Skip to main content

Currently Skimming:

4 Curricular Content, Quality, and Standards
Pages 46-52

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.


From page 46...
... In some states, community college students are already required to complete not only general education courses, but also courses in seemingly unrelated fields, such as physical education. As a result, the number of credits required for an engineering degree has increased.
From page 47...
... Engineering programs must demonstrate that their graduates have: a. the ability to apply knowledge of mathematics, science, and engineering b.
From page 48...
... Should community colleges strive to provide course content that is as close as possible to lower-division courses in four-year engineering programs?
From page 49...
... Given the limited amount of data available on the efficacy of distance learning for community colleges, the committee believes more research should be done in this area. LOWER LEVEL CURRICULUM Most of the workshop participants from two-year educational institutions pointed out the problems created for engineering science programs by the evolution of four-year curricula.
From page 50...
... As new courses are added to four-year engineering programs, the number of four-year engineering programs to which their students can transfer without losing credits is decreasing. One of the weaknesses of articulation agreements is that changes made to four-year program curricula are often not reflected in the agreements.
From page 51...
... Testimony from workshop participants suggests that closer collaboration between four-year engineering programs and their two-year transfer partners -- e.g., sharing facilities and faculty exchanges -- would potentially enhance both the opportunities for professional development of community college faculty and the facilities available to community college students and faculty. ACCREDITATION AND EVALUATION It would be surprising if the subject of ABET accreditation of community college engineering science programs did not arise in the course of the workshop and the committee's deliberations, especially with regards to discussions of curriculum, standards, and quality.
From page 52...
... Conclusion 4-1 Institutions of higher education are addressing issues related to curriculum, pedagogy, and quality, but must do much more to resolve them. Conclusion 4-2 As the trends in engineering education move toward greater diversity and specialization in the lower division course offerings of four-year engineering programs, engineering science curricula are less likely to cover the same material or achieve the same results.


This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.