Demographics and Industry Employment of Civil Engineering Workforce

This paper provides a road map to studies and databases about civil engineering demographics and industry involvement by tracing workforce statistics, engineering degrees, data on industries and government, and economic forecasts. It is aimed at helping civil engineering managers, educators, and policy makers understand how their workforce evolved and what it will face in the future. The engineering workforce comprises about 1.5 million professionals in the United States (second in size only to that of teachers); of this number, civil engineering, at about 200,000 workers, is third behind electrical and mechanical engineering. However, the study shows that aggregation of workforce and economic statistics hides unique characteristics of civil engineering work caused by the concentration on consulting and state and local government. In fact, over 80% of civil engineers work either for consultants or government. This characteristic of civil engineering employment needs more study, particularly to determine how best to educate civil engineers to respond to the public–private arena of infrastructure and environment. During the past century, civil engineering has been a steady field with good opportunities, but civil engineers in the future will face the same career issues and pressures as other professionals. Global production of new engineers has now passed the one million-per-year mark, with U.S. production being about 12% of the total. This large supply of engineers will present intense competition to all engineering disciplines. ASCE faces many challenges to respond to the many changes in the civil engineering profession. The concept of institutes contained in ASCE's strategic plan will address many of the technical issues, but the study indicates that professional and educational issues need more attention.     

Engineering in the Service of Law

The professional duty of the civil engineer is not limited exclusively to the scope of project design and execution; it often embraces other very different fields of activity as well. In this article, we will tackle a very specific task of the civil engineer, which is the collaboration with the Administration of Justice by means of expert opinions or testimonies that relate to specific and specialized scientific contents and subjects of the academic and professional training of the civil engineer. In Spain, incorporating civil engineers into the field of the Administration of Justice poses some questions that need to be resolved and that range from the need to authorize a regulated process that allows for the homogeneous access of professionals to the opportunity to develop additional training programs (university based or not) that train engineers in specific subjects in this field of activity; from the review and improvement of administrative matters that currently make the tasks of the engineer expert more difficult to the definition of the minimum content that the expert study should cover. In this article, we describe current Spanish legislative regulations relevant to this particular field of activity of civil engineering, and we offer some thoughts and suggestions that we feel would help improve the quality of the studies that engineers do for the judicial bodies and, consequently, the quality of service of engineers to society.     

Institutional Analysis of Infrastructure Problems: Case Study of Water Quality in Distribution Systems

Civil engineers working with public infrastructure face institutional problems, but they are hard to explain and no effective methodology for analyzing them has been available to civil engineers. As applied to public infrastructure, the term “institution” includes more than agencies and organizations, and extends to laws, customs, and management behaviors. A methodology for institutional analysis should provide a systematic way to answer questions about infrastructure that include: what are the laws and controls; what are the incentives; who has control and which roles; and what is the management culture? The methodology is presented and a case study of institutional problems with water quality in distribution systems identifies technical issues and gaps in institutional arrangements that inhibit solutions to them: fragmented authority, inadequate legal controls stemming from poor technical understanding, faulty incentive structures, management cultures, and unclear roles and responsibilities, made worse by difficulties in enabling the players to undertake their responsibilities. It was evident from the case study that unless institutional problems are addressed, progress is not possible on the technical and management issues. Whereas the elements of institutional analysis are not new, the methodology offers a repeatable way to structure the analysis.     

A Civil Engineer's View from Space

From the perspective of a 250‐nautical‐mile orbit aboard the Space Shuttle, the author has had the opportunity to observe the effects of man on the earth, to reflect on his future in space, and to examine the role civil engineers may have in building our future. In the decades to come, civil engineers will require skills that are not currently provided by universities and which are not adequately represented in professional societies. All disciplines of the civil engineering profession will need to examine their strategies to enable them to establish a significant place on the team. From launch pads to remote sensing satellites, from space stations to lunar bases, civil engineers can and should play a significant role in design requirements, engineering, testing, assembly, and operation. The Aerospace Division of the ASCE should take the lead to insure that civil engineers are prepared to meet the challenge.     

Group Dynamics in Projects: Don't Forget the Social Aspects

As faculty members, we have the opportunity to serve as references for our students. One of the questions potential employers invariably ask is, “How well does the student work with others?” The practicing engineer must have the knowledge required to function as a member of a team, combining each individual's expertise with the skills of others on the team. Numerous organizations, most notably the National Science Foundation (NSF) and the Accreditation Board for Engineering and Technology (ABET), have put an emphasis on the need to prepare engineers to work in such an environment. To address this need, we have instituted a series of projects, joining graduate industrial and systems engineers and undergraduate civil engineers, focusing on statistical applications in civil engineering. The courses chosen to pilot this program allow us to explore the hierarchical issues in project management and give us a multidisciplinary setting for potential projects. This paper discusses the issues of teamwork, leadership, and the difficulties of simultaneously creating a group identity and producing a quality product.     

Construction Engineering Today

The factors that are considered in analyzing technical solutions and the tools used to obtain technical solutions have changed for construction engineers over the past 30 years. This paper discusses these changes and their impacts. It then outlines a process that several heavy civil contracting firms use to generate work plans for their field operations, using the details of the process at Granite Construction as an example. The paper concludes by identifying the key factors in the success of a work plan and providing some thoughts on what construction engineering education should emphasize.     

Another Look at the L'Ambiance Plaza Collapse

The collapse of the L'Ambiance Plaza building, under construction in Bridgeport, Conn., in 1987, killed 28 construction workers. A number of concurrent investigations were undertaken to attempt to determine the cause. At least six separate theories were developed. However, a prompt legal settlement kept these investigations from being completed. This paper reviews the collapse and discusses the competing theories. The failure focused controversy on the safety of the lift-slab construction method. Because there is a need in civil engineering education for case studies to illustrate ethical and professional issues as well as technical principles, this paper also addresses these aspects. Ways for civil engineering educators to use this case study to address these issues also are discussed.     

Civil Engineers and Future Environmental Policies

The nation has achieved substantial progress over the past 30 years in improving environmental conditions throughout the United States. Civil engineers have played leadership roles in achieving this progress. Today, there is considerable discussion about the direction and means of achieving further environmental protection. Civil engineers have both an obligation and a right to participate in these discussions. But obligations and rights will not ensure that engineers exert leadership and a positive influence on these key policy discussions. The profession must take a close look at how it can most effectively participate in the policy debates that will shape the future of environmental policy. This paper examines the roles that civil engineers can play in formulation of environmental policy. It suggests that civil engineers build on their strengths of design of the environment grounded in physical science, by analyzing the entire environmental management system, thinking in terms of outcomes, and considering a broad range of alternatives. The paper suggests that civil engineers need to attend more closely to sustainable development and pollution prevention as substantive areas for engagement beyond the traditional design of waste treatment systems.     

Integrated Management Curriculum for Civil Engineers and Architects

While it is commonly thought worldwide that the education and training of architects and civil engineers require different patterns of learning, the writers of this paper opine that the teaching and learning of management subjects for both groups should be combined. Architecture and civil engineering faculties have many aspects in common, but, even when residing in the same faculty, the two disciplines rarely integrate successfully. This paper examines integration issues at the University of Auckland in New Zealand, where, over a period of 4 years, partial integration of architects and civil engineers in management subjects has been tested. The paper discusses the problems of devising a curriculum designed to satisfy both architecture and civil engineering undergraduate degree courses. Within the paper, discussion focuses on the outline for an integrated curriculum, the problems of timing, and logistics, and will report on some student experiences. Comment is also included on administrative issues, class size, relative merits of saving resources versus consequential inconvenience, the problems of making assumptions about relative prior knowledge, and expectations of students. Discussion of the various system changes that need to be put in place before such a liaison can be totally successful is presented. The paper provides valuable insight into the workings of two university faculties at the University of Auckland, which will allow parallels with other universities worldwide to be made.     

Technical Issues for Lunar Base Structures

The establishment of a permanent human presence on other planets will require establishing permanent infrastructure in new environments. Civil engineers select, define, and implement solutions to infrastructure design problems in unique environmental contexts. Wind and seismic loading are two examples of constraints long familiar to terrestrial civil engineering. Designing structures for lunar exploration, development and eventual settlement will make use of the same design processes already practiced by the civil engineering profession. However, the extensive experience base resulting from centuries of terrestrial work does not adequately prepare civil engineers for the unprecedented constraints and environmental conditions that are encountered in space. The limited knowledge we already have about the Moon (mostly from the Apollo program) is a place to start. By assimilating and working with this knowledge, those pursuing the design of lunar base structures can begin to produce realistic and valid design solutions. The paper presents technical, operations, and programmatic issues that the writers consider fundamental to understanding the facts of life in this promising new design arena.     

Engineering As Applied Social Science

In this paper, I use the case of the defective rear cargo door on the DC-10 aircraft and specifically the actions of the chief engineer at Convair to illustrate the sometimes frustrating problem of deciding just what skills are most useful to engineers if they are to best serve the public need. I suggest that although colleges of engineering are required by society (and accrediting agencies) to prepare engineers to solve technical problems using applied natural sciences such as physics and chemistry, they also should require engineering students to obtain a background in social sciences such as economics, political science, management, and ethics. I argue that engineering should therefore be thought of as not only an “applied natural science,” but also an “applied social science.”     

Civil-Engineering Education: Alternative Paths

Education in civil and hydraulic engineering has undergone only evolutionary change in the past half-century. During that time the salary levels of civil engineers, including hydraulic engineers, have markedly decreased in comparison with nonengineering professions and even compared to other engineering disciplines. Presently, the mode of engineering education is being challenged, with many proposing to increase the educational requirement for professional engineers. Calls for a 5-year first professional degree in the United States have become popular. However, such a change is insufficient and will not cure the current problems. To promote professionalism and to remedy other concerns now plaguing civil engineering, two alternative paths are proposed for civil engineering education. One path is to broaden professional engineering education by offering a 6-year undergraduate program of study as an option to the present 4-year undergraduate program. The alternative path is to broaden the purpose of graduate engineering study to include practice-oriented programs aimed at producing doctorate-level engineering professionals, rather than engineering academics. Both paths emphasize an integrated, broad education, but not at the expense of technical depth. And both directly affect the education of hydraulic engineers.     

Depending on Character: ASCE Shapes Its First Code of Ethics

From the founding of the ASCE in 1852 through today, engineers have relied not only on their individual reputations, but also on the character of the entire discipline. The value of ethical behavior to individual engineers and to the profession leads us to assume that codes of ethics should exist, that they should shape engineers’ behavior, and that they should be enforced. Yet for the first 60 years of their society’s existence, ASCE members repeatedly rejected proposals that the society adopt a formal code of ethics to define appropriate behavior for ASCE members. Furthermore, the code the society eventually did adopt in 1914 was accepted reluctantly, amid strong concern that it would unduly restrict an engineer’s behavior and practice. The first ASCE code was intended, in effect, not so much as a collection of rules, but as a declaration of engineers’ independence from such rules. This paper explores the origins of the ASCE’s first code of ethics to provide a historical backdrop for contemporary discussions about what it means to be an ethical engineer and what role professional societies should play in establishing, encouraging, and enforcing ethical standards.     

Why We Need Renaissance Engineers: Golden Gate Bridge Seismic Retrofit Phase II Case Study

In today’s world of specialization, civil engineers may benefit from a return to an earlier period when breadth of knowledge, skills, and attitudes were appreciated: the Renaissance era. A broad set of skills is especially important in meeting the challenges of restoring deteriorating infrastructure and working with restricted financing. This paper presents the case of the Golden Gate Bridge Seismic Retrofit Phase II Project to illustrate how important it is for civil engineers to possess solid technical expertise coupled with a cross-disciplinary knowledge of design and construction to achieve project success. These qualities allowed the engineers to integrate construction knowledge into the design process and design knowledge into the construction process, in spite of the project’s traditional design-bid-build delivery method. Of equal importance to the success were the engineers’ commitment, integrity, and persistence. The Phase II Project involved modifying the 70-year-old bridge’s five south approach structures. By applying modern earthquake engineering standards, these structures are now capable of withstanding a seismic event comparable to the Great San Francisco Earthquake of 1906. The final outcome was a complex yet cost-efficient seismic upgrade of the iconic Golden Gate Bridge, a project that was constructed within budget and without claims. In 2007, the project received the American Society of Civil Engineers’ Outstanding Civil Engineering Award.     

Engineer’s Study Notes for Understanding the Arbitration Process

Using arbitration to resolve commercial disputes has many advantages over court-based litigation. These include the use of “judges” who understand the relevant technical issues and industry practices and thus reduce the probability of unpredictable results can significantly reduce the cost and delay associated with document exchange and depositions and can reduce the amount of time spent on evidence presentation in hearings. Engineers can play an important role when determining whether their organizations and their clients arbitrate or litigate. The use of arbitration requires contractual agreement. Without the inclusion of predispute arbitration procedures in the project’s contracts, it is likely that disputes will be resolved through litigation and not arbitration. Engineers can influence the inclusion of arbitration because they often suggest the forms of project contracts as representatives of engineering, contracting, or owner organizations. Engineers may also find themselves in management roles where they will be involved in a dispute that will be resolved via arbitration. As a party to the arbitration, it is important for the engineer to understand what influence he or she has in making decisions regarding the arbitration process. This paper provides guidance to engineers who are in a position to influence the inclusion of arbitration in the project contracts. This paper also provides suggestions about how the engineer can work with the attorneys to influence the best and most cost- and time-efficient result in the event an arbitration has been commenced. This paper is not a theoretical research paper but rather is a practical guideline based on the experience of the writers, who are engineers and who have been in the arbitration field, both domestically and internationally for over 30?years, seeing the good, the bad, and the ugly. Together, they share their insights on why the arbitration process can be the better choice for dispute resolution.     

The Civil Engineering Resource Library

The delivery of civil engineering projects requires civil engineers to address a broad spectrum of issues generated by both project participants and regulatory agencies. Providing tools that assist team members in addressing these issues through the use of information and knowledge from previous projects may reduce project errors by creating informed decision makers. Recent advances in communications and computer technologies provide the opportunity to enhance professional and student access to these resources. The Civil Engineering Resource Library research effort explores this opportunity by combining an introduction to civil engineering processes with emerging web-based technologies for an electronic classroom supplement. The electronic library uses case studies to provide students with illustrations of emerging civil engineering practices and regulatory compliance strategies.     

Opening the Window of Sustainable Development to Future Civil Engineers

A recent survey by ASCE showed a major need for rebuilding the critical components of the nation’s aging infrastructure, such as roads and water-supply systems. To accomplish this major task, in addition to knowledge of basic civil engineering principles and techniques, future civil engineers need to be aware of the effects of planning, design, and construction on our environment. Specifically, a course needs to be developed for educating future civil engineers on concepts and techniques of protecting our natural resources, and planning for sustainable development and construction in an environmentally friendly manner. Specific topics can include modules on water resources and recycling in construction. The focus should be on teaching applications of new environmentally friendly concepts and techniques through case histories and real-world problems. Continuous evaluation of course content and methods of presentation should be made. The course should instill environmental awareness in the students’ minds such that in the future, the environment is considered as much a part of any decision-making process in the practice of civil engineering, as are mathematics or the physical sciences.     

Engineering Experience and Competitions Implement ABET Criteria

The Accreditation Board for Engineering and Technology (ABET) has adopted a revised set of criteria for accrediting engineering programs. Nevertheless, as in the past, civil engineering departments will be required to demonstrate proficiency in specific subject areas which are included in the ABET program criteria. This paper investigates, according to civil engineering students, the level at which their understanding of various subjects required by ABET and listed in the Program Criteria for Civil and Similarly Named Engineering Programs and the General Criteria (Professional Component) has been enhanced by being involved with projects associated with the steel bridge and concrete canoe competitions. The results are also compared with students who have practical civil engineering experience. In particular, the findings suggest that students who are directly involved with project work believe that four areas have been greatly enhanced. They include: structural engineering, project management/scheduling and estimating, constructability, and teamwork. Understanding of engineering codes and standards, health and safety issues, materials engineering, and ethical considerations are also perceived to be enhanced. Furthermore, the results complement documentation from the American Institute of Steel Construction including comments from students participating in the steel bridge competition.