Harmonizing Civil Engineering Education Across Europe

Stanisław Majewski Silesian University of Technology, Gliwice, Poland

Autonomy or Harmonizing Bologna Declaration Basic questions of the education ASCE BOK Committee Outcomes of the education Levels of Competence EUCEET Core Curricula Conclusion

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

Do we need any harmonization ?

Magna Charta Universitatum (Bologna, 1988)



Autonomy & Freedom We never can tell that our teaching is perfect. Thus the question: what should be taught and how should it be done must be always present in any educational activity. This question should be always considered in context of contemporary conditions What are these conditions now?

Globalization

 

studying abroad global employment much easier if the curricula are similar requires readable & comparable degrees Dominating impact of the technology on the human life



Engineer becomes a leader of the society, his education should be broader, not loosing its’ technical depth and level Summarizing: some harmonization is necessary and doesn’t deny the idea of university autonomy and freedom emphasised by Magna Charta Universitatum.

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

Bologna Declaration

The Declaration convened in Bologna in June 1999 is the result of wide survey of the European education state in the end of the twentieth century. This survey revealed extreme complexity and diversity of curricular and degree structures in European countries .

Four recommendations of this Declaration are directly connected with the subject of this presentation : adoption of a system of easily readable and comparable degrees , adoption of a system based on two main cycles, undergraduate and graduate , establishment of a developing comparable system of credits , comparable criteria and methodologies of quality assurance with view to accreditation procedures, Some harmonizing is necessary to assure readable and comparable degrees, irrespectively from Country and University of graduation. This is crucial for students’ exchange and employment of graduates.

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

Basic questions of educational process

What the graduate should receive during his studies?

What should be taught ?

KNOWLEDGE , which assures his scientific and technical competence, What should be trained ?

SKILLS , which make possible effective use of this knowledge for solving engineering problems, What should be formed ?

ATTITUDES , which assure the appropriate approach to co workers and professional duties Answer in terms of outcomes of the education Answer in terms of subjects How it should be taught?

Who should teach and learn?

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

Outcomes of the education

1.

2.

3.

4.

5.

6.

The Body of Knowledge Committee of the ASCE determined in 2001 the outcomes of education

Scientific & technical outcomes Professional outcomes Attitude outcomes An

ability

to apply knowledge of mathematics, science and civil engineering; An

ability

to design and conduct experiments, as well as analyze and interpret data; An

ability

to design a system, component or process to meet desired needs; An

ability

to identify, formulate and solve engineering problems; An

ability

to understand the techniques, skills, and modern engineering tools necessary for engineering practice; An

ability

to apply knowledge in a specialized area related to civil engineering; 1.

2.

3.

4.

5.

An

ability

to function on multi-disciplinary teams; An

ability

to communicate effectively; An

understanding

of the elements of project management, construction, and asset management; An

understanding

of business and public policy and administration fundamentals; An

understanding

of the role of the leader and leadership principles.

1.

2.

3.

1.

2.

3.

An

understanding

of professional and ethical responsibility; The broad education necessary to

understanding

the impact of engineering solutions in a global and societal context A

recognition

of the need for, and an

ability

to engage in life-long learning; Levels of competence

Ability Understanding Recognition

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

Levels of Competence versus Outcomes

E E E E E E E E E E E E E E A E E E E E E A A A A A U ABILITY A A A A A A A A A A2 A3 A4 A An UNDER STANDING U U U U U U U U U U U U U R R R R R R RECO GNITION R R R R R R R R R R R R R

1 2 3 4 5 6 7 8 9 10 11 12

OUTCOMES GAINED DURING STUDIES R R R R R R R

13 14 A1 A2 A3 A4 An

ADDITIONAL OUTCOMES

GAINED DUE TO LIFE-LONG LEARNING Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

EUCEET



Studies and Recommendations on Core-Curricula in Civil Engineering

What should be taught ?

Answer in terms of subjects with regard to the outcomes and levels of competence proposed by ASCE Answer competent and representative, as more than 100 Universities participates in Thematic Network EUCEET



EUCEET – European Civil Engineering Education & Training

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004 1

Core Subjects and Credit points

Basing on the wide European inquiry 25 Core Subjects with credits assigned have been determined No CORE SUBJECTS IN CURRICULA FOR CIVIL ENGINEERING

1 Mathematics and Applied Mathematics 2 Applied Chemistry 3 Applied Physics 4 Computer Science and Computational Methods in C.E. 5 Drawing and Descriptive Geometry 6 Mechanics 7 Mechanics of Materials 8 Structural Mechanics 9 Fluid Mechanics & Hydraulics 10 Engineering Surveying 11 Building Materials 12 Buildings’ Construction 13 Basis of Structural Design 14 Engineering Geology 15 Soil Mechanics and Geotechnical Engineering 16 Structural Concrete 17 Steel Structures 18 Timber, Masonry and Composite Structures 19 Transport Engineering 20 Urban Planning 21 Water Structures and Water Management 22 Construction Technology & Organization 23 Economics and Management 24 Environmental Engineering 25 Non-technical subjects

4-years course Credits 3,5 6,5 7,5 6,0 3,5 4,0 2,5 3,5 6,0 6,0 4,0 6,0 16,0 3,0 5,5 6,5 4,0 5,5 7,5 8,5 5,5 5,0 5,5 4,0 4,5 5-years course Credits 4,0 9,0 9,5 8,0 4,5 4,5 3,0 4,5 7,0 7,5 4,5 9,0 23,0 3,5 6,5 8,0 5,0 6,5 9,5 11,0 6,0 5,5 6,5 4,5 4,5 Core subjects total Specialization and Elective Subjects Including Practical Placement and Final Project Total 140,0 100,0 240,0 175,0 185,0 360,0

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

SUBJECT:

STRUCTURAL CONCRETE Course contents

7-8 credit points

Frame Syllabuses

RC1. The course regards to the design of RC beams, one way slabs and columns, comprising the dimensioning rules under bending, shear and torsion (beams) as well as simultaneous action of bending, and axial force (columns) with regard to ultimate load and serviceability limit states.

Concept and idea of concrete reinforcement. Historical background. Material properties - concrete and steel. General characteristic of RC design principles (limit state approach), EC2

A brief list (1 A4 page) with

and national version. Design of beams (rectangular and T section) with regard to ultimate load limit state under bending, shear and torsion. Single- and multi-span one-way slabs and

main topics, which should be

beams. Design of columns subjected to axial force and bending. Compression: general rules, slenderness and stability. Design with regard to ultimate load limit state for rectangular

known to every graduate of CE faculty, irrespectively to

section. M-N interaction diagrams. Confined columns. Tension: design with regard to ultimate load limit state for rectangular section. Limit states of serviceability - deflection of RC beams, cracking in reinforced concrete.

RC2.The course regards to principals of RC elements design. These principals will be presented at simple and popular in constructional practice elements such as floor structures

his specialization.

(beam-and-slab, flat slab), stairs, frames, and retaining walls.

Beam-and-slab floors. Two-way slabs: calculation in elastic stadium and by critical load

In each syllabus there will be determined:

method; reinforcement distribution. Reinforced concrete stairs. Reinforced concrete frame structures. Approximate methods of frame analysis under vertical and horizontal load. Computational methods of frame analysis. Reinforcing rules for frame structures. Reinforced concrete spot footings and strip foundations. Spot footings for pre-cast columns. Retaining walls: calculation and rules of reinforcing.

levels of competence for particular parts of contents, skills achieved within the subject.

RC3. The course regards to principals of pre-stressed concrete.

Concept of pre-stressing of structural concrete members. Materials and techniques for pre-stressed concrete. High strength concrete and steel for pre-stressing. Pre-tensioning and post-tensioning techniques. Losses of pre-stressing force – short time and long term effects. Basic assumptions for sectional design of flexural pre-stressed members according to ultimate limit state method. Serviceability limit states of pre-stressed members.

RC4.

Brief presentation of advanced reinforced concrete and pre-stressed structures proving the possibilities and advantages of structural concrete.

Ability in RC1 and RC2, Understanding in RC3, Recognition in RC4.

Level of competence Skills achieved

Proficiency in calculation of reinforcement and loading capacity of beams, slabs and columns subjected to bending moment, shear and axial force as well as familiarity with reinforcing rules for elements discussed within RC2. Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

Conclusions

No doubt that the uniformity never will be the objective of education, yet some level of compatibility can be useful or even indispensable, if we mind the globalization of employment. Knowledge, skills and attitudes of a professional should be comparable irrespective to the place of his graduation. The compilation of the Bologna Declaration, ASCE Body of Knowledge Committee recommendations and the results of EUCEET Core-Curricula Studies create a good basis to define, what professional qualifications every graduate of Civil Engineering faculty should receive during his studies

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

ASCE BOK Committee outcomes

Magna Charta Universitatum (Bologna, 1988)



Autonomy & Freedom The question: what should be taught and how should it be done should be always present in any educational activity and should be considered in context of contemporary conditions What are these conditions now?

Globalization

 

studying abroad global employment Dominating impact of the technology on the human life



Engineer becomes a leader of the society, thus his education should be broader, not loosing its’ technical depth and level Thus some harmonization is necessary and university autonomy and freedom doesn’t deny the idea of emphasised by Magna Charta Universitatum.

Civil Engineering Education & Research in Enlarged EU, Brno, April 2004

Duration of studies and types of programmes Distribution of civil engineering education systems across European countries represented in the EUCEET consortium of partners (1999 - 2000)

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