By Topic

All this and engineering too: history of accreditation requirements for nontechnical curriculum content in U.S. Engineering Education 1933-2000

Sign In

Cookies must be enabled to login.After enabling cookies , please use refresh or reload or ctrl+f5 on the browser for the login options.

Formats Non-Member Member
$31 $13
Learn how you can qualify for the best price for this item!
Become an IEEE Member or Subscribe to
IEEE Xplore for exclusive pricing!
close button

puzzle piece

IEEE membership options for an individual and IEEE Xplore subscriptions for an organization offer the most affordable access to essential journal articles, conference papers, standards, eBooks, and eLearning courses.

Learn more about:

IEEE membership

IEEE Xplore subscriptions

1 Author(s)
Stephan, K.D. ; Dept. of Technol., Southwest Texas State Univ., San Marcos, TX, USA

A concern for the non-technical side of engineering education has been a part of the accreditation process in the U. S. since the founding of the Engineering Council for Professional Development (ECPD) in 1932. The first accreditation policy published in 1933 left the specific criteria for curriculum content up to the discretion of the members of the accrediting panel. In 1955, a minimum of one-half year of “humanistic-social studies” was required for the first time. This requirement remained substantially unchanged until it was dropped as part of the changes associated with the adoption of EC 2000. The current criteria call for engineering students to have “an understanding of … ethical, social, economic, and safety considerations,” but whether curricula will emphasize these areas more in the future remains to be seen

Published in:

Technology and Society, 2001. Proceedings. International Symposium on

Date of Conference: