Survey of Education and License Requirements for Structural Engineers

In order to determine the industry perception of educational and licensing requirements for entry-level structural engineers, the Structural Engineers Association of Hawaii, in conjunction with the Civil Engineering Dept. at the Univ. of Hawaii, distributed a two-part survey to their 240 members. The first part of the survey provided feedback on the current and potential license requirements for structural engineers in Hawaii. Although the majority of respondents hold a master’s degree, they do not support the ASCE proposal that a master’s degree be required for professional engineering licensure. The second part of the survey requested feedback on both undergraduate and graduate educational requirements for entry-level structural engineers. Based on the results of this survey, the structural engineering faculty at the Univ. of Hawaii are considering modifications to both undergraduate and graduate curricula. The survey results are presented along with observations that will interest all engineering educators. It is hoped that these results will encourage other universities and colleges to poll their industry constituents to aid in evaluation of their engineering programs.     

Development and Application of Competencies for Graduate Programs in Energy and Sustainability

Educational competencies represent learning objectives and are used to plan educational programs, develop curricula, and assess existing programs, among other functions. After reviewing the literature and offerings at more than 20 universities, the existence of a comprehensive set of educational competencies in the area of energy and sustainability was not identified. This paper motivates and presents model competencies for graduate education programs in the energy and sustainability area, which is called Energy for Sustainability (EfS). Energy for Sustainability follows from the perspective that the provision of energy is a key element in promoting the goals of sustainability. The nature and use of competencies in education planning and assessment is reviewed, and recommendations for model competencies for two EfS specialties, “Buildings and Urban Environments” and “Energy Systems and Policy,” are presented. Competencies are prioritized, and their use in developing new multidisciplinary master’s and doctoral programs at the University of Coimbra is discussed. The competencies promote a wide range of understanding and capabilities aimed at the technical, economical, social, and institutional factors needed to manage and transition current energy systems towards the goals of sustainability.     

Changing the Status Quo in Environmental Engineering Education in Response to Emerging Markets

The job market and skill needs have been expanding for environmental engineers requiring more interdisciplinary training and global citizenship. The 1970s was a decade of regulatory activities, the 1980s was a decade of major environmental disasters, the 1990s was a decade for global awakening, and the first decade of the 21st century is becoming the decade of concern for increasing global environmental stress. In parallel with the environmental trends, the environmental engineering programs have evolved from strictly water/wastewater focus to interdisciplinary programs with a wide selection of courses such as computer science, meteorology, aquatic biology, and ecology in addition to the classical environmental engineering curriculum. Advancements in science and technology, changing demographics, new delivery structures, changes in educational programs and policies, new regulatory requirements, increased global interactions, and recent large scale events with significant environmental impacts have increased the needs for engineers who are trained in environmental engineering discipline with adequate skills for addressing the emerging challenges. This technical note presents the emerging job markets and the corresponding skill needs for environmental engineers to respond to current and evolving environmental challenges both at regional and global scales.     

Environmental Process Engineering: Building Capacity for Sustainability

The chronic problems resulting from unsustainable production and consumption, as well as acute environmental problems from accidents and inadequate waste treatment, are continuing challenges for environmental engineering professionals. This paper explores the change in the role of educators from transferring knowledge to building the capacity of future engineers to meet these challenges. Progress in understanding and managing the interactions between the industrial, natural, and social systems for sustainable development is being made in a number of disciplines. Help in distilling this knowledge for environmental engineers can come from environmental process engineering (EPE) as a subdiscipline of chemical and environmental engineering. By applying the fundamentals of process engineering to environmental problems, EPE can help bundle together the diverse work from different environmental compartments. Many references to EPE can be found in university programs in Germany and the United States, but what is meant by EPE is not usually explicitly defined, and often refers to a collection of environmental unit operations. An expanded definition of EPE in the context of the current reform movements in engineering education is proposed. Trends in education and research in Germany and the United States are discussed within the framework of the societal and industrial transition toward sustainable development.     

Educating Civil Engineers to Work in Space

This paper addresses the role of civil engineering in space operations and its impact on undergraduate education. The history of civil engineering and its role in society is discussed. The increasing complexity of the civil engineer's responsibilities from ancient times to the present is articulated. New civil engineering challenges fostered by man's quest to explore and inhabit the solar system and beyond are addressed. These challenges give rise to new requirements for the undergraduate education of tomorrow's civil engineers. The U.S. Air Force Academy's attempt to respond to these new undergraduate requirements is described. The civil engineering curriculum at the Air Force Academy emphasizes preparation for the unique challenges associated with space exploration and habitation. It is described and presented as a model for other undergraduate civil engineering programs that wish to focus on aerospace engineering activities into the 21st century.     

Problem-Based Learning in Structural Engineering Education

Structural engineering education has been based historically on specialization within the framework of a four-year undergraduate degree in civil engineering. Many practitioners, however, are concerned that modern civil engineering curricula are not meeting the needs of the structural engineering profession. The purpose of this paper is to contribute to the conversation about undergraduate education and the increased technical skills requested by the structural engineering profession. Problem-based learning is presented as a strategy for expanding the civil engineering curriculum to include concentrated study and a problem-solving experience, as well as engaging students in the process of learning how to learn. The paper reports on our experience in incorporating problem-based learning within a senior-year project. The conclusions discuss the challenges of extending this learning format to additional students.     

Evidence for a H+ nitrate symporter in Aspergillus nidulans

Nitrate transport in Aspergillus nidulans was dependent upon a consistent proton motive force (delta p) across the cell membrane which was maintained in a range of 105 (+/- 6.7) to 131 (+/- 3.4) mV over an external pH span of 5.5 to 7.5. The membrane potential (delta psi) measured by uptake of [3H]-tetra-phenylphosphonium bromide and the transmembrane pH difference (delta pH) measured by the distribution of 3H2O and [14C]- salicylic acid were used to compute the delta p present during transport of nitrate. Energy dependent accumulation of nitrate was measured in actively assimilating and tungstate inhibited cells. A delta G for nitrate of 14 kJ mol-1 was computed from the results. Cells induced for nitrate transport maintained internal nitrate levels of 6 to 8 mM based on an internal volume of 2.6 microliters/mg dry wt as determined by a conventional dual label procedure. A fivefold higher level of cellular nitrate was observed in tungstate inhibited cells. Nitrate accumulation was dependent upon a H+ gradient which was dissipated by treatment with 2-butanol, the ionophores valinomycin and gramicidin and the proton conductors carbonyl cyanide m-chlorophenyl hydrazone and N,N'-dicyclo-hexylcarbodiimide. Significant ATP and nitrate efflux occurred in cells treated with the above agents. The results suggest that nitrate is transported by symport with H+ on a carrier which is functionally linked to a H+ ATPase pump.     

Hands-On Undergraduate Geotechnical Engineering Modules in the Context of Effective Learning Pedagogies, ABET Outcomes, and Our Curricular Reform

Hands-on inquiry-based educational modules were designed for two undergraduate geotechnical engineering courses at the University of Vermont. The modules were designed to achieve three objectives: (1) meet the goals of our ongoing civil and environmental engineering curricular reform (e.g., inquiry-based experiential learning and civic engagement through service-learning); (2) reach higher levels of Bloom’s taxonomy in specific topical areas addressed by the modules; and (3) help achieve Accreditation Board for Engineering and Technology (ABET) outcomes for civil and environmental engineering programs. All four modules were conducted within team settings and required students to write formal technical papers or reports followed by presentations. An additional underlying objective was the development of students’ interpersonal and communication skills. The educational modules included: (1) Atterberg limits using Casagrande and fall cone devices; (2) physical, analytical, and numerical modelings of steady-state seepage; (3) validation of undrained slope stability, bearing capacity of shallow foundations, and active and passive lateral earth pressure analytical solutions using centrifuge modeling; and (4) service-learning projects related to foundations, retaining structures, or slope stability for rehabilitation of historic structures. Student reflection and self-assessment activities were conducted. The student self-assessment results and assessments of student work indicated that many of the curricular reform objectives, ABET outcomes, and higher levels of Bloom’s taxonomy could be reached through these modules. Modules similar to these could be effective in other engineering disciplines and subdisciplines.     

Building Research Skills: Course-Integrated Training Methods

An enriched syllabus has been experimentally introduced to undergraduate level students enrolled in a geotechnical engineering course. Two research assignments have been integrated in the course, which require students to find information on a geotechnical engineering topic using both print and electronic resources available at the university library and on the Internet. Aiming to foster the development of technical information literacy and communication skills, the students are required to prepare a report based on a specific set of guidelines, followed by oral presentations of the topics researched. Between the two assignments, a lecture on the subject of identifying and using information resources for geotechnical engineering is included in the syllabus. Preliminary results of the study are presented along with directions for designing and implementing an enriched curriculum for geotechnical engineering courses.     

Graduate Education in Construction Management

Construction management has become a vital aspect of the construction process over the years. This paper reviews the Master’s programs in construction engineering and management (CEM) offered by departments of civil engineering in the United States. The findings indicate that only 20% of the American educational institutions, which offer accredited civil engineering programs, offer Master’s programs in CEM. Most of the Master’s programs in CEM constitute an effort to convey information to students on mainly six categories, namely, contract administration, project management, scheduling, equipment management, construction technology, and CEM research. It seems that the Master’s programs in CEM do not differ much from program to program in terms of content. When the trends in course offerings are compared in 1982, 1996, and 2008, there seems to be minimal change except for the number of courses in project management that went up significantly while the number of courses in cost estimating went down. The trends in the remaining courses have been stable. Even though contents and trends in CEM programs appear to be relatively stable, there seems to be some variability in the concentration of the course offerings. Some CEM programs concentrate on some of the categories at the expense of other categories. A close relationship and a sound dialogue between construction educators and the industry are likely to lead to Master’s programs that are in sync with the expectations of the industry.     

Energy and Environment Undergraduate Course Emphasizing Comparative Metrics

This paper presents the pedagogical development of an undergraduate course in energy and the environment at Rice University and the crucial role of comparative metrics in its curriculum. The course, aimed at undergraduate engineering and science majors, overviews the physical principles that constrain energy use and explores how various sectors and fuels affect Earth’s environment and climate. The curriculum emphasizes the application of objective metrics for comparing the cost, energy intensity, and environmental impacts of various energy sources. Such metrics provide alternate approaches for assessing the relative merits of energy options but are neglected in most undergraduate textbooks. Thus, the course relies on assignments derived from supplemental readings to prompt students to compute comparative metrics and critically assess the approaches taken by energy researchers. A term project engages student teams in designing and evaluating original proposals for improving the use of an energy source from the perspective of a scientist, businessperson, or policymaker.     

The melA gene is essential for melanin biosynthesis in the marine bacterium Shewanella colwelliana

The surface-adhering, Gram-negative marine bacterium Shewanella colwelliana synthesizes a red-brow melanin in the late stage of exponential growth in laboratory culture. Previous studies identified a single gene, melA, from S. colwelliana that could impart the ability to produce melanin to an E. coli host. However, these studies did not demonstrate a requirement for melA during melanization in S. colwelliana. In this paper, genetic analyses, using a broad host range conjugation system to generate specific lesions, reveal that melA null mutants fail to synthesize pigment. The wild-type melA gene provided in trans on a low copy number plasmid complemented these null mutations, as well as a spontaneous pigment variant, to wild-type melanin synthesis. Polyclonal antibodies, raised against a MelA-LacZ fusion protein, were used to confirm the presence of the melA gene product in wild-type S. colwelliana and verify its absence in the non-pigmented mutants. In addition, detection of the MelA protein over the course of growth in batch culture revealed a constant steady-state level of MelA protein, suggesting that the timing of melanization and the quantity of melanin synthesized is not controlled at the level of melA expression.     

The Aspergillus nidulans gltA gene encoding glutamate synthase is required for ammonium assimilation in the absence of NADP-glutamate dehydrogenase

Mutants of Aspergillus nidulans lacking NADP-glutamate dehydrogenase activity grow more poorly than wild-type strains on ammonium as a sole nitrogen source. The leaky growth of these mutants is indicative of an alternative pathway of ammonium assimilation and glutamate biosynthesis. We have PCR-amplified a portion of the A. nidulans gene encoding glutamate synthase and used this sequence to inactivate the genomic copy. This gene, designated gltA, was found to be dispensable for growth on ammonium in the presence of NADP-glutamate dehydrogenase activity. However, a strain carrying the gltA inactivation together with an NADP-glutamate dehydrogenase structural gene mutation (gdhA) was unable to grow on ammonium or on nitrogen sources metabolized via ammonium. The gltA gene was located to linkage group V of the A. nidulans genetic map.     

BMP4 is essential for lens induction in the mouse embryo

Vertebrate lens development is a classical model system for studying embryonic tissue interactions. Little is known, however, about the molecules mediating such inductive events. Here, we show that Bmp4, which is expressed strongly in the optic vesicle and weakly in the surrounding mesenchyme and surface ectoderm, has crucial roles during lens induction. In Bmp4(tm1) homozygous null mutant embryos, lens induction is absent, but the process can be rescued by exogenous BMP4 protein applied into the optic vesicle in explant cultures. This is associated with rescue of ectodermal expression of Sox2, an early lens placode marker. Substituting the optic vesicle in explant cultures with BMP4-carrying beads, however, does not lead to lens induction, indicating that other factors produced by the optic vesicle are involved. BMP4 appears to regulate expression of a putative downstream gene, Msx2, in the optic vesicle. No change in Pax6 expression is seen in Bmp4(tm1) mutant eyes, and Bmp4 expression appears unaffected in the eyes of homozygous Pax6(Sey-1Neu), suggesting that PAX6 and BMP4 function independently. Based on these results we propose that BMP4 is required for the optic vesicle to manifest its lens-inducing activity, by regulating downstream genes and/or serving as one component of multiple inductive signals.     

The "8-kD" cytoplasmic dynein light chain is required for nuclear migration and for dynein heavy chain localization in Aspergillus nidulans

The heavy chain of cytoplasmic dynein is required for nuclear migration in Aspergillus nidulans and other fungi. Here we report on a new gene required for nuclear migration, nudG, which encodes a homologue of the "8-kD" cytoplasmic dynein light chain (CDLC). We demonstrate that the temperature sensitive nudG8 mutation inhibits nuclear migration and growth at restrictive temperature. This mutation also inhibits asexual and sexual sporulation, decreases the intracellular concentration of the nudG CDLC protein and causes the cytoplasmic dynein heavy chain to be absent from the mycelial tip, where it is normally located in wild-type mycelia. Coimmunoprecipitation experiments with antibodies against the cytoplasmic dynein heavy chain (CDHC) and the nudG CDLC demonstrated that some fraction of the cytoplasmic dynein light chain is in a protein complex with the CDHC. Sucrose gradient sedimentation analysis, however, showed that not all of the NUDG protein is complexed with the heavy chain. A double mutant carrying a cytoplasmic dynein heavy chain deletion plus a temperature-sensitive nudG mutation grew no more slowly at restrictive temperature than a strain with only the CDHC deletion. This result demonstrates that the effect of the nudG mutation on nuclear migration and growth is mediated through an interaction with the CDHC rather than with some other molecule (e.g., myosin-V) with which the 8-kD CDLC might theoretically interact.     

Not Making the Grade: Expansive Soils and Higher Education in Texas

Expansive soils are a serious geologic hazard in Texas; accordingly, one would expect Texas engineering colleges to offer a strong educational program on expansive soils at both the undergraduate and graduate levels. However, data from the geotechnical programs within the civil engineering departments of Texas engineering colleges suggest that while Texas educational programs cover the topic of expansive soils in varying degrees, the educational effort is highly skewed toward traditional geotechnical and foundation issues. In most cases, treatment of the expansive soil problem is limited and is not adequate when measured against the scope and extent of expansive soil problems in Texas.     

Determining the Content of the First Course in Transportation Engineering

Transportation engineering constitutes a required portion of the civil engineering curriculum at over three-fourths of undergraduate civil engineering programs in the United States. The input of practicing transportation engineers is a critical source of information in determining the content of the first course in transportation engineering. A new survey was conducted in which respondents ranked 31 potential course topics by importance. The results are compared to a similar survey conducted 20?years before to determine which topics have increased in importance, which have become less critical to cover, and which continue to remain of high priority. Topics such as traffic safety and traffic flow characteristics are of considerably higher priority today than 20?years ago, while topics such as geometric design of highways and highway capacity studies continue to be of great importance. Preparation for follow-up and graduate coursework, for the Fundamentals of Engineering and Professional Engineer examinations, and issues of local setting are also considerations in determining the content of the first course in transportation engineering.