Transcript Harmonizing Civil Engineering Education Stanisław Majewski Silesian University of Technology, Gliwice, Poland Outline Introduction – European Prerequisites Introduction – Recommendations of the Bologna Declaration ASCE Body of.

Harmonizing Civil Engineering
Education
Stanisław Majewski
Silesian University of Technology, Gliwice, Poland
Outline
Introduction – European Prerequisites
Introduction – Recommendations of the Bologna Declaration
ASCE Body of Knowledge; basic questions of the education
European Projects
EUCEET Core Curricula
Conclusions
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Introduction – European prerequisites
Do we need any harmonizing in European education?
In 1988 in Bologna Magna Charta Universitatum was signed  strongly
emphasises Autonomy & Freedom of the University;
The Declaration convened in Bologna in June 1999 recommends some
harmonization as the precondition of the European Area of Higher
Education;
Is there any contradiction between these documents?
Not at all, yet the world changes very quickly and the contemporary
conditions must be taken into account.
Globalization, which results among others in:
 studying abroad
much easier if the curricula are similar
requires readable & comparable degrees
 global employment
Wide survey of current European education state preceding the later
Bologna Declaration revealed extreme complexity and diversity of
curricular and degree structures in European countries.
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Introduction – Recommendations of the
Bologna Declaration
The Bologna Declaration determines just the prerequisites
for the European Area of Higher Education:
adoption of a system of easily readable and comparable degrees,
adoption of a system based on two cycles, undergraduate and graduate,
establishment of a comparable system of credits,
developing comparable criteria and methodologies of quality assurance.
Summarizing:
In Europe some harmonising is necessary, as it facilitates students’
exchange and global employment;
The harmonization cannot deny the idea of university autonomy and
freedom emphasised by Magna Charta Universitatum;
Reasonable diversity is a value of the European education and should
be preserved but cannot deny some contemporary needs.
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ASCE BoK basic questions of an education
What should
be taught ?
What should
be taught,
trained
& formed ?
How should we teach and
learn?
Who should teach
and learn?
KNOWLEDGE, which assures the
scientific and technical
competence;
SKILLS, which make possible the
effective use of the knowledge for
solving engineering problems;
ATTITUDES, which assure the
appropriate approach to co-workers
and professional duties;
Outcomes of the education at the
appropriate level of competence
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List of Core
Subjects
4
European projects
TUNING Educational Structures in Europe,
EUCEET–European Civil Engineering Education & Training.
SP1 – Studies and Recommendations
on Core Curricula for Civil Engineering
The answer for the question: what
should be taught was given both
in terms of subjects and outcomes
of the education.
EUCEET-TUNING
Questionnaires for
Academics,
Graduates &
Employers on
generic and specific
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competences.
5
Outcomes of the CE education
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
An ability to apply knowledge of mathematics and other basic subjects
An ability to use knowledge of mechanics, applied mechanics and of other
core subjects relevant to civil engineering
An ability to apply knowledge in a specialized area related to civil engineering
An ability to identify, formulate and solve civil engineering problems
An ability to design a system or a component to meet desired needs
An ability to design and conduct experiments and analyse and interpret data
An ability to identify research needs and necessary resources
An ability to use the techniques, skills and modern engineering tools,
including IT, necessary for engineering practice
An understanding of the elements of project and construction management of
common civil engineering works
An understanding of professional and ethical responsibility of civil engineers
An understanding of the interaction between technical and environmental
issues and ability to design and construct environmentally friendly civil
engineering works
An understanding of the impact of solutions for civil engineering works in a
global and societal context
An ability to communicate effectively
An ability to function in multi-disciplinary teams
An understanding of the role of the leader and leadership principles
A recognition of the need for, and the ability to engage in, life-long learning
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Outcomes v. Levels of Competence
1
Ability – capability
to perform with
competence;
Understanding –
a thorough mental
grasp of a topic;
Recognition –
a reasonable level
of familiarity with
a concept;
100%
90%
16
2
ability
3
understanding
4
14
13
15
5
recognition
12
6
80%
11
70%
10
9
8
7
30%
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Overall assessment of a graduate
1
2
REC
9
11
12
6
7
10
REC - recognition
UND - understanding
ABI - ability
20
30
40
50
60
70
80
90
100%
8
UND
ABI
5
13
4
14
3
15
16
1
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16 outcomes
8
Levels of Competence
level
of competence
Required levels of competence should be FULLY reached
during the study period;
Due to postgraduate experience and life-long learning the
EXCELENCE should be achieved.
Levels of competence should be connected with students’ marks
NCE
ELLE
EXC
level of competence gained
during the study period
100%
90%
ITY
IL
AB
80%
G
IN
D
N
60%
IO
O
EC
DE
N
U
T
RS
insufficient
R
20%
G
N
IT
40%
30%
A
N
50%
graduation
very good
70%
10%
study period
postgraduate experience
& life-long learning
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EUCEET –
Core
Subjects and
Credit points
Basing on the wide
European survey the list of
25 Core Subjects have
been determined
Credits have been
assigned for each of Core
Subjects (58%)
Professional subjects
comprise 50% of credits
Table 1.
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
CORE SUBJECTS IN CURRICULA FOR CIVIL
ENGINEERING
Mathematics and Applied Mathematics
Applied Chemistry
Applied Physics
Computer Science and Computational Methods in C.E.
Drawing and Descriptive Geometry
Mechanics
Mechanics of Materials
Structural Mechanics
Fluid Mechanics & Hydraulics
Engineering Surveying
Building Materials
Buildings’ Construction
Basis of Structural Design
Engineering Geology
Soil Mechanics and Geotechnical Engineering
Structural Concrete
Steel Structures
Timber, Masonry and Composite Structures
Transport Engineering
Urban Planning
Water Structures and Water Management
Construction Technology & Organization
Economics and Management
Environmental Engineering
Non-technical subjects
58%
Core subjects total
Specialization and Elective Subjects Including Practical
Placement and Final Project
Total
4-years
course
Credits
5-years
course
Credits
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
3,5
6,5
7,5
6,0
3,5
4,0
2,5
3,5
6,0
6,0
4,0
6,0
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
4,0
9,0
9,5
8,0
4,5
4,5
3,0
4,5
7,0
7,5
4,5
9,0
140,0
175,0
100,0
125,0
240,0
300,0
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Core-Curriculum – Assumptions
Credit points represent the student’s workload
1.
2.
3.
4.
Assuming:
Student’s workload=40 h/week, comprising 50-60% contact
hours”  20-24 h/week.
30 credits and 15 weeks per semester  2 credits/week.
From (1) and (2) we have: 20-24 h/week= 2 credits/week thus
1 credit point=10-12 contact hours.
Additionally I have assumed that the number of hours per each
subject should be the multiple of 15.
Total numbers of teaching hours have been
calculated with these assumptions
11
Optional Subjects + Final Seminar & Project
Practical Placement + Optional Subjects
First stage - 4-years BSc course
Schedule for1st stage - Core Subjects only
Total
Core Subjects.
1
2
3
4
5
6
7
8
hours credits
15.0
Mathematics and Applied Mathematics
180
90
60
30
3.0
Applied Chemistry
30
30
6.0
Applied Physics
75
45
30
6.0
Computer Science and Comp. Methods in C.E. 30
75
30
15
3.5
Drawing and Descriptive Geometry
45
45
semester
5.0
Mechanics
60
OA - Structural Design 60
6
7
8
9
10
11
Mechanics of Materials
7.5
90
45
45
1.
Advanced
Geotechnics & Foundation
30
30
Structural
Mechanics
9.0
105
45
60
15
10.0
120
2.
Advanced
Structural
Design
30
30
Fluid
Mechanics
& Hydraulics
5.0
60
60
Engineering
Surveying
5.0
60
60
3.
Building Legislation
30
30
Building
Materials
5.0
60
60
4.
Structural
Dynamics
30
30
Buildings
5.0
60
45
15
5. Structural Design in Seismic Regions
30
30
Basics
of Structural
Design
5.0
60
60
6.
Urban
Structures
30
30
Engineering Geology
2.5
30
30
7.
Industrial Structures
30
30
Soil Mechanics and Geotechnical Engineering
6.5
75
45
30
9.0
105
8. Maintanence, Repair and Strengthening of Structures 30
30
30
Structural Concrete
9.0
105
15
45
45
30
30
12.5
150
9. Advanced Bridge Design
30
30
Steel Structures
6.0
75
45
30
30
9.0
105
10.
Durability
of
structures
30
30
Timber, Masonry and Composite Structures
3.5
45
45
30
6.0
75
11.
Review
of
Famous
World's
Structures
30
30
Transportation Engineering
5.0
60
45
15
15
6.0
75
12.
Methodology
of
Diagnostics
30
30
2.5
Urban & Regional Planning
30
30
2.5
13.
Laboratory
Testing
of
Materials
&
Struct.
Elements
30
30
Water Structures and Water Management
3.0
45
15
30
15
14.
Damage
&
Catastrophes
of
Structures
30
30
5.0
Construction Technology & Organisation
60
15
45
15
6.0
75
15.
Numerical
Modelling
of
Structures
30
30
Economics and Management
4.0
45
15
45
30
30
7.5
90
16.
Advanced
Modelling
of
Concrete,
Masonry
and
Soils
30
30
Environmental Engineering*
4.0
45
15
30
30
5.0
60
17.
###
9.0
Non-technical subjects**
105
15
30
30
30
30
10.0
120
18.
###
European Core Subjects Total
1680
140.0
360 360 360 360 195
45
0
0
1935
160.0
10.0
45
75
120
120
Local Core Subjects***
20.0
120
120
240
Additional hours for Core Subjects
30.0
Optional subjects - OA, OB., OC
120 120 120
360
20.0
240
240
Practical Placement
240
240 12 20.0
Final Seminar & Project
360 360 360 360 360 360 360 360
2880
240
Total
CONCLUSIONS
1. No doubt that the uniformity never will be the objective of the
education, yet some level of compatibility can be useful or even
indispensable, if we mind the globalization of employment.
2. Knowledge, skills and attitudes of a professional should be
comparable irrespective to the place of his graduation.
3. Thus the compilation of the Bologna Declaration and post-Bologna
process, ASCE Body of Knowledge Committee recommendations and
the results of EUCEET Core-Curricula Studies can be interesting at
least to establish the common module and to recognize individual
distance from this module.
4. Current accomplishments of above-mentioned bodies create a good
basis to start the discussion about the harmonization of study
curricula. We have started this process at SUT, some our partners
declare their interest in it, we kindly invite everybody who is interested
in facilitating and widening his students and staff exchange.
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[email protected]
http://euceet.bud.polsl.gliwice.pl/
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Harmonizing Study Curricula
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Plan studiów – liczba godzin na „rdzeń”
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
No
CORE
CORESUBJECTS
SUBJECTS
and
Applied
1Mathematics
Mathematics
and
AppliedMathematics
Mathematics
Applied
Chemistry
2 Applied Chemistry
Physics
3Applied
Applied
Physics
Computer
Science
and
C.E.
4 Computer Science
andComputational
ComputationalMethods
Methods in
in C.E.
and
Descriptive
5Drawing
Drawing
and
DescriptiveGeometry
Geometry
Mechanics
6 Mechanics
of of
Materials
7Mechanics
Mechanics
Materials
Structural
Mechanics
8 Structural Mechanics
Mechanics
&&
Hydraulics
9Fluid
Fluid
Mechanics
Hydraulics
Engineering
Surveying
10 Engineering Surveying
Building
Materials
11
Building
Materials
Buildings
12 Buildings
Basis
of Structural
Design
13
Basis
of Structural
Design
Engineering
Geology
14
Engineering
Geology
Soil
Mechanics
and
Geotechnical
15 Soil Mechanics
and
GeotechnicalEngineering
Engineering
Structural
Concrete
16 Structural Concrete
Steel
Structures
17
Steel
Structures
Timber,
Masonry
and
18 Timber, Masonry
andComposite
CompositeStructures
Structures
Transportation
Infrastructure
19
Transportation
Infrastructure
Urban
Infrastructure
20 Urban Infrastructure
Water
Structures
and
21
Water
Structures
andWater
WaterManagement
Management
Construction
Technology
&
Organisation
22 Construction Technology & Organisation
Economics
and
Management
23
Economics
and
Management
Environmental
Engineering
24
Environmental
Engineering
Non-technical
subjects
25 Non-technical subjects
Core
subjects
total
Core
subjects
total
4-years
4-years
course
course
Credits
Credits
5-years
4
years
5-years
course
course
course
Credits
hours
Credits
16.0
16.0
3.0
3.0
5.5
5.5
6.5
6.5
4.0
4.0
5.5
5.5
7.5
7.5
8.5
8.5
5.5
5.5
5.0
5.0
5.5
5.5
4.0
4.0
4.5
4.5
3.5
3.5
6.5
6.5
7.5
7.5
6.0
6.0
3.5
3.5
4.0
4.0
3.0
3.0
3.5
3.5
5.5
5.5
6.0
6.0
4.0
4.0
6.0
6.0
140.0
140.0
195
23.0
23.0
30
3.5
3.5
60
6.5
6.5
75
8.0
8.0
45
5.0
5.0
6.5
60
6.5
9.5
90
9.5
11.0
105
11.0
6.0
60
6.0
5.5
60
5.5
6.5
60
6.5
4.5
45
4.5
4.5
60
4.5
4.0
30
4.0
9.0
75
9.0
9.5
90
9.5
8.0
75
8.0
4.5
45
4.5
45
4.5
4.5
30
3.0
3.0
45
4.5
4.5
7.0
60
7.0
75
7.5
7.5
4.5
45
4.5
75
9.0
9.0
1635
175.0
175.0
17