The Grinter Report, published in 1955 as the Report of the Committee on Evaluation of Engineering Education, has had a significant impact on engineering education for over thirty years. An appendix provides the complete text of the report.

2. "Engineering Education: Aims and Goals for the '80s," Proceedings of an Engineering Foundation Conference, 1981.
The conference focused on key issues related to the perceived crisis in engineering education, developing for three years prior to the conference. These include a doubling of the number of engineering students with an increase of the resources by little more than ten percent.

3. "The Undergraduate Engineering Laboratory," Proceedings of an Engineering Foundation Conference, 1983.
The laboratory segment of undergraduate engineering education was an important part of the crisis in engineering education. The conference explored the state of laboratory instruction and noted the changes needed if the laboratory were to be significant for the future of engineering education.

4. "Mid-Course Corrections in Engineering Education," IEEE Centennial Education Forum, 1984.

The forum, held as part of the IEEE centennial observations, explored the question, "How should traditional engineering education be modified to make engineering graduates more responsive to the needs of industry and government?"

5. "Engineering Education and Practice in the United States," National Academy Press, 1985.

The report, issued in 1985, stemmed from a broad study aimed at achieving a comprehensive understanding of engineering in the United States and assessing its capacity to meet present and future challenges.

6. "Undergraduate Science, Mathematics and Engineering Education," National Science Board, NSB 86-100, 1986.

This report was the outcome of a year-long study conducted by the National Science Board Task Committee on Undergraduate Science and Engineering Education. The report provided an analysis of the current (1986) condition and trends in U.S. undergraduate education in the sciences, mathematics, and engineering.

7. "Quality of Engineering Education," Report of the Quality of Engineering Education Project, ASEE, September 1986.

The two-year project explored aspects of what was recognized as a crisis in engineering education. The project was organ-ized around four task forces: a) Preparation for the Teaching of Engineering, b) Faculty Development, c) Use of Educational Technology, d) Undergraduate Instructional Laboratory.

8. "Engineering Education Answers the Challenge of the Future," Proceedings of the National Congress on Engineering Education, ABET, 1986.
The congress addressed the many engineering education is-sues that have surfaced and that have been subjects of reports and studies during the prior decade. These included Faculty Issues, Curriculum Issues, and Issues on Laboratories, Computers and Educational Technology.

9. "A National Action Agenda for Engineering Education," A Report of the Task Force, ASEE, 1987.

This study reviewed a number of (then) recent reports that examined the state of engineering education in the United States. The task force selected issues of the greatest importance and urgency to the future of engineering education. These include a) curriculum content, b) faculty recruitment and development, c) laboratory-based instruction, d) career-long learning for engineers, e) the quality of current engineering programs. In each of these broad areas, the task force identified and recommended specific actions.

10. "Report of the 1988 NSF Workshop on Undergraduate Engineering Education," Report on the National Science Foundation Disciplinary Workshops on Undergraduate Education, NSF 89-3, 1989, pp. 51-55.

Workshop participants were charged to address the curricular content (including experiential/contextual learning activities) and the broad academic framework responsive to the new challenges of an increasingly interdependent global society.

11. "Engineering Education for a Changing World," An ASEE Workshop, February 1994.

This workshop took recommendations from other studies, combined them with recommendations from the workshop itself and developed policy statements and a few action items which responded to the need for engineering education to meet new challenges. Engineering education programs must be relevant and attractive to students and connected to the needs and issues of the broader community.

12. "Engineering Education: Designing an Adaptive System," A report from a National Research Council/Board on Engineering Education Study, National Academy Press, 1995.

Five colloquia, two workshops, and four regional symposia formed the basis for the study and this report. Two key themes distinguish this report from other recent reports on engineering education. First, there is a broad recognition of the external context within which engineering education is conducted. The culture of engineering education must adapt to that changing context. Second is the board�s strong belief that engineering education institutions must evaluate themselves in the context of a shared vision of the engineering education system�s future, then determine which elements of that vision can be framed as objectives that are consistent with their particular institutional mission, and finally make the necessary changes to achieve those objectives.

13. "Restructuring Engineering Education: A Focus on Change," Report of an NSF Workshop on Engineering Education, NSF 95-65 (new), April 1995.

The workshop participants were charged to address the curricular content and the broad academic framework of an engineering education which is responsive to the new challenges of an increasingly interdependent global society. This report is an integration of the reports, the perspectives, and the concerns from the discussion groups at the workshop. An appendix includes an annotated bibliography of 26 papers and reports of the previous decade.

14. Ernst, Edward W., Irene C. Peden, and John W. Prados, "Systemic Engineering Education Reform: An Action Agenda," NSF 96-63, July 1995.

This NSF report furnishes recommendations of a workshop convened by the NSF Engineering Directorate, July 11-13, 1995. Participants were charged to accept as given the consensus reflected in the reports of the past ten years on the desired characteristics of 21^st Century engineering education, to recommend steps to achieve these characteristics, and to identify the change agents responsible for each step. They were urged to keep in mind three questions: What? How? Who?

15. Noam, Eli M., "Electronics and the Dim Future of the University," Science, Vol. 270, October 13, 1995, pp. 247-249.

This three-page essay by Eli Noam, an economist from Columbia University, paints a bleak picture for higher education if we simply extend the present to the future. The article also outlines a happier prospect.