engineering prerequisites at florida universities

Paper ID #25757

Engineering Prerequisites at Florida Universities

Dr. Elizabeth Schott, Florida SouthWestern State College

Dr. Elizabeth Schott received a PhD in Industrial Engineering and a MS in Mathematics from NewMexico State University, a MS in Industrial Engineering from Georgia Institute of Technology, and a BSin Mathematics from the United States Military Academy at West Point. Prior to becoming a Professorin the School of Pure and Applied Sciences at Florida SouthWestern State College (FSW), she servedas a Quartermaster officer in the United States Army, where she retired as an Academy and AssociateProfessor from the Department of Systems Engineering at West Point. She currently teaches math andengineering courses at FSW, as well as operations management courses for the University of Arkansas.Her research interests include optimization and engineering education.

Dr. Cynthia Orndoff, Florida Gulf Coast University

Dr. Cynthia Orndoff received a J.D in 2014 from Ave Maria Law School and a B.S. in 1984, an M.S.in 1997 and a Ph.D. in 2001, all in Civil Engineering from University of Illinois, Urbana-Champaign.Prior to Everglades University, she was an Associate Professor at Florida Gulf Coast University and anAssistant Professor in Civil and Environmental Engineering at the University of Missouri, Columbia. Shehas taught courses in infrastructure management, planning, transportation and construction management.Dr. Orndoff has more than ten years of engineering field experience. Her application-based engineeringresearch incorporates sustainability, policy, legal issues, economics, decision-making, planning as wellas public administration, policy, finance, and their stakeholders. She is active in engineering leadershipand management practice issues. She has also served on several professional committees, including theAmerican Society of Civil Engineers, the NSF Transportation Research Board, American Society of En-gineering Educators and economic development initiatives.

c©American Society for Engineering Education, 2019

Engineering Prerequisites at Florida Universities

Introduction and Background

Engineering, being a specialized profession, requires specific courses to be completed prior to

entering the junior year of an ABET-accredited program. The subset of the undergraduate

population that transfers into an engineering program "has become significant as the United

States looks to ameliorate the erosion of its preeminence in science and technology in the world"

[1]. According to the Committee of Science, Engineering, and Public Policy and the National

Science Board, as reported by Ashby, there are those that argue given “the decline of U.S. born

baccalaureate and graduate degreed engineers and scientists and increasing global competition

for engineers and scientists, . . . the very security and future economic prosperity of the country

is threatened if the U.S. does not reverse these trends [1].”

This is the second in a series of papers that seeks to assist the students, the institutions that serve

them, their surrounding economic region, and the engineering profession in understanding and

articulating the educational requirements to graduate from an ABET-accredited engineering

program. This paper expands on the authors' previous research investigating the current Florida

community and State college curricula in order to determine the degrees, programs, and courses

currently available to students interested in pursuing a degree in engineering at the bachelor’s

level. Thus, the next step is to identify the prerequisites required for the various engineering

programs offered at Florida universities.

Transferring as a junior into an engineering Bachelor of Science degree program within the

Florida University System is optimal. Because of the unique math and science requirements, it is

very challenging to transfer directly into an engineering program. Florida has a strong 2+2

program, but the availability of a two-year degree program specifically set up to allow students

the ability to transfer directly into an engineering program as a junior is woefully lacking. By

investigating the pre-requisite requirements in the various engineering programs at Florida

universities, the viability of a degree in pre-engineering can be determined. Identifying the

needed transfer courses in order to enter the upper-level engineering division courses can help

will increase engineering graduation rates. Moreover, these graduation rates will impact the rate

that typically underrepresented populations will enter the engineering profession due to the fact

that State colleges and community colleges typically serve a wider minority population.

The goal of this paper is to reveal the common prerequisites that are required for select ABET

engineering programs in the state of Florida. Many of these prerequisites are common to other

engineering programs nationwide, particularity other ABET accredited programs in similar

fields. As a result of this investigation, options can be explored as to how best meet the needs of

students as well as increase the number of quality engineering students who, for possibly many

reasons, chose to not enroll in an engineering program as a freshman student at a university. By

investigating upper-level engineering pre-requisites, it is proposed that new programs or policies

be developed that provide guarantee transfer entrance as a junior into a Florida university

engineering Bachelor of Science degree program. An analysis of the pre-requisites for these

programs increases the probability that students desiring to transfer into an engineering Bachelor

of Science degree program will be successful.

Literature Review

According to the Florida Department of Economic Opportunity, out of a total of 126 occupations

listed for 2024 growth projection, 16% of the top 25 are engineering [2]. Of the total occupations

requiring a bachelor's degree, 13% are in engineering [2]. Those employed with a bachelor's

degree in engineering comprise 23% of the top one-half of the median average and 13% of the

top quarter median wage earners [2]. Thus, engineering is one of the highest paying and in-

demand professions for students graduating with a bachelor's degree.

There are "two viable pathways to the baccalaureate degree [which] have developed in the past

one hundred years - a direct entry route where a student begins and ends at a four-year

institution, and a transfer route" [1]. The transfer route is usually accomplished by the student

attending a smaller institution, whether two years or four years. National Center for Education

Statistics reported that "the number of bachelor's degrees conferred in the combined fields of

engineering and engineering technologies increased 8 percent between 2003–04 and 2008–09,

and then increased a further 29 percent between 2008–09 and 2013–14." In higher education,

community colleges are surpassing the enrollment at other institutions, enrolling half of the first-

time freshmen at public postsecondary institutions and 43% of all undergraduates [3]. The subset

of the undergraduate population that transfers into an engineering program “has become

significant as the United States looks to ameliorate the erosion of its preeminence in science and

technology in the world [1].” The role played by two-year programs is an “integral part in

engineering baccalaureate degree production in higher education [4].” According to the National

Science Foundation's report, 42% of recipients of an undergraduate degree in engineering

attended a community college [5].

Thus, research is needed on this viable and significant university transfer student population. The

National Science Foundation commissioned a study that was overseen by the National Academy

of Engineering’s Committee on Engineering Education and the Committee on Diversity in the

Engineering Workforce as well as the National Research Council's Board on Higher Education

and Workforce the National Academies. This study was, in part, to investigate how "educational

institutions could improve pathways to careers in engineering and improve educational outcomes

in preparing students to pursue engineering education [6]." A significant outcome of the study

was that "articulation should be based on student outcomes and competencies according to

ABET guidelines (rather than on course credits, curricula, or the sequences of courses) [6]."

"The goal of a transfer program in engineering sciences is to prepare students to enter four-year

institutions at the upper-division level where they can take specialized coursework for

matriculation with bachelor's degrees in engineering. The goal of the ... institution is for the

transfer to be seamless [6]." The report focuses on an engineering science curricula, not a

specifically predetermined pre-engineering program.

The study did address "defining students' competencies in engineering and relevant cognate

subjects after two years of college-level coursework [6]." These competencies in part include:

Level 1: calculus sequence, physics, inorganic chemistry, and introduction to engineering

including design

Level 2: calculus sequence, physics, introduction to engineering, statics, dynamics, fluids,

thermo, circuits I and II, digital logic, mechanics, materials, organic chemistry, perhaps

an introduction to process design

Level 3: same as Level 2, but with a strong engineering-design and fabrication

component in each course and with calculus and physics taught as engineering classes,

perhaps at least by engineering faculty [6]

There is a dearth of research regarding "how much variation could be allowed without

compromising the principle of common curriculum [6]." Identifying the prerequisites necessary

for transfer students to complete their lower division coursework at a different institution from

the engineering degree conferring university is a first step to clarifying acceptable variation.

While a dedicated pre-engineering program at one institution that ensures transfer into an ABET-

accredited program would be optimal, having a thorough understanding of the prerequisites

required can help ensure a successful transfer if no such program is in place. Knowledge of the

courses required, as well as grade requirements, allows the student to prepare themselves for

transfer to a university engineering program whether those prerequisites were completed at a

university, college or state community college. This paper address the question: if a student

desires to transfer into a four-year Bachelor of Science engineering degree, what are prerequisite

courses should they take?

As the goal of this paper is to promote the study of engineering in the state of Florida, the

surveyed information will pertain directly to the prerequisite course work necessary to enter an

engineering program at a Florida university. The findings, however, have the potential to be

applicable nationwide.

Overview of the Florida System

The state of Florida’s system of public higher education consists of four main governing bodies

for higher education. These are the Florida College System (FCS) (prior to 2009 known as the

Florida Community College System), the Board of Governors State University System of

Florida, the Commission for Independent Education, and the office of Student Financial

Assistance [7]. The FCS currently consists of 28 public community and state colleges which are

coordinated under the jurisdiction of the State Board of Education. The State University System

of Florida currently consists of 12 public four-year universities and is overseen by a Chancellor

and governed by the Florida Board of Governors. The Commission for Independent Education

has responsibility for nonpublic post-secondary educational institutions, and the Office of

Student Financial Assistance administers the scholarship and grant programs [7].

As part of the Florida Department of Education, Florida has created as Statewide Course

Numbering System (SCNS). This system articulates a common course numbering system to be

used by the colleges and universities in the state. The SCNS specifies the level at which the

course is taught as well as the topics covered in each course with the same number. Courses with

the same number are guaranteed to transfer to institutions offering a course with the same course

number. According to their website, the SCNS was created in the 1960s and “is a key component

of Florida's K-20 seamless system of articulation. The system provides a database of post-

secondary courses at public vocational-technical centers, community colleges, universities, and

participating nonpublic institutions. The assigned numbers describe course content to improve

research, assist program planning, and facilitate the transfer of students [8].” At the university

level, the SCNS ties in with the development of common prerequisites. According to the

FloridaShines, “in 1996, institutions of higher education in the state of Florida, under legislative

mandate and through the direction of the Articulation Coordinating Committee, established a list

of common prerequisite courses for every degree program. The purpose of such a list is to

provide students, especially those who plan to transfer between institutions, with information

regarding the courses that they will need to take to be admitted into upper-division programs"

[9]. By the Board of Governors, “Common Prerequisites are standardized across all public

universities, state and community colleges in Florida to facilitate efficient transfer of lower-level

academic credit into the State University System. Typically, students will be informed of all

degree program common prerequisite requirements through the academic advising process [10]”

Students who have previously attended a postsecondary institution and have earned more than

twelve (12) semester hours of credit are considered transfer students. Students wishing to transfer

to a public university are strongly encouraged to do so after earning an associate in arts degree

from a Florida College System (FCS) institution in order to ensure a smooth transition and

transfer of credit [10].

As the private universities do not fall under the same governing body as private universities, this

paper focuses primarily on the public universities and their engineering programs within the state

of Florida, and the common program prerequisites for each program. The 12 Universities in the

State University System of Florida are listed in Table 1 and are shown on the accompanying map

in Figure 1.

Table 1: Universities in the State University System of Florida [11]

Florida Agricultural and Mechanical University

Florida Atlantic University

Florida Gulf Coast University

Florida International University

Florida Polytechnic University

Florida State University

New College of Florida

University of Central Florida

University of Florida

University of North Florida

University of South Florida

University of West Florida

Figure 1: Map of the Universities in The State University System of Florida [12]

Overview of Florida University's Engineering Programs

The following tables provide a breakout of the universities in Florida that offer engineering

programs based on a search of each universities website as well as ABET listings of accredited

programs [11], [13]. Engineering at Florida public universities includes twelve institutions

spanning twenty engineering disciplines. The University of North Florida, offering three

programs, has the fewest number of engineering programs (of those offering engineering

degrees) and the University of Florida, offering thirteen programs, has the largest offering. The

five private universities that offer engineering span fourteen programs. The number of programs

ranges from Jacksonville University which offers two to the University of Miami which offers

nine programs. Florida Polytechnical University, Florida’s newest university, is currently

undergoing the process of initial ABET accreditation for many of their engineering programs.

Table 1: Engineering Degrees at Florida Public Universities

Flo

rida

A &

M U

niv

ersi

ty [

14]

Flo

rida

Atl

anti

c U

niv

ersi

ty [

15]

Flo

rida

Gulf

Coas

t U

niv

ersi

ty [

16]

Flo

rida

Inte

rnat

ional

Univ

ersi

ty

[17]

Flo

rida

Poly

tech

nic

Univ

ersi

ty [

18]

Flo

rida

Sta

te U

niv

ersi

ty [

19]

New

Coll

ege

of

Flo

rida

[20]

Univ

ersi

ty o

f C

entr

al F

lori

da

[21]

Univ

ersi

ty o

f F

lori

da

[22

]

Univ

ersi

ty o

f N

ort

h F

lori

da

[23]

Univ

ersi

ty o

f S

outh

Flo

rida

[24]

Univ

ersi

ty o

f W

est

Flo

rida

[25]

Aerospace Engineering • •

Agricultural Engineering • •

Bio and Biomedical Engineering • •

Biological Engineering • •

Chemical Engineering • • • •

Civil Engineering • • • • • • • • •

Computer Engineering • • • o • • • • •

Construction Engineering o •

Electrical and Electronics

Engineering

• • • o • • • • • •

Engineering, Engineering Physics

& Engineering Science

Engineering

•

Environmental Engineering o • • • o

Industrial Engineering • • o • • • •

Materials Engineering • Mechanical Engineering • • • o

• • • • • o

Nuclear and Radiological

Engineering

•

Ocean Engineering • •

Photonic Science and Engineering o

Software Engineering •

Surveying and Geomatics

Engineering

•

Systems Engineering •

• ABET Accredited Programs [13] o Program offered

Table 2: Engineering Degrees at Florida Private Universities

Em

ery-R

iddle

Univ

ersi

ty [

26]

Flo

rida

Inst

itute

of

Tec

hnolo

gy

[27]

Jack

sonvil

le U

niv

ersi

ty [

28]

Nov

a S

outh

east

ern U

niv

ersi

ty [

29]

Univ

ersi

ty o

f M

iam

i [3

0]

Aerospace Engineering • • •

Agricultural Engineering

Bio and Biomedical Engineering • •

Chemical Engineering •

Civil Engineering • • •

Computer Engineering • • • •

Construction Engineering •

Electrical Engineering • • • • •

Environmental Engineering •

Industrial Engineering • Materials Engineering

Mechanical Engineering • • •

Ocean Engineering o

Other *1 *2 *3 *4

o Program offered

• ABET Accredited Programs [13]

*1 Software

*2 Information Technology

*3 General

*4 Engineering Science

What follows are breakout tables for each engineering programs offered at public universities

that are noted in the previous table. Within each table, the required prerequisites for each

institution are noted. Although not listed as it is not a direct prerequisite for upper-level classes,

most programs require some type of course or seminar course covering the engineering

profession and/or engineering design. For the universities that do not offer a specific discipline,

that column has been shaded.

Table 3. Civil Engineering Programs at Florida Public Universities

CIVIL ENGINEERING Flo

rid

a A

& M

Univ

ersi

ty [

31

]

Flo

rid

a A

tlan

tic

Univ

ersi

ty [

32

]

Flo

rid

a G

ulf

Coas

t U

niv

ersi

ty [

33]

Flo

rid

a In

tern

atio

nal

Un

iver

sity

[3

4]

Flo

rid

a P

oly

tech

nic

Un

iver

sity

Flo

rid

a S

tate

Univ

ersi

ty [

35

]

New

Co

lleg

e of

Flo

rid

a

Un

iver

sity

of

Cen

tral

Flo

rid

a [3

6]

Un

iver

sity

of

Flo

rid

a [3

7]

Un

iver

sity

of

No

rth

Flo

rid

a [3

8]

Un

iver

sity

of

So

uth

Flo

rid

a [3

9]

Un

iver

sity

of

Wes

t F

lori

da

BSC

x101

General Biology with Lab

CHM

x045

General Chemistry I X X X X X * * X *

CHM

x045L

General Chemistry I Lab X X X X X

X X *

CHM

x046

General Chemistry II

X

CHM

x046L

General Chemistry II Lab

X

CHM

x210

Organic Chemistry I

CHM

x210L

Organic Chemistry I Lab

COP

x000

Intro to Computer Science

COP

x250

Introduction to

Programming

MAC

x311

Calculus I X X X X X X X X X

MAC

x312

Calculus II X X X X X X X X X

MAC

x313

Calculus III X X X X X X X X X

MAP

x302

Differential Equations * * X X * X X X X

PHY

x048L

General Physics w/Lab I X X X X X X X X X

PHY

x049L

General Physics w/Lab II X X X X X X X X X

STA

x023 /

x032

Statistical Methods /

Probability and Stats for

Engineers

* X

* * X X X

X – course required * - course or similar course required (one option from a selection)

Table 4. Electrical Engineering Programs at Florida Public Universities

ELECTRICAL

ENGINEERING Flo

rid

a A

& M

Univ

ersi

ty [

40

]

Flo

rid

a A

tlan

tic

Univ

ersi

ty [

41

]

Flo

rid

a G

ulf

Coas

t U

niv

ersi

ty

Flo

rid

a In

tern

atio

nal

Un

iver

sity

[4

2]

Flo

rid

a P

oly

tech

nic

Un

iver

sity

[4

3]

Flo

rid

a S

tate

Univ

ersi

ty [

44

]

New

Co

lleg

e of

Flo

rid

a

Un

iver

sity

of

Cen

tral

Flo

rid

a [4

5]

Un

iver

sity

of

Flo

rid

a [4

6]

Un

iver

sity

of

No

rth

Flo

rid

a [4

7]

Un

iver

sity

of

So

uth

Flo

rid

a [4

8]

Un

iver

sity

of

Wes

t F

lori

da

[49

]

BSC

x101


CHM

x045

General Chemistry I X X X X X * * X * X

CHM

x045L


X X * X

CHM

x046


CHM

x046L


CHM

x210

Organic Chemistry I

CHM

x210L


COP

x000


COP

x250

Introduction to

Programming

X

MAC

x311

Calculus I X X X X X X X X X X

MAC

x312

Calculus II X X X X X X X X X X

MAC

x313

Calculus III X X X X X X X X X X

MAP

x302

Differential Equations X * X X X X X X

X

PHY

x048L

General Physics w/Lab I X X X X X X X X X X

PHY

x049L

General Physics w/Lab II X X X X X X X X X X

STA

x023 or

x032



Engineers

X

X X X


Table 5. Mechanical Engineering Programs at Florida Public Universities

MECHANICAL

ENGINEERING Flo

rid

a A

& M

Univ

ersi

ty [

50

]

Flo

rid

a A

tlan

tic

Univ

ersi

ty [

51

]

Flo

rid

a G

ulf

Coas

t U

niv

ersi

ty

Flo

rid

a In

tern

atio

nal

Un

iver

sity

[5

2]

Flo

rid

a P

oly

tech

nic

Un

iver

sity

[5

3]

Flo

rid

a S

tate

Univ

ersi

ty [

54

]

New

Co

lleg

e of

Flo

rid

a

Un

iver

sity

of

Cen

tral

Flo

rid

a [5

5]

Un

iver

sity

of

Flo

rid

a [5

6]

Un

iver

sity

of

No

rth

Flo

rid

a [5

7]

Un

iver

sity

of

So

uth

Flo

rid

a [5

8]

Un

iver

sity

of

Wes

t F

lori

da

[59

]

BSC

x101


CHM

x045

General Chemistry I X X X X X * * X * X

CHM

x045L

General Chemistry I Lab X X X X X X X X * X

CHM

x046


CHM

x046L


CHM

x210

Organic Chemistry I

CHM

x210L


COP

x000

Intro to Computer

Science

COP

x250

Introduction to

Programming

X

X

MAC

x311


MAC

x312


MAC

x313

Calculus III X X X X X X X X X X

MAP

x302

Differential Equations X * X X X X X X X X

PHY

x048L


PHY

x049L


STA

x023 or

x032



Engineers *

X

* X X


Table 6. Computer Engineering Programs at Florida Public Universities

COMPUTER OR

SOFTWARE

ENGINEERING (FGCU) Flo

rid

a A

& M

Univ

ersi

ty [

60

]

Flo

rid

a A

tlan

tic

Univ

ersi

ty [

61

]

Flo

rid

a G

ulf

Coas

t U

niv

ersi

ty [

62]

Flo

rid

a In

tern

atio

nal

Un

iver

sity

[6

3]

Flo

rid

a P

oly

tech

nic

Un

iver

sity

[6

4]

Flo

rid

a S

tate

Univ

ersi

ty [

65

]

New

Co

lleg

e of

Flo

rid

a

Un

iver

sity

of

Cen

tral

Flo

rid

a [6

6]

Un

iver

sity

of

Flo

rid

a [6

7]

Un

iver

sity

of

No

rth

Flo

rid

a

Un

iver

sity

of

So

uth

Flo

rid

a [6

8]

Un

iver

sity

of

Wes

t F

lori

da

[69

]

BSC

x101


CHM

x045

General Chemistry I X X * X X X * * * X

CHM

x045L

General Chemistry I Lab X X * X X X

X * X

CHM

x046


X

CHM

x046L


CHM

x210

Organic Chemistry I

CHM

x210L


COP

x000


X

COP

x220

Introduction to

Programming

X X

X

MAC

x311


MAC

x312


MAC

x313

Calculus III X X * X X X X X X X

MAP

x302

Differential Equations X * * X X X X X * X

PHY

x048L


PHY

x049L


STA

x023 /

x032



Engineers

X

X


Table 7. Industrial Engineering Programs at Florida Public Universities

INDUSTRIAL

ENGINEERING Flo

rid

a A

& M

Univ

ersi

ty [

70

]

Flo

rid

a A

tlan

tic

Univ

ersi

ty

Flo

rid

a G

ulf

Coas

t U

niv

ersi

ty

Flo

rid

a In

tern

atio

nal

Un

iver

sity

Flo

rid

a P

oly

tech

nic

Un

iver

sity

Flo

rid

a S

tate

Univ

ersi

ty [

71

]

New

Co

lleg

e of

Flo

rid

a

Un

iver

sity

of

Cen

tral

Flo

rid

a [7

2]

Un

iver

sity

of

Flo

rid

a [

73

]

Un

iver

sity

of

No

rth

Flo

rid

a

Un

iver

sity

of

So

uth

Flo

rid

a [7

4]

Un

iver

sity

of

Wes

t F

lori

da

BSC x101 General Biology with

Lab

CHM

x045

General Chemistry I X X * * *

CHM

x045L

General Chemistry I Lab X X

X *

CHM

x046


CHM

x046L


Lab

CHM

x210

Organic Chemistry I

CHM

x210L


COP x000 Intro to Computer

Science

COP x250 Introduction to

Programming

MAC

x311

Calculus I X X X X X

MAC

x312

Calculus II X X X X X

MAC

x313

Calculus III X X X X X

MAP

x302

Differential Equations X X X X

PHY

x048L

General Physics w/Lab I X X X X X

PHY

x049L

General Physics w/Lab

II X X X X X

STA x023

or x032



Engineers


Table 8. Chemical Engineering Programs At Florida Public Universities

CHEMICAL

ENGINEERING Flo

rid

a A

& M

Univ

ersi

ty [

75

]

Flo

rid

a A

tlan

tic

Univ

ersi

ty

Flo

rid

a G

ulf

Coas

t U

niv

ersi

ty

Flo

rid

a In

tern

atio

nal

Un

iver

sity

Flo

rid

a P

oly

tech

nic

Un

iver

sity

Flo

rid

a S

tate

Univ

ersi

ty [

76

]

New

Co

lleg

e of

Flo

rid

a

Un

iver

sity

of

Cen

tral

Flo

rid

a

Un

iver

sity

of

Flo

rid

a [7

7]

Un

iver

sity

of

No

rth

Flo

rid

a

Un

iver

sity

of

So

uth

Flo

rid

a [7

8]

Un

iver

sity

of

Wes

t F

lori

da

BSC

x101


CHM

x045

General Chemistry I X X * X

CHM

x045L

General Chemistry I Lab X X X X

CHM

x046

General Chemistry II X X * X

CHM

x046L

General Chemistry II Lab X X X X

CHM

x210

Organic Chemistry I X X

CHM

x210L


COP

x000


COP

x250

Introduction to

Programming

MAC

x311

Calculus I X X X X

MAC

x312

Calculus II X X X X

MAC

x313

Calculus III X X X X

MAP

x302

Differential Equations

X

PHY

x048L

General Physics w/Lab I X X X X

PHY

x049L

General Physics w/Lab II X X X X

STA

x023 or

x032



Engineers


Table 9. Environmental Engineering Programs at Florida Public Universities

ENVIRONMENTAL

ENGINEERING Flo

rid

a A

& M

Univ

ersi

ty [

79

]

Flo

rid

a A

tlan

tic

Univ

ersi

ty [

80

]

Flo

rid

a G

ulf

Coas

t U

niv

ersi

ty [

81]

Flo

rid

a In

tern

atio

nal

Un

iver

sity

[8

2]

Flo

rid

a P

oly

tech

nic

Un

iver

sity

Flo

rid

a S

tate

Univ

ersi

ty [

83

]

New

Co

lleg

e of

Flo

rid

a

Un

iver

sity

of

Cen

tral

Flo

rid

a [8

4]

Un

iver

sity

of

Flo

rid

a [8

5]

Un

iver

sity

of

No

rth

Flo

rid

a

Un

iver

sity

of

So

uth

Flo

rid

a

Un

iver

sity

of

Wes

t F

lori

da

BSC

x101


X

CHM

x045

General Chemistry I X X X X X * *

CHM

x045L


X

CHM

x046


X X X

*

CHM

x046L


X X X

X

CHM

x210

Organic Chemistry I

CHM

x210L


COP

x000


COP

x250

Introduction to

Programming

MAC

x311

Calculus I X X X X X X X

MAC

x312

Calculus II X X X X X X X

MAC

x313

Calculus III X X X X X X X

MAP

x302

Differential Equations * * X X * X X

PHY

x048L

General Physics w/Lab I X X X X X X X

PHY

x049L

General Physics w/Lab II X X X X X X X

STA

x023 or

x032



Engineers

* X

* X X


Summary of Prerequisites

The pre-engineering prerequisites that are commonly required for each engineering program are

what will be critical to the success of a pre-engineering program implemented for students to

transfer to an engineering program at a Florida University for the degrees considered in this

research. Each engineering degree requires General Chemistry I and the corresponding Lab at

essentially all of the Florida Universities where the degrees are offered. The exceptions are Civil

Engineering and Industrial Engineering at the University of Central Florida and the University of

South Florida. The University of Florida requires General Chemistry I Lab for Civil Engineers.

General Chemistry II and General Chemistry II Lab are required for Chemical Engineering at

each institution where the programs are offered as well as Environmental Engineering except at

Florida State University. Interestingly, General Chemistry II and the requisite Lab are required

for Civil Engineering at Florida International University. Each engineering degree requires

Calculus I, II, and III at each of the Florida Universities, except for Computer or Software

Engineering at Florida Gulf Coast University does not require Calculus III. Each engineering

degree requires General Physics w/Lab I and II at each of the Florida institutions.

In summary, several courses were identified that should be included in a pre-engineering

program designed for students to transfer to most Florida Universities to study the engineering

degrees covered in this research. These courses include General Chemistry I and Lab; Calculus I,

II, and III; as well as General Physics w/Lab I and II. These courses could be covered over the

course of three semesters due to the Physics requirement. Additionally, there are other common

courses that can be offered to help to help better engineering students be prepared. These

include and Differential Equations, Statistics for Engineers, and an Introduction to Engineering

Design.

Challenges of Obtaining the Prerequisites

The challenge of each of the programs identified in Tables 3-9 is that the math and science

requirements of a general AA degree do not meet the requirements needed in order for the

student to transfer directly into an engineering program. If the student were to attain the needed

courses to be prepared to transfer into an engineering program, the student would exceed math

and science the requirements for an AA degree.

The situation becomes even more exasperated if the student does not enter the college institution

ready to take calculus. Students not ready to enter calculus as freshmen are typically unable to

complete the recommended math and science courses required to transfer into an engineering

program in two years. Thus, quite often the students complete the requirements of the AA degree

and are ready to graduate and transfer before they meet the upper-level requirements of an

engineering Bachelor of Science program. This is particularly true of dual enrolled students who

are still meeting high school math requirements as part of the AA degree and are only beginning

calculus at the FCS institution their senior year of high school, which is concurrently their

second year of the AA degree program. Furthermore, with the initiatives to increase graduations,

some school institute automatic gradation which confers a degree as soon as the requirements are

met. Financial aid can be affected for students completing the AA degree requirements, but who

are not yet ready could graduate.

Pre-Engineering Options at Florida Community and State Colleges

While there are various programs offered at each of the 28 institutions in the FCS that appear to

be directed toward engineering, only in a few specific cases will a student be able to complete

that program in a two year time frame and then transfer as a junior into an engineering Bachelor

of Science degree program within the Florida University System. Because of the unique math

and science requirements discussed above, it is very challenging to transfer directly into an

engineering program.

Thus, the current status of pre-engineering programs offered by FCS is essentially non-existent.

While Florida has a strong 2+2 program, the availability of a two-year degree program

specifically set up to allow students the ability to transfer directly into an engineering program as

a junior is woefully lacking. The legislatively mandated Florida SCNS provides a foundation

upon which a pre-engineering program can be developed so that students will be able to

seamlessly make that transition.

Students who attend a community or state college as a first step to attaining their goal of earning

an engineering degree, if not well versed or advised, will spend needless time and money

attaining credits that will be of little or no value in attaining their engineering degree. This stark

fact could very well discourage many students from pursuing an engineering degree.

A program of study specifically designed to transfer into an engineering Bachelor of Science

degree program is the best approach. Future research is required into developing such a program.

Focusing on a pre-engineering program would benefit the students, the engineering profession,

the Florida economy, as well as the Florida Community and State Colleges. Addressing the

impediments of student transfer directly into an engineering Bachelor of Science degree program

in Florida via a workable and successful pre-engineering program creates a vibrant win-win

situation. The culmination of this study is expected to lead to a detailed pre-engineering

curriculum proposal.

Conclusions

This is the second in a series of papers that seeks to assist the students, the institutions that serve

them, their surrounding economic region, and the engineering profession in understanding and

articulating the educational requirements to graduate from an ABET-accredited engineering

program. By investigating the engineering program prerequisites at Florida universities, several

conclusions can be reached. First, there are a significant number of courses that are common

core pre-requisites to many engineering disciplines. Next, many of these pre-requisites are the

same for multiple public universities. Based on the authors' experience with various engineering

programs in other states, the same pre-requisites are widely required in states' university

engineering programs other than Florida. Another conclusion is that many of these pre-

perquisites are courses that are already being offered at many State and community colleges.

The benefit of having a pre-engineering program designed specifically for potential engineering

students would be ideal for a wide range of students for a variety of reasons. FCS institutions

allow flexible programs that allow non-traditional students who are returning to the classroom

from the workforce to go to school while still being employed full-time. Additionally, these

institutions offer a more affordable alternative to students who are unable to afford the tuition,

fees, room, and board at larger universities. Another benefit these institutions provide is usually

smaller class size and additional educational support, which is attractive to many students.

Younger individuals who are dual-enrolled and balancing high school while attending an

institution of higher education may be less intimidated at a smaller institution, allowing them to

adapt more easily, potentially leading to a higher success rate.

While students would benefit from more information being available on websites and in a more

user-friendly way or by increasing the knowledge base of advisors at the community and state

college level, there is still substantial risk involved. What is really needed is a program of study

specifically designed to transfer into an engineering Bachelor of Science degree program. This

would benefit the students, the engineering profession, the Florida economy, as well as the

Florida Community and State Colleges. Addressing the impediments of student transfer directly

into an engineering Bachelor of Science degree program in Florida via a workable and successful

pre-engineering program creates a vibrant win-win situation.

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