Preparing THE Civil Engineer of the Future
description
Transcript of Preparing THE Civil Engineer of the Future
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Engineering Education and Engineering Education and Practice for the Global CommunityPractice for the Global Community
Preparing Preparing THETHE Civil Engineer Civil Engineer
of the Future of the Future
Jeffrey S. Russell, Ph.D., P.E. (Chair, CAP^3)
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Vision for Tomorrow
• A better prepared engineer• More agile, flexible, global, and
competitiveA profession that attracts, retains,
and develops a diverse student body where students find relevance, meaning, and significance in the quest to improve the human condition.
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A Profession*A Profession*A Profession*A Profession*
Body of KnowledgeBody of Knowledge
Ethic of Ethic of Professional ServiceProfessional Service
OrganizationOrganization
* Lawson, W.D. (2004). “Professionalism: The Golden Years.”Journal of Professional Issues in Engr (ASCE).
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Body of
Knowledge
Knowledge, skills, and attitudes necessary to become a licensed professional civil engineer.
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BOK – The BOK – The BIGBIG Picture Picture
1. Fundamentals -- math, science, and engr science.
2. Technical breadth.
3. Breadth in the humanities & social sciences.
4. Professional practice breadth.5. Specialization (Technical
depth).
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Technical core
Life-long learningEngineering tools
Communication
Contemporary issues
Professional & ethical standards
Impact of engineering
Experimentation
Design
Inter-disciplinary teams
Engineering problems
Civil Engineering Body of Knowledge
Specialized area of civilengineering
Project management,construction, and asset mgmt.
Business & public policy
Leadership
TECHNICAL PROFESSIONAL
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BOK Profile
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1 - Math/Science/Engrg
2 - Experiment
3 - Design4 - M
ulti-disciplinary
5 - Engrg Problems
6 - Professional /Ethical
7 - Comm
unications
8 - Engineering Impact
9 - Life-long learning
10 - Contemporary issues
11 - Engrg Tools12 - Specialization13 - M
anagement
14 - Business & public policy
15 - Leadership
Bachelors M or 30 Experience
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1 - Math/Science/Engrg
2 - Experiment
3 - Design4 - M
ulti-disciplinary
5 - Engrg Problems
6 - Professional /Ethical
7 - Comm
unications
8 - Engineering Impact
9 - Life-long learning
10 - Contemporary issues
11 - Engrg Tools12 - Specialization13 - M
anagement
14 - Business & public policy
15 - Leadership
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1 - Math/Science/Engrg
2 - Experiment
3 - Design4 - M
ulti-disciplinary
5 - Engrg Problems
6 - Professional /Ethical
7 - Comm
unications
8 - Engineering Impact
9 - Life-long learning
10 - Contemporary issues
11 - Engrg Tools12 - Specialization13 - M
anagement
14 - Business & public policy
15 - Leadership
Bachelors M or 30 Experience
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1 - Math/Science/Engrg
2 - Experiment
3 - Design4 - M
ulti-disciplinary
5 - Engrg Problems
6 - Professional /Ethical
7 - Comm
unications
8 - Engineering Impact
9 - Life-long learning
10 - Contemporary issues
11 - Engrg Tools12 - Specialization13 - M
anagement
14 - Business & public policy
15 - Leadership
Bachelors M or 30 Experience
Outcomes
Blo
om
’s
Level
6. Evaluation
5. Synthesis
4. Analysis
3. Application
2. Comprehension
1. Knowledge
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1 - Math/Science/Engrg
2 - Experiment
3 - Design4 - M
ulti-disciplinary
5 - Engrg Problems
6 - Professional /Ethical
7 - Comm
unications
8 - Engineering Impact
9 - Life-long learning
10 - Contemporary issues
11 - Engrg Tools12 - Specialization13 - M
anagement
14 - Business & public policy
15 - Leadership
Bachelors M or 30 Experience
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The Body of Knowledge (BOK) necessary to enter the practice of civil engineering at the professional level in the future is beyond the scope of the traditional 4-year bachelor’s degree
and required experience.
The “Bottom Line”
Problem Statement
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Trend in Reduced Total Credit-Hours
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1925 1950 1975 2002
Year
Cre
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A Leader No Longer
Medicine
Law
PharmacyArchitectureAccounting
Occupational Therapy
Civil Engineering
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Yea
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f F
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duca
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1900 1920 1950 1980 2000 2010
Civil Engineering
Civil Engineering
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“It is evident that the exploding body of science and engineering knowledge can not be accommodated within the context of the traditional four year baccalaureate degree.”
“The baccalaureate degree should be recognized as the “pre-engineering” degree . . . ”
Educating the Engineer of 2020The National Academy of Engineering, 2005
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Vision of Full Vision of Full Realization of PS 465Realization of PS 465
Body of Specialized Knowledge
Licensure
More Experience
and Lifelong
Learning and Possibly Specialty
Certification
Practice of CE at theProfessional Level
BaccalaureateEducation
Add’lAdd’lEducationEducation
ExperienceExperience
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Information and Knowledgeable Points of Contact
For more information visit the ASCE website
www.asce.org/raisethebar
If you have questions or comments, please contact
Jeff Russell: 608-262-7244 [email protected]
Stu Walesh: 219-464-1704 [email protected]
Tom Lenox: 800-548-2723 [email protected]
www.asce.org/www.asce.org/raisethebarraisethebarwww.asce.org/www.asce.org/raisethebarraisethebar
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Selected Global Trends• Global Economy
– ~50% of the world’s population entered the market economy in the last ~10 years
– Increasingly competitive at all technology levels
• Demographic changes– Aging population, declining birth rates in developed
countries– Will drive pressures for students and workforce
• Technology revolution– Revolutionary innovation is occurring in all scientific
and technological fields– Driven by accelerating exponential growth rate of IT
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IT Future Trends
• Everything will become connected– Devices, systems, machines, business processes, even
networks
• Digital technology is making transactions ‘smarter’– Tiny processors see, listen, and pass messages to one
another in sensor networks
• Digital technology is spawning new technical areas and creating new sub-industries– Molecular-level drug design, genomics – gene diagnostics
and therapies
Implications: continuing culture changes
Source: W. B. Arthur, Fortune, Nov. 2003 “:P. Saffo, Inst. for the Future
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Global Environmental Issues
• Global warming• Energy supplies• Population pressure• Other resource limitationsAll are major engineering challenges
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Role of U.S. Research Universities
• The standard of living and economic growth of a nation is proportional to the education of its population
• R&D investment and economic strength are strongly correlated
• Technology and energy are the industries of the 21st Century
• U.S. research universities have become the basic research labs of the nation
Source: C. R. Barrett, 2004 NAE Annual Meeting
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International Competition in Higher
Ed• International competition in higher education and to U.S. research universities is increasing– Nations want to keep their best and brightest at home
• Countries in the EU created the Bologna Accord– All research universities in countries in the EU, and other countries
in Europe, will offer a three-year B.S., two-year M.S. and a PhD by January 2010
– All courses will be taught in English
• China’s strategic intent: create 10 world-class research universities by 2010– Last year universities in Asia graduated ~six times as many
students with Bachelor’s degrees in engineering as U.S. universities did
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Attributes of Engineers in 2020: NAE View
• Strong analytical skills• Practical ingenuity• Creativity• Good communication skills• Understand business and management• Understand principles of leadership• High ethical standards• Professionalism• Dynamic, agile, resilient, and flexible• Lifelong learners
Source: “The Engineer of 2020” NAE