Název příspěvku:
Téma disertační práce:
Autor:
Kontakt:
Fakulta:
Školitel:
New Ways Of Teaching Structural Engineering And Its Share
In Curricula Of Architectural Study Programmes
Výuka statiky na fakultách architektury / Teaching Structural
Engineering at Faculties of Architecture
Ing. Markéta Vavrušková, Ing. Martin Pospíšil, PhD.
vavrumar@fa.cvut.cz, martin.pospisil@fa.cvut.cz
Fakulta architektúry ČVUT v Praze
Ing. Martin Pospíšil, PhD.
annotation
Objectives, Methods
The main objective of the study is to analyse the importance of Structural
Engineering at selected Czech and Slovak technical universities (by comparing the
share of Structural Engineering subjects in curricula) and monitor an innovative
teaching methods applied at other universities.
Results
Share of Structural Engineering in bachelor studies ranges between 5-8% at faculties
of architecture and is around 15% at civil engineering faculties (except BUT with
6.25%).
Structural Engineering in master courses ranges between 0-5% of curricula.
Hands-on experiments supported by modern software technologies and graphic
methods are part of lectures at some of the European universities.
At CTU in Prague, a series of innovative seminars on Structural Mechanics based on
Graphic Statics is currently being prepared as a supplement to existing education.
Conclusions
Share of Structural Engineering subjects in bachelor curricula at selected Czech and
Slovak technical universities seems to be underrepresented in comparison to
selected European universities, where the share typically ranges between 10-15% at
most English speaking universities and between 15-25 % at most German speaking
universities.
Share of Structural Engineering in master curricula at Czech and Slovak universities
(up to 5%) is comparable to this of European universities. Some foreign universities
however offer further specialization in Structural Engineering, which boost its share
in curricula to 10-45%.
We are planning to further analyze content of the Structural Engineering at
architectural courses as well as concentrate on monitoring the innovative seminars
at CTU in Prague, aim of which is to support the development of an intuitive design
of a structure.
INTRODUCTION
The subject is being analysed for the use of the Faculty of Architecture in Prague,
Czech Republic, which currently supports a research monitoring volume of Structural
Engineering at faculties of architecture together with looking into an innovative
lecturing techniques successfully applied at them.
Over the last twenty years, number of universities and their faculties offering
architectural studies has risen significantly, which brought almost tenfold increase of
architectural students. At the present time, there are two main trends in
architectural education: technical faculties with newly established architectural
study programmes (often offering cross-listed courses, e.g. Architecture and Civil
Engineering) put the emphasis on technical subjects, whilst traditional schools of
architecture have the tendency of simplifying them in order to comply with the
lower standard of technical subjects basis of incoming students.6
ECTS STANDARD
All of the universities from our sample support ECTS (European Credits Transfer and
Accumulation System), which has been used as an objective quantity indicator. It
represents a standard for comparing the study attainment and performance of
students of higher education across the European Union and other collaborating
European countries. One academic year corresponds to 60 ECTS credits that are
equivalent to 1500-1800 hours of study in all countries.
SELECTION OF UNIVERSITIES
We have selected the following leading Czech and Slovak technical universities for
our study:
Fig. 1 Selected Czech and Slovak technical universities located on the map
Legend:
1
BUT
2
CTU
3
STU
4
TUL
5
TUO
Brno University of Technology, Czech Republic
Czech Technical University in Prague, Czech Republic
Slovak University of Technology, Bratislava, Slovakia
Technical University of Ostrava, Czech Republic
Technical University of Liberec, Czech Republic
SELECTION OF COURSES
At the present time, universities from our sample offer following architectural
courses: 8,9,10,11,12
BACHELOR COURSES
UNIVERSITY
FACULTY
STUDY
PROGRAMME
STUDY
BRANCH
LENGTH
OF
STUDY
(YRS)
BUT
FA
FCE
CTU
FA
FCE
STU
FA
FCE
TUL
FAA
TUO
FCE
Architecture and
Urbanism
Architecture
of Building Structures
Architecture and
Urbanism
Architecture
and Building
Structures
Architecture and
Urbanism
Building Structures
and Urbanism
Architecture and
Urbanism
4
4
Architecture
3
Architecture
and Building
Structures
4
4
4
Architecture
4
Architecture
4
and Construction
Fig. 2 Overview of bachelor architectural courses at selected Czech and Slovak
technical universities
MASTER COURSES
UNIVERSITY
FACULTY
STUDY
PROGRAMME
STUDY
BRANCH
BUT
FA
Architecture
and Urbanism
Architecture,
Management in
Arch.,
Space Planning
FCE
Architecture
and Development
of Human Settlement
Architecture and
Urbanism
Architecture
and Building
Structures,
Architecture
and Urbanism
Architecture and
CTU
FA
FCE
STU
FA
LENGTH
OF
STUDY
(YRS)
2
2
Architecture
and Urbanism
2
2
2
Urbanism
FCE
TUL
FAA
TUO
FCE
Building Structures
and Architecture,
Designing
Building Structures
Architecture and
Urbanism
2
Architecture
2
Architecture
2
and Construction
Fig. 3 Overview of master architectural courses at selected Czech and Slovak
technical universities
Legend:
FA
Faculty of Architecture
FCE
Faculty of Civil Engineering
FAA Faculty of Art and Architecture
STRUCTURAL ENGINEERING AS A PROPORTION OF CURRICULA
AT SELECTED CZECH AND SLOVAK UNIVERSITIES
We have made the following observations for bachelor courses:
1. At faculties of architecture in our sample share of Structural Engineering
subjects ranges between 5-8% of curricula (11-18 credits per the whole
study). Faculty of Architecture at CTU and Faculty of Art and Architecture at
TUL have higher share of Structural Engineering in their curricula compared
to the other two faculties from our sample; 8.33% (11 credits) and 7.5% (18
credits) respectively vs. approximately 5%. (see additional note 1. at the bottom of the page)
2. At faculties of civil engineering, share of Structural Engineering subjects is
typically around 15% of curricula with approximately 40 credits per the whole
course. With its 6.25% of curricula and 15 credits Structural Engineering
subjects appear underrepresented at BUT.
We have made the following observations for master courses:
1. Share of Structural Engineering subjects is represented less in the master
courses vs. the bachelor courses.
2. Structural Engineering accounts for less than 5% in 3 of 8 faculties from our
sample. It is not represented in master courses in the remaining ones.
Fig. 4 Structural Engineering in curricula at selected Czech and Slovak technical
universities
Additional notes:
1. Lower percentual share of Structural Engineering subjects in curricula of
faculties of architecture at TUL vs. CTU (despite higher volume of credits) is
due to the shorter length of study at CTU.
2. Both in its master and bachelor courses, most of the universities from our
sample offer
further optional courses which can boost the share of Structural Engineering
subject by 2-6 credits in total.
SHARE OF STRUCTURAL ENGINEERING SUBJECTS IN CURRICULA OF
SELECTED CZECH AND SLOVAK VS. SELECTED EUROPEAN UNIVERSITIES
Structural Engineering represents between 5-8% of bachelor curricula at faculties of
architecture and around 15% of similar curricula at faculties of civil engineering in
the Czech Republic and Slovakia.
Most European English speaking universities have 10-15% of Structural Engineering
in their curricula, however at leading British universities (UCL London, Cambridge)
and for combined courses (Architectural Engineering) its share represents around
35% of curricula. In comparison to English speaking European universities German
speaking European universities show overall higher volume of Structural Engineering
in their courses, which varies between 15-25%.7
Share of Structural engineering in curricula for master courses from our sample of
selected Czech and Slovak technical universities is comparable to one of selected
German and English speaking universities with values in the range between 0-5%.
Some foreign universities however offer further specialization in Structural
Engineering, which boost its share in curricula to 10-45%.
INNOVATIVE METHODS OF TEACHING STRUCTURAL ENGINEERING
Traditional approach to teaching (teacher-centered instruction and behaviourism)
was formed as a reflection of scientific thinking. Introduced sophisticated
mathematic models might be adequate for civil engineering students, but are
considered less appropriate for students of architecture who are used to learn in
visual, creative way. It has been observed, that some students apply the method as a
routine without considering whether it makes sense, which might get them into
difficulties when they need to apply the knowledge in a different context.
Nowadays, the student-centered instruction and constructivism model of education
is considered as more appropriate, because it helps to develop skills such as critical
thinking, ability to solve problems, work in a team and communicate.1
1.Hands-on experiments
Experiments with a real small scale structures have brought a visual aspect of
learning into the learning process. Highly appraised by professor Künzle 4 from ETH
Zurich, according to whom it can help students better understand the fundamental
principles of structural behaviour. Used also in Great Britain (London Imperial
College) or Spain (College of Architecture in Madrid, University Jaume I de
Castellon).3
2.Modern Software Technologies
Virtual models can be created simultaneously to hands-on experiments using
computer software. Structure is analyzed (deformed shape, maximum displacement,
normal forces, bending moment…) and further improved until the optimum design is
reached.
This interactivity helps students visualize abstract concepts and overall leads to
better understanding of structural behaviour.
Examples of structural analysis learning programs are: Easy Statics and eQuilibrium
(ETH Zurich), Structural Gizmos (Washington), Deflect (Glasgow) or Grips
(Stuttgart).1,3,5
3.Graphic Methods
The main principle of graphic statics is using force polygons and simple geometric
construction techniques, which provide us with visual information about the relation
between form and forces in a structural system. Solution is comparably accurate to
theoretical methods. Above mentioned eQuilibrium is graphic statics based.6
Graphostatics methods as a tool for lecturing on structures are highly recommended
by Karl-Eugen Kurrer (2003), according to whom the clarity of graphical techniques
has a high didactic value, since interdependencies, e.g. between forces and
structural geometry, can be directly experienced visually.2
INNOVATIVE METHODS OF TEACHING STRUCTURAL ENGINEERING AT CTU
A series of innovative seminars on Structural Mechanics based on Graphic Statics is
currently being prepared at Faculty of Architecture, CTU, in Prague.
Five types of statically determinate plane structures will be discussed in six seminars.
In each seminar, an elementary theory describing principles of static behavior of the
particular structure will be explained. Then the students will build a physical model
of the structure supplemented with measuring the internal forces by loading of the
model. Finally, the students will create an appropriate virtual computer-aided model
with loading stimulation. To construct the structures, a teaching aid will be prepared
containing a board for demonstration and a building set suitable for creating the
truss structures (rods, joints, tackles) supplemented by nylon cables, weights and
force transducers.6
CONCLUSIONS
With its 8.33% share Structural Engineering subjects are underrepresented in
bachelor curricula of the Faculty of Architecture at CTU compared to European
German and English speaking universities.
We are planning to further analyze content of the Structural Engineering at
architectural courses to draw further and more detailed conclusions on this subject.
Furthermore, we are going to closely monitor above described pilot project at
Faculty of Architecture, CTU in Prague, aim of which is to supplement existing
education of statics and applied structural mechanics. By designing both real-life
models (on which internal forces caused by loading will be measured) and virtual
computer-aided models, development of intuitive design of a structure is going to be
supported.
It is usually an architect, who is designing geometry of a structure and that is why he
or she should be familiar with the relationship between the geometry of structure
and its load carrying capacity.
ACKNOWLEDGEMENT
This study has been conducted at the Faculty of Architecture, CTU in Prague, within
the framework of the student research project SGS14/211/OHK1/3T/15 supported
by CTU in Prague.
SOURCES OF RESEARCH
1. Claudia Pedron, An Innovative Tool for Teaching Structural Analysis and
Design (dissertation), ETH Zürich, 2006
2. Rolf Gerhardt - Karl-Eugen Kurrer - Gerhard Pichler, The methods of
graphical statics and their relation to the structural form, in: Proceedings of
the First International Congress on Construction History, Madrid, 20th-24th
January 2003
3. Manuel L.Romero - Pedro Museros, Structural analysis education through
model experiments and computer simulation, Journal of Professional Issues
in Engineering Education and Practice, nr.128, 2002, pg. 170-175
4. Otto Künzle et al., Demonstrationen an Tragwerksmodellen, Institut für
Hochbautechnik, HBT, ETH Zürich, 2001
5. BLOCK Research Group, eQuilibrium [online],
availble at: http://block.arch.ethz.ch/equilibrium/ , cit. 02.05.2014
6. Martin Pospisil - Marketa Vavruskova, - Eva Vertatova, New Ways of
Teaching Statics and Applied Structural Mechanics to Architects, in: Journal
from 52nd Conference on Experimental Stress Analysis, Marianske lazne, 2nd5th June 2014
7. Martin Pospisil - Marketa Vavruskova, Share of Structural Engineering in
Curricula of CTU vs. selected European Faculties of Architecture, to be
published in: Journal from International Education Technology Conference,
Chicago, 3rd-5th September 2014
8. Study plans for BUT [online], cit. 01.07. 2014, available at:
http://www.fa.vutbr.cz/files/studium/seznam_predmetu_bakal1415.pdf
http://www.fa.vutbr.cz/files/studium/seznam_predmetu_magister1415.pdf
http://www.fce.vutbr.cz/studium/programy/programy.asp?rosId=84
http://www.fce.vutbr.cz/studium/programy/programy.asp?rosId=85
http://www.fce.vutbr.cz/studium/programy/programy.asp?rosId=86
http://www.fce.vutbr.cz/studium/programy/programy.asp?progid=37
9. Study plans for CTU [online], cit. 30.06. 2014, available at:
http://15122.fa.cvut.cz/?page=en,courses
http://www.fa.cvut.cz/Cz/Studium
http://www.fsv.cvut.cz/bk/bk2014/bc/ba.pdf
http://www.fsv.cvut.cz/bk/bk2014/mgr/ma.pdf
10. Study plans for STU [online], cit. 02.07. 2014, available at:
http://www.fa.stuba.sk/docs//studium/Studijne_programy_odbory_profily_
2012_2013.pdf
http://www.fa.stuba.sk/docs//stud_odd/Stud_plany_Bc_AU_2014_15.pdf
http://www.fa.stuba.sk/docs//stud_odd/Povinne_A_Ing_2014_15.pdf
http://www.fa.stuba.sk/docs//stud_odd/Vyber_AU_Ing_2014_15.pdf
http://www.fa.stuba.sk/docs//stud_odd/Povinne_U_Ing_2014_15.pdf
http://www.svf.stuba.sk/docs/B-PSA_2013-14.pdf
http://www.svf.stuba.sk/docs/I-PSA_2013-14.pdf
http://www.svf.stuba.sk/docs/I-AKP_2013-14.pdf
11. Study plans for TUL [online], cit. 04.07. 2014, available at:
http://stag-new.tul.cz/wps/portal/
12. Study plans for TUO [online], cit. 03.07. 2014, available at:
http://edison.sso.vsb.cz/cz.vsb.edison.edu.study.prepare.web/StudyPlanPub
licView.faces?facultyId=2