Civil Engineering Education Programs State-of-the-Art in Poland

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1 Civil Engineering Education Programs State-of-the-Art in Poland Piotr Berkowski Faculty of Civil Engineering Wroclaw University of Technology Poland Marta Kosior-Kazberuk Faculty of Civil and Environmental Engineering Białystok University of Technology Poland Abstract During the last decade there was made a great change in the Polish higher education system. As Poland joined the Bologna Process and began to take part in creation of the European Higher Education Area, there arose a need to redevelop the higher education system and to revise educational programs with an aim to adapt them both to changes in the philosophy of teaching as well as to the demands of social and economic environment. In case of the Polish technical universities first it was done a change for two-level system (BSc and MSc in engineering) starting from the predominant to that time onecycle 5-year-system (MSc). Then, the ideas of education and professional recognition based on learning outcomes and qualifications framework were introduced. Keywords civil engineering, education programs, state-of-theart analysis, Poland I. INTRODUCTION Until the beginning of the academic year 2007/2008 at most of the Polish technical universities the predominant system of full-time studies was a one-level, 5-year one. The program of studies was precisely described by national standards in which minimum number of hours, detailed content of every field study subject and duration of internships were defined [1]. According to the amendment to the Polish Law for Higher Education made in 2005 [2, 3] from the academic year 2007/2008 two-level study programs began to be obligatory at all Polish universities. The implementation of the two-level system of studies regarding all engineering fields seemed to be the biggest challenge for universities from all the actions within the framework of the Bologna Process. Starting from the academic year 2012/2013 the model of study in Polish technical universities was marked by the obligatory implementation of the National Qualifications Framework [2, 4, 5, 6]. In the course of this reform universities and faculties developed their own programs of studies in which the emphasis was put on achieving by student the learning outcomes described in three groups: knowledge, skills and social competence. In 2014 there were introduced new amendments [7, 8] to the basic law [2]. The most important was a strict definition and division for general academic profile and practical profile of studies, both on BSc and MSc levels. The other main change was an introduction of a possibility to create studies on basis of cooperation and agreements between universities and industry or local governments. And the third important change gave to the potential candidates and to the universities a possibility of admission on basis of recognition of outcomes of selfeducation. Most of these changes has to be introduced from the academic year 2015/16. II. AIM OF ANALYSIS A. Brief description of one-cycle 5-year master study model Until the beginning of the year 2007 at most Polish technical universities the main system of full-time studies was a 5-year, one-level one. Generally, in the case of the civil engineering field-of-study, the studies comprised of 6 or 7 semesters of common studies and then 4 or 3 semesters of specialization, mainly in accordance with research activity of the faculties. It led the graduates to gain a professional title of master of science (MSc) in civil engineering. The program of studies was precisely described by national standards [1] in which there were defined: total minimum number of teaching hours and hours for each group of courses (general education, basic and field-of-study ones), and detailed content for every core subject. Of course, the specific content of each subject could be elaborated independently by faculties, based on the research and professional profile of the academic staff. In the Regulation [1] there were defined: General rules Master studies had to last 5 years (10 semesters) with total number of hours equal to 3600 and at least 1935 hrs of courses defined in standards. Graduate s profile Masters degree in civil engineering should provide education of professionals who based on the acquired theoretical knowledge and practical skills would have a basis for creative work in the design of buildings and civil engineering structures, implementation of buildings and civil engineering structures, supervision of construction processes and management.

2 Groups of courses and their minimal number of hours General education courses (e.g. languages, humanistic and economic subjects) 390 h. Basic courses (e.g. mathematics, physics, general mechanics, descriptive geometry, information technology) 675 h. Field-of-study courses (e.g. strength of materials, structural mechanics, building materials, concrete and metal structures, computer methods, building technology and organization) 870 h. Those courses created a so-called core-of-the-study program which means that there were obligatory for every faculty, which conduct education in the field of civil engineering, to be included in the program. They also contained the minimal knowledge that was necessary to became a civil engineer. Practical internship Program of studies had to contain a min. 12 weeks of internship, including a field-of-study and a diploma ones. Specific courses description For each of the field-of-study core courses there was defined what must be taught during lectures, classes, projects, laboratories and seminars. B. Brief description of two-level study model according to the Bologna system BSc and MSc levels [2] Poland joined the Bologna Process in 1999 and all higher education institutions started to realize its ideas, overcoming several difficulties and challenges. According to the Polish Law for Higher Education [2] from the academic year 2007/2008 two-level study programs (BSc and MSc) began to be obligatory at all Polish universities (in fact it is a three-level system because doctoral studies (PhD) were included in it). The implementation of the two-level system of studies regarding all engineering fields seemed to be the biggest challenge for universities from all the actions within the Bologna Framework process. Implementation of the Bologna multi-level higher education system meant a transformation from an integrated, one-level study to the two-level system. The changed Act [2] has defined the framework content of education standards (including the minimal number of hours and ECTS points), and in them groups of subjects with the division into the basic and field subjects. The Act [2] has also defined the required learning outcomes in the area of the skills and competence which was the most important action in order to adapt the curricula to the Bologna Process directives. In the new directives included in Act [2] for each level of the study there were defined: General rules First level studies in civil engineering should last at least 7 semesters, and the minimum total number of organized classes should not be lower than The number of ECTS points assigned to all the types of classes should be at least 210. Second level studies should last as a minimum 3 semesters and have at least 900 contact hours with 90 ECTS points designated. Graduate s qualifications defined by standards For BSc graduates: having knowledge in the areas, for example, of: execution of building, industrial and communication constructions; designing of basic building elements and objects; technology and the organization of the civil engineering; being skilled in (for example): management of the execution of all types of building objects; cooperation in the designing of public service objects; supervision of the building execution and to further update his education and skills related to his profession. A bachelor in CE will be allowed to take a job in: executive building companies; building supervision; concrete and building element plants, the building materials industry; and will be prepared to join 2 nd level studies. For MSc graduates: a graduate obtains an advanced knowledge of: design and construction of complex housing facilities, municipal, industrial, and communication objects; technology and construction organizations; computer techniques and modern technology in engineering practice; selection and application of building materials and managing teams and construction company. The graduate is prepared to solve complex design, organizational and technological problems; development and implementation of research programs; making projects of international scope; participate in the marketing and promotion of the construction products; continuing education and participate in research in areas directly related to construction and production of building elements; continuing raising qualifications and supplementing knowledge; control of large groups of people. The graduates will be prepared to work in construction and design offices; R&D centers and institutions involved in counseling and dissemination of knowledge in the field of widely understood building; prepared to join 3 rd level studies. General content of courses Groups of courses and their minimal number of organized hours and ECTS points. Basic and field-of-study courses with hours and ECTS (Tab. I and II). Content of specific courses and their learning outcomes (abilities and competences). In case of BSc level: for basic courses (i.e. mathematics, physics, chemistry, geology, mechanics, computational methods) 315 hrs/31 ECTS, and for the field of study courses (i.e. descriptive geometry, geodesy, building materials, strength of materials, structural mechanics, general building, soil mechanics, foundation, concrete and steel structures, infrastructure engineering, building physics, hydraulics, project management and organization of building works) 660 hrs/64 ECTS. For MSc level: points for basic courses (i.e. advanced mathematics) 30 hrs/3 ECTS and for the field of study courses (i.e. theory of elasticity and plasticity, advanced computational methods, complex steel and RC structures, project management) 150 hrs/15 ECTS.

3 The rest of hours and ECTS points were to be defined by the faculties. Detailed content of the core subjects and way of teaching were a responsibility of faculties and depended on their research profiles. In both cases instead of precisely defined courses with hours of duration there were listed general descriptions of courses taking into account their content (knowledge) and educational effects in abilities and competences. TABLE I. GROUPS OF BASIC AND FIELD SUBJECTS FOR BSC CIVIL ENGINEERING WITH MINIMAL NUMBER OF CONTACT HOURS AND ECTS CREDITS [2, 3, 10]. Level of studies 1 st level (BSc) Basic subjects Contact hours ECTS credits Mathematics Physics Chemistry Geology Mechanics Computational methods Total Field subjects Contact hours ECTS credits Descriptive geometry and technical drawing Surveying Building materials Strength of materials General building Geotechnics Soil engineering Concrete structures Metal structures Building installations Civil engineering Building physics Hydraulics and hydrology Organization of construction works Technology of construction works Management of investment Building economics Total TABLE II. GROUPS OF BASIC AND FIELD SUBJECTS FOR MSC CIVIL ENGINEERING WITH MINIMAL NUMBER OF CONTACT HOURS AND ECTS CREDITS [2, 3, 10]. Level of studies 2 nd level (MSc) Basic subjects Contact hours ECTS credits Advanced mathematics 30 3 Total 30 3 Field subjects Contact hours ECTS credits Theory of elasticity and plasticity Computer methods Complex concrete structures Complex metal structures Construction project management Total There was an indication made that when creating a curriculum FEANI criteria might be used, what was a standard for Polish faculties teaching civil engineering. Requirements for internship Program of studies had to contain a min. 8 weeks of internship, mainly for the first level of studies. 1) Description of selected BSc subjects Education in the subject of Computational methods Course content: Mathematical modeling - local and global formulations. Approximation and interpolation. Classical finite difference method. Approximate methods of solutions for mechanics problems - Ritz and weighted residuals methods. Fundamentals of the finite element method for bar systems and two-dimensional problems - steady heat flow, plane stress. Learning outcomes - abilities and competences: understanding the theoretical basis of approximation methods; use of the finite element method algorithms for solving stationary problems; application of FEM programs. Education in the subject of Concrete structures Course content: Principles of idealization of geometry, loads and structural behavior under loads. Concrete as a construction material - strength, immediate and rheological deformability. Reinforcing steel limit strength, deformability. The interaction between concrete and reinforcement - adhesion, anchoring, stress. Ultimate limit states - computational models, effect of slenderness ratio on the bearing capacity of the posts. Serviceability limit states - computational models, durability of concrete structures. General principles of reinforcement design. Calculation and construction of structural elements (beams, plates, columns, foundations) and frame buildings and halls. Pre-stressed structures. Industrial building. Learning outcomes - abilities and competences: understanding the essence of concrete structures; understanding the nonlinear characteristics of concrete structures; design of typical concrete elements and structures; assessment of the technical condition of existing structure. 2) Description of selected MSc subjects Education in the subject of Advanced mathematics Course content: Partial differential equations - elliptical, parabolic and hyperbolic equations. Applications of differential equations. Elements of the calculus of variations. Tensor calculus. Transformation and Fourier series. Learning outcomes - abilities and competences: formulating common boundary and boundary-initial problems; use of tensor calculus. Education in the subject of Complex concrete structures Course content: nonlinear idealization of the behavior of concrete structures. Redistribution of internal forces. Calculation and construction of shields, reservoirs, shells. Prestressed structures. Structures in industrial building. Learning outcomes - skills and competencies: design of complex engineering structures; identify of technical issues that require the use of non-standard methods of analysis.

4 III. DESCRIPTION OF CURRENT CE STUDY PROGRAMS A. Creating new model of educational programs based on national qualifications framework According to the amendment of Act [2], prepared in 2010, there was made a further step to integrate Polish higher education system with the European ones that follow the Bologna Process. From the academic year 2012/13 all the universities in Poland had to develop three-level system by introducing new model of higher education based on the National Qualifications Framework. All the actions leading to this very profound reorganization of higher education process were based on years of own experience in bringing the Bologna system into Polish higher education and also gained while participating in the activities of the international organizations (e.g. EUCEET [9, 10] in case of civil engineering) as well based on professional organizations codes as ASCE BoK [11] or cooperation with Polish Chamber of Civil Engineers and other professional organizations. Currently, the process of creating the way of graduate education depends on faculties, and the Act [2] and Regulations [4, 5, 6] gives only basis and general requirements. Among other they define requirements which the faculty must fulfill to create and conduct education in certain field of study (number of professors, scientific research, didactic infrastructure etc.) and National Qualifications Framework [5] describing expected education outcomes (Tab. III) in the fields of knowledge, abilities and social competence for different areas of science (e.g. humanistic, technical, rural, medical etc.). Being armed with all the previous knowledge and experience gathered through the years of educating civil engineers the way of creating and developing education was elaborated as briefly described in Fig. 1. As the field of study civil engineering and also specializations defined by faculties (both for BSc and MSc levels), results ( outcomes ) from previous education models and programs were well recognized and accepted by the labor market, employers and professional organizations, the name of the field of study was kept without change. Then the steps were as follows: creating the educational outcomes for the field of study and specializations (if any were proposed); formulating the program of studies with detailed plan of studies; developing the description of all modules (course catalogue) which are taught during the study (they contain detailed description of entry requirements, module learning outcomes, ways of giving courses, methods of evaluating and matrix of correlation between module and field-of-study outcomes). All these elements create a program of education for a specific field of study. In order to guarantee the proper realization of education program in accordance with all the ideas of qualification frameworks and learning outcomes, it is controlled by the quality assurance system which are to be created both at the university and faculty levels. General learning outcomes (independent of area of education) General learning outcomes for area of technical studies Defined within NQF based on EQF Learning outcomes for technical fields of studies Learning outcomes for specific field of study (e.g. civil engineering ) University regulations, feedback from employers, professional organizations, etc. Fig. 1. Formulation of learning outcomes [12] Methods and procedures for validation of achieved learning outcomes

5 In case of civil engineering professional career there is another important element that has an influence on the education process. It follows from the fact that profession of civil engineer is a regulated profession in Poland. All the graduates of the civil engineering studies can exercise their profession, but to exercise of certain forms of occupation, the so-called independent technical functions, there is required to have particular qualifications and is allowed only after obtaining a permit, which can be earned only after fulfilling the requirements laid down by the proper Polish law. Moreover, civil engineers who want to be independent professionals must be members of Polish Chamber of Civil Engineers. The idea of the presented analysis is to find out how the civil engineering education in Poland has been adapted to the above changes and requirements. TABLE III. EDUCATIONAL OUTCOMES IN THE FIELD OF TECHNICAL SCIENCES - EXAMPLES T1A_W01 A person with 1 st level qualifications: Knowledge has knowledge of mathematics, physics and T2A_W01 chemistry and other areas related to the studied discipline necessary to formulate and solve simple tasks in the field of the studied discipline T1A_W05 has fundamental knowledge of trends in development in scientific disciplines and fields of study related to the studied discipline T1A_W10 knows and understands basic concepts and rules related to industrial property protection and copyright laws; is able to use patent information resources T2A_W05 T2A_W10 A person with 2 nd level qualifications: has expanded and broadened knowledge of mathematics, physics and chemistry and other areas related to the studied discipline necessary to formulate and solve complex tasks in the field of the studied discipline has knowledge of trends in development and the most crucial and newest achievements in scientific disciplines and fields of study related to the studied discipline and other related scientific disciplines knows and understands basic concepts and rules related to industrial property protection and copyright laws and knows the necessity of these laws and rules in managing intellectual property resources; is able to use patent information resources Skills General skills (not related to the area of engineering education) T1A_U02 is able to communicate in their professional T2A_U02 is able to communicate in their professional environment and other environments using environment and other environments using various techniques various techniques, either in English or another foreign language regarded as a language for international communication in the studied discipline T2A_U05 has ability to self-learning T2A_U05 is able to establish directions of further education and follow the process of self-learning T1A_U09 Fundamental engineering skills is able to use analytical, simulation and T2A_U09 experimental methods to formulate and solve engineering tasks T1A_U10 is able -while formulating and solving engineering tasks-to notice their system and non technical aspects T1A_U14 T1A_U16 T1A_K01 T2A_K01 T1A_K03 T2A_K03 T1A_K05 T2A_K05 Skills directly connected with solving engineering tasks T2A_U16 is able to identify and formulate specifications of simple, practical engineering tasks specific for the studied discipline is able according to a given specification to design and complete a simple device, object, system or process specific for the studied discipline, using appropriate methods, techniques and tools is able to use analytical, simulation and experimental methods to formulate and solve engineering tasks as well as simple research problems T2A_U10 is able - while formulating and solving engineering tasks- to integrate knowledge of scientific disciplines and fields of studies appropriate for the specialization and apply the system approach which also takes into account non- technical aspects T2A_U18 is able to plan improvements in existing technical solutions is able to assess the usefulness of methods and tools for solving an engineering task specific for the studied discipline, and notice limitations of these methods and tools; is able by applying conceptually new methodsto solve complex engineering tasks specific for the studied discipline, including untypical tasks and tasks with a research component Social competence understands the necessity of a lifetime learning process; is able to inspire and organize the process of learning for others is able to cooperate and work in a group, taking up different roles identifies correctly and solves dilemmas connected with the profession

6 B. Description of CE studies in Poland review for selected faculties In [2, 4, 5] there were defined for the first time two types of higher education profiling [2, 4, 5]: a general academic one and a practical one. In the first of these types educational modules were concentrated on gaining by student an in-depth theoretical knowledge and skills, while in the second one education should concentrate on acquiring by student more practical skills. Currently, the BSc in civil engineering studies at most of the technical universities in Poland last 7 semesters what is a base defined by the law [4, 5, 6]. In some universities 5 semesters are common ones and then students can select for 2 semesters of elective diploma specialization. However, there are faculties which include 1 semester professional internship directly in the study program which forced them to enlarge the study period to 4 years. In the first case during the first part of study students gain basic knowledge and skills defined for all civil engineers. In the last 2 semesters, apart from some common classes, they build up competence in the area of a chosen Bachelor s degree specialization in accordance with their interests (e.g. general building, geotechnics, transportation infrastructure engineering roads, bridges, railways, tunnels). However, there are faculties at which there is no specialization at the first level of studies. MSc studies have a duration of 3 semesters, however, it is possible to prolong them to 4 semesters. At the MSc studies there are created more specific specializations which are directly associated with research work carried out at the faculties, as well with specializations in which engineers can obtain professional license, and, of courses, with demand of the building industry. Generally, they can be study programs which concentrate on: building structures, construction management, roads and airports, bridges, railway infrastructure, underground engineering or geo-engineering structures. All these study programs are currently based on educational outcomes for civil engineering field of study, independently created by faculties which have permission (given by the Polish Accreditation Committee) to educate in this area. Of course, these outcomes, however created independently, are very similar not only at all Polish universities but also are based on international models [8, 9,10]. Two programs of education of civil engineers, one from the Faculty of Civil Engineering of Wroclaw University of Technology (WrUT) and another from the Faculty of Civil and Environmental Engineering of Bialystok University of Technology (BUT), are partially presented below to give general view on civil engineering education in Poland. 1) General description of CE studies at the Faculty of Civil Engineering at WrUT a) BSc level graduate profile After completing first level study of general-academic profile at the field of study civil engineering a graduate according to acquired knowledge, skills and social competences is prepared to be able to make decisions concerning the proper selection of building materials to be used, the design of elements and simple objects of housing construction, council housing, industrial infrastructure and transportation infrastructure, and implementation technologies. A graduate knows principles concerning the strength of materials and structural mechanics and is able to formulate, construct and apply simple engineering structure calculation models. He is able to create and read technical drawings, recognize cartographic and geodesic elaborations. He knows latest design trends as well as trends in the construction works development. He is also able to administer construction works. A graduate has knowledge and skills in the area of occupational safety and health. He knows the performance analysis principles as well as costs and deadlines of construction works. He knows and applies a building code. A graduate takes advantage of latest computer technology supporting modelling and design of structures and construction processes and also supporting construction works management. He is able to critically select arguments supporting collective decisions concerning task performance in civil engineering. A graduate is able to work in a team. He is responsible for his own safety at workplace as well as other employees. He is able to complete a report on the course of performed tasks and design. He is aware of the necessity of job and personal competence development. He follows a code of ethics. A graduate is prepared to administer construction contracting of all types of structures; to participate in the design of public utility buildings, industrial construction and transportation infrastructure; to organize production of construction elements; to supervise construction contracting and to continuous selfeducation and professional development. A graduate is prepared for work in: contracting companies; civil engineering works supervision, concrete plants and building elements; building materials industry; governmental and self territorial administration units connected with civil engineering and architecture. A graduate is able to use a foreign language at B2 level according to CEFR and is able to use a specialized language within their field of study. He is also prepared to undertake the second level study of general academic profile in the field of study civil engineering. b) BSc level specializations In case of civil engineering study at WrUT students have 5 common semesters. Having completed the 5th semester, they can choose one of three diploma specialisations: Building Engineering, Geotechnics and Hydroengineering, Civil Engineering, which give students possibilities to obtain broadened knowledge and competence in the area connected with the degree specialisation. The degree specialization Building Engineering enables students to obtain deepened knowledge and competences in the area of the design and construction contracting of industrial infrastructure objects, concrete and metal structures and also architectural design. The degree specialisation Geotechnics and Hydroengineering enables students to obtain deepened knowledge and skills in the area of geoengineering and hydrotechnology, the design and contracting of simple buildings and engineering objects such as earthworks, embankments and underground building structures and hydro-engineering structures connected to transportation infrastructure. The unique character of the

7 degree specialisation Civil Engineering enables students to develop knowledge and competences in the area of the construction, contracting and maintenance of roads, bridges, airports, railways and urban engineering objects. c) BSc level selected field-of-study outcomes (Tab. IV) TABLE IV. SELECTED EDUCATIONAL OUTCOMES FOR THE CIVIL ENGINEERING BSC LEVEL (WRUT) Description of faculty field of study education outcomes for the general academic profile. After finishing first level studies at the Civil Engineering Faculty a graduate: KNOWLEDGE possesses knowledge of chosen areas of physics, such as classical mechanics, wave motion, thermodynamics, classical electrodynamics and chosen topics of quantum mechanics and the theory of relativity being a basis for the mechanics of materials and structures and also technologies of building materials possesses knowledge of general mechanics, the strength of materials and general rules of building structures; knows and understands the laws of mechanics and the analysis of construction rods in the area of statics, the basis of dynamics and stability possesses fundamental knowledge of analysis, design and construction of chosen objects of road and railway engineering, bridges, underground infrastructure and hydroengineering SKILLS able to use databases internet resources and other sources to look up general information as well as regarding widely concerned civil engineering, is able to apply information technologies in order to communicate and also is able to obtain software supporting the designer work and also the person organizing and administering building processes is able to correctly define structures calculation models and also their elements being used for analytical and computer structure analysis is able to correctly choose tools (analytical or numerical) to solve modelling problems, analysis and structure design, and also planning and construction work organisation is able to prepare, carry out and interpret simple laboratory experiments results leading to the quality assessment of used materials and building products and also construction elements SOCIAL COMPETENCE is able to work independently and cooperate in a team on an assigned task; is responsible for his own safety at work as well as his team. is able to formulate opinions related to technical and technological processes in civil engineering (including own works); understand the necessity to share the knowledge of civil engineering with society and is able to spread information regarding civil engineering in society in a widely understandable way d) MSc level graduate profile After completing the second level study of generalacademic profile at the field of study civil engineering a graduate according to acquired knowledge, skills and competences is prepared to be able to make decisions concerning the proper selection of building materials to be used, the design of building objects and construction undertakings. A graduate knows current trends in designing and realizing construction undertakings. He applies health and safety rules at work. A graduate is able to design building objects, knows principles of structural mechanics, is able to formulate, create and then apply appropriate calculation models of complex engineering structures. He is able to make and read technical drawings, recognize cartographic and geodesic elaborations and also administer construction works. He is able to formulate and solve new engineering, technical and organizational problems related to civil engineering. A graduate make use of state of the art computer technologies supporting object design processes as well as construction undertakings. He is able to critically choose arguments supporting collective decisions regarding civil engineering tasks realization. A graduate is able to elaborate and alternatively publish reports regarding the development of works. He is able to work in a team and also supervise team work. He is responsible for wok safety of a supervised team. He is aware of the necessity of increasing professional and personal competences. He follows the code of ethics. He knows and applies building law and regulations. He possesses language skills in the area of scientific disciplines and fields of study adequate to the studied discipline according to CEFR requirements for B2+ level. He is prepared to continue education at third level study. Graduates are prepared to solve complex project, organizational, technological problems, elaborate and realize research programmes, undertake actions on the international scale, participate in marketing and promotion of building products, continue education and participate in research and activities directly related to civil engineering and building manufacturing, continuously increase qualifications and complement knowledge and also manage big teams. Graduates have possibilities to start work in construction-project offices, contracting companies, research institutes and research and development centers and also institutions dealing with advisory and knowledge promotion in the area of civil engineering. Moreover, graduates of particular specializations obtain additional, broadened competences resulting from educational outcomes described for given specializations. e) MSc level specializations A graduate of specialization Building Structures possesses expanded knowledge and developed project skills in the area of pre-stressed concrete structures, composite structures, tall structures and thin-walled structures. Moreover, a graduate is competent to solve problems of rheology and reliability and limit states of structures as well as failure and repair of concrete structures. The specificity of Building Technology specialisation is to equip graduates with broadened knowledge and competences in the area of methods of realizing of building structures, organization of construction works, procedures of investments realization and construction project management and also industrial production of construction products. Graduates of this specialization possess knowledge and skills of exploitation, modernization and diagnostics of building objects as well as management of real estates. Hydroengineering and Special Structures specialization enables graduates to get extended competences in the area of hydro-engineering structures design as well as steel hydro-engineering constructions, special concrete and municipal structures, river exploitation and training and water ways, hydro-plants, hydro-engineering tunnels, water supply and sewage devices, renovation of hydroengineering structures, permanent and temporary dewatering. Broadened competences of graduates of Underground and Urban Infrastructure specialization result from participating in fundamental and specialization courses such as earthworks

8 and earth engineering, underground structures, municipal engineering, linear infrastructure, maintenance of underground structures, special foundation structures or foundation engineering on special areas. Roads and Airports specialization educates graduates who get expanded knowledge and skills in the area of road materials and pavements, dewatering of communication structures, theory of pavement design, computer aided design of roads and airports, urban engineering and urban transport. Moreover the graduates gain competences in the area of transport systems. Railway Engineering specialization enables graduates to get expanded knowledge and competences in the area of mechanics of track structure, track maintenance technology, railway stations design, train engineering, train operations, railways exploitation, municipal engineering, dewatering of communication structures, examination of track structure, durability and reliability of track structure and also Computer methods for railways. A graduate of Bridges specialisation, besides knowledge obtained by graduates of all specialisations, possesses extended knowledge and skills in the area of theory of bridge structures, design and construction methods of bridge structures- concrete, steel and timber, and also computer aided bridge design, examination rehabilitation of bridges and Soil steel composite construction. The graduate has possibility to get knowledge of computer systems of bridge maintenance. Theory of Structures is a specialization for exceptionally skilled students. Graduates of this specialization are competent in the area of mathematics methods in mechanics, theory of spatial structures, and also in solving problems related to reliability and limit states of structures. Moreover, they possess extended knowledge and skills in the area of dynamics of continuous systems, rheology and computer modelling of structures. Civil Engineering specialization run in English enables a graduate gain extended knowledge and skills in the area of design and construction of different building objects such as composite reinforced concrete and steel structures, building structures, urban engineering objects, roads and highways, bridges, railway engineering objects. Moreover the graduate possesses extended knowledge of hydraulics and computer aided engineering. f) MSc level selected field-of-study outcomes (Tab. V) TABLE V. SELECTED EDUCATIONAL OUTCOMES FOR THE CIVIL ENGINEERING MSC LEVEL (WRUT) Description of faculty field of study education outcomes for the general academic profile. After finishing second level studies at the Civil Engineering Faculty a graduate: KNOWLEDGE possesses necessary and advanced knowledge from selected fields of mathematics and physics which is required for studying material strength and mechanics including dynamics and theory of building construction. knows to the necessary extent the basics of continuous media mechanics; the principles of structural analysis issues; the stability of complex rod, slab, disk, shell and solid structures and also the dynamics of these types of constructions with a number of dynamic freedom degrees, which refers to discrete systems knows rules of modelling, dimensioning and constructing of elements and basic building structures: metal ( bases, elements and halls), reinforced concrete (bases, elements, halls) and also composite, wood and masonry knows principles of foundations of complex building constructions possesses knowledge how to organize and administer the works, and also how to perform elements and basic building structures at the building site; knows work standards in civil engineering and procedures related to quality management; knows legal requirements of an investment process in civil engineering SKILLS is able to make an evaluation and configuration of all types of loads applied to building structures with their appropriate combinations is able to correctly define a computational model in the finite element method environment and carry out advanced analysis of complex engineering structures in the linear scope and use nonlinear calculation techniques at a basic level is able to solve complex concepts in the area of chosen sections of mathematics, being the basis of advanced construction analysis methods; is able to choose tools (analytical or numerical) to solve engineering problems; is able to use chosen computer programs supporting modelling and design processes in civil engineering is able to, according to scientific principles, using scientific know-how to formulate and develop entry works of a research type leading to solving engineering problems as well as technological and organizational, in civil engineering SOCIAL COMPETENCE is aware of the need to constantly upgrade professional and personal competence in the form of formal or informal education and also improves and develops knowledge in the area of modern processes and technology, related to civil engineering 2) General description of CE studies at the Faculty of Civil Engineering at BUT a) BSc level specializations A graduate of the specialization of Structural Engineering has knowledge in the areas of building execution, technologies, organising the management in civil engineering and also the basics of the designing and analysis of constructional systems of buildings and earthen engineering objects. He is prepared to accomplish all the engineering functions in the building branch. He is able to work for study and designing offices, investment services, and also materials and building element plants. Finishing the specialization in Road Construction gives graduates the knowledge required to lead and supervise building works, to operate and maintain roads and streets and also to design simple building objects and earthen structures. Graduates of this specialization receive a general civil engineering education. They are able to execute lineal engineering structures and communication systems. The specialization in Construction and Exploitation of Buildings provides knowledge concerning the rules and methods of building execution, the design of uncomplicated building objects, the ability of producing some building materials and also organising the building process (in the stage of investment programming and also during the erection, exploitation and demolition of the building). A graduate of this specialization is able to conduct renovation, adaptation and modernization works adjusting them to current civilization requirements.

9 b) BSc level selected field-of-study outcomes (Tab. VI) TABLE VI. SELECTED EDUCATIONAL OUTCOMES FOR THE CIVIL ENGINEERING BSC LEVEL (BUT) Description of faculty field of study education outcomes for the general academic profile. After finishing first level studies at the Civil Engineering Faculty a graduate: KNOWLEDGE have the knowledge of selected branches of mathematics, physics and chemistry, which forms the basis for subjects within the areas of mechanics, strength of materials, the theory of structures, construction materials technology, and building physics know the principles of geology and understand basic geological processes; graduates also know and understand the principles of soil mechanics, hydraulics, and hydrology, applied for the purposes of construction engineering knows the principles of modelling, dimensioning, and constructing of elements and basic civil engineering metal, reinforced concrete, prestressed, wooden, masonry, and composite structures; have a basic knowledge of conducting business activity in the construction industry; graduates have the knowledge of the construction law and intellectual property protection SKILLS can read architectural, building, and survey drawings, and also create graphical documentation according to the principles of descriptive geometry and engineering drawing, using selected graphics software; graduates are able to interpret designs of basic civil engineering systems can appropriately select methods and tools for solving problems of modelling, analysing, and designing civil engineering structures, and also problems concerning planning, technologies of, and organising construction work can design technological processes, develop simple schedules concerning construction works, and prepare cost estimates as well as work organisation plans of construction projects; graduates can also conduct simple economic analyses; can organise work at construction sites, according to the principles of the technology, organisation and economics of construction work, and pursuant to the occupational safety and health protection principles applied in the construction industry SOCIAL COMPETENCE understand the need for life-long education, mainly in order to raise their professional and personal competence; graduates can also inspire and organise educational processes of other people realise the importance of and understand non-technical aspects and results of engineering activities, including the influence of these activities on the natural environment, and the responsibility for decisions pertaining to the activities c) MSc level specializations A graduate of the specialization in Advanced Structural Engineering possesses a required knowledge in the areas of construction theory, computer support in design (solving problems of structural mechanics), technology of renovation and strengthening building objects, organization and management of building processes. A graduate is able to undertake a job in project management offices, building execution and is able to manage companies conected to building production. He knows bar, panel and shell construction mechanics and also modern techniques in computer support of the design of such constructions. It gives a good background for creative work in teams designing and supervising the execution of building objects and engineering constructions. The specialization in Road Engineering gives knowledge in the areas of modern road, street and junction design and also their exploitation and maintenance. Furthermore, it enables graduates to supervise and manage building works and also solve technical and technological problems referring to civil and road engineering. A graduate has knowledge from the area of engineering and safety of road traffic and also advanced materials and technologies used to construct and maintain road objects. He also knows the techniques of innovative testing and supervision of the technical condition of roads, motorways and bridges. The graduate is able to cooperate with specialists from related fields in the areas of planning communication systems, road traffic safety, environmental protection, bridge design, underground structures, airports and also railway trucks. A graduate of the specialization in Construction Engineering possesses knowledge in the areas of the design, technology and organisation of civil engineering, industrial and agricultural constructions and also the design of technological processes in building industry plants. Furthermore, he possesses knowledge related to the design and construction of objects with low energy requirements with the use of unconventional energy sources. This specialization aims to prepare a graduate to direct execution works, to lead investments, to work in the management of the big companies, and to manage the productive, service and trade works in a building branch. The graduate possesses an engineering background from civil engineering and is prepared in the areas of organisation, management and finances and also computer support analysis in technological and organizational building process executions and costing works. d) MSc level selected field-of-study outcomes (Tab. VI) TABLE VII. SELECTED EDUCATIONAL OUTCOMES FOR THE CIVIL ENGINEERING MSC LEVEL (BUT) Description of faculty field of study education outcomes for the general academic profile. After finishing first level studies at the Civil Engineering Faculty agraduate: KNOWLEDGE have the knowledge of advanced issues in the areas of strength of materials as well as modelling of materials and structures. Graduates have the knowledge of theoretical foundations of numerical methods and of general principles of performing linear and non-linear calculations for civil engineering structures as well as calculations of limit states of structures have an extended knowledge of the principles concerning standards as well as of regulations and requirements for designing civil engineering structures and their elements have an extended knowledge of development trends in civil engineering and the most important achievements within their major discipline of study SKILLS use advanced tools in order to find useful information and in communication aiding designers and construction process implementators in their work. Graduates can also interpret and critically evaluate the obtained information as well as formulate and comprehensively justify their opinions can appropriately select methods and tools for solving problems of modelling, analysing, and designing civil engineering structures, and also problems concerning planning, technologies of, and organising construction work (this involves understanding of the limitations of these methods and tools) can develop a study which would prepare them for undertaking research work. Graduates can also present results of their own scientific research SOCIAL COMPETENCE realise the importance of and understand non-technical aspects and results of engineering activities, including the influence of these activities on the natural environment, and the responsibility for decisions pertaining to the activities correctly identify and solve dilemmas connected to performing their profession

10 3) Summary Making comparison of documentation containing the whole description of education programs for the civil engineering field-of-study not only for above mentioned faculties but as well as for all the faculties in Poland that carry on education in this field it can be seen that these programs are very similar, in some elements even identical. It is obvious, of course, because core elements of civil engineers education must be nearly identical, even all over the world. In Poland these programs are also very much influenced by regulations concerning permission to perform independent professional functions in the construction industry defined by the Polish Chamber of Civil Engineers. Another factor that has important and valuable influence on the core content of this program is cooperation between the faculties of civil engineering within the so-called committee of deans that annually meet to discuss all the problems concerning education and research within the field of civil engineering. IV. DEVELOPMENT OF CIVIL ENGINEERING PROGRAMS In 2014 there were introduced new amendments to the Law on Higher Education [2, 7, 8]. In these documents there were precisely defined very important mandatory elements that will deeply influence the development of civil engineering education programs in the nearest future. One of them is clarification of definition and requirements that must be fulfilled by faculties for conducting education in practical and general academic profiles. The practical profile program must cover modules and activities aimed at gaining by the student practical skills and social competence, carried out under the assumption that more than half of the study program, calculated in ECTS, include practical acquiring of these skills and competence. In this case the modules must as well include skills obtained at practical classes (workshops) and be given by persons who have professional experience formed outside the university. Moreover, the faculty must provide realization by students at least a three-month professional internship. This type of education may be organized alternately in the form of teaching carried out at university and in the form of internship completed in employer enterprises, but taking into account the implementation of all the learning outcomes set out in the curriculum for this course, level and profile of education. For the general academic profile modules covering study program must be associated to the research activities carried out in the university, under the assumption that more than half of the study program, referred to ECTS, includes activities that lead to the acquisition by the student an in-depth knowledge in the specific field-of-study. And what is more important and what would be a real challenge for the faculties university organizational unit may conduct studies on the general academic profile if it carries out research in the field of science related to the field of study and provides students: 1) at least preparing to conduct research - in the case of BSc studies; 2) participation in the research - in the case of MSc studies. Universities and faculties must adapt their education programs to the above mentioned requirements and standards what will require essential changes also in the philosophy of educating in Poland next generation civil engineers. V. CONCLUSIONS During nearly two last decades a great effort was made in Poland to create new programs of education resulting from the standards demanded by the Bologna Process and creation of the EHEA. Currently formulated curricula of two-level civil engineering studies is not only based on the knowledge and experience of the university staff but as well includes recommendations from building industry and professional organizations. Graduates of the 1st level studies are mostly directed to work on building sites, whereas the 2nd level studies develop most advanced knowledge and the graduates are also predisposed to creative design work and scientific research. Civil engineers who are creators of the important part of the world that surround us should understand the need of harmony and balance between the constructed human environment and the natural world. Civil engineering involves the planning, design, construction, supervision, management and maintenance of the infrastructure projects necessary for the functioning of our community. All of this means that it is absolutely necessary to continuously develop civil engineering study programs basing it on interdisciplinary foundations. Creation of civil engineers must be really resilient. REFERENCES [1] Ministry of Science and Higher Education Regulation of 18 April 2002 on education standards for different fields and levels of education (Journal of Laws No. 116, item 1004). [2] Act of 27 July Law on Higher Education (Journal of Laws No. 164, item 1365, as amended). [3] Ministry of Science and Higher Education Regulation of 12 July 2007 on education standards for different fields and levels of education, (Journal of Laws No. 164, item 1166). [4] Ministry of Science and Higher Education Regulation of 5 October 2011 on the conditions for conducting studies at a certain filed-of-study and level of education (Journal of Laws No. 243, item 1445). [5] Ministry of Science and Higher Education Regulation of 2 November 2011 on the National Qualifications Framework for Higher Education (Journal of Laws No. 253, item 1520). [6] Ministry of Science and Higher Education Regulation of 4 November 2011 on model learning outcomes (Journal of Laws No. 253, item 1521). [7] Act of 11 July Amendments to Law on Higher Education (Journal of Laws, item 1198). [8] Ministry of Science and Higher Education Regulation of 3 October 2014 on the conditions for conducting studies at a certain filed-of-study and level of education (Journal of Laws, item 1370). [9] St. Majewski, Studies and recommendations on core curricula for civil engineering. Inquiries into European Higher Education in Civil Engineering. 5th EUCEET volume. Ed. I. Manoliu. Independent Film, Bucharest, Romania, 2006, pp [10] A. Łapko, Practical implementation of Bologna Process at the civil engineering faculties in Poland. Inquiries into European Higher Education in Civil Engineering. 9th EUCEET volume. Ed. I. Manoliu. CONSPRESS, TUCE, Bucharest, Romania, 2010, pp [11] Civil Engineering Body of Knowledge for the 21st Century Preparing the Civil Engineer for the Future. ASCE [12] A. Kraśniewski, Qualifications Framework for Higher Education. Project: National Qualifications Framework in higher education as a tool to improve the quality of education. Priority IV PO KL, Action 4.1. Subaction Ministry of Science and Higher Education, Warsaw, Poland, 2010.