1. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE1 Restructuring Civil Engineering Curricula at the University of Zagreb: BSc Antun Szavits-Nossan University of Zagreb, Faculty of Civil Engineering TEMPUS JEP No. 17062-2002 Restructuring and Updating the Civil Engineering Curriculum

2. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE2 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. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE3 CE Education in Croatia - Current Educational Paths Toward the Market

4. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE4 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. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE5 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. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE6 How to Adjust to Bologna (1) 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. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE7 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 2.Two cycles are not to be obtained by simply cutting down the actual curricula (4.5+2) and splitting them into two parts because: –Meaningful studies need a balance between basic and engineering courses

8. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE8 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. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE9 The Core Curriculum Analysis (1)

10. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE10 The Core Curriculum Analysis (2)

11. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE11 Balance of Basic and Engineering Courses Not Balanced ? ? or Current

12. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE12 Analysis of Optimal Study Duration Longer BSc: Core increases Shorter MSc: Specialization decreases 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 Relevant for licensure in Croatia

13. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE13 Licensure; Future ASCE Requirements: BSc + MSc = 5 Years; (Current Requirement in Croatia: Dipl. Ing. = 4.5 Years) Area representing competence and outcomes attained by education, BSc+MSc = 5 years Area representing competence and outcomes required for licensure: education + experience Education

14. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE14 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 3+2 (180+120 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. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE15 BSc Curricula, 1st Year CourseCRCourseCR Mathematics 19Mathematics 29 Engineering Graphics6Mechanics7 Physics6Building Construction5 Computer Sciences/Methods 6 Surveying5 Introduction to Civil Engineering 3 Elective Humanities / Social Sciences 4 Total credits30Total credits30 CR = credits (ECTS); credits per course ~ lectures + exercise + 1 (per week)

16. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE16 BSc Curricula, 2nd Year CourseCRCourseCR Mechanics of Materials8Structural Mechanics8 Construction Materials with Chemistry 8 Water Management Systems 4 Hydromechanics with Hydrology 8 Environmental Engineering 3 Environmental Planning3Soil and Rock Mechanics 6 Engineering Geology3Transportation Engineering 6 Management in Civil Engineering 3 Total credits30Total credits30

17. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE17 BSc Curricula, 3rd Year CourseCRCourseCR Geotechnical Engineering6Construct. Organization and Technology 8 Concrete and Masonry Structures 8Design of Structures and Bridges 5 Steel Structures6Elective Course5 Wooden and Masonry Structures 5 Water Supply and Sewerage 4 Elective Course5Field Excursions5 BSc Thesis5 Total credits30Total credits30

18. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE18 MSc Curricula (tentative), 2 years, 120 credits Courses For All Specializations CRElectivesCR Mathematics 36Specialization (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 Advanced Structural Mechanics 6 Pre-stressed Concrete Structures 5 Research Methods4 Construction Laws and Standards 3 Total credits30Total credits90

19. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE19 Restructured CE Curricula (2) - Future Educational Paths Toward the Market

20. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE20 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. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE21 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. Zagreb, November 2004TEMPUS RUCE Workshop: BSc in CE22 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