Projects in Undergraduate Engineering Education in America

A survey of engineering educators in the US was conducted to ascertain actual practice regarding the delivery of engineering projects in the curriculum. The survey focused only on project experiences carrying significant academic credit that are free-standing elements of the curriculum; that is, they are not associated with or part of a course. Inquiries covered: the degree to which such activities meet requirements for graduation, accreditation and/or professional licensure; the extent of involvement of off-campus professionals in the conduct of the project, and in its support and its evaluation and assessment; the size and make-up of student teams in such activities, and the preparation and evaluation techniques used for team efforts; and the degree to which faculty members act as advisors or teachers. This paper briefly describes what is meant generally by the project mode of instruction in engineering education in the US, and describes the breadth of pedagogy in the current delivery of engineering projects represented by the survey responses, and by the engineering education literature discussing project education. The paper is intended to provide a basis for the international exchange of ideas on how engineering project education is being presented in various nations. Current trends in US engineering education that affect project education are also highlighted for comparison with those in other countries.     

Rationalisation and Professionalisation: A comparison of the transfer of registered nurse education to higher education in Australia and the UK

During the latter part of the 1980s registered nurse education was transferred from hospital-based training to higher education in Australia and the UK. Examining this transfer process, analytical attention is focused on the contrast in subsequent funding arrangements for registered nurse education between the two nations. It is argued that the difference in funding arrangements can be explained by an analysis of two separate movements impacting on health care policy in both Australia and the UK: those of professionalisation in nursing and economic rationalisation. This paper discusses the implications of these movements and the subsequent differing educational funding arrangements in terms of the professionalisation of nursing in Australia and the UK.     

Civil Engineering Education in Canada

Although the establishment of the Free Trade Pact between Canada and the US in 1989 was thought to be a solution to foreseeable economic difficulties in Canada, the reality is that North America is in an economic recession at the present time. Economists and politicians grasp at every positive economic indicator that shows the slightest trend upward, but unemployment stands at an average of 14% across the country. Despite a downturn in economic activity, Canadian engineering services captured about 8% of the international design market, with the US being the single largest market segment [l]. In view of the development of more global markets for engineering services, it is important that Canadian engineers be trained to be competitive in other world markets, i.e. in Europe and Pacific Rim countries. This paper outlines the professional and educational systems in Canada relative to the training of engineers but centres on the training of civil engineers at the University of New Brunswick and the evolution of the civil engineering programme over a period of 40 years from 1952 to 1992.     

Sexual Orientation Bias Among Advanced Graduate Students of Counseling and Counseling Psychology

A videotape of a female client's stated sexual orientation was varied. Ratings indicated that female counseling students respected the lesbian client more than the heterosexual client.     

The SUNY Assessment Initiative: Initial campus and system perspectives

The State University of New York (SUNY) is in the process of implementing a remarkably ambitious and collegial system-wide assessment of general education and academic majors across its 64 campuses. The SUNY Assessment Initiative is founded upon a balanced view of assessment as both accountability and improvement as well as the utilization of best assessment practices. Another fundamental component is the critical role of faculty governance in the assessment of student learning outcomes, at the campus and system levels. This paper explains the rationale underlying the SUNY Assessment Initiative, describes specific procedures and processes involved in its implementation, and provides a preliminary report on its status.     

THE DEVELOPMENT AND EVALUATION OF AN OCCUPATIONAL INVENTORY

An occupational inventory was developed by the Pennsylvania Department of Education for consideration as part of the state assessment project. This instrument measures 7tb grade student knowledge of the world of work. The summary phase of field testing involving 255 students revealed a reliability of .828 and a standard error of measurement of 2.60.