Engineering education and accreditationߞAn ASEEߞECPD educator dominated system

This paper demonstrates the extent by which a relatively small number of engineering educators have dominated the trend of engineering education and its accreditation system, for many years, from every influencing vantage point. It explores the question of why practicing engineers from industry-the principal user of engineering graduates-do not want to or cannot get themselves involved more effectively in engineering education and accreditation. The paper is based on data garnered by analyzing all ECPD annual reports since 1933, as well as, many major engineering education papers and studies related to this subject. The discussion and conclusions are timely especially in view of the heated debates presently going on regarding graduate engineering accreditation.