The Engineering Liaison Council is an organization composed of representatives of engineering and engineering technology education throughout California and several other states. Representatives are the deans and associate deans from the colleges of engineering of the University of California system, the California State University system and the independent universities and colleges, and the engineering professors from the California Community Colleges.
In 1959, the Pre-Engineering Liaison Council, as it was first called, recommended that its title be changed to the Engineering Liaison Council, and that it be comprised of six representatives from each segment: The UC system, the CSU system, and the California Community Colleges.
Throughout the next several years, the ELC functioned as one of the committees of the now defunct Articulation Council. In 1987 the ELC re-established itself under the auspices of the Transfer and Articulation Cluster of the Intersegmental Coordinating Council which in turn reports to the California Education Round Table. The ELC moves into its new phase of operation with the same dedication and determination it exhibited in its original inception.
The functions of the ELC are as follows:
The ELC's greatest strength is the dedication and concern of its participants in enhancing quality education for engineering students who seek an engineering education in California.
The ELC meets biannually. The ELC meetings are held alternately in the northern and southern sections of the state, rotating facilities among the segments. These meetings normally extend to two days, usually Thursday and Friday, with committee and individual segment meetings held the first day; the general meeting for the entire ELC on the second day. At this time reports from all segments and committees are heard; issues are presented and debated. Various motions, recommendations and communications to appropriate bodies and agencies go out under the aegis of the ELC in an effort to strengthen and improve the quality of engineering education.
The ELC is open to visitors and is not limited to engineering faculty.
Many visitors have been attending on a regular basis for years. Community
college counselors play an important part in the ELC activities and are
encouraged to participate.
Program
Articulation Guidelines
In 1965 the first "summit meeting" was held at which time the "Engineering Core Program" or summit agreement was developed. This "Engineering Core Program" passed through frequent reviews with occasional revisions to meet changing requirements. It has served as a useful guide for engineering students, counselors and educators for intelligent and realistic planning of students' formal education in engineering.
During the October 28, 1994 ELC meeting, it was felt by many ELC participants that the current "Engineering Core Program" needed revision, especially to include topics and math levels, not just courses.
Considerable work ensued for the next few years culminating in a set of
revised documents aimed at enhancing the consistency and articulation between
two- and four-engineering programs throughout the State of California.
These new documents are the Ideal Lower Division Engineering Model and
the Lower Division Engineering Core..
The Ideal
Lower-Division Model document represents the lower-division portion of an
idealized engineering curriculum based upon a set of "common-sense" courses and
topics most needed for students for their entry into the engineering
profession. This model represents a best-fit lower-division "target" for
engineering faculty and administrators to use in maximizing articulation between
two- and- four engineering schools.
The Lower-Division Engineering Core document constitutes the recommendation of the ELC with regard to articulation between two- and four-year engineering schools in the State of California and several out-of-state universities. Completion of all listed courses is intended to enable a typical engineering student to transfer to the respective four-year engineering school with minimum loss of credit in a like major. This document is designed to help counselors and educators alike in helping students develop a "best-fit" program of study in preparation for their eventual matriculation to a four-year engineering program.
In a similar manner, two new documents have been developed for the engineering technology (E.T.) programs throughout the State of California. These two documents are the Ideal Lower Division E. T. Model and the Lower Division E. T. Core.
The Lower-Division Engineering-Technology Core document constitutes the recommendation of the ELC with regard to articulation between two- and four-year engineering-technology schools in the State of California. Completion of all listed courses is intended to enable a typical engineering technology student to transfer to a respective four-year engineering technology school with minimum loss of credit in a like major. This document is also designed to help counselors and educators alike in helping students develop a "best-fit" program of study in preparation for their eventual matriculation to a four-year engineering technology program.
"The Articulation Conference began in 1919. Its purpose was to provide continuing improvement of articulation among and between segments of secondary and higher education in California, in order that students may be afforded the quantity, quality and variety of education commensurate with their abilities, which will prepare them to move readily with the greatest economy of time and resources from one segment of education to another." This introduction to California's world of articulation was by Russell Riese in January, 1975.
The first conference included representatives of the high school, the State
College and University of California. The Committee on Affiliation with
Secondary Schools was formed. During the 1920s and 1930s there was rapid
increase in the number of two-year colleges. Articulation with that segment
became an issue for discussion resulting in respective representatives being
invited to attend the semiannual meetings. It was not until 1944, however, that
the community college segment became an official member of the Articulation
Conference. At this time, the Committee on Affiliation became known as the
Committee on Coordination with State Colleges.
Until 1947, committees of the Articulation Conference were made up primarily of administrators. It became apparent to the members during that period that there was a need to involve department chairs and faculty personnel in discussions of articulation matters in their areas of mutual interest. In that year, the first of the pre-professional and subject committees was established, namely, the Liaison Committee on Engineering. This Committee has operated without interruption since that time. In the intervening years, subject and pre-professional committees have been established in most of the major areas of interest, contributing significantly to the articulation process. Some of these committees have been discontinued when need for them no longer existed. There were as many as twenty-two liaison committees operating as part of this coordinated statewide effort until 1984, when a major reorganization and consolidation effort was undertaken.
During its early history, the work of the segments and liaison committees was coordinated by the University of California. A representative of the Office of Relations with Schools provided organizational continuity.and maintained the records of the organization. That relationship continued from the beginning of the articulation effort until the early 1970s.
As a need for statewide coordination became increasingly apparent and as philosophies, roles and responsibilities of the segments were undergoing change, the Committee on Coordination with State Colleges went through additional name changes. In 1959, it became the Administrative Committee reflecting organizational needs. Three years later the Administrative Committee went on record to reaffirm its position that it is not a policy-making body, but that its function is rather to explore problems of common interest. Each segment began to formulate its directions. UC wanted to see more reliance on the Liaison Committees and having the Administrative Committee play a more significant role in articulation. The Junior Colleges were seeking a definitive line of communication with the Coordinating Council on Higher Education. Members from the high schools stressed the need for articulation between the segments and were looking for a vehicle in which this would occur. Meanwhile, the State Colleges saw this as a discussion and informational body, but not a legislative body. The initial membership consisted of four members from each segment (high schools, Junior Colleges, State Colleges and University of California) plus one member from each area of the State Department of Education representing the respective segments. An ex- officio member from each of the four public segments was added in 1968 along with one person from the Coordinating Council on Higher Education, the State Department of Education, and the governing Board of Community Colleges. One member from the Association of Independent California Colleges and Universities was added in 1969; in 1973 representation from the high schools was dropped.
The Articulation Conference saw fit to establish its own constitution in 1970. Most of the reasons given in favor of this act were philosophical in nature, but one was certainly pragmatic - to provide a method of financing. Two major problems this time were: 1) Junior College transfer students were having difficulty in registering for classes because native students were getting into them first; and 2) Junior Colleges needed lead time before major changes were to be instituted by the four year segment.
1980 saw the California Education Round Table organized in response to a proposal from then UC President David Saxon. It was originally called the "Round Table on Educational Opportunity". The Round Table has never been viewed as a new bureaucracy rather a joint commitment of leaders at the State level in California education to accelerate efforts to deal with issues affecting student achievement and access; and, working together with faculty, students, administrators, parents, community organizations and state government. The following year a set of initial priorities were adopted as a part of the statement of purpose and initial agenda. These were: improving student achievement through strengthening the secondary school curriculum; improvement in selected secondary schools; strengthening the teaching profession; improving coordination and effectiveness of post secondary outreach programs; and the College transfer function. During the latter part of the 80s, two major restructuring actions took place: the number of Liaison Committees was reduced from 22 to 12: they were Agriculture and Natural Resources, Business Administration, Creative Arts, Early Childhood Education and Child Development, Engineering, English, Foreign Language, Home Economics, International Services, Mathematics, Natural Sciences and School and College Relations; 2) the Master Plan Review Commission addressed the quality and extent of cooperation among segments. As a result of this review, the Intersegmental Coordinating Council (ICC) was established to serve as an ongoing mechanism to assure that intersegmental efforts to pursue the access-related agenda were effective and efficient. The assessment of its role also led the Round Table to plan for a greater emphasis on the utilization of the group as a policy matter discussion forum and less as, a supervisory body for individual projects and activities. The development of the ICC made this direction more possible.
As previously mentioned, the Engineering Liaison Cuncil (ELC) has met since its inception. It is the only functioning Liaison Council today. The ELC meets once each semester; usually the third week in March and October for 2 1/2 days. Sites are rotated among the segments. Membership consists of faculty, associate deans, and deans of engineering and student services personnel. All segments of higher education are represented as well as University of Nevada - Las Vegas and Reno, RPI, Boston University and Drexel. Over 125 people attend.
The conference consists of several general sessions, individual segment meetings, and subcommittee meetings. Currently, the subcommittees are: Guidance, Lower Division Requirement, Engineering Technology, BS in Engineering Technology, Teaching Techniques and Student Affairs/Counselors.
Approximately 13 years ago, the Summit Agreement was established. This represents the required lower division courses necessary for Engineering majors. It is, in essence, what we currently refer to as Program Articulation. The past three years have seen an extensive analysis of topics included in each course in the Summit Agreement. Course content review is always a major subject of discussion.
On October 23, 1997, the ELC held its 50th anniversary banquet.
Written by Marilyn Rowe, Articulation Officer, Laney College
In today's modern industry, a number of players are involved in developing new products, forming what is commonly known as the "engineering team." These team players are engineering scientists, engineers, engineering technologists, engineering technicians, and vocational technicians. Since engineering technologists and engineering technicians are relatively new on the team, some discussion regarding the field of "engineering technology" is needed. Engineering technology (ET) education emphasizes problem solving, laboratories, and technical skills; it prepares individuals for application-oriented careers in industry, typically in manufacturing, field-service, marketing, technical sales, or as technical members of the engineering team. According to a national accrediting agency (TAC/ABET), graduates of baccalaureate-level engineering technology (BET) programs are called "engineering technologists," and graduates of associate degree (AS) programs in engineering technology are called "engineering technicians." The upper-division coursework of BET programs is designed to provide additional analytical and problem solving beyond those learned at the two-year level. Most BET programs are accredited by TAC/ABET, and are designed to accept appropriate coursework in math, science, and a technical specialization completed at approved associate-degree programs. With careful planning students may transfer with maximum efficiency. The definitions described herein are intended to conform with ABET criteria for engineering and engineering technology.
Engineers use the knowledge of mathematics and natural sciences gained by study, experience, and practice, applied with judgment, to develop ways to utilize economically the materials and forces of nature for the benefit of mankind. Engineering involves a wide spectrum of activities extending from the conception, design, development and formulation of new systems and products through the implementation, production and operation of engineering systems. Engineers often work closely with engineering scientists in developing new technology via research projects. A minimum of four years of study is required to become an engineer. Mathematics and science are emphasized. Most baccalaureate-level engineering programs are accreditated by EAC/ABET.
Engineering technologists are graduates of bachelor-level programs in engineering technology. They apply engineering and scientific knowledge combined with technical skills to support engineering activities. Their areas of interest and education are typically application oriented, while being somewhat less theoretical and mathematically oriented than their engineering counterparts. They typically concentrate their activities on applied design, using current engineering practice. Technologists play key roles on the engineering team; they are typically involved in product development, manufacturing, product assurance, sales, and program mangement. TAC/ABET specifies that faculty who teach in these programs have a minimum of a master's degree in engineering or engineering technology or equivalent, or a PE license and a master's degree.*
Engineering technicians work with equipment, primarily assembling and testing component parts of devices or systems that have been designed by others; usually under direct supervision of an engineer or engineering technologist. Their preferences are given to assembly, repair, or to making improvements to technical equipment by learning its characteristics, rather than by studying the scientific or engineering basis for its original design. They may carry out standard calculations, serve as technical sales people, make estimates of cost, assist in preparing service manuals, or perform design-drafting activities. As a group, they are important problem solving individuals whose interests are directed more to the practical than to the theoretical aspect of a project. They are frequently employed in laboratories and/or manufacturing facilities where they may set up experiments, accumulate scientific or engineering data, and/or service or repair engineering or production equipment. Two years of college-level work leading to an associate degree, typically taken at community colleges or certain technical institutes, is required to become an engineering technician. TAC/ABET specifies that faculty who teach in these programs have a minimum of a master's degree in engineering or engineering technology or equivalent, or a PE license.*
Vocational Technicians Programs of study are also available for individuals who wish to obtain skill-training in a field of specialization with less emphasis on scientific or mathematical principles. An individual completing such a program is typically called a "vocational" technician, e.g., air-conditioning technician, draftsman, surveyor aide, etc. Faculty who teach these programs are usually craftsmen or specialists in their field, and/or graduates of professional education programs. Graduates of vocational technician training programs may be accepted into a two-year or four-year degree program after considerable math, science, and other requirements are satisfied.
*Note: Technical support skill courses, such as drafting, machine shop or
electronic assembly, may be taught by faculty having at least a bachelor's
degree in an appropriate science or engineering-related field. They are expected
to be artisans or masters of their crafts.
[BET Subcommittee of the
ELC, March 23, 1995]