zagreb, november 2004tempus ruce workshop: bsc in ce1 restructuring civil engineering curricula at...

Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE 1

Restructuring Civil Engineering Curricula at the University of

Zagreb: BSc

Antun Szavits-NossanUniversity of Zagreb,

Faculty of Civil Engineering

TEMPUS JEP No. 17062-2002Restructuring and Updating the Civil Engineering Curriculum


Content• CE education in Croatia

– Current educational paths toward the market– CE study at the University of Zagreb (Dipl. Ing. Degree)

• Restructuring:– The Bologna Declaration: two cycles, ECTS, recognition

of the first cycle degree (sheltering the drop-outs), allowances for mobility, European Higher Education Area

– Defining the core curriculum vs. specialization– Balance of basic and engineering courses in both cycles– Duration of each of the two cycles

• Restructured CE curricula• Beyond restructuring• Conclusions


CE Education in Croatia -Current Educational Paths Toward the Market


CE Study at the University of Zagreb

• Established in 1919, first Dipl. Ing. degree awarded in 1923

• The current study– Nominal duration 4.5 years (9 semesters)– ~ 27 contact hours (lectures & exercise) per week; – More than 50 courses for the degree– 77 % credits for core study, 23 % credits for specialization– 6 specializations (Geotechnical Eng., Building Materials, Hydro Eng.,

Structural Eng., Organ. and Techno. in CE, Transportation Eng.)– Strongly design oriented – Graduation rate ~ 130 / year

• Problems– Average study duration ~ 50 % longer than nominal– Drop out rate ~ 50 %


The Bologna Process

• Two cycles– First cycle: Bachelor - BSc (min 3 years), – Second cycle: Master - MSc (BSc + MSc: 5 years)– The first cycle also relevant for the labour market:

• Recognition of the first cycle degree• Sheltering the drop-outs• University first cycle graduates most probably will continue their

education in the second cycle

• Curriculum that allows mobility – Use of ECTS (60 credits required per year)– Core curriculum that satisfies established standards– Diversity of specializations– European harmonization


How to Adjust to Bologna (1)1. Defining the 5 years core curriculum for both

cycles from the actual 4.5 Dipl. Ing. study:

– The core curriculum (non-electives) has to be

harmonized with established standards (e.g.

SOCRATES and ERASMUS Thematic Networks

EUCEET and E4; ASCE BOK )– ECTS should be based on estimated student workload

• 1 year = 1800 working hours 1 credit = 30 working hours

EUCEET (European Civil Engineering Education and Training) representing more than 130 European universities and other institutions from 29 countries: Majewski, S. (2004). Curricula harmonization across Europe;

E4 (Enhancing Engineering Education in Europe): Heitman, G. (2004). Innovative curricula in engineering education

ASCE Body of knowledge committee of the Committee on academic prerequisites for professional practice (2004). Civil engineering body of knowledge for the 21st century – preparing the civil engineer for the future


How to Adjust to Bologna (2)

– Quality features of current curricula should be retained• Project based learning in design courses has to be included in

the workload

– More advanced contents should be shifted from the

current curricula to the PhD cycle and to the life-long

learning process

2. Two cycles are not to be obtained by simply cutting down the actual curricula (4.5+2) and splitting them into two parts because:

– Meaningful studies need a balance between basic and

engineering courses


How to Adjust to Bologna (3)

– The core curriculum generally makes about 70 % of the two cycles, so most of it must be placed in the first cycle

– The specialization follows the core, so it should start in the second cycle

– The study duration should take into account the predominant European trends

– The first cycle should be as short as possible to shelter the drop-outs

– The recognition of the first cycle degree should be taken into account

– The issue of licensure should be taken into account


The Core Curriculum Analysis (1)


The Core Curriculum Analysis (2)


Balance of Basic and Engineering Courses

NotBalanced Balanced

?

?

or

Current


Analysis of Optimal Study Duration

Longer BSc: Core increasesShorter MSc: Specialization decreases

End of first cycle in Winter: too short period between two cycles

- Min. allowable duration- Already exists in Croatia- Drop-out minimized - Predominant in Europe

Relevant for licensurein Croatia


Licensure; Future ASCE Requirements: BSc + MSc = 5 Years;(Current Requirement in Croatia: Dipl. Ing. = 4.5 Years)

Area representing competence and

outcomes attained by education, BSc+MSc = 5

years

Area representing competence and outcomes required for licensure:education + experience

Education


Restructured CE Curricula (1)Restructured CE curricula are proposed with the following features:

• The current Dipl. Ing. core curriculum was adjusted to the EUCEET and E4 proposals retaining quality features

• The two cycles have a duration of 3+2 (180+120 credits) because it is best suited to meet various criteria

• Most core courses are placed in the first cycle• Some advanced courses from the core curriculum were

shifted to the second cycle instead of retaining them in the first three years

• A tentative second cycle containing 25 % of the core is illustrated with no details on elective courses

• The detailed content of the core courses will be dealt with by the CE Faculty taking into account new professional needs and challenges


BSc Curricula, 1st Year

Course CR Course CR

Mathematics 1 9 Mathematics 2 9

Engineering Graphics 6 Mechanics 7

Physics 6 Building Construction 5

Computer Sciences/Methods 6

Surveying 5

Introduction to Civil Engineering 3

Elective Humanities / Social Sciences 4

Total credits 30 Total credits 30

CR = credits (ECTS); credits per course ~ lectures + exercise + 1 (per week)


BSc Curricula, 2nd Year

Course CR Course CR

Mechanics of Materials 8 Structural Mechanics 8

Construction Materials with Chemistry 8

Water Management Systems

4

Hydromechanics with Hydrology 8

Environmental Engineering

3

Environmental Planning 3 Soil and Rock Mechanics

6

Engineering Geology 3 Transportation Engineering

6

Management in Civil Engineering

3



BSc Curricula, 3rd Year

Course CR Course CR

Geotechnical Engineering 6 Construct. Organization and Technology 8

Concrete and Masonry Structures

8 Design of Structures and Bridges 5

Steel Structures 6 Elective Course 5

Wooden and Masonry Structures 5

Water Supply and Sewerage 4

Elective Course 5 Field Excursions 5

BSc Thesis 5



MSc Curricula (tentative), 2 years, 120 credits

Courses For All Specializations

CR Electives CR

Mathematics 3 6 Specialization (one elective)- Geotechnical Engineering

- Water Systems Engineering

- Structural Engineering- Construction Organization & Technology

- Transportation Engineering

(~ 70% specialization + 30% non-specialization courses)....

MSc Thesis ....................70

20

Advanced Mechanics of Materials 6

Advanced Structural Mechanics 6

Pre-stressed Concrete Structures

5

Research Methods 4

Construction Laws and Standards 3



Restructured CE Curricula (2) - Future Educational Paths Toward the Market


Beyond Restructuring: Updating Courses (1)

• Shift from the teaching to the learning paradigm; new learning methods– Problem based and project oriented learning; active role

of students in learning– Dealing with complexities: solving real life and not well

posed problems– Improving teaching effectiveness

• Need for non-technical skills and attitudes– Communication skills, transferable skills, information

technology skills, e-learning– Work in multidisciplinary teams, leadership


Beyond Restructuring: Updating Courses (2)

– Social and public awareness issues– Ethical standards and attitudes– Attitude towards life-long learning

• From prescribed input to required outcomes– Design of courses to include the above and additional

outcomes according to E4, EUCEET, BOK, ABET


Conclusions

• A specific BSc and a tentative MSc curricula with a 3 + 2 duration are proposed based on:– The Bologna process requirements– An European core curricula standard– The current Dipl. Ing. and MSc curricula

• The restructured curricula closely match the long established degrees in Croatia thus solving the issue of degree recognition and the problem of employability

• It is emphasized that restructuring is only the start for a long term curriculum adjustment towards changing professional needs and paradigms

zagreb, november 2004tempus ruce workshop: bsc in ce1 restructuring civil engineering curricula at...

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