1 ICEE’2005, Gliwice, Poland Harmonizing Civil Engineering Harmonizing Civil Engineering Education Education Stanisław Majewski Stanisław Majewski Silesian University of Technology, Gliwice, Poland Silesian University of Technology, Gliwice, Poland Outline 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
Stanisław Majewski Stanisław Majewski Silesian University of Technology, Gliwice, PolandSilesian University of Technology, Gliwice, Poland
OutlineOutline Introduction – European Prerequisites
Introduction – Recommendations of the Bologna Declaration
ASCE Body of Knowledge; basic questions of the education
European Projects
EUCEET Core Curricula
Conclusions
22
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.
Introduction – European prerequisites Introduction – European prerequisites Introduction – European prerequisites Introduction – European prerequisites
Globalization, which results among others in: studying abroad global employment
much easier if the curricula are similar requires readable & comparable degrees
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.
Do we need any harmonizing in European education?
ICEE’2005, Gliwice, Poland
33
Introduction – Recommendations of the Introduction – Recommendations of the Bologna DeclarationBologna Declaration
Introduction – Recommendations of the Introduction – Recommendations of the Bologna DeclarationBologna Declaration
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.
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.
The Bologna Declaration determines just the prerequisites for the European Area of Higher Education:
ICEE’2005, Gliwice, Poland
44
Outcomes of the education at the appropriate level of competence
What should be taught ?
Who should teach and learn?
ICEE’2005, Gliwice, Poland
KNOWLEDGE, which assures the scientific and technical competence;
ATTITUDES, which assure the appropriate approach to co-workers and professional duties;
How should we teach and learn?
What should be taught,
trained & formed ?
List of Core Subjects
SKILLS, which make possible the effective use of the knowledge for solving engineering problems;
ASCE BoK basic questions of an educationASCE BoK basic questions of an educationASCE BoK basic questions of an educationASCE BoK basic questions of an education
55
European projectsEuropean projectsEuropean projectsEuropean projects
SP1 – Studies and Recommendations on Core Curricula for Civil EngineeringThe answer for the question: what should be taught was given both in terms of subjects and outcomes of the education.
EUCEET-TUNINGQuestionnaires for Academics, Graduates & Employers on generic and specific competences. ICEE’2005, Gliwice, Poland
66
Outcomes of the CE educationOutcomes of the CE educationOutcomes of the CE educationOutcomes of the CE education1. An ability to apply knowledge of mathematics and other basic subjects2. An ability to use knowledge of mechanics, applied mechanics and of other
core subjects relevant to civil engineering3. An ability to apply knowledge in a specialized area related to civil engineering4. An ability to identify, formulate and solve civil engineering problems5. An ability to design a system or a component to meet desired needs6. An ability to design and conduct experiments and analyse and interpret data7. An ability to identify research needs and necessary resources8. An ability to use the techniques, skills and modern engineering tools,
including IT, necessary for engineering practice9. An understanding of the elements of project and construction management of
common civil engineering works10. An understanding of professional and ethical responsibility of civil engineers11. An understanding of the interaction between technical and environmental
issues and ability to design and construct environmentally friendly civil engineering works
12. An understanding of the impact of solutions for civil engineering works in a global and societal context
13. An ability to communicate effectively14. An ability to function in multi-disciplinary teams 15. An understanding of the role of the leader and leadership principles 16. A recognition of the need for, and the ability to engage in, life-long learning
ICEE’2005, Gliwice, Poland
77
ability
7
30%
70%
80%
100%recognition13
2
3
4
5
6
891011
12
Outcomes v. Levels of CompetenceOutcomes v. Levels of CompetenceOutcomes v. Levels of CompetenceOutcomes v. Levels of Competence1Ability – capability
to perform with competence;Understanding – a thorough mental grasp of a topic; Recognition – a reasonable level of familiarity with a concept;
understanding
14 15
16
90%
ICEE’2005, Gliwice, Poland
88
100%90
8070
6050
4030
20
1
1 16 outcomes
UND - understandingREC - recognition
16
15
1413
12
11
109
8
7
65
4
3
2
ABI - ability
ABIUND
REC
Overall assessment of a graduateOverall assessment of a graduate
ICEE’2005, Gliwice, Poland
99
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
lev e
lof
com
pet e
nce
level of competence gainedduring the study period
study period & life-long learning postgraduate experience
grad
uatio
n
LevelsLevels ofof CompetenceCompetenceLevelsLevels ofof CompetenceCompetence 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.
very good
insufficient
Levels of competence should be connected with students’ marks
ICEE’2005, Gliwice, Poland
1010
Table 1. 4-years course
5-years course No
CORE SUBJECTS IN CURRICULA FOR CIVIL ENGINEERING
Credits Credits
1 Mathematics and Applied Mathematics 16,0 23,0
2 Applied Chemistry 3,0 3,5
3 Applied Physics 5,5 6,5
4 Computer Science and Computational Methods in C.E. 6,5 8,0
5 Drawing and Descriptive Geometry 4,0 5,0
6 Mechanics 5,5 6,5
7 Mechanics of Materials 7,5 9,5
8 Structural Mechanics 8,5 11,0
9 Fluid Mechanics & Hydraulics 5,5 6,0
10 Engineering Surveying 5,0 5,5
11 Building Materials 5,5 6,5
12 Buildings’ Construction 4,0 4,5
13 Basis of Structural Design 4,5 4,5
14 Engineering Geology 3,5 4,0
15 Soil Mechanics and Geotechnical Engineering 6,5 9,0
16 Structural Concrete 7,5 9,5
17 Steel Structures 6,0 8,0
18 Timber, Masonry and Composite Structures 3,5 4,5
19 Transport Engineering 4,0 4,5
20 Urban Planning 2,5 3,0
21 Water Structures and Water Management 3,5 4,5
22 Construction Technology & Organization 6,0 7,0
23 Economics and Management 6,0 7,5
24 Environmental Engineering 4,0 4,5
25 Non-technical subjects 6,0 9,0
Core subjects total 140,0 175,0
Specialization and Elective Subjects Including Practical Placement and Final Project
100,0 125,0
Total 240,0 300,0
EUCEET – EUCEET – Core Core Subjects and Subjects and Credit pointsCredit 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%)
Additional hours for Core Subjects 120 120 240 20.0
120 120 120 360 30.0
240 240 20.0
240 240 20.0
360 360 360 360 360 360 360 360 2880 240
Optional subjects - OA, OB., OC
Practical PlacementFinal Seminar & ProjectTotal
90 60 303045 3030 30 154560
45 4545 60 15
6060
6045 15
6030
30 45 3045 45 30 30
45 30 3045 30
45 15 153030 15
15 45 1515 45 30
30 3030 30 30 30
180 15.030 3.075 6.075 6.045 3.560 5.090 7.5
120 10.060 5.060 5.060 5.060 5.060 5.030 2.5
105 9.0150 12.5105 9.0
75 6.075 6.030 2.545 3.075 6.090 7.560 5.0
120 10.0
1935 160.0120 10.0
6 7 8 9 10 111. Advanced Geotechnics & Foundation 30 302. Advanced Structural Design 30 303. Building Legislation 30 304. Structural Dynamics 30 305. Structural Design in Seismic Regions 30 306. Urban Structures 30 307. Industrial Structures 30 308. Maintanence, Repair and Strengthening of Structures 30 309. Advanced Bridge Design 30 3010. Durability of structures 30 3011. Review of Famous World's Structures 30 3012. Methodology of Diagnostics 30 3013. Laboratory Testing of Materials & Struct. Elements 30 3014. Damage & Catastrophes of Structures 30 3015. Numerical Modelling of Structures 30 3016. Advanced Modelling of Concrete, Masonry and Soils 30 3017. ###18. ###
OA - Structural Designsemester
6 7 8 9 10 111. Advanced Geotechnics & Foundation 30 302. Advanced Structural Design 30 303. Building Legislation 30 304. Structural Dynamics 30 305. Structural Design in Seismic Regions 30 306. Urban Structures 30 307. Industrial Structures 30 308. Maintanence, Repair and Strengthening of Structures 30 309. Advanced Bridge Design 30 3010. Durability of structures 30 3011. Review of Famous World's Structures 30 3012. Methodology of Diagnostics 30 3013. Laboratory Testing of Materials & Struct. Elements 30 3014. Damage & Catastrophes of Structures 30 3015. Numerical Modelling of Structures 30 3016. Advanced Modelling of Concrete, Masonry and Soils 30 3017. ###18. ###
OA - Structural Designsemester
1313
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.
