Restructuring Civil Engineering Curricula a t t he University o f Zagreb: BSc

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

2. 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 TEMPUS RUCE Workshop: BSc in CE

3. CE Education in Croatia -Current Educational Paths Toward the Market TEMPUS RUCE Workshop: BSc in CE

4. 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 % TEMPUS RUCE Workshop: BSc in CE

5. 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 TEMPUS RUCE Workshop: BSc in CE

6. How to Adjust to Bologna (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 TEMPUS RUCE Workshop: BSc in CE

7. 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 • 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 TEMPUS RUCE Workshop: BSc in CE

8. 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 TEMPUS RUCE Workshop: BSc in CE

9. The Core Curriculum Analysis (1) TEMPUS RUCE Workshop: BSc in CE

10. The Core Curriculum Analysis (2) TEMPUS RUCE Workshop: BSc in CE

11. Balance of Basic and Engineering Courses Current Not Balanced Balanced ? or ? TEMPUS RUCE Workshop: BSc in CE

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

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

14. 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 TEMPUS RUCE Workshop: BSc in CE

15. BSc Curricula, 1st Year CR = credits (ECTS); credits per course ~ lectures + exercise + 1 (per week) TEMPUS RUCE Workshop: BSc in CE

16. BSc Curricula, 2nd Year TEMPUS RUCE Workshop: BSc in CE

17. BSc Curricula, 3rd Year TEMPUS RUCE Workshop: BSc in CE

18. MSc Curricula (tentative), 2 years, 120 credits TEMPUS RUCE Workshop: BSc in CE

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

20. 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 TEMPUS RUCE Workshop: BSc in CE

21. 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 TEMPUS RUCE Workshop: BSc in CE

22. 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 TEMPUS RUCE Workshop: BSc in CE