Schexnayder, C and Anderson, S (2011) Construction engineering education: History and challenge. Journal of Construction Engineering and Management, 137, pp. 730-739. ISSN 0733-9364
Abstract
Engineering has been defined as the vocation of guiding nature to produce something needed or desired. A historical review of the evolution of engineering and engineering education leads to the conclusion that sustainability in design and construction requires the engineer to approach nature with imagination and humility. As part of its Engineer of 2020 initiative, the National Academy of Engineering in 2001 questioned how engineering education should evolve to prepare the profession for the future. From that work and efforts by ASCE, it is clear that an educational system that fails to provide engineers with a broad base of learning results in graduates ill-prepared to enter professional practice. The National Academy Engineer of 2020 work and ASCE Policy Statement 465, Academic Prerequisites for Licensure and Professional Practice, echo a call to adopt a new educational model. The new model seeks to strengthen the cognitive ability of engineers and leads them to practices that work in cooperation and harmony with nature for the benefit of society.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | construction engineering; engineer; engineering education; nature; professional; sustainability |
| Index terms: | society, professional practice, history, cooperation, cognitive ability, evolution, engineering education, engineer, vocation, design and construction, construction engineering, profession |
| Subjects: | specialized education, institututions, profession, contractual arrangements, environmental science, architectural and construction history, psychology, professional development, engineering methods, communities and social development, cognitive psychology, professional education |
| Topics: | Organizational Design, Education, Engineering Principles, Information Management, Research Practice, Sustainability, Procurement, Roles and Professions, Stakeholder Management |
| Descriptive scope: | 3 PCT |
N.B. Descriptive scope is a count of how many of the five facets of empirical research are indicated by the words used in title, abstract and keywords. It is not intended as a judgement on the research; merely a count of the kind of word we would expect to indicate Phenomenon, Concepts, Theoretical framing, Empirical techniques, Analytical techniques. If all five are present, then a code of “5 PCTEA” will indicate this. If you feel the coding for this record is questionable, we welcome discussion around the terms we matched or the way we categorized them. The facet you would expect may not be coded, or a facet may be coded inappropriately. This can also bear on a larger question, of which facets should be treated as defining in construction management research. Please get in touch, and we will look at it. More details here