Restructuring Civil Engineering Curricula at the University of Zagreb: BSc

1
Restructuring Civil Engineering Curricula at the
University of Zagreb BSc
TEMPUS JEP No. 17062-2002 Restructuring and
Updating the Civil Engineering Curriculum

• Antun Szavits-Nossan
• University of Zagreb,
• Faculty of Civil Engineering

2
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

3
CE Education in Croatia -Current Educational
Paths Toward the Market
4
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

5
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

6
How to Adjust to Bologna (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
7
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
• Two cycles are not to be obtained by simply
  cutting down the actual curricula (4.52) and
  splitting them into two parts because
• Meaningful studies need a balance between basic
  and engineering courses

8
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

9
The Core Curriculum Analysis (1)
10
The Core Curriculum Analysis (2)
11
Balance of Basic and Engineering Courses
Current
Not Balanced
Balanced
?
or
?
12
Analysis of Optimal Study Duration
Longer BSc Core increases Shorter MSc
Specialization decreases
Relevant for licensure in Croatia
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

13
Licensure Future ASCE Requirements BSc MSc
5 Years(Current Requirement in Croatia Dipl.
Ing. 4.5 Years)
Area representing competence and outcomes
required for licensure education experience
Education
Area representing competence and outcomes
attained by education, BScMSc 5 years
14
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 32 (180120
  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

15
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)
16
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
Total credits 30 Total credits 30
17
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
Total credits 30 Total credits 30
18
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 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 Structural Mechanics 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
Pre-stressed Concrete Structures 5 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
Research Methods 4 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
Construction Laws and Standards 3 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
Total credits 30 Total credits 90
19
Restructured CE Curricula (2) - Future
Educational Paths Toward the Market
20
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

21
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

22
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