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CHARACTERISTICS OF NON-STRUCTURED, UPPER-DIVISION, BACCALAUREATE TECHNOLOGY PROGRAMS
Title
THE CHARACTERISTICS OF NON-STRUCTURED, UPPER-DIVISION, BACCALAUREATE TECHNOLOGY PROGRAMS.
Creator
WOOLF, KENNETH, Florida Atlantic University
Abstract/Description
It was the purpose of this study to gather and. analyze information regarding engineering technology programs at the baccalaureate level. It was intended. to provide answers to the following questions in support of their possible implementation: 1. What are the characteristics of the non-structured. curricular model in engineering technology programs? 2. What are the characteristics of the existing upper-division engineering technology programs? 3. What are the necessary conditions for the...
Show moreIt was the purpose of this study to gather and. analyze information regarding engineering technology programs at the baccalaureate level. It was intended. to provide answers to the following questions in support of their possible implementation: 1. What are the characteristics of the non-structured. curricular model in engineering technology programs? 2. What are the characteristics of the existing upper-division engineering technology programs? 3. What are the necessary conditions for the successful implementation of upper-division, non-structured, engineering technology programs? 4. What is the profile of the upper-division engineering technology student? 5. What do administrators of baccalaureate, engineering technology programs perceive to be the role of the technologist in industry? 6. What do administrators of baccalaureate, engineering technology curricula consider to be the objectives of their programs? It was felt that there was a need to synthesize in one study the effects of a particular set of coexisting factors in technical program planning. These factors, not ranked in importance, are: 1. The upper-division university concept. 2. The attempt to promote total transferability of "terminal" program graduates to technology programs at senior institutions. 3. The non-homogeneous nature of transfer students in any one technical program. 4. The administrative decision-making that is associated with these factors. 5. The integral role that industry plays in technical academic program planning. As a result of this study, it was concluded that for the successful implementation of non-structured, upper-division programs in engineering technology: 1. Locate near community colleges. 2. Locate near industry and/or employers of the graduates. 3. Involve the community college's faculty in curricula development activities. 4. Select specific faculty, who are committed to individualized programs, for academic advising responsibility . 5. Develop flexible curricula by: a. including at least 25 percent or more elective credits in the program. b. adopting a policy which supports and encourages the substitution of courses where previously acquired competencies can be demonstrated. c. making personal contact with the community colleges and explaining in detail this flexibility. d. publishing catalogs and brochures which emphasize the flexibility of these competency based curricula. 6. Locate the program in an urban center where a high population base would ensure adequate enrollments. 7. Develop a "critical mass" faculty which provides coverage of the major areas of specialization. 8. Locate qualified part-time faculty to stand by on an "on call" basis so as to provide support when it becomes necessary to add classes due to heavy enrollments. 9. Provide administrative support in terms of faculty released time for academic advisement. In addition to the above listed factors, it was also found necessary to implement the following support activities: 1. Develop strong ties and communication with the community colleges. a. Hold joint faculty meetings and workshops. b. Create joint curriculum committees. c. Make certain the faculty is familiar with the characteristics of the community college students. 2. Establish industrial advisory committees and do so with the cooperation of the community colleges. 3. Develop a cooperative education program. 4. Promote engineering technology as an academic unit on campus with reasonable autonomy. 5. Assure that the faculty are actively involved in, or familiar with, the evolution of baccalaureate engineering technology programs. 6. Periodically review with the faculty the objectives of the program so that all members will work toward a common goal.
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Date Issued
1974
PURL
http://purl.flvc.org/fcla/dt/11646
Subject Headings
Technical education--United States, Education, Higher--United States--20th century
Format
Document (PDF)