Education of Architects and Engineers for Careers in Facility Design and Construction (1995) / Chapter Skim
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2 Background Information
2 Background Information
Pages 11-24
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From page 11... ...
CHARACTERISTICS OF THE U.S. DESIGN AND CONSTRUCTION INDUSTRY The key characteristics of the design and construction industry germane to this study are described below: 1.
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From page 12... ...
· In 1987 the number of construction firms in the United States totaled 1.9 million, of which some 443,000 were general contractors engaged in building construction (both residential and nonresidential) , 59,000 were general contractors engaged in heavy construction, and 1.4 million were specialty contractors of various types (Bureau of Census, 1987~.
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From page 13... ...
However, it is not known how many of those are involved in construction work or how many are duplicate listings for the same firm. Members of the staff of the American Consulting Engineers Council estimate that there are now approximately 15,000 consulting engineering firms in the United States and that the average firm probably employs fewer than 10 professionals.
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From page 14... ...
Planners, designers, project managers, building code officials, zoning officials, fire marshals, safety inspectors, technical advisors, and researchers. · Professional societies, trade associations, and standards organizations.
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From page 15... ...
Moreover, many thousands of engineers who work in the design and construction industry are not members of these societies. Information on the construction portion of the industry only specifically general and specialty contractors that erect facilities indicates that in 1989 there were 21,000 engineers employed in construction; of these, 7,000 were civil engineers; 3,000 were electrical engineers; 1,000 were industrial engineers; 4,000 were mechanical engineers; and 6,000 were classified as "other" engineers (National Science Board, 1991~.
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From page 16... ...
There are currently 100 accredited architectural programs in the United States; 73 have 5-year professional bachelor's degree programs;2 41 have 4-year pre-professional bachelor's degree programs; 32 have 2year master's degree programs; and 39 have 3-year master's degree programs. (The sum of different degree programs exceeds the total number of accredited programs because many schools offer more than one degree.,3 The number of architectural degrees of various types awarded in 1992 by accredited schools was as follows: · 3,008 five-year professional bachelor's degrees; · 2,677 four-year pre-professional bachelor's degrees; and · 1,427 two-year and three-year master's degrees.
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From page 17... ...
The design studio's importance for this report derives from its being a unique feature of architectural education that sets it apart from engineering education. The design studio approach, developed by the Ecole des Beaux Arts in Paris in the 19th century, stresses learning by doing.
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From page 18... ...
ABET accredits three broad categories of programs: engineering programs, engineering technology programs, and engineering-related programs (see box below; also see ABET, 1990~. ABET, like its architectural counterpart, establishes accrediting criteria and procedures and evaluates programs based on written reports from the institutions seeking accreditation and on-site inspections by visiting teams.
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From page 19... ...
Similarly, the ABET criteria for curricular content specify the number of years that must be devoted to mathematics and basic science, engineering science, engineering design, and the humanities and social sciences. However, ABET is considering replacing its current detailed criteria with lists of competencies expected of engineering graduates, similar to the NAAB approach (Hog", 1993a)
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From page 20... ...
31 31 Engineering Management 2 1 3 Engineering Mechanics 9 9 Engineering Physics, Engineering Science 28 28 Environmental* 11 8 19 Forest 2 2 Geological, Geophysical 18 18 Industrial*
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From page 21... ...
, formed in 1893 to improve classroom instruction techniques and promote acceptance of the idea that engineering education should concentrate on teaching scientific and mathematical principles rather than giving hands-on 7 experience. The history of the SPEE/ASEE has been marked by a continuing debate over many of the same issues that prompted this study: How should an engineering curriculum be divided between technical, professional, and general education?
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From page 22... ...
The results of this study were published in a set of nine reports eight panel reports plus the report of the basic committee. The panel reports covered education systems, undergraduate education, graduate education and research, technology education, continuing education, infrastructure diagramming and modeling, engineers' employment characteristics, engineering in society, and support organizations and the engineering community.
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From page 23... ...
One recommendation called for using retirees as teachers to alleviate the engineering faculty shortage and another endorsed the idea that the bachelor's degree should be the general engineering degree with specialization postponed until graduate school. About the same time that the National Research Council reports were being published, the ASEE initiated another broad review of engineering education by a task force headed by Edward David.
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