Survey in Curricula Civil Engineering with Respect to Environment

Abstract

The study aimed at a critical assessment of the environmentalism components introduced in the civil engineering curriculum in Indian polytechnic colleges (state of Tamilnadu) and associate degree level Technical Institutions in Iran. The objective of the study was to compare the technical education curriculum in civil engineering with respect to environmentalism. Both qualitative and quantitative techniques were used as the content analysis methods. Qualitative analysis was carried out to compare the curriculum with respect to environmentalism components. Study samples are drawn from the educational and academic institutions in India and Iran. For the purpose of quantitative analysis, t-test, F-test, and factor analysis were used. To establish the reliability of the tools, Cronbach Coefficient of Alpha was calculated. Then quantitative analysis was carried out to test the hypotheses formulated. The results revealed that there were significant differences in total environmental subjects in the curriculum of civil engineering in terms of techniques and technologies. These are examples of different practices in the case of academic institutions of Iran: Soil pollution and noise pollution are very much neglected. Contents on ISO standards related to environmentalism are missing. No specific strategy has been laid down to teach environmentalism in technical education. Content is mostly towards the classroom, and no emphasis on practical experience, fielding visit/industrial visits.