The Changing Face of

Structural Engineering
Education
Presented by
Craig E. Barnes, P.E., SECB

Basic Education Program

Interface of
Practitioners/Schools

Basic education, training, and examination as a

prerequisite for Certification as a Structural
Engineer shall consist of:

a) An equivalent to one full academic year of formal

education in structural engineering beyond
Elementary Strength of Materials at a school of higher
education.
b) Four years of supervised structural engineering
practice/training under a registered structural
engineer.
c) Passage of the Fundamentals in Engineering
Examination.
d) Passage of the Structural Discipline Principles and
Practice Examination.

Analysis 1
Topics
1.
2.
3.
4.
5.
6.
7.
8.

9.
10.

Introduction to Structures
Forces
Moments/couples
Equilibrium and stability
Concept of stress
Concept of strain
Stress-strain
relationships
Plane trusses method of
section and method of
joints
Frames
Shear and bending
moment diagrams focus
on the relationship
between load, shear,
moment and deflection

1.

2.

3.

4.

Objectives
Identify stable
structures.
Develop and use freebody diagrams.
Evaluate the internal
actions (shear
, bending,
(
and axial) in commonly
used planar structural
systems (trusses,
frames, and beams).
Draw shear and bending
moment diagrams.

Analysis 2
1.
2.
3.
4.
5.
6.
7.

8.
9.

10.
11.
12.
13.

14.
15.
16.
17.
18.
19.
20.

Topics
Introduction and review of statics.
Axially loaded members including indeterminate
problems.
Bending of beams.
Shear and bending in beams.
Torsion including indeterminate problems.
Compressive members/instability.
Formulate and apply stress transformations and
related extensions to principal stresses and maximum
in-plane shear stress.
Compute shear flow and location of shear center for
any thin-walled cross-section.
Understand the derivation and application of flexural
deformation using basic principles

Slope and displacement of a beam by

integration.

Slope and displacement of a beam by momentarea.

Indeterminate beam reactions using momentarea.

Formulation and application of the Euler buckling
formula.
Stress transformation, Mohrs circle.
Beam deformations: double integration, moment-area,
and indeterminate beam analysis.
Stability, morphology, and analysis of statistically
determinate two- and three- dimensional structural
systems.
Analysis of articulated beams and frames.
Slope-deflection method.
Moment distribution for beams and frames.
Virtual work trusses, beams, and frames.
Approximate Methods.
Influence lines.
Load Paths

1.

2.

3.

4.

5.

6.
7.

8.
9.
10.

Objectives
Compute deformations (axial, shear, and
bending) in statically determinate
structures using Virtual Work.
Compute member actions in statically
indeterminate structures using Virtual,
Work, Slope-Deflection, and Moment
Distribution.
Distinguish between different methods and
judge when it is appropriate to use each of
the methods.
Approximate actions in statically
determinate and indeterminate structures
and judge when it is appropriate to use
approximate methods. Use approximate
methods to verify computer analysis
results.
Draw influence lines for statically
determinate and indeterminate structures
and use these influence lines to specify
critical loading combinations.
Determine internal stress distributions at
discrete points in the beam.
Apply relationships between stress and
strain under individual and combined
loading and determine deformations due to
tension.
Calculate moments of inertia of regular and
irregular shapes.
Evaluate determinacy (including degrees of
indeterminacy) and stability.
Draw deformed shapes for beams and
frames.

Matrix Methods
1.
2.
3.
4.
5.
6.
7.
8.

Topics
Review of matrix
algebra.
Basic concepts:
Flexibility vs. stiffness
Flexibility method.
Stiffness method:
Trusses
Stiffness Method: Beams
& Frames
Stiffness Method: Three
Dimensions.
Stiffness Method:
Special Topics.
Introduction to Finite
Element Analysis and
Nonlinear Analysis.

1.

2.

3.

Objectives
Understand the
theoretical basis of
matrix methods.
Model and analyze
real-world structures
appropriately.
Understand
advanced analysis
methods such as
finite element
analysis and
nonlinear analysis.

Steel Design I
1.

2.
3.
4.
5.

6.

Topics
Historical
development of steel
as a building material.
Loading of steel
building structures.
Properties of
structural steel.
Design stresses and
factors of safety.
Design of laterally
braced and un-braced
beams.
Design of beamcolumns, use of AISC
interaction equations.

1.

2.

3.

4.

5.

Objectives
Understand the use of steel
as a building material.
Understand the properties
of steel including the
manufacturing processes
and types.
Analyze and design tension
members, beams, and
compression elements.
Understand the application
of AISC Manual of Steel
Construction.
Recognize, analyze and
design combined stress
elements.

Steel Design II
1.

2.
3.

4.

5.

6.
7.
8.

Topics
Structural design computations
for beams, girders, columns and
beam-columns.
Design of connections (bolted &
welded).
Structural working drawings
(plan, elevation and connection
details).
Overview of failure mechanisms
and design procedures for plate
girders.
AISC requirements for
prevention of various failure
mechanisms.
Design of flanges, web,
stiffeners and welds.
Philosophy of energy absorption
in a shear mechanism.
Requirements for the design of a
link, the adjacent beam and the
diagonal bracing of an Eccentric
Braced Frame.

1.

2.

3.
4.

5.

Objectives
Develop framing
schemes for steel
structures.
Design moment and
braced frame
systems.
Detail structural steel.
Design composite
sections.
Design plate girds
design (buckling
shear).

Basic Education for a Structural

Engineer
Course & Content
Concrete I Normally Reinforced
Topics
1.
2.
3.
4.
5.
6.

Materials
Flexural behavior and design
Deflections
Shear
Development of reinforcement
Columns

1.

2.

3.

4.
5.

Objective
Understand material properties
of reinforced concrete.
Understand concrete member
strain and stress states.
Analyze and design reinforced
concrete beams subject to
bending, shear, and axial, load
including combined stresses.
Analyze and design reinforced
concrete columns the bending,
shear and axial load including
combined stresses.
Detail reinforcement to
develop required strengths.
Understand the application of
ACI-318.

Basic Education for a Structural

Engineer
Course & Content
Concrete II Prestress/Post-Tension
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Topics
Introduction, general design principle,
material and anchorages.
Loss of prestress.
Analysis of flexural sections.
Design of flexural sections.
Design of composite sections.
Design of shear.
Prestress transfer bond, anchorage
zone.
Cable profile, deflection.
Partial prestressed and nonprestressed reinforcement.
Design of continuous beams.
Post-tensioning two-way slabs.

1.

2.

3.

4.

5.

Objectives
Understanding of the reasons
and process for selecting
prestressed and precast
concrete for building
systems/elements/architectural
use.
Understand prestressing and
precast materials and
manufacturing processes.
Understand structural systems
using prestressed and precast
concrete members and the
importance of connections.
Design of basic structural
members using both pre- and
post-tensioning.
Design of connections.

Basic Education for a Structural

Engineer
Course & Content
Timber
1.
2.
3.
4.
5.
6.

Topics
Properties of wood and lumber/Grades.
Design of members to resist bending.
Design of members to resist axial
forces.
Design of shear walls and diaphragms.
Configuration of timber buildings.
Design of connections.

1.
2.

3.
4.

5.
6.

7.

Objectives
Understand the material
characteristics of timber.
Design timber beams and columns for
axial, shear, bending, and combined
stresses.
Design plywood shear walls and
horizontal diaphragms.
Understand the capacity of connectors
(nail and bolts) used in timber
construction.
Understand timber properties that
affect its structural performance.
Develop conceptual designs for timber
structural systems that are stable
under vertical and lateral loads.
Describe the load flow through timber
structural systems for vertical and
lateral loads.

Basic Education for a Structural

Engineer
Course & Content
Masonry
1.

2.

3.

4.

Topics
Introduction: types of masonry,
masonry construction, properties of
masonry, grout, mortar, and
reinforcement.
Design and Analysis of Beams and
Lintels.
Design and Analysis of Columns and
Pilasters.
Design and Analysis of Reinforced
Masonry Walls: bearing walls and
shear walls.

1.

2.

Objectives
Identify the unique characteristics
and behavior of masonry.
Analyze and design
columns/pilasters, beams/lintels,
bearing walls, and shear walls.

1.
2.
3.
4.
5.
6.
7.
8.
9.

10.

11.

12.
13.

Basic Education for a Structural

Engineer
Course & Content
Dynamic Behavior (including
seismic)

Topics
Kinematics of a particle.
Kinetics of a particle: Force and acceleration.
Kinetics of a particle: Work and Energy.
Kinetics of a particle: Impulse and momentum.
Planar kinematics of a rigid body.
Planar kinetics of a rigid body: Force and acceleration.
Planar kinetics of a rigid body: Work and energy.
Planar kinetics of a rigid body: Impulse and
Momentum.
Characteristics of earthquakes; causes, faults, seismic
waves, plate-tectonics, magnitude and intensity;
strong ground motion etc.
Response of single D.O.F. structural systems to
earthquake ground motion; concept of response
spectra; design spectra; damping, damping ratios.
Response of multi-D.O.F. structural systems subjected
to earthquake ground motion; mode shapes and
frequencies; earthquake response analysis by mode
superposition.
Inelastic seismic behavior and design of structural
systems; concept of ductility.
Behavior of building structures under earthquake
loading including reinforced concrete, prestressed
concrete, steel, masonry and timber structures.

1.
2.
3.
4.
5.
6.

Objectives
Develop a dynamic mathematical model for a rigid
body.
Write the equation of motion for a rigid body.
Determine the response of a rigid body.
Apply building code principles to seismic analysis both
empirical (static analysis) and modal.
Understand response of buildings, influence of soil,
principles of damping
Understand lateral forces on parts of buildings and
contents.

Basic Education for a Structural

Engineer
Course & Content
Foundation Design/Soil Mechanics
1.
2.
3.
4.
5.
6.
7.
8.

Topics
Description and properties of
foundation bearing materials
Field exploration
Lateral earth pressure
Slope stability
Shallow foundation (footings, rafts,
mats)
Pile foundations
Caisson foundations
Retaining walls

1.
2.

3.

4.

Objectives
Understand material
properties of soils and ledge.
Understand the relationship
between insitu foundation
bearing materials and
allowable foundation and
lateral pressure values
presented in NFPA/IBC codes.
Be able to determine the
empirical strength for insitu
bearing material and design
appropriate deep or shallow
foundation.
Understand the effect of
seismic forces and
liquefaction on foundations.

Basic Education for a Structural

Engineer
Course & Content
Technical Writing
1.
2.
3.
4.

Topics
Review of basic grammar
Report structure
Report execution
Communicating with lay people

1.

2.

Objectives
Craft a technical
report/paper, well
written and prepared
for the target
audience
Make a cogent oral
presentation to a
technical audience/to
a lay audience.

Basic Education Program

Interface of
Practitioners/Schools

Basic education, training, and examination as a

prerequisite for Certification as a Structural
Engineer shall consist of:

a) An equivalent to one full academic year of formal

education in structural engineering beyond
Elementary Strength of Materials at a school of higher
education.
b) Four years of supervised structural engineering
practice/training under a registered structural
engineer.
c) Passage of the Fundamentals in Engineering
Examination.
d) Passage of the Structural Discipline Principles and
Practice Examination.

As you probably know, NCSEA has recommended Basic Education Requirements for Structural Engineers, and surveyed all
Engineering Schools in the USA about meeting the requirements. (You can go to the NCSEA website for more information
on the requirements and the survey. Go to www.ncsea.com click on 2002 Basic Education Requirements in the lower
right hand corner of the page.)
NCSEA will be re-surveying all Universities with Civil Engineering Departments in the USA for compliance with the Basic
Education Requirements. The last time this survey was issued, there was a 32% return rate. We would like to get a 100%
return rate this time.
The first objective is to send a new survey to each of the 288 Civil Engineering Departments, and to receive back a
completed survey. Surveys received by NCSEA will be reviewed and evaluated for compliance with the Basic Education
Requirements.
The second objective will be to inform each school if they meet the requirements. If they do not, then coach or assist
them to develop a program and offer the courses that meet the requirements.
NCSEA is looking for SENH members and other State Organization members to act as the main contact and liaison
between NCSEA and a school where the liaison received a degree. The liaison person will send out the new survey form to
the school, assist the school in completing the forms, and having the form returned to NCSEA. The liaison person will also
assist NCSEA to encourage a school to meet the requirements.
On the next slide is a partial list of engineering schools that some of our members have graduated from and received a
BSCE and/or MSCE degree. This list covers the New England area and upstate New York. Please review this list and
consider volunteering as the liaison. If your school is not on the list, and you would like to volunteer, I will add your school
to the list.
I will do my part and volunteer to the liaison for my alma mater, Northeastern University. I am asking NCSEA members to
volunteer as liaison for a school listed, or any school outside of Northern New England where you received a degree.
This is an easy task, one that you would complete by making contact with your school and co-coordinating efforts by
phone.
Please review the list of schools and let me know (via email) which school you will volunteer to the liaison, and provide the
information requested on the list. Feel free to volunteer for a school that is not on the list.
I will forward all volunteer information to NCSEA who will then contact you directly and provide you the survey form and
instructions for being a liaison.
Thank you in advance for your support of this program.

NCSEA
Basic Education Survey
College or
University
School of
Engineering

SENH Member
Contact

Year Graduated
Degree

Email Address

Carnegie-Mellon
University

Linda McNair-Perry

1980
BSCE

linda@gvengineeringllc.c
om

Clarkson University

Robert H. Durfee

1977
BSCE

rdurfee@dubois-king.com

Georgia Institute of
Technology

Kyle Roy

1995
BSCE

kroy@tfmoran.com

Rensselaer
Polytechnic Institute

John Poisson

2005
BSCE

jpoisson@hta-nh.com

Tufts University

Paul Becht

1973
BSCE

pbecht@hlturner.com

University of Maine

Sean James

1993, BSCE
1995, MSCE

sjames@hta-nh.com

University of New
Hampshire

Josif Bicja

2003, BSCE
2006, MSCE

jbicja@hta-nh.com

University of Rhode

David Grandpre

1982

dave@capretzer.com

NCSEA
Basic Education Survey
College or
University
School of
Engineering
University of
Massachusetts, Lowell

SENH Member
Contact
Michael J. Berry, P.E.

Year Graduated
Degree

1977

Email Address

michael_berry@uml.edu

NCSEA
Basic Education Survey
College or
University
School of
Engineering

BASE Member
Contact

Year Graduated
Degree

Email Address

Northeastern
University

Arthur H. MacLeod,
P.E.

1974

amacleod@macleodconsulting.com

Cornell University

Terry A. Louderback

1970
BSCE

tlouderback@souzatrue.c
om

MIT

Terry A. Louderback

1971
MSCE

tlouderback@souzatrue.c
om

Cornell University

Jeffrey W. Struble

1976 BSCE
1978 MSCE

Jws.strubleengr@comcast.
net

University of
Minnesota

Rachid Farah

1983
BSCE

rachid.farah@jacobs.com