A History of Engineering Education in the United States

雷诺兹博士和希利博士正在研究 从19世纪世纪早期到 礼物 尽管工程教育工作者已经研究了 特定时代的工程教育状况（实际上， 几乎没有任何职业研究过它的教育机构 经常），没有工程的解释历史 教育存在。 利用档案收集，采访 工程教育家和大量的二手文献 在工程期刊上发表， 雷诺兹博士和希利博士正在准备一种合成的 工程教育史 他们看到几个常见的 贯穿工程教育史的主题。 他们对这些连续性和不同的 工程教育工作者对他们的反应提供了基本的 研究的框架。 这些连续性的例子有 在四年制课程中培养工程师的努力 以及实用性和一般性之间的相关紧张关系 教育 其他的连续性包括对地方的争论 研究和研究生课程，工业的作用， 政府和工程专业协会 教育，以及教育机构应该如何 应对不断变化的工程“人力”问题。 虽然 技术和社会已经发生了重大变化， 在过去的世纪半里， 面对当代工程教育者和那些 历史是这样的，历史的观点是重要的。

Drs. Reynolds and Seely are examining the history of American engineering education from the early 19th century through the present. Although engineering educators have studied the state of engineering education in particular eras (indeed, hardly any profession has studied its educational apparatus as frequently), no interpretive history of engineering education exists. Using archival collections, interviews with engineering educators, and an enormous secondary literature contained both in engineering periodicals and published monographs, Drs. Reynolds and Seely are preparing a synthetic history of engineering education. They see several common themes running through the history of engineering education. Their examination of these continuities and the different responses of engineering educators to them provide the basic framework for the study. Examples of these continuities are the struggle to train engineers within a four-year curriculum and the associated tensions between practical and general education. Other continuities include debates over the place of research and graduate programs, the role of industry, government, and professional societies in engineering education, and the ways educational institutions should respond to changing engineering "manpower" concerns. Although technology and society have changed significantly over the past century and a half, the similarities between the problems faced by contemporary engineering educators and those of the past are such that an historical perspective is important.