Engineering the Future of Civil Engineering
description
Transcript of Engineering the Future of Civil Engineering
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Engineering the Future
ofCivil EngineeringRaising the Bar through Education
and Licensure
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Putting 10 pounds of stuff in a 5-pound bag.
What's wrong with ASCE's new policy on engineering education,
what's right about it, and what might we do about it?
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Today’s Schedule
1.Review ASCE Revised Policy 465
2.How it came about – what’s good about it
3.What’s wrong with it4.Perkins’ ideas
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ASCE Policy 465
ADOPTED OCTOBER 2001
The American Society of Civil Engineers (ASCE) supports the concept of the Master’s degree or Equivalent as a prerequisite for licensure
and the practice of civil engineering at a professional
level.
ADOPTED OCTOBER 1998
The American Society of Civil Engineers (ASCE)supports the concept of the Master’s degree as the First Professional Degree for the practice of civil engineering at a professional level.
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Non-Terminal Graduate Degree
(for Holders of ABET-Accredited BSCE)
30 semester credits of acceptable graduate level course work beyond that required for the baccalaureate degree
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HistoryIs This a New Issue?
“Is it not time we should agree that a professional man [woman] cannot be produced in four years, but that an accredited civil engineering training must be definitely post graduate, with a broad undergraduate training as a pre-requisite?”
Carlton S. Proctor, 1932
(ASCE President 1952)
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Discussion of formaleducation beyond
baccalaureatedegree
1960
19901985197919741995
Member Comments
Image
Compensation
Public Health, Public Health, Safety, & WelfareSafety, & Welfare
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“Slippage”
Reduction in CreditsCompensation
Professional Skills Development
Broader Formal Education
LeadershipPreparation
Appeal To Youth Management
by Non-Engineers
Changing Systems
2. Motivations for Change
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“Slippage”
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1800 1900
CE is a Learned Art
CE is a Profession with a 4-Year
Degree
1816-25 Erie Canal is “First Engineering School”
Once a Leader . . .
Law 1- 3 years
Medicine 1-4 years
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A Leader No Longer
Medicine
Law
PharmacyArchitectureAccounting
Occupational Therapy
Civil Engineering
9
8
7
6
5
4
3
2
1
0
Yea
rs o
f F
orm
al E
duca
tion
1900 1920 1950 1980 2000 2010
Civil Engineering
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Reduction in Credit
Hours
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Trend in Reduced Total Credit-Hours
120
130
140
150
1925 1950 1975 2000
Year
Cre
dit
s
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Compensation
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0
2
4
6
8
10
12St
artin
g G
ener
al S
ched
ule
Gra
de
Doc
tor
Phar
mac
ist
Occ
upat
iona
l
The
rapi
stA
ccou
ntan
tA
rchi
tect
Civ
il E
ngin
eer
Den
tist
Law
yer
Opt
omet
rist
Perceived Value:Starting GS
Grades
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Med
ian
Gen
eral
Sch
edul
e G
rade
15
14
13
12
11
10
9
8
1967 1997
Lawyer
Pharmacy
Optometrist
Accountant
O. T.*
Civil Engr
Dentist
Nurse
* Occupational Therapist
Medicine
Civil Engr
15
14
13
12
11
10
Median GS Grades:1967 & 1997
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Average Yearly Starting Salaries
1990-2000 (NACE*)Curriculum 1990 2000
Change
Change in $
% Increase
Civil Engineering
28,136 37,932 9,796 35
Accounting 26,391 36,710 10,319 39
Occupational Therapy
25,644 43,500 17,856 70
Pharmacy 36,728 64,717 27,989 76
*National Association of Colleges & Employers
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Leadership Leadership PreparationPreparation
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Managementby Non-Engineers
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Management byNon-Engineers
State Secretaries of Departments of Transportation
Degree Type (1)
Bachelors (2)
Graduate (3)
Liberal Arts 20 8 Civil Engineering 17 5 Business/Management 10 7 No Degrees Held 3 24 Public Administration 1 4 Other Engineering 1 2 Law Degree -- 7 Unknown (Connecticut) -- --
Multiple Bachelor’s Degrees 2 -- Multiple Advanced Degrees -- 5
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Broader Formal Education
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From Mann, 1918a. But that, "engineering education needed
curricular integration and a health dose of managerial and "'humanistic' courses" because "ultimately the engineer is " the creator of machines and the interpreter of their human significance."
b. He thought it was great that some universities could put "administrative" (management) courses in their curriculum.
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1. 1944, ASCE and predecessor of ASEE found
2. "Civil engineering graduates of the previous decade were deficient in their ability to communicate orally and in writing and had little interest in public affairs?
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Appeal to Youth
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Declining Appeal to Youth
Professions(1)
High OpinionCareers “worth the extra
effort”
High school(2)
College(3)
High School(4)
College(5)
Doctors 78% 85% 90% 92%
Lawyers 45% 38% 71% 77%
Teachers 66% 83% 70% 81%
Engineers 58% 72% 68% 35%
Accountants/CPA 30% 36% 40% 47%
2000 Sample size: 1000 high school students, 1174 college students
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ChangingSystems
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ProfessionalSkills
Development
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“Slippage”
Reduction in CreditsCompensation
Professional Skills Development
Broader Formal Education
LeadershipPreparation
Appeal To Youth Management
by Non-Engineers
Changing Systems
SUMMARY:Motivations for
Change
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ASCE Policy 465(Adopted by the BOD on October 9, 2001)
The American Society of Civil Engineers The American Society of Civil Engineers
supports the concept of the Master’s supports the concept of the Master’s
degree degree or Equivalent as a prerequisite or Equivalent as a prerequisite
for licensure andfor licensure and the practice of civil the practice of civil
engineering at a professional level.engineering at a professional level.
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Masters or Equivalent(MOE)
• PURPOSE: Increase breadth &depth of formal education
• FLEXIBILITY: Choice of focus Choice of timing Choice of access
• QUALITY: Maintain rigor
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Engineering MOE’s(for Holders of ABET-Accredited BSCE)
1. MEngr or MS in CIVIL ENGINEERING
2. MEngr or MS in OTHER ENGINEERING
3. PhD in CIVIL ENGINEERING
4. PhD in OTHER ENGINEERING
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1. MS in SCIENCE2. MS in ARCHITECTURE3. MS in CITY & URBAN PLANNING4. MASTER of BUSINESS ADMINISTRATION
MASTER OF PUBLIC ADMINISTRATION5. PhD in SCIENCE
PossibleNon-Engineering
MOE’s(for Holders of ABET-Accredited
BSCE)
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The Board has established the -- Task Committee
on the Academic
Prerequisites for Professional
Practice (TCAP3)
4. Implementation
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4. Implementation
- Jeff Russell (Chair)- Stu Walesh (Vice-
Chair)- Rich Anderson- Norm Buehring- Angela Duncan- John Durrant
- Jon Esslinger- Gerry
Galloway- Brook Maples- Brian Parsons- Bobby Price- Tom Lenox
TCAP3 Committee(practitioners, academics, younger members)
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When?
•Will not happen overnight.•Will require cooperative effort.
•(Accountants have 20 year plan for 150 credits for CPA)
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Summary• HISTORY
— we have been here before.• MOTIVATIONS FOR CHANGE
— we need to move ahead.• ASCE POLICY 465
— we have more specificity.• IMPLEMENTATION
— we, including a broad set of stakeholders, have a lot of important work ahead of us.
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End of ASCE Slides• They made a good case.• What’s wrong with it• Perkins ideas
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Non-Terminal Graduate Degree
(for Holders of ABET-Accredited BSCE)
30 semester credits of acceptable graduate level course work beyond that required for the baccalaureate degree
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Right• 120 credits is inadequate for the
professional practice of CE.
• Policy adds 30 credits to the 140 credit degree as well.
• Does not define what credits need be added.
Wrong
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Let’s look at those additional credits
• Practical matter of implementation
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Avoid Controversy
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Directions
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From UAF CEE Advisory Board
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What the Board said:
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Needed Education
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But• Even 138 credit BS• Lacks sufficient technical courses • For professional practice
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CE Sub-disciplines
•Structures•Geotech•Water
•Environmental
•Transportation
•Construction
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Extra Courses Required
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Extra Courses Required - Environmental
1. Environmental 1&2 (already)2. Chemical, biological, and physical process (6-9) 3. Water chemistry and treatment (3)4. Solid waste (3),5. Pollution control (3) and 6. Laws (3) • Total 15 – 21 more
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Extra Courses Required - Construction
1. Cost estimating (3), 2. CE constructions (3), 3. Project management (3), 4. Contract law (3), 5. Human Resources, Labor Law (3) plus 6. Geotech or structures (3-6).• Total 15-18 more credits
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So we have
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Not 10 pounds of stuff in a 5 pound bag
How about 15 pounds of stuff in a 10 pound bag?
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Why change is hard?
• Always is.• Need motivation for any change to
happen.• Let’s look at motivation of
interested parties.
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Motivation of Students
• Can get good job with current degree
• Full-time two-year MS does not pay
• Economics deceptive• Based on 1999 NSPE salary survey
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Salary vs. Experience
35000
40000
45000
50000
55000
60000
65000
70000
75000
0 5 10 15
Years
Sa
lary
BS only
MS
Linear (MS)
Linear (BSonly)
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Full-time MS• Two year MS paid $20K/year for
two years, then starts at $43.7K, their third year post BS.
• BS for same times is paid, 38k, 41k, then 43.4k for their third year.
• Over 15 years post BS, the MS is about 8% worse off, NPV at i = 8%
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Part-time MS• Get MS at night• Economics depends completely on
valuation of free time.• At $20/hr, their rate of pay, it is not
economical• At $13/hr, it is same as BS.• Must value your free time at less than
$13/hr for MS at night to “pay.”
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Motivation of Employers
• Contrast with dentists– Each new dentist is a direct economic threat
to practicing dentists– Pays to increase qualifications, raise the bar
• Most engineers are employees of other engineers– Why create labor shortage– If we train on the job, they are “ours”
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Motivation of University
• University does not recognize engineering as a learned profession
• Does not consider engineering college or school to be a professional school different than Anthropology Department.
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Motivation of Engineering Faculty
• Most have never had significant engineering employment outside of academia
• No rewards for teaching or professional service by faculty– Some by administration, not faculty
• Faculty rewards are for research and publication
• Professional employment, i.e., summers or consulting, is held in contempt
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Motivation of Engineering Faculty, cont.
• No desire to expand enrollments beyond minimum
• Generally lack resources to teach what is required now
• Increasing offering frequency would require more resources.
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Motivation of Administrators
• Would like to see enrollments increase• But,• First to increase requirements will
loose students to departments/colleges/states that have lower requirements.
• CPA’s proved this.
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Motivation of Professional Societies
• Would like to see prestige of profession increased
• But are convinced that their education was adequate
• “When I was an new engineer…”• Firms will consider competitive
position
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AELS Board• Can get PE with no engineering degree
now.– ABET accredited B.S. degree in engineering
technology – Non-ABET accredited B.S. degree in engineering – Course work in ABET accredited engineering
degree curriculum - no degree (course work must include a minimum of three years of credit hours in an engineering curriculum (Huh?)
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And more• ABET
– Stopped separate accreditation of five-year degrees long ago
– ABET 2000 is moving in different direction
• NCEES– Will sell as many exams either way.
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Lack of Motivation• Students• Employers• Universities• License Boards• Societies
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Nobody said this would be easy, or non-controversial
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For new degree requirements to ever happen:
• Must define what we want , and • What the public health and safety
require.• Must have system so that students get
higher starting salaries• Students must be worth more to
employers• Profession must demand
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Here’s something that might work
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Higher Math• CE at UAF currently requires 135 credits• Typical liberal arts graduate, 120 credits
in four years. 150 for master’s• So we are half way to a master’s
already.• Add the 5 to 7 more courses and we are
over 150 credits. • 5 courses is one semester.
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So, both• Requirements for discipline-
specific courses, and• University credits for MS can be
met in one extra semester.
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Add value• Add 2 summer internship
“courses”– list of topics– discussion and – industry advisor
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See NCARB IDP• National Council of Architectural
Registration Boards• Intern Development Program
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Category A: Design & Construction Documents
Minimum Training Units Required
1. Programming 10
2. Site and Environmental Analysis
10
3. Schematic Design 15
4. Engineering Systems Coordination
15
5. Building Cost Analysis 10
6. Code Research 15
7. Design Development 40
8. Construction Documents 135
9. Specifications & Materials Research
15
10. Documents Checking & Coordination
10
Total Training Units Required 350*
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For 3-credits• Meet in fall• present data• interact with other student• fill in gaps.
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Make all design courses into 600-
level graduate courses
• Stack all 400-level “design” courses,– CE 425/625
• Add “professional content”• Stacked course would add material on
communications, human element, public reaction, etc.
• May not directly relate to course content– 5 to 10 hours, max.
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Professional• Require they pass the Civil EIT and• Take the PE
– must pass for “professional degree”
• Several state permit taking the PE immediately after graduation from a four-year degree– (Note, this is very different than getting the
license, for which you still need the 3 or 4 years of experience.)
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Academic Deal• Leave current “four-year” degree on
books, just as it is.• Add a 120-credit non-ABET degree,
perhaps, “BS in engineering science.”– Student opting for the MS will get the 120-
credit degree in passing.– That starts the clock on the MS, admission to
“graduate standing.”– The counting of the 30 post-BS credits.
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• Probably want 36 credits, post-BS– for 156 total.
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Increased Value• Student get “masters” in 5 months, so
economics changes, – with only MS differential– probably favorable
• With summer jobs, increase starting salaries 5% or more
• Likewise having passed the PE exam• Current 4 year students take 4.5 years• Typical 4.5 years will take 5
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What’s in the future?