Civil Engineering Education Research Articles

Relation of Praxeology to Engineering

A continuing project, titled “Praxeology and Engineering Problems,” has involved an investigation of subjects of concern for civil engineering education and practice. This paper provides a summary of suggestions derived from attendant case studies. An introduction to the life and work of Ludwig von Mises, the main originator of praxeological methodology, provides context and central organization for the studies reported. An appreciation on the part of civil engineers of the significance of Mises' extensive analysis of economic action will benefit the public served by the engineering profession.

Future Directions of Civil Engineering Education

SUMMARY This paper briefly surveys the new trends of the research and development in the field of civil engineering and suggests that educators should adapt their curricula accordingly to produce civil engineers capable of coping with the professional needs of the coming century.

Sharing the Pride

ASCE can enhance our professional pride and share it with others by: 1) Seeking recognition for our commitment to continuous improvement in the quality of civil engineering practice and civil engineering education; 2) committing to lifelong learning; 3) participating in specialty certification; 4) addressing the issue of adversarial relationships among team members on projects; 5) supporting civil engineering research and telling the world about the results; 6) expanding the involvement of practitioners in education; and 7) increasing activities in construction inspection and code development and modification. It is presumptuous to assume that others will generate a broad respect for civil engineering works; we need to take the initiative ourselves. Encouraging more sections and branches to participate in the Outstanding Civil Engineering Achievement award is one possibility for sharing civil engineering pride. What ideas do you have?

Civil Engineering Education in Canada

SUMMARY Although the establishment of the Free Trade Pact between Canada and the US in 1989 was thought to be a solution to foreseeable economic difficulties in Canada, the reality is that North America is in an economic recession at the present time. Economists and politicians grasp at every positive economic indicator that shows the slightest trend upward, but unemployment stands at an average of 14% across the country. Despite a downturn in economic activity, Canadian engineering services captured about 8% of the international design market, with the US being the single largest market segment [l]. In view of the development of more global markets for engineering services, it is important that Canadian engineers be trained to be competitive in other world markets, i.e. in Europe and Pacific Rim countries. This paper outlines the professional and educational systems in Canada relative to the training of engineers but centres on the training of civil engineers at the University of New Brunswick and the ev...

Problem-based Approach to a Civil Engineering Education

SUMMARY Problem-based learning (PBL) is seen as a way of developing a rounded engineer, one who excels not only in technical accomplishments, but also in communication, teamwork, leadership, innovation and initiative. PBL develops all these skills through a process of problem solving in a resource-rich environment explored by teams of students. This paper shows how a PBL approach can be applied in the development of a new civil engineering course. It does this on a broad scale (looking at the sequence of subjects required in the degree), and on a smaller scale, to show how individual subjects could be implemented.

Civil Engineering Education in Ecuador

The writers visited Ecuador under the auspices of the Fulbright Program, administered by the Council for the International Exchange of Scholars, to lecture and advise several public and private universities on procedures to modernize curricula in civil engineering. Five visits were made over a 10 year period for time intervals ranging between one and six months. Based on interviews with a number of individuals and general observations, a number of recommendations were made. These recommendations ranged from improving the quality of students entering the university to improving library and laboratory facilities to improving faculty quality. The prime driving force toward implementing these recommendations will be the availability of adequate economic resources.

Discussion of “ Civil Engineering Education: Case Study Approach ” by Jeffrey S. Russell and Bob G. McCullouch (April, 1990, Vol. 116, No. 2)

Discussion of “ <i>Civil Engineering Education: Case Study Approach</i> ” by Jeffrey S. Russell and Bob G. McCullouch (April, 1990, Vol. 116, No. 2)

Discussion of “ Civil Engineering Education: Case Study Approach ” by Jeffrey S. Russell and Bob G. McCullouch (April, 1990, Vol. 116, No. 2)

Discussion of “ <i>Civil Engineering Education: Case Study Approach</i> ” by Jeffrey S. Russell and Bob G. McCullouch (April, 1990, Vol. 116, No. 2)

Discussion of “ Practitioners in Classroom: Viable Tool in Civil Engineering Education ”

Discussion of “ <i>Practitioners in Classroom: Viable Tool in Civil Engineering Education</i> ”

Discussion of “ Practitioners in Classroom: Viable Tool in Civil Engineering Education ”

Discussion of “ <i>Practitioners in Classroom: Viable Tool in Civil Engineering Education</i> ”

The Synthesis of the European Engineer

SUMMARY The early development of civil engineering in the United Kingdom stemmed from a base of sound practical skills leavened with an understanding of theoretical knowledge. In the continent of Europe engineering stemmed from a theoretical base enhanced subsequently by practical experience. This emphasis on practical skills continues to influence the education and training of civil engineers in the UK and the author presents the historical background which still dominates the UK approach. A comparison is made of the different approaches to the education of civil engineers in France, Germany and Spain. The author develops the theme that the European Engineer will be a product of the teamwork and cooperation of the European educational establishments with recognition by Industry of the commercial advantages of a flexible European system of education.

Civil Engineering Experience and Education

The professional engineering experience cannot be taught in universities. Graduates spend a certain apprenticeship period during the early years of their career. This training should be carried out under supervision of experienced engineers necessary for the background formation to professional life of potential civil engineers, 10-15 hr of a civil engineering consultation course must be included in the last-semester curriculum of universities. Also, a total of six months summer practice training on a construction site will be very useful to students in understanding the theoretical knowledge given in various courses. The value of experienced engineering decision is assessed as a case study in the preliminary design of a small earth-fill dam. Costs of the dam calculated with assumed and calculated spillway design head values. The results are compared by excluding the possible tangible and intangible benefits. The closeness of calculated and assumed design head values for this small dam indicates the importance of experience in engineering.

Educating Civil Engineers to Work in Space

This paper addresses the role of civil engineering in space operations and its impact on undergraduate education. The history of civil engineering and its role in society is discussed. The increasing complexity of the civil engineer's responsibilities from ancient times to the present is articulated. New civil engineering challenges fostered by man's quest to explore and inhabit the solar system and beyond are addressed. These challenges give rise to new requirements for the undergraduate education of tomorrow's civil engineers. The U.S. Air Force Academy's attempt to respond to these new undergraduate requirements is described. The civil engineering curriculum at the Air Force Academy emphasizes preparation for the unique challenges associated with space exploration and habitation. It is described and presented as a model for other undergraduate civil engineering programs that wish to focus on aerospace engineering activities into the 21st century.

One Perception of Engineering Academia

The perceived decline of a particular civil engineering program is documented based on the personal observations and appraisal by a former student (a practicing engineer who has trained and worked closely with the program's graduates for more than 20 years and who has been a close supporter of student activities on campus for more than 10 years) and a collaboration with several of the program's former and current professors and students. Personal observations and discussions with academicians from other programs indicate that this local experience may be more typical than unique not only in civil engineering departments but throughout colleges of engineering as well. Some symptoms of decline of the civil engineering profession are linked to the decline of civil engineering education. A detailed estimate of the motives and mechanisms that have led to the decline are examined. Some considerations believed to be critical to the reversal of the trend are discussed.

Socio-Political Dimensions in Civil Engineering Education At the University of the Witwatersrand

Socio-Political Dimensions in Civil Engineering Education At the University of the Witwatersrand

Discussion of “ First, Second, and Third Thoughts on Civil Engineering Education ” by Emmett M. Laursen (April, 1989, Vol. 115, No. 2)

Discussion of “ <i>First, Second, and Third Thoughts on Civil Engineering Education</i> ” by Emmett M. Laursen (April, 1989, Vol. 115, No. 2)

Discussion of “ First, Second, and Third Thoughts on Civil Engineering Education ” by Emmett M. Laursen (April, 1989, Vol. 115, No. 2)

Discussion of “ <i>First, Second, and Third Thoughts on Civil Engineering Education</i> ” by Emmett M. Laursen (April, 1989, Vol. 115, No. 2)

Closure to “ First, Second, and Third Thoughts on Civil Engineering Education ” by Emmett M. Laursen (April, 1989, Vol. 115, No. 2)

Closure to “ <i>First, Second, and Third Thoughts on Civil Engineering Education</i> ” by Emmett M. Laursen (April, 1989, Vol. 115, No. 2)

Discussion of “ First, Second, and Third Thoughts on Civil Engineering Education ” by Emmett M. Laursen (April, 1989, Vol. 115, No. 2)

Discussion of “ <i>First, Second, and Third Thoughts on Civil Engineering Education</i> ” by Emmett M. Laursen (April, 1989, Vol. 115, No. 2)

Practitioners in Classroom: Viable Tool in Civil Engineering Education

The impending shortage of civil engineering professionals and the deteriorating quality of our educational system pose critical problems for our nation. To alleviate the impact of these issues on our society, professional practitioners must become more directly involved in the education process. At the university level, practicing professionals make a valuable contribution when they address the day‐to‐day issues faced by professionals—business, management, human relations, marketing, communication, law, and ethics. These issues, more than technical engineering experience, prove to be the areas that beginning professionals are least equipped to manage. To address the longer‐term problem of a shortage of engineering professionals, practitioners must also intervene at elementary and secondary school levels to stimulate basic curiosity in math, science, and engineering. Through the students engaged in engineering (SEE) program of the American Consulting Engineers Council (ACEC), along with similar initiatives begun by the National Society of Professional Engineers (NSPE), the U.S. Army Corps of Engineers, and the Associated General Contractors of America, practicing professionals can interact with public school students in a meaningful way.