Moving Forward (1) J.W. Kamphuis 1 Moving Forward with (Coastal) Engineering Practice and Education...
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Transcript of Moving Forward (1) J.W. Kamphuis 1 Moving Forward with (Coastal) Engineering Practice and Education...
Moving Forward (1) J.W. Kamphuis
1
Moving Forward with (Coastal) Engineering Practice and
Education
J. W. Kamphuis
Queen’s University
Kingston, ON, Canada
K7L 3N6
CSCE St. John’s NL, May 2009
Moving Forward (1) J.W. Kamphuis
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Moving forward with (Coastal) Design and Management
J. W. Kamphuis
Queen’s University
Kingston, ON, Canada
K7L 3N6
Companion Paper
CSCE-ASCE-ICE Triennial Conference, St John’s , NL, June 2009
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We (should) design Systems (as opposed to Structures).
A Coastal System consists of: a Physico-Environmental Subsystem (PES),
which is the Structures+ the Environment in which they function,
a Socio-Economic Subsystem (SES), the people, governments, economy
Education
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And… The system is not just any combination of PES and SES, but SES must form the Base of Support for the PES
SES
PES
SES
PES
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Project Formulation
Coastal Engineers
Decision Makers
Project Design
Coastal Issue
Coastal Scientists
Implementation
Early Decision Making
(Used Ad hoc)
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Contemporary Decision Making
Coastal Issue
Judgment
Modelling (uncertainties)
Alternatives
Theoretical and Empirical
Relationships
Solution
ProblemFormulation
Physics
Chemistry
Biology
Geology
Coastal Scientists
OthersApprovals
Socio-EconomicInput from
Stakeholders
Coastal Managers
Decision Makers Coastal Engineers
Implementation
Monitoring
Interest Groups
Governments
Law
Government
Non-Gov’t Orgs
Citizens
Regulation
Public Input
Knowledge
Studies, Policy etc. OR Engineering
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Contemporary Decision Making
• Contemporary: Based on Democratic Principles; relevant to countries with democratic governance, e.g. Canada, US, EU. There are still many jurisdictions with different (often simpler) rules and processes, based on their particular cultures.
•Decision Making: Can refer to projects that are basically non-engineering (e.g. studies, policy formulation, ICM strategies) or to engineering projects, involving design of works. Emphasis in this presentation will be on the more difficult and controversial engineering design projects.
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ApprovalApproval
Knowledge (Theory and Experience) and Prototype Data
Post-Implementation
Design
Desk Study
Modelling Design ImplementationPreliminary
Design
The Design Process
ModellingPreliminary
Design ModellingPreliminary
Design
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Resilience
DefinitionsRequirementsOpportunities
SystemDesign
PES Design
Resilient System
Concepts
Decision Makers (often Government)
Resilient System
Knowledge
-Pre-Design
SES
Public Government Stakeholders
Communication
Design
Contemporary Design Process
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Resilience (bounce-back from failure; involves PES and SES)
PES Design (structures + impacts)SES involvement (stakeholders, public, government,
regulations)Pre-Engineering (necessary preparatory work)Design tasks include (much) communication (≥1/2?)
Education
Contemporary Design Concepts
PES – Physico-Environmental System
SES – Socio-Economic System
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Note on Communication:
Engineering students (as well as practicing engineers) can not simply assume that their audience is in agreement, because their reasoning includes the best technical knowledge available. Engineers must learn to listen and then argue their case for various audiences (such as clients, government, stakeholders and courts of law) and make their presentations fitting and convincing.
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Research is emphasized because it: generates university income creates reputation.
Evaluation of Profs is essentially by number of papers.
To produce all those papers, Profs Focus on research to the exclusion of (almost) everything
else publish in little tidbits many authors per paper concentrate on quick research methods (e.g. computer
results, instead of field and laboratory work)
Education
At University,
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2
3
1 Broad
Narrower and Deeper
Narrower and Deeper
Generation Understanding
Engineering Research at University
Education
? ? ? ?
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Science type funding Antiquated belief in Scientific (Science)
MethodThis teaches Analysis (not Synthesis)
Education
Narrower and Deeper because:
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What about teaching ? In the past, teaching was mainly via
lectures, supported by tutorials Lectures and tutorials were based on
prof’s engineering experience Notes became handbooks - directly
applicable, practical (engineering)
Education
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Teaching now Still mostly lectures and tutorials.Lectures and tutorials often consist of
some general engineering stuff from textbooks + prof’s (research) experience
Profs’ experience, (mainly from research) is not a good base for a broad, general engineering education
Education
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That is not all:Everyone in class is enchanted by
Formulas, models (bling) “Engineering” solutions
Emphasis is on “Real Engineering”“Flaky stuff” (e.g. communication,
leadership, stakeholders) does not appeal and is not “core material”
Gross Mismatch with Contemporary Tasks
Education
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Resilience
DefinitionsRequirementsOpportunities
SystemDesign
PES Design
Resilient System
Concepts
Decision Makers (often Government)
Resilient System
Knowledge
-Pre-Design
SES
Public Government Stakeholders
Communication
Design
Contemporary Decision Making
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Result:Students are taught (and want to focus on)
narrow, specific subjects; narrower and more specific as U/G →MSc→PhD.
Graduates will feel most comfortable if they can find work within their “silo”
This is not good for innovation, lateral thinking, broad conceptual thinking Synthesis (design) Interaction with non-peers Project management
Education
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3. How can (must?) WE Move Foreward?
Moving Forward
This is where you come in
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1. Get those profs to do engineering. 1. Understand engineering problems2. Teach engineering3. Do engineering research
2. Get those students to understand engineering
3. Get those universities to understand engineering
4. Incorporate the latest (applied, applicable) research on the shop floor.
What? Moving Forward
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1. “Get those profs to do engineering” and “incorporate the latest applied and
applicable research on the shop floor” - Get those profs into industry more often; establish engineering chairs; encourage industry sabbaticals, etc.
2. Get those students to understand engineering. Get practicing engineers into university to teach, mentor and interact with students and get those students on the shop floor through co-op programs, practical years, etc.
How? Moving Forward
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3. Get those universities to understand engineering Get engineers and university administrators together to define contemporary engineering and to update engineering education.
4. Related topic: Get engineers, universities and funding agencies together to define engineering research better and to direct funding specifically to engineering research.
How? (4 Pts)
All within (global) market constraints(who pays?)
Moving Forward
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We must translate intrinsic values into $$ values Excellence of graduates translates into:
Enhanced reputation of university ($$) Better applicants, greater enrollments ($$) and better
standards Better potential employers and greater industry
support ($$?)
Better engineers translate into Enhanced reputation of firm → more work→greater
profits ($$) Fewer delays in obtaining approvals (big $$)
Basic Need:
Moving Forward
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Develop criteria for better engineering (university and industry work together)
Change evaluation Of Academics by no of papers, Of Universities by quality of research, Of Engineers by billable hours, Of Engineering contracts by lowest cost, Of Graduates by marks
Some Possible Plans:
Moving Forward
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Develop greater interaction between academia and engineering to increase mutual understanding
Professional internships and sabbaticals – academics (and students) into industry and engineers into universities.
Start making $$ value of such exchanges explicit
Moving Forward
More Possible Plans:
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Challenge Universities and Funding bodies to understand what engineering education and research is. They have both lost sight of, or are ignoring, what needs to be accomplished in these fields.
Encourage sabbaticals into industry (instead of research sabbaticals or even stay-at –home sabbaticals)
Establish Engineer in Residence programs
Some Bold Moves
Moving Forward
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(Re) develop the concept of Engineering Apprenticeships Graduates work as apprentices for a specified time. Apprenticeships are funded by a combination of salary and subsidy (see below) and are co-supervised by an engineer and a professor (much like an industrial masters degree)
Set up an Engineering Education Foundation to fund such new moves
……
More Bold Moves:
Moving Forward
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Some of this sounds like engineering education would be better given in the colleges, rather than in the universities. More teaching and more practical teaching. More directly applicable research, involving design (synthesis), less science-type research (analysis).
Not so – Engineers need a complete university education, including the arts, sciences, business, etc.
Moving Forward
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Engineering involves high level knowledge of applied maths and sciences
Engineers also need high level skills education (e.g. leadership, communication)
Leadership involves management, psychology, conflict resolution, design competence, etc.
Communication involves broad educational background, history, philosophy, confidence with design concepts, etc.
Moving Forward
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Engineering students need high level university education to develop their analytical and problem solving skills and more exposure to engineering practice.
Engineering Practice and the Universities, Engineers and Academics need to sit down together to map out strategies and plans and find funding for changes and improvements.
The Answer???
Moving Forward
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Good beginnings are: Co-op programs Practical year Summer jobs (unfortunately fewer!)
We need much more and new initiatives as discussed above
And we need the collective will to face this opportunity, to fund it and to work it.
The Answer?
Moving Forward