Tomorrow's Civil Systems Engineer—The Master Integrator

Bordogna, Joseph

doi:10.1061/(asce)1052-3928(1998)124:2(48)

Cited by 50 publications

(18 citation statements)

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“…One of the main limitations of the current general CEE curriculum is that it requires students to learn via courses whose relationships to one another and to the engineering process are not explained until late in a baccalaureate education (Bordogna 1998). In fact, most CEE curricula focus on developing specialized courses (Bonasso 2001) in spite of the fact that solving unique infrastructure problems in contemporary society requires a more holistic view to visualize alternative scenarios and to think in terms of large, complex systems.…”

Section: Shortcomings Of Cee Curriculamentioning

confidence: 99%

“…In fact, most CEE curricula focus on developing specialized courses (Bonasso 2001) in spite of the fact that solving unique infrastructure problems in contemporary society requires a more holistic view to visualize alternative scenarios and to think in terms of large, complex systems. Rather than a piecemeal approach, Bordogna (1998) advocated for a new philosophy to look at the problem as a whole and claimed that addressing this problem calls for a new focus on the integrative nature of engineering and on programs that train engineers as master integrators. Integrating a course into the curriculum that educates first-year or second-year students about general concepts of infrastructure systems can help provide this focus.…”

Section: Shortcomings Of Cee Curriculamentioning

confidence: 99%

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Inclusion of an Introduction to Infrastructure Course in a Civil and Environmental Engineering Curriculum

Esmaeili¹,

Parker

Hart

et al. 2017

J. Prof. Issues Eng. Educ. Pract.

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Civil infrastructure refers to the built environment (sometimes referred to as public works) and consists of roads, bridges, buildings, dams, levees, drinking water treatment facilities, wastewater treatment facilities, power generation and transmission facilities, communications, solid waste facilities, hazardous waste facilities, and other sectors. Although there is a need to train engineers who have a holistic view of infrastructure, there is evidence that civil and environmental engineering (CEE) programs have not fully addressed this increasingly recognized need. One effective approach to address this educational gap is to incorporate a course related to infrastructure into the curriculum for first-year or second-year civil and environmental engineering students. Therefore, this study assesses the current status of teaching such courses in the United States and identifies the incentives for, and the barriers against, incorporating an introduction to infrastructure course into schools' current CEE curricula. Two distinct activities enabled these objectives. First, a questionnaire was distributed to CEE programs across the United States, to which 33 responses were received. The results indicated that although the majority of participants believe that offering such a course will benefit students by increasing the breadth of the curriculum and by providing a holistic view of CEE, barriers such as the maximum allowable credits for graduation, the lack of motivation within a department-either because such a course did not have a champion or because the department had no plans to revise their curriculum-and a lack of expertise among faculty members inhibited inclusion of the course in curricula. Second, three case studies demonstrating successful inclusion of an introduction to infrastructure course into the CEE curriculum were evaluated. Cases were collected from Marquette University, University of Wisconsin-Platteville, and West Point CEE programs, and it was found that the key to success in including such a course is a motivated team of faculty members who are committed to educating students about different aspects of infrastructure. The results of the study can be used as a road map to help universities successfully incorporate an introduction to infrastructure course in their CEE programs.

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Section: Shortcomings Of Cee Curriculamentioning

confidence: 99%

Section: Shortcomings Of Cee Curriculamentioning

confidence: 99%

Inclusion of an Introduction to Infrastructure Course in a Civil and Environmental Engineering Curriculum

Esmaeili¹,

Parker

Hart

et al. 2017

J. Prof. Issues Eng. Educ. Pract.

View full text Add to dashboard Cite

show abstract

“…Engineers recognize, through their professional code of ethics and licensing requirements, that they have a civic duty, akin to the medical profession, to “do no harm.” Nonetheless, the authors conclude that “… even as the complexity of the modern engineering project continues to mount … students are, on average taking 18 fewer technical credits in the curriculum today than in the 1920's.” In addition, students are taking more electives in their area of specialization, further diffusing the core curriculum. According to Bordogna (1998) and Cohon (2000), a well‐rounded fundamental education is no longer possible, and runs counter to the need for what many leading educators are calling for –“master integrators” and “master builders”– as the new attitude for the engineering profession. Russell and Stouffer (2005) conclude…”

Section: Engineering As the Core Of Water Managementmentioning

confidence: 99%

“…This is precisely the opposite of what I think is needed, and is a view supported by many academicians. The experts (Smerdon 2000, Beder 1999, Bordogona 1998, Duderstadt 2008, National Research Council 2005) say that there are many trends and changes that will affect engineering and hence the educational processes need to change if the U.S. is to stay competitive:…”

Section: Engineering As the Core Of Water Managementmentioning

confidence: 99%

Cogitations on the Education of Water Resources Managers

Stakhiv

2008

Contemporary Water Research

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“…Moreover, the impact of societal changes and demands of the public regarding the quality of higher education are also increasing (Yeung, 2006). The need to re-shape various aspects of the civil engineering curriculum to meet the challenge of increasing complexity and globalisation of civil engineering projects is being echoed by many prominent educators, practitioners and public administrators (Bordogna, 1998;Bowman and Farr, 2000;Boxall and Tait, 2008;Chau, 2007;Cheah et al, 2005;Chinowsky, 2002;Dudman and Wearne, 2003;Galloway, 2008;Jennings and Ferguson, 1996;Jha and Lynch, 2007;Koehn, 2004;Le and Tam, 2008;Li and Liu, 2005;Nehdi and Rehan, 2007;Russell and Stouffer, 2003).…”

Section: Introductionmentioning

confidence: 99%

HKU’s double profession civil engineering and law programme

Yeung¹,

Ng²,

Tham³

et al. 2010

Proceedings of the Institution of Civil Engineers - Management,

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The scale and complexity of civil engineering projects are increasing exponentially. Coupled with the growing trend of globalisation, the demand for high-calibre civil engineers who are also knowledgeable in legal matters is increasing. Driven by an aspiration to prepare civil engineering graduates with a solid foundation in both civil engineering and law, The University of Hong Kong has developed the first 5-year credit-based double professional degree programme in Hong Kong, which leads to the award of the degrees of Bachelor of Engineering in Civil Engineering (Law) and Bachelor of Laws. The considerations, development process and launching details of the programme are presented in this paper. The students admitted to date perform better academically than other civil engineering students on civil engineering courses. However, they do not perform as well as law students and other law-related double-degree students.

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Tomorrow's Civil Systems Engineer—The Master Integrator

Cited by 50 publications

References 1 publication

Inclusion of an Introduction to Infrastructure Course in a Civil and Environmental Engineering Curriculum

Inclusion of an Introduction to Infrastructure Course in a Civil and Environmental Engineering Curriculum

Cogitations on the Education of Water Resources Managers

HKU’s double profession civil engineering and law programme

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