El informe Grinter
the Grinter report, published in 1955, gave impetus to the adoption of science-based curricula (Grinter, 1955). The Grinter report called for more basic science and mathematics courses and fewer "skill" courses.
The Committee considers that scientifically oriented engineering curricula are essential to achieve these ends and recommends the following means of implementation:
1. A strengthening of work in the basic sciences, including mathematics, chemistry, and physics.
2. The identification and inclusion of six engineering sciences, taught with full use of the basic sciences, as a common core of engineering curricula, although not necessarily composed of common courses.
3. An integrated study of engineering analysis, design, and engineering systems for professional background, planned and carried out to stimulate creative and imaginative thinking, and making full use of the basic and engineering sciences.
4. The inclusion of elective subjects to develop the special talents of individual students, to serve the varied needs of society, and to provide flexibility of opportunity for gifted students.
5. A continuing, concentrated effort to strengthen and integrate work in the humanistic and social sciences into engineering programs.
6. An insistence upon the development of a high level of performance in the oral, written, and graphical communication of ideas.
The Grinter report called for more basic science and mathematics courses and fewer
"skill" courses. However it did not specifically target graphics - usually cataloged as
"engineering drawing" at that time. Item 6 of the implementation called for "a high level
of performance in the oral, written and graphical communication of ideas."(Meyers, 2000)
ABET (2000)
RAE (2007) "Creating systems that work")
El proceso Bolonia