Perception versus reality in civil engineering education today

The discipline of civil engineering, and how to best teach it to aspiring engineers, has been the subject of many discussions and debates for the past few years. Between perception and reality one can find groups with opinions that vary across the spectrum. To some, the traditional field of civil engineering is considered to be one of the most important fields in engineering because it is closely attached to the needs of humans in their daily lives. To others, it is an old fashioned discipline that does not belong in a modern engineering curriculum. Colleges, universities, and educational institutions have debated the question of how to modify the civil engineering curriculum in ways that will increase its appeal to students. Some of these institutions went as far as debating the viability of existing civil engineering programs. Many of the factors that affect the direction of civil engineering education are directly related to environmental, economical, political, social, and cultural issues. Civil engineering is a discipline that mirrors the societal conditions of a community and addresses these conditions in a scientific and technical way in the classroom. Many educational institutions have come to the realization that advancements in technology should be reflected in newly structured civil engineering courses, and introduced changes in their offerings. This paper attempts to offer a global view of steps implemented by large and small institutions to modernize their engineering curricula. Changes made by institutions will be classified as light, moderate, or dramatic. The self-assessed degree of success of these changes, and the level of acceptance these newly revamped programs received will be discussed.