Educating the next generation of structural engineers

Tim Ibell

Educating the next generation of structural engineers

Research output: Contribution to conference › Paper › peer-review

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Abstract

One of the most important attributes of our structural engineering profession is that it is highly creative. This creativity should be exploited endlessly by educators of the next generation of structural engineers because creativity leads to passion, which leads to inspiration, which leads to students learning almost everything they need to know themselves. This is true education for life-long learning, without boundaries. This paper attempts to demonstrate how this form of learning is possible within structural engineering education.

Original language	English
Number of pages	12
Publication status	Published - Apr 2015
Event	ASCE/SEI Structures Congress - Portland, USA United States Duration: 21 Apr 2015 → 25 Apr 2015

Conference

Conference	ASCE/SEI Structures Congress
Country	USA United States
City	Portland
Period	21/04/15 → 25/04/15

Access to Document

SEI_paper_2015_IbellSubmitted manuscript, 1.21 MB

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abstract = "One of the most important attributes of our structural engineering profession is that it is highly creative. This creativity should be exploited endlessly by educators of the next generation of structural engineers because creativity leads to passion, which leads to inspiration, which leads to students learning almost everything they need to know themselves. This is true education for life-long learning, without boundaries. This paper attempts to demonstrate how this form of learning is possible within structural engineering education.",

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AB - One of the most important attributes of our structural engineering profession is that it is highly creative. This creativity should be exploited endlessly by educators of the next generation of structural engineers because creativity leads to passion, which leads to inspiration, which leads to students learning almost everything they need to know themselves. This is true education for life-long learning, without boundaries. This paper attempts to demonstrate how this form of learning is possible within structural engineering education.

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