Two surveys were conducted to identify the essential characteristics of minority engineering programs and to provide summaries of ongoing minority programs in a broad sampling of engineering schools. The first surveyed colleges with the largest minority enrollments, including the 6 traditionally Black schools and 45 predominantly white schools. The second was an initial survey of 225 engineering institutions, of which 164 responded. Of the 164, only 59 supplied sufficient descriptive data. Elements of effective minority engineering programs were classified into goals of college minority programs, relationships of college locales to student sources, staffing of minority programs, consortia and community involvement, pre-college high school programs, identification and recruitment, admissions procedures and criteria, pre-matriculation summer programs, support programs, retention, financial aid programs, and predominantly Black schools of engineering. This report contains an analysis of the various approaches that have been used and proven successful, and brief descriptions of 59 individual college minority engineering programs. Tabular data are given on the total full-time engineering enrollments in 1974; engineering schools by number of full-time minorities enrolled and reported programmatic activities in 1973; the engineering schools and the number of Black, Spanish-surnamed, and Indian students enrolled in 1973; geographical location of the engineering population in 1972; and the distribution of minority origin persons by regions and state in 1970. (NQ)