The 2011 James Forrest Lecture – engineering education – a historical perspective of the future

Abstract

The decision in 1747 to create the Ecole Pont et Chausses in Paris to educate engineers has had a significant effect on higher education. The original programme was founded on underlying mathematical principles of calculus, geometry and algebra which, through practice, led to creative solutions. Through innovation driven by scientific discoveries and societal demands, the programmes have evolved into research-led, industry-informed learning experiences. It is this practice of creating a corpus of knowledge and then going on to challenge that knowledge that leads to the contribution that engineers make to society. Recognising and understanding the balance between tradition and innovation is a key feature of engineering degree programmes that equip graduates with a habit of mind that enables them to deal with future challenges. This strengthens the need for research-led teaching that is industry-informed. Achieving that balance has always been difficult but its success is demonstrated by the built environment in which we live, which has been, in part, created by civil engineering graduates. This paper, the written version of the Institution of Civil Engineers 2011 James Forrest Lecture, traces the development of this philosophy, how the consequences have benefited society and how it will develop.

Problem-based learning: student perceptions of its value in developing professional skills for engineering practice

“…In the 19th Century, Civil Engineers in Britain were trained under an apprenticeship system and learned at the knee of another engineer, emulating their patron. Students learned the basics of load transfer but focused on practical application and empirical knowledge to produce engineering solutions to infrastructural problems (Clarke 2012;De Figueiredo 2014).…”

“…This change is also reflected in engineering education. The profession has morphed from an apprenticeship system, through to a focus on theory through engineering sciences and mathematics, and more recently back to a recognition that engineering degree programmes must include more real life applications of practice (Clarke 2012;Trevelyan 2014;Sheppard et al 2009).…”

Hunt the shadow not the substance: the rise of the career academic in construction education

“…Despite growing disquiet amongst industry and academia, recent evidence suggests many vocational disciplines within UK universities are prioritizing the recruitment of career academics (Collins and Davies, 2009, Clarke, 2012, Graham, 2012. According to Barr (2008 p.20) this distorted staffing policy has created a perverse situation where industry experience is largely inconsequential when measured against research capital.…”

National Geographic: understand civil engineering differently

“…Several ICE presidents, particularly those holding professorial appointments (i.e. see Clarke, 2012) have chosen to present a longitudinal account of developments. Inglis (1941) noted his concerns for students developing a 'narrowness of vision' if they concentrated exclusively on scientific aspects of the profession.…”