Abstract
The challenge of educating the engineering student adequately in the knowledge required in today's complex technology necessitates a curriculum design that makes the very best use of the student's time and energy he devotes to learning. Therefore, a great need exists for insuring that non-essential topics are kept to a minimum, that essential topics are logically sequenced, and that sound principles of learning through reinforcement of these essential topics by application are adhered to. The objective of this dissertation is the evaluation of a typical engineering curriculum to ascertain how well it is now designed with respect to the criteria of content, structure, and the laws of effective learning. Following this examination, an approach to the re-design of the curriculum is presented, illustrated by a specific example of how at least one major segment of a curriculum should be designed. Finally, recommendations are made j on how the implementation of this re-design should be accomplished.
Murphy, Jimmie (1975). Critical path scheduling of fully professional engineering curricula. Texas A&M University. Texas A&M University. Libraries. Available electronically from
https : / /hdl .handle .net /1969 .1 /DISSERTATIONS -184034.