Integrated Civil Engineering Curriculum: Five-Year Review

An integrated curriculum, which draws material from different areas to teach students about design and problem-solving, offers civil engineering educators an option for accommodating new topics without increasing the number of courses. Freshman engineering and the senior capstone course are two examples of integrated courses, and the writers present a 5-year perspective on an approach that extends the concept of integration to six additional courses, comprised of an 8-course, integrated civil engineering core curriculum. Drawing on their combined experiences with the courses and assessment in a review by the Accreditation Board for Engineering and Technology, the writers conclude that the curriculum offers a useful vehicle by which to add material to the 4-year program without increasing the number of credit hours, and offers flexible courses to meet goals of professional groups. The paper describes lessons learned, challenges that remain, and current approaches to improvement.     

Fluid Mechanics: An Essential Part of an Environmental Engineering Curriculum

In this paper we discuss teaching fluid mechanics to civil and environmental engineering majors at both the undergraduate and graduate levels. Fluid mechanics is a key course in environmental engineering that ties together the physical aspects with chemical and biological aspects. We survey the historical development of the role of fluid mechanics in environmental engineering, discuss current needs and curriculum, and point out areas for potential improvements.     

冶金工程专业课程设置及实施

从人才培养角度出发,讨论了冶金工程专业课程设置及实施,提出具体改革措施。合并相关核心课程和必修课程,优化关联课程内容,减少必修课程总学分,扩大学生自主选课权。紧贴学科科研平台及其相关科学技术研究,增开特色、优质选修课程。针对专业不同班级培养目标,增开相应课程,并改进课程安排和实施方式。多措并举保障学生按需修课,进一步促进个性化、创新型人才培养。     

Environmental Engineering in Mexico

This paper analyzes the current situation of the environmental engineering (ENVE) field in Mexico and proposes some guidelines for future developments, particularly with respect to human resources. In Mexico, the ENVE field has evolved in a disorganized way, such that research, technology development, and human resources education and training (HRET) are all separate activities that do not adequately address national problems. Mexico faces tremendous environmental problems, with very limited economic resources and technically qualified professionals. The total number of environmental engineers in the country in 1998 was around 600, whereas in 1996 it was estimated that 3,500 professionals, 1,500 professors, and 250 researchers were required to sufficiently manage the current level of environmental degradation. The development of an effective HRET program in ENVE must include the improvement of existing programs, development of specialized courses outside of formal programs, and incorporation of new educational strategies; each of these sectors should retain close ties to research groups. At the same time, it is very important to support technology development along with research. The government must undertake the role of coordinating and integrating HRET, research and development, and private sector participation.     

Information Technology in Civil Engineering Curriculum

The fast-moving world of information technology confronts the civil engineer with constant change. This creates challenges for educators and students because rapid change requires curricula to be flexible and educators to gain competency and access to new equipment and software. Whereas a decade ago, civil engineering educators debated how to teach “programming,” the picture is now much more complex. The paper reports on how information technologies are changing the practice of civil engineering and offers a new framework for integrating next-generation information technology into the civil engineering curriculum at the department level.     

Survey of the National Civil Engineering Curriculum

This paper presents the results of a comprehensive survey of over 40% of the nation’s undergraduate civil engineering programs. This analysis is based on uniform data collected for accreditation and is principally concerned with three major groups of courses: (1) math and science, (2) general education, and (3) engineering topics. The analysis reveals what is currently being taught in our nation’s civil engineering undergraduate programs, what is not being taught, and the implications for future professional practice. The paper discusses how the average national curriculum has changed historically, how well the curriculum satisfies Accreditation Board for Engineering and Technology criteria, and what the current distribution of courses and topics says about the priorities of civil engineering education. Overall, the curriculum was found to be highly specialized in terms of technical subjects but lacking in focus regarding the liberal arts, professional skills, and systems thinking.     

土工管袋脱水技术在环境保护中的应用研究

对土工管袋技术工作原理、类别与选用进行了分析，集中讨论了该技术在市政污泥、工业化学污泥、污染河道底泥等污泥脱水预处理方面的应用，介绍了该技术国内外的工程应用实例，并指出该项技术将在污泥处理领域具有广阔的应用前景。     

A Civil Engineering Curriculum for the Future: The Georgia Tech Case

This paper presents the results of an undergraduate civil engineering curriculum revision at the Georgia Institute of Technology. The process of revision included a variety of important constituencies that provided important input into the adopted curriculum. The curriculum provides emphasis on civil engineering systems, technical communications, sustainability, and computer-based analysis and design. In addition, the paper discusses efforts to encourage students to pursue a masters degree and the use of distance learning technologies as a platform for instruction.     

Capstone Course in an Integrated Engineering Curriculum

The Dept. of Civil and Environmental Engineering at the United States Air Force Academy has developed a capstone senior level integration experience that blends technical aspects of an engineering design with construction and realistic issues of modern society. Technical designs accomplished by the students, prior to taking the capstone course, form the technical basis of the capstone design experience. The students review the technical design and prepare the project for construction through incorporating engineering standards and considering realistic issues. Issues considered include economy, constructability, and environmental aspects, as well as ethical, health and safety constraints. The students prepare a final design report and make an oral presentation to an interdisciplinary panel of engineering faculty. This capstone course is the culmination of a total integration experience, which includes a hands-on field engineering course, and two years of a rigorous engineering design curriculum.     

岩土工程专业方向课程改革探索

岩土工程是土木工程专业的专业方向之一.针对现在岩土工程在教学中存在的问题,对课程的教学内容、教学方法和专业实习时间等进行改革探索.通过调整证明:这些改进可有效地提高学生的学习兴趣,有助于学生巩固专业知识和提高专业学习能力.