nuclear EngineeringTechnology [1963] bg
Production EngineeringTechnology [195Ld bg
Engineers' Council for Professional Development / 9
FAITH OF THE ENGINEER
I AM AN ENGINEER. In my profession. I take deep pride, but with-out vainglory; to it I owe solemn obligations that I am eager to fulfill.
As an Engineer, I will participate in no) te but honest enterprise. Tohim. that has engaged my services, as employer or client, I will give theutmost of performance and fidelity.
When needed, my skill and knowledge shall be given without reser-vation for the public good. From special capacity springs the obligationto use it well in the service of humanity; and I accept the challenge thatthis implies.
Jealous of the high repute of my calling, I will strive to protect theinterests and the good name of any engineer that I know to be deserving;but I will not shrink, should duly dictate, from disclosing the truth regard-ing anyone that, by unscrupulous act, has shown himself unworthy ofthe profession.
Since the Age of Stone, human progress has been conditioned by thegenius of my professional forbears. By them. have been rendered usableto mankind Nature's vast resources of material and energy. By themhave been vitalized and turned to practical account the principles ofscience and the revelations of technology. Except for this heritage ofaccumulated experience, my efforts would be feeble. I dedicate myself tothe dissemination of engineering knowledge, and especially to the instruc-tion of younger members of my profession in all its arts and traditions.
To my fellows I pledge, in the same full measure I ask of (hem, in-tegrity and fair dealing, tolerance and respect, and devotion to the stand-ards and the dignity of our profession; with the consciousness, always,that our special expertness carries with it the obligation to serve humanitywith complete sincerity.
Published by Engineers' Council for Professional Development345 East 47th Street, New York, N. Y. 10017
it
Recommended
reading a selective list of pamphlets and reprints for young men and womencircle numbers of publications you want and mail with cash, check,or stamps to ECPD, 345 East 47th Street, New York, N. Y. 10017
ReportsECPD has published annual reports sinceits organization, the first appearing in1933. Reports arc available fur the years1954, 1955, 1957, 1959, 1961. 1962, 1963,1964, 1965, 196(1, 1907. and 1968.EC9 Annual Reports Si .50
GuidanceECIO EngineeringA Challenge (1967).A 32-page description of opportunities inall engineering fields for young people . .250Discount bulk rates available on request._ECU So You Want to Be an Engineer.(Reprint from Power, March, 1938, 2pages) 50EC12 Manual for Engineers Serving asCareer Advisers. (1908) 750EC13 After High SchoolWhat?5-page folder; 30 each; $12.50 per 500EC14 Do I Have Engineering Aptitude?9-page questionnaire by A. P. Johnson.In units of 50 or more only-50 for $2.00EC15 Need Financial Aid for College?5-page fcIder; 30 each; $12.50 per 500
Engineering and EngineeringTechnology EducationEC20 Accredited Curricula Leading toFirst Degrees in Engineering in the UnitedStates. (Reprinted from Annual Report.Includes basis for accrediting and loca-ti.ms of institutions.) 250EC21 Accredited Curricula Leading toDegrees in Engineering Technology in theUnited States. (Reprinted from AnnualReport. Include:: basis for accreditingand location of institutions.), 250EC30 Your Approach to Professionalism,by N. W. Dougherty. A Discussion forCollege Students and Young Engineers.48 pages. 10% discount, 10-100; 25%discount over 100 $1.00
Young EngineersEC40 Selected Reading for Young Engi-neers. (8 pages, 1967.) 20% discounton 50 14
EC42 Personal Development Check List.46-13:Igt qtn,t(onnaire for young engineers )201'; di:connt on 50 250
EC42 A Professional Guide for YoungEngineers. A guide for college studentsand young graduate engineers; by W. H.Wickenden, G. R. Henninger, editor. 48pages, plus 3 appendices (25% discount on10 or more) $1.00EC45 The 2-4 Program for Profes-sional Development. 8 pp. $7 per 1(10plus $2 handling 100
EC46 Continuing Engineering Studies(Report of Joint Advisory Committee)
$1.00(Quantity price to institutions: 500)
EC47 Kit Folders for Your Engineer-ing Career (envelope and jacket) 250
EC48 KitA Professional Guide for YourEngineering CareerA complete set ofdevelopment literature for young engi-neers, including Nos. 40, 42, 43, 45, 50, 58and 8 X 11 sizes of 51 and 54 describedbelow, in attractive folder and envelope kit.(33% discount on 50) 59.25
EC49 Citizenship and Participation inPublic Affairs. 24 pages. 25% discounton 100 or inure; 40% discount ever 1000
250
EC50 Education, Technical Societiesand the Need to Excel in Engineering.Charles F. Savage. 12 pp. 1967; dis-count on 50 or more 250
Profession of EngineeringFaith of the Engineer: Poster size on ragpaper for framing:
EC51 91/2" X 14's $2.00
EC52 81/2" X 11" 500
EC53 Reprint from Animal Report-100
Canons of Ethics for Engineers:EC54 On rag paper suitable for framing.approx. 91/2" X 14".... $2 . 00
EC54-A approx. SW X 11"... .... .506OOOOOOOOOOOOO 0/
circleyour choice
9 30 51
10 40 52
11 42 5312 43 54
13 45.,Ab
54-A
14 47 55
15 48 5620 49 57
21 50 58
write your nameand address here
EC55 Reprint from Annual Report. imeEC56 The Second Mile 4,A Survey of theEngineering Profession, by W. E. Wicken-dui, address before The Engineering In-stitute 1.4' Canada, revised.) $9 per 100
150
EC57 Speaking Can Be Easy for Engi-neers. 24 pages, 1950, Report of ASFECommittee. discount on 100_500EC58 The Unwritten Laws of Engineer-ing, W. J. King. 48 pages. 1944, re-printed 3967 500
Guidance Publications to be ordereddirectly from Societies listed below:Aerospace EngineeringYour Career asan Aerospace Engineer. (Write: AIAA,1290 Avenue of the Americas, Ne.w York,N. Y. 10019.)
Agricultural EngineeringThe ProfessionWith a Future. (Write: ASAE, 420Main Street, St. Joseph, Mich. 49085.)
Automotive Engineering-5 Young Engi-neers. kWrite. Society of AutomotiveEngineers, 2 Pennsylvania Plaza, NewYork, N. Y. 10001.)Ceramic EngineeringFor Career Op-portunities Explore the Wonder World ofCeramics. (Write: NICE, 4055 NorthHigh Street, Columbus, Ohio 4321.1.)
Chemical EngineeringChemical Engi-neering and You. (Write: AIChE, 345East 47th Street, New York, N. Y. 10017.)
Civil EngineeringIs Civil Engineeringfor Yeu? (Write: ASCE, 345 Ea:st 47thStreet, New York, N Y. 10017.)
Electrical and Electronics EngineeringYour Challenge in Electrical Engineering.(Write: IEEE, 345 East 47th Street,New York, N. Y. 10017.)Industrial Engineering The ProfessionWith a Future. (Write: AIIE, 345 East47th Street, New York, N. Y. 10017.)
Mechanical Engineering "MechanicalEngineering." (Write: ASME, 345 East47th Street, New York, N. Y. 30017.)Metallurgical Engineering Career inMetallurgy &. Metallurgical Engineering.(Write: AIME, 345 East 47th Street,New York, N. Y. 10017.)
Mining EngineeringPenetrating NewFronde; s with Minerals Engineers, Ge-ologists, Mining Engineers, and Metal-lurgists. (Write: AIME. 345 East 47thStreet, New York, N. Y. 10017.)
Petroleum EngineeringCareers in Pe-troleum Engineering. (Write: AIME,345 East 7th Street, Nev York, N. Y.10017.)
mail with pre-payment toEngineers' Council for
Professional Development, Inc.345 East 47th St., New York: N. Y. 10017
Technirians: The Engineering Tech-nician 50(Write: ASEE, 2100 Pennsylvania Ave-nue, N.W., Washington, D. C. 20037.)
EngineeringA Career of Opportunity.(Write: National Society of ProfessionalEngineers, 2029 "K" Street, 'Washington,D. C. 20000 )
DEFINITION OF ENGINEERING
Engineering is the profession in which a knowledge of the mathematical and natural sciences gained by
study, experience, and practice is applied with judgment to develop ways to utilize, economically, the
materials and forces of nature for the benefit of mankind.
DEFINITION OF ENGINEERING TECHNOLOGY
Engineering Technology is that part of the technological field which requires the application ofscientific and engineering knowledge and methods combined with technical skills in support of engi-neering activities; it lies in the occupational spectrum between the craftsman and the engineer at theend of the spectrum closest to the engineer.
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