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A group of engineering technology educators collaborated in 1977 to develop a longitudinal survey to look at trends and developments of baccalaureate engineering technology programs in the United States. Representatives of the Engineering Technology Division (ETD) four zones of the American Society for Engineering Education (ASEE) conducted the survey in 1977, 1981, 1985, 1990, and 1995. The results of these surveys were reported by region and published in the 1978, 1982, 1986, 1991, and 1996 College Industry Education Conference (CIEC) proceedings. The first time the longitudinal survey was conducted nationally in 1998 after members of Engineering Technology Division and the Two-Year College Division (TCD) of ASEE came together to sponsor the 1999 Trends and Development survey. All twoand four-year engineering technology schools were invited to participate in the web-based survey that was conducted during the fall of 1999. Various invitations to participate in the study were sent out to the ETD and TCD listservs. A total of 129 institutions participated in the 1999 Engineering Technology Trends and Development Survey. Of all the participating institutions, 62 were fouryear schools and 67 were two-year schools. This represents a participation level of approximately 31% of the total number of engineering technology schools/institutions in the United States. The second national survey was conducted during the fall, 2003. Most of the questions have remained the same from the 1999 survey. A total of 67 institutions responded to the survey, 47 were four-year schools and 20 were two-year schools. Obviously, the number of participating institutions is smaller than the number that participated in the 1999 survey. Results of the 1999 and 2003 surveys will be compared to determine what changes have occurred over the four-year period. This paper will report on the significant differences, changes, trends, and developments in engineering technology education. Administrative Structure The first part of the survey is administrative in nature asking questions concerning the type of institution, title of administrator, name of degree awarded, number of credit hours Page 9.419.1 Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education required for degree, sharing of faculty space with other programs, number of courses with technical laboratories, etc. In this section, the survey did not change considerably from the 1999 survey. In 2003 of the 37 four-year schools that responded, 79% reported that they are known as a university. Interestingly, 79% of the respondents in 1999 also said they were called a university. The next most used name is college at 13%. Table 1. Type of Institution for Four-Year Schools 1999 and 2003.

What Can The Past Tell Us About Our Future? Trends And Developments In Engineering Technology