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Civil and Environmental Engineering Undergraduate Honors Theses

The Civil and Environmental Engineering Honors Program gives highly motivated undergraduate engineering students the chance to develop undergraduate degree programs that reflect their particular interests. Working closely with a CEE faculty advisor, Honors Program students choose a research area and complete an honors thesis, usually during their senior year. This collection includes the final honors theses that have been reviewed and approved by the student's advisor.

Theses/Dissertations from 2022 2022

Hydraulic Redistribution Under Saline Conditions , Josh Gottlieb

Quantification of Reynolds Shear Stress Wave-Phase Dependence in Fixed-Bottom Offshore Wind Turbine via Quadrant Analysis , Cerrina Mouchref, Bianca Viggiano, Raúl Bayoán Cal, and Ondrej Ferčák

Theses/Dissertations from 2021 2021

The Critical Energy Infrastructure (CEI) Hub: A Look into the Seismic Fragility of Oregon’s Fuel , Annecy Bal

A Comparison of Particulate Matter Deposition onto Green Roof Species and White Roof in Portland, Oregon , Amelia Drake

CEI Hub Failure Following a Cascadia Earthquake Event: Preliminary Modeling of a Liquid Fuel Spill in the Lower Willamette and Columbia Rivers , Mike Du Bose

Comparing Instruments for Measuring Runoff from Experimental Ecoroof Platforms: A Case Study on Test Plots at Portland State University , Chance F. Hodges

Distributionally Robust Optimization Utilizing Facility Location Problems , Elijah Kling

Maximum Coverage Facility Location Drone Routing Problem with Multiple Trip Stops , Marie Roza

Do Secondary Cyclones Increase the Category Scale of Atmospheric Rivers? , Edgar Sanchez Fausto

Theses from 2020 2020

The Seasonal Effects of Photovoltaic Cells on Sedum Eco Roof Substrate Moisture , Brook M. Thompson

Theses/Dissertations from 2018 2018

Precipitation Impacts on Groundwater Levels in the Ephemeral Holgate Lake: A MODFLOW Inquiry , Amory Cervarich

Scaling Sustainable Infrastructure: District Design for the Triple Bottom Line , Anika R. Hall

Rammed Earth in the Portland Metro Area , Samuel D. Richmann

Facility Location Model for Free Clinics to Address Healthcare Disparities in Portland, OR , Mikhaela C. Sample

Theses from 2017 2017

Using High Resolution Archived Transit Data to Quantify Congestion at Intersections of Urban Arterials , Travis Bradley Glick

Rate-limited Mass Transfer of Trichloroethene , Deza R. Irving

Torrefaction Kinetics of Hemp Hurds, an Emerging Agricultural Byproduct, in a Small Retort , Tel Jensen

Emerging Pollutants in the Columbia River: a Simple Assessment of Nonpoint Source Zones , Chulgi Kim

Elution Tailing of Nonaqueous Phase Liquids in Porous Media , Louisa Orr

A Statistical Investigation of Lower Columbia River Water Temperature, 1915-2003 , Corina Christina Mae Overman

Theses from 2016 2016

Variation in Green Roof Storage Capacity, Associated Drivers, and Implications for Stormwater Management in Portland, Oregon , Melecio Estrella

Preliminary Design Guidelines for Poraver-Based Lightweight Concrete , Marlow Stanton

Theses/Dissertations from 2014 2014

Benchtop Minimal-Intervention Anaerobic Digestion of Vegetarian Food Waste for pH and Methane Production: Conceivability and Control Study , Emily J. Heleva-Ponaski

Small-scale Minimal-maintenance Anaerobic Digestion of Food Waste for Solids Reduction and Methane Production: Feasibility Study , Leland C. Scantlebury

Theses/Dissertations from 2013 2013

The Effect of the Bicycle Detector Symbol and R10-22 Sign on Cyclist Queuing Position at Signalized Intersections , Stefan W. Bussey

Theses/Dissertations from 2009 2009

Carbon Sponsoring: A New Idea in Personal Carbon Trading, Direct Carbon Offset Pledges for Travel , Alexander Y. Bigazzi

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Home > Civil Engineering > Dissertations, Theses, and Student Research

Civil and Environmental Engineering

Department of civil and environmental engineering: dissertations, theses, and student research.

Sustainable Revitalization of Asphalt Pavements: An In-Depth Analysis of Enhancing the Performance of Asphalt Binder Through the Application of Rheological and Molecular Dynamics Simulation Techniques , Muhammad Ahmad

Performing Motorized-to-Non-Motorized Crash Analysis Using Multi-Model LBS Traffic Data Calibrated Through Random Forest Models , Nicholas Aldridge

Assessing the Performance of High-RAP Mixtures Incorporating Crude Vegetable Oils and an Antioxidant from Mechanical, Environmental, and Economic Perspectives , Nitish R. Bastola

Safety and Operational Assessment of Rural Free Right-Turn Ramp Intersections , Jonathon Camenzind

Assessment of Bridge Pier Response to Fire, Vehicle Impact, and Air Blast , Chen Fang, Qusai Alomari, and Daniel G. Linzell

The Effects of Inaccurate and Missing Highway-Rail Grade Crossing Inventory Data on Crash and Severity Model Estimation and Prediction , Muhammad Umer Farooq

Reducing Infiltration and Inflow in Small Collection Systems: Environmental, Economic, and Other Impacts , Andrew Hansen

CO 2 Storage Capacity and Injectivity of Stacked Carbonates of the Pennsylvanian and Permian in Western Nebraska , Lateef Lawal

Bridge Deck Overhang Design: Effective Vehicle Impact Loads, Ultimate Strength, and Implications on Bridge Rail Performance , Andrew Eric Loken

Adaptation of Concrete and Timber Bridge Railings for Low-Volume Traffic , Russell Masterson

Transportation Components of the City of Bennet Comprehensive Plan and Downtown Economic Development Plan , Kyle McLaughlin

Integration of Environmental Sustainability and Decision Making: Case Studies of Civil Infrastructure , Sussan Moussavi

Investigation and Modification of Single-Post Aluminum Sign Supports for Mash Crashworthiness , Rodrigo Quintero

Three-Dimensional Structural Analysis of Temple 16 and Rosalila at Copan Ruinas , Luis Tuarez

Energy Dissipation Optimization for Circular Culverts , Chi Zhang

Evaluation of an Equivalent Mean Grain Size Diameter to Rationally Predict the Erodibility of Fine Riverbed Soils in Nebraska , Basil Abualshar

Interlayered Thin Film Composite (iTFC) Membranes: The Synthesis and Assembly of Active Layer from Conjugated Microporous Polymer , Febby Andini

Behavior of Completely Automated Evapotranspiration Estimation (eeMETRIC) , Atiqullah Atif

Data-Driven Prioritization and Empirical Predictions for Bridge Scour in Nebraska , Awgku Ahmad Hashim Awg Bolhasan

A Physical Model of Deadmans Run , Quinn Brandt

Evaluation of Swelling Pressure and Shear Strength of Inorganic Microfiber-Reinforced Bentonite for the Engineered Barrier System , Jose Maria Ferdinand Victoria Calaunan

Performance of Concrete with Different Cement Finenesses and Nano-activators , Brandon Faltin

Estimation of Methane Emissions from Beef Cattle Manure in Nebraska , Noe Hernandez

Risk Assessment of Hazardous Material Transportation for Small and Tribal Communities , Harrison Redepenning

Experimental and Numerical Analysis of Soil-Geosynthetic Composite for a Geosynthetic-Reinforced Roadway System , Daniel Robertson

Empirical Fragility Functions and Numerical Parametric Study for Buckling of Steel Grain Bins under High Wind Loads , Andrew Ruder

Development of a Next-Generation Non-Proprietary Portable Concrete Barrier , Riley Ruskamp

Experimental and Numerical Study: Sheet Pile Abutment Systems for Water–Crossing Bridges , Hung Phi Van

Efficiency of Bank Filtration in the Removal of Cyanotoxins Under Different Levels of Nutrients , Luke Walkenhorst

Measuring Acoustic Nonlinearity of Elastic Materials Using Thermal Modulation of Ultrasonic Waves , Bibo Zhong

Application of Biochar as Beneficial Additive in Concrete , Temirlan Barissov

Detecting and Evaluating Cracks on Aging Concrete Members with Deep Convolutional Neural Networks , Brendan Barnes

IMPACT OF PARTICLE SURFACE CHARGE HETEROGENEITY ON DEPOSITION ONTO FLAT SURFACES AND TRANSPORT IN POROUS MEDIA , Thompson Delon

Prioritization of Research on Bridge Railings for Use on Timber Deck Bridges and Development of Two Glulam Bridge Railing Systems , Jared Duren

Evaluation of Permanent Concrete Barriers to MASH 2016 , Samuel Elias Hovde

A METHODOLOGY FOR ESTIMATING CAPACITY AND PASSENGER CAR EQUIVALENTS FOR CONNECTED AND AUTOMATED VEHICLES TRAVELING ON FREEWAYS , Antonio Hurtado Beltran

Risk and Safety Associated with Hazardous Materials Transport in Rural and Native American Communities: A Case Study of Thurston County, Nebraska , Sydney James

Establishing Safe Operating Speeds for Autonomous Vehicles: A Case Study from the Automated Skyway Express in Jacksonville, Florida , Andrew Loken

Fragility Functions of Manufactured Houses under Earthquake Loads , Shuyah Tani Aurore Ouoba

Modeling Watershed Sensitivity to Climate Change in Systems Affected by Discharge of Mine Tailings , Johnette C. Shockley

PROBABILISTIC SEISMIC VULNERABILITY ASSESSMENT OF FREESTANDING HISTORIC MONUMENTS , Marie E. Wagner

Determinants of Water System Management , Caleb White

Hydraulic and Mineralogical Characterization of Organoclay Before and After Reaction with Non-Aqueous Phase Liquid (NAPL) , Mostafa Afzalian

Biofiltration of Volatile Organic Compounds Emitted at Ethanol Plants , Mitham Al-faliti

Optimum Mixing Design of Xanthan and Gellan Treated Soils for Slope Stabilization for Weathered Shales and Glacial Tills in Nebraska , Layal Bitar

Concentration and Treatment of Odors Generated by Landfills , Gabriel Cohen

Development of a MASH Test Level 4 Open Concrete Bridge Rail , Jacob DeLone

Reliability-Calibrated ANN-Based Load and Resistance Factor Load Rating for Steel Girder Bridges , Francisco Garcia

Eliminating Rebar Splicing in Transverse Joints of Precast Full Depth Bridge Deck Panels , David Gee

Quantitative Assessment of Alkali-Silica Reaction in Small and Large-Scale Concrete Specimens Utilizing Nonlinear Acoustic Techniques , Clayton Malone

NITRATE AND HERBICIDES REMOVAL FROM GROUNDWATER USING IMMOBILIZED ALGAE , Sara Mollamohammada

RIVETED STEEL RAILWAY BRIDGE HEALTH MONITORING AND DAMAGE DETECTION , Ahmed Rageh

Development of an Improved Arterial Roadway Performance Reliability Methodology , Ernest Tufuor

Evaluation Of Internally Cured Bridge Deck Concrete With Standard And Optimized Aggregate Gradation , Arman Abdigaliyev

RESTRICTED CROSSING U-TURNS AT RURAL INTERSECTIONS , Timothy Adams

Numerical Simulation of Diffuse Ultrasonic Waves in Concrete , Hossein Ariannejad

Full Scale 13-Story Building Implosion and Collapse: Effects on Adjacent Structures , Kanchan Devkota

Biofiltration of Volatile Organic Compounds Emitted at Ethanol Plants , Christopher Arthur Duerschner

Simulation of Antimicrobial Resistance Gene Fate in Narrow Grass Hedges , Marzieh Khedmati

Probabilistic Analysis of Slide-Rocking Structures Under Earthquake Loads , Taylor J. Knickerbocker

Sustainability Assessment of U.S. Beef Processing and its Antimicrobial Systems , Shaobin Li

Development of a Mix Design Adjustment Method For Fiber Reinforced Concrete and Super High Performance Concrete Based on Excess Paste , Joe Malloy

Using Theoretical And Experimental Particle Packing For Aggregate Gradation Optimization To Reduce Cement Content In Pavement Concrete Mixtures , Miras Mamirov

Development of Post-to-Deck Connections for Use in a MASH TL-4 Steel-Tube Bridge Rail , Pascual Mauricio

Environmental Sustainability Assessment of Small Nebraska Mechanical Water Resource Recovery Facilities: Impacts of Construction and Operations , Sussan Moussavi

Assessing Impact and Blast Resilience of Polymer Coated Cementitious Materials , Murtaza Nalwala, Gabriel Nsengiyumva, and Yong-Rak Kim

Development of a MASH TL-4 Steel, Side-Mounted, Beam-and-Post, Bridge Rail , Oscar Pena

Application of Remote Sensing Technology in Water Resources Management , Mahesh Pun

Proportion and Evaluation of Ultra-High Performance Concrete Using Local Materials , Flavia Ribeiro Furtado de Mendonca

Effects of Nutrient Level and Growth Rate on Mutation and Conjugation Processes That Confer Antibiotic Resistance to E. coli , Mohammadreza Shafieifini

LIDAR Assessment to Monitor Bridge Response Under Live and Dead Loads , Daniel Watson

MULTISCALE MODELING OF FRACTURE IN QUASI-BRITTLE MATERIALS USING BIFURCATION ANALYSIS AND ELEMENT ELIMINATION METHOD , Keyvan Zare Rami

FINITE ELEMENT MODELING AND UPDATING OF A FIVE-TIERED PAGODA STYLE TEMPLE , Linh Maytham Abdulrahman

Shear Strength Characteristics and Failure Mechanism of Slopes in Overconsolidated Soils of Nebraska , Hossein Bahmyari

Experimental Study on a New Type of Transverse Connection for Nebraska County Bridge System , Alexander Bleyhl

Examination of Steel Pin and Hanger Assembly Performance – Retrofit to Replacement , Chandana Chickamagalur Balakrishna

Effect of Swine Manure Pit Additives and Facility Disinfectants on the Fate of Antibiotics and Manure Composition During Simulated Swine Manure Slurry Storage , Jon Duerschner

Integration of Remote Sensing and Proximal Sensing for Improvement of Field Scale Water Management , Foad Foolad

Statistical Investigation of Road and Railway Hazardous Materials Transportation Safety , Amirfarrokh Iranitalab

Artificial Neural Network and Finite Element Modeling of Nanoindentation Tests on Silica , KIANOOSH KOOCHEKI

Structural Identification and Assessment of the Inverted Tee Girder Bridge System , Garrett P. Martindale

Road Diet Feasibility Analysis for Nebraska , Brandon L. Purintun

Optimized Health Monitoring Plans for a Steel, Double-Track Railway Bridge , Ahmed Rageh

Evaluation and Development of CPT Based Pile Design in Nebraska Soils , Alex Silvey

Rainwater Harvesting System Scenario Analysis on Runoff Reduction Potential in Surabaya, Indonesia: A Geospatial Analysis for Brantas Hilir Watershed , Putri Sukmahartati

Investigation of a Tractor-Tank Trailer Roadside Containment Barrier , Dean L. Whitfield

Effects of Moving Bottlenecks on Traffic Operations on Four-lane Level Freeway Segments , Jianan Zhou

Bias and Other Error in Gridded Weather Data Sets and Their Impacts on Estimating Reference Evapotranspiration , Philip A. Blankenau

Broadening Understanding of Roundabout Operation Analysis: Planning-Level Tools and Signal Application , Ahmed Buasali

Molecular Dynamics Modeling and Simulation of Bitumen Chemical Aging , Farshad Fallah

Impact-resistant Behavior of Reinforced Concrete Bridge Columns , Chen Fang

Simulation and Prediction of the Groundwater Level in the Surrounding Area of the Nebraska Management System Evaluation Area site in Central Nebraska. , Cesar Augusto Gomez Peña

Chemical-Rheological Evaluation of the Short-Term and Long-Term Effectiveness of Binder Rejuvenators , H.F. Haghshenas, S. Kommidi, D. Nguyen, and Y-R Kim

Evaluation of Thin Asphalt Overlay Pavement Preservation in Nebraska: Laboratory Tests, MEPDG, and LCCA (17-2624) , Soohyok Im, Taesun You, Yong-Rak Kim, Gabriel Nsengiyumva, Robert Rea, and Hamzeh Haghshenas

Injury Severity of Truck Drivers in Crashes at Highway-Rail Grade Crossings , Waleed Ali Khan

Viscoelastic Analysis and Fatigue Characterization of Bituminous Materials in Two Length Scales Under the Influence of Aging , Santosh Reddy Kommidi

Numerical Modeling to Evaluate the Performance of Slow-Release Candles for Groundwater Remediation , Chuyang Liu

Hyperelastic Structural Fuses for Steel Buildings , Francys López

HYPERELASTIC STRUCTURAL FUSES FOR IMPROVED EARTHQUAKE RESILIENCE OF STEEL CONCENTRICALLY-BRACED BUILDINGS , Francys López-Mosquera

Effects of Rejuvenators on High-RAP Mixtures Based on Laboratory Tests of Asphalt Concrete Mixtures and Fine Aggregate Matrix Mixtures , Hesamaddin Nabizadeh, Hamzeh Haghshenas, Y-R Kim, and F. T. S. Aragão

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Civil and Offshore Engineering Research Group

Civil Engineering Theses

Civil Engineering

Mainly soils.

• Reinforced Soil
• In-situ Testing
• Sedimentation and Consolidation of Soft Clays
• Unsaturated and Gassy Soils
• Flow of Granular Materials
• Environmental Applications

Mainly Structures

• Structural Dynamics
• Structural glass
• Deployable Structures

Soils and Structures

• Offshore Foundations and Structures
• Tunnelling and Trenchless Technology
• Finite Element Analysis
• Distinct Element Modelling
• Computational Hydraulics
• Wind Engineering

Tidal Power

Alphabetical list.

Note 1: some theses may be listed under more than one heading Note 2: the degree that in other Universities is usually called "Ph.D." is in Oxford called "D.Phil."

REINFORCED SOIL

Unpaved roads.

• Love, J.P. (1985) D.Phil. "Model Testing of Geogrids in Unpaved Roads" Download from the ORA website
• Burd, H.J. (1986) D.Phil. "A Large Displacement Finite Element Analysis of a Reinforced Unpaved Road" Download from the ORA website
• Fannin, R.J. (1986) D.Phil. "Geogrid Reinforcement of Granular Layers on Soft Clay - a Study at Model and Full Scale" Download from the ORA website
• Brocklehurst, C.J. (1993) D.Phil. "Finite Element Studies of Reinforced and Unreinforced Two-Layer Soil Systems" Download from the ORA website

Other reinforced soil applications

• Dyer, M.R. (1985) D.Phil. "Observation of the Stress Distribution in Crushed Glass with Applications to Soil Reinforcement" Download from the ORA website
• Palmeira, E.M. (1987) D.Phil. "The Study of Soil Reinforcement Interaction by Means of Large Scale Laboratory Tests" Download from the ORA website
• Pedley, M.J. (1990) D.Phil. "The Performance of Soil Reinforcement in Bending and Shear" Download from the ORA website
• Tei, K. (1993) D.Phil. "A Study of Soil Nailing in Sand" Download from the ORA website

OFFSHORE FOUNDATIONS AND STRUCTURES

• Gue, S.S. (1984) D.Phil. "Ground Heave Around Driven Piles in Clay" Download from the ORA website
• Evans, K.M. (1987) D.Phil. "A Model Study of the End Bearing Capacity of Piles in Layered Calcareous Soils" Download from the ORA website
• Coop, M.R. (1987) D.Phil. "Axial Capacity of Driven Piles in Clay" Download from the ORA website
• Chaudhry, A.R. (1994) D.Phil. "Static Pile-Soil-Pile Interaction in Offshore Pile Groups" Download from the ORA website
• Dash, S.R. (2010) D.Phil. "Lateral Pile-Soil Interaction in Liquefiable Soils" abstract | thesis (7.34MB, pdf)
• Beuckelaers, W.J.A.P (2017) D.Phil. "Numerical Modelling of Laterally Loaded Piles for Offshore Wind Turbines" Download from the ORA website

Shallow foundations, jack-up units

• de Santa Maria, P.E.L. (1988) D.Phil. "Behaviour of Footings for Offshore Structures under Combined Loads" Download from the ORA website
• Bell, R.W. (1991) M.Sc. "The Analysis of Offshore Foundations Subjected to Combined Loading" Download from the ORA website
• Martin, C.M. (1994) D.Phil. "Physical and Numerical Modelling of Offshore Foundations Under Combined Loads" Download from the ORA website
• Thompson, R.S.G. (1996) D.Phil. "Development of Non-Linear Numerical Models Appropriate for the Analysis of Jack-up Units" Download from the ORA website
• Ngo Tran, C.L. (1996) D.Phil. "The Analysis of Offshore Foundations Subjected to Combined Loading" Download from the ORA website
• Mangal, J.K. (1999) D.Phil. "Partially Drained Loading of Shallow Foundations on Sand" Download from the ORA website
• Cassidy, M.J. (1999) D.Phil. "Non-Linear Analysis of Jack-up Structures Subjected to Random Waves" Download from the ORA website
• Byrne, B.W. (2000) D.Phil. "Investigations of Suction Caissons in Dense Sand" Download from the ORA website
• Nguyen-Sy, L. (2005) D.Phil. "The Theoretical Modelling of Circular Shallow Foundation for Offshore Wind Turbines" Download from the ORA website
• Villalobos Jara, F.A. (2006) D.Phil. "Model Testing of Foundations for Offshore Wind Turbines" Download from the ORA website
• Hazell, E. (2008) D.Phil. "Numerical and Experimental Studies of Shallow Cone Penetration in Clay" Download from the ORA website
• Cotter, O. (2009) D.Phil. "The Installation of Suction Cassion Foundations for Offshore Renewable Energy Structures" abstract | thesis (18.8Mb, pdf)
• Sandford, R. (2012) D.Phil. "Lateral buckling of High-Pressure/High Temperature On-Bottom Pipelines" abstract | thesis (27.7mb, pdf)

IN-SITU TESTING

• May, R.E. (1987) D.Phil. "A Study of the Piezocone Penetrometer in Normally Consolidated Clay" Download from the ORA website
• Teh, C.I. (1987) D.Phil. "An Analytical Study of the Cone Penetration Test" Download from the ORA website
• Nyirenda, Z.M. (1990) D.Phil. "Piezocone Studies in Lightly Overconsolidated Soil" Download from the ORA website
• Schnaid, F. (1990) D.Phil. "A Study of the Cone- pressuremeter Test in Sand" Download from the ORA website
• Yu, H.S. (1990) D.Phil. "Cavity Expansion Theory and its Application to the Analysis of Pressuremeters" Download from the ORA website
• Nutt, N.R.F. (1993) D.Phil. "Development of the Cone Pressuremeter" Download from the ORA website
• Smith, M.G. (1993) D.Phil. "A Laboratory Study of the Marchetti Dilatometer" Download from the ORA website
• Yao, M. (1996) M.Sc. "A Study of the Effect of Length to Diameter Ratio on the Results of Pressuremeter Tests" Download from the ORA website

UNSATURATED AND GASSY SOILS

• Nageswaran, S . (1983) D.Phil. "Effects of Gas Bubbles on the Sea-Bed Behaviour" Download from the ORA website
• Wheeler, S.J. (1986) D.Phil. "Stress-Strain Behaviour of Soils Containing Gas Bubbles" Download from the ORA website
• Gardner, T.N. (1988) D.Phil. "The Acoustic Properties of Gassy Soil" Download from the ORA website
• Thomas, S.D. (1988) D.Phil. "The Consolidation Behaviour of Gassy Soil" Download from the ORA website
• Sharma, R.S. (1998) D.Phil. "Mechanical Behaviour of Unsaturated Highly Expansive Clays" Download from the ORA website

SEDIMENTATION AND CONSOLIDATION OF SOFT CLAYS

• Lee, K. (1979) D.Phil. "An Analytical and Experimental Study of Large Strain Consolidation" Download from the ORA website
• Been, K. (1980) D.Phil. "Stress-Strain Behaviour of a Cohesive Soil Deposited Under Water" Download from the ORA website
• Elder, D. McG. (1985) D.Phil. "Stress-Strain and Strength Behaviour of Very Soft Soil Sediment" Download from the ORA website
• Bowden, R.K. (1988) D.Phil. "Compression Behaviour and Shear Strength Characteristics of a Natural Silty Clay Sedimented in the Laboratory" Download from the ORA website
• Lee, M. (2000) M.Sc. "An Experimental and Analytical Study of Electrokinetic Consolidation" Download from the ORA website
• Bartholomeeusen, G. (2003) D.Phil. "Compound Shock Waves and Creep Behaviour in Sediment Beds" Download from the ORA website
• Lintern, D.G. (2003) D.Phil. "Influences of Flocculation on Bed Properties for Fine-Grained Cohesive Sediment" Download from the ORA website

TUNNELLING AND TRENCHLESS TECHNOLOGY

Pipejacking and pipebursting.

• Ripley, K.J. (1989) D.Phil. "The Performance of Jacked Pipes" Download from the ORA website
• Swee, J.L.K. (1991) D.Phil. "Pipebursting: Model Tests" abstract  
• Norris, P. (1992) D.Phil. "The Behaviour of Jacked Concrete Pipes During Site Installation" Download from the ORA website
• Zhou, J.-Q. (1998) D.Phil. "Numerical Analysis and Laboratory Test of Concrete Jacking Pipes" Download from the ORA website
• Marshall, M.A. (1998) D. Phil. "Pipe-Jacked Tunnelling: Jacking Loads and Ground Movements" Download from the ORA website
• Psomas, S (2001) M.Sc. "Properties of Foam/Sand Mixtures for Tunnelling Applications" Download from the ORA website
• Pena Duarte , M (2007) D.Phil. "Foam as a Soil Conditioner in Tunnelling: Physical and Mechanical Properties of Conditioned Sands" Download from the ORA website
• Schupp, J. (2009) D.Phil. "Upheaval buckling and flotation of buried offshore pipelines" abstract | thesis (251mb, pdf)
• Li, Y. (2015) M.Sc. "Lateral Buckling of On-bottom Pipelines in Sand" Download from the ORA website

Tunnelling (general)

• Chow, L. (1994) M.Sc. "The Prediction of Surface Settlements Due to Tunnelling in Soft Ground" Download from the ORA website
• Kim, S.-H. (1996) D.Phil. "Model Testing and Analysis of Interactions between Tunnels in Clay" Download from the ORA website
• Liu Gang (1997) D.Phil. "Numerical Modelling of Damage to Masonry Buildings Due to Tunnelling" Download from the ORA website
• Augarde, C.E. (1997) D.Phil. "Numerical Modelling of Tunnelling Processes for Assessment of Damage to Buildings" Download from the ORA website
• Bloodworth, A.G. (2002) D.Phil. "Three-Dimensional Analysis of Tunnelling Effects on Structures to Develop Design Methods" Download from the ORA website
• Pickhaver, J.A. (2006) D.Phil. "Numerical Modelling of Building Response to Tunnelling" Download from the ORA website

FLOW OF GRANULAR MATERIALS

• Saperstein, L.W. (1967) D.Phil. "The Dynamics of Granular Solids" Download from the ORA website
• Wilson, J. (1970) D.Phil. "Forces Exerted on Solid Bodies Moving Through Cohesionless Soils" abstract

ENVIRONMENTAL APPLICATIONS

• Harbottle, M.J. (2003) D.Phil. "The Use of Electrokinetics to Enhance the Degradation of Organic Contaminants in Soils" Download from the ORA website
• O'Mahoney, M.M. (1990) D.Phil. "Recycling of Materials in Civil Engineering" Download from the ORA website
• Nguyen, G.D. (2005) D.Phil. "A Thermodynamic Approach to Constitutive Modelling of Concrete using Damage Mechanics and Plasticity Theory" Download from the ORA website

STRUCTURAL DYNAMICS

• Falati, S. (1999) D.Phil. "The contribution of non-structural components to the overall dynamic behaviour of concrete floor slabs" Download from the ORA website
• Williams, D.M. (2000) D.Phil. "Numerical Modelling of Real Time Sub-Structure testing" Download from the ORA website
• Neild, S.A. (2001) D.Phil. "Using Non-Linear Vibration Techniques to Detect Damage in Concrete Bridges" Download from the ORA website
• Clément, D.E. (2002) D.Phil. "Seismic Analysis of Knee Elements for Steel Frames" Download from the ORA website
• Grey, M. (2006) M.Sc "Finite Element Seismic Analysis of Guyed Masts" Download from the ORA website
• Bonnet, P.A. (2006) D.Phil "The Development of Multi-Axis Real-Time Substructure Testing" Download from the ORA website
• Sim, J.H.H. (2006) D.Phil. "Human-Structure Interaction in Cantilever Grandstands" Download from the ORA website
• Ehland, A. (2009) D.Phil. "Vibrations of precast and partially prestressed floor systems under moving loads" abstract | thesis (15.59Mb, pdf)
• Ojaghi, M. (Makhzan Ojaghi, S. M.) (2010) D.Phil. "The Development of Real-Time Distributed Hybrid Testing for Earthquake Engineering" abstract
• Nhleko, S. (2011) D.Phil. "Human-induced Lateral Excitation of Assembly Structures" Download from the ORA website
• Whittle, J. (2011) D.Phil. "Strategic Placement of Viscous Dampers for Seismic Structural Design" Download from the ORA website
• Claff, D.E. (2015) D.Phil. "Pedestrian-Induced Lateral Excitation of Footbridges" Download from the ORA website
• Del Gobbo, G.M. (2017) D.Phil. "Placement of Fluid Viscous Dampers to Reduce Total-Building Seismic Damage" Download from the ORA website
• Basagiannis, C.A. (2018) D.Phil. "Seismic Design and Evaluation of Moment Resisting Frames using Elastmeric Dampers" Download from the ORA website

STRUCTURAL GLASS

• Crompton, P.R. (1999) M.Sc. "Assessment of Design Procedures for Structural Glass Beams" Download from the ORA website
• Porter, M.I. (2001) D.Phil. "Aspects of Structural Design with Glass" Download from the ORA website

DEPLOYABLE STRUCTURES

• Lengyel, A. (2002) D.Phil. "Analogy between Equilibrium of Structures and Compatibility of Mechanisms" Download from the ORA website
• Chen, Y. (2003) D.Phil. "Design of Structural Mechanisms" Download from the ORA website
• Kuribayashi, K. (2004) D.Phil. "A Novel Foldable Stent Graft" Download from the ORA website
• Melin, N. (2004) D.Phil. "Application of Bennett Mechanisms to Long-Span Shelters" Download from the ORA website
• Ma, J. (2011) D.Phil. "Thin-Walled Tubes with Pre-folded Origami Patterns as Energy Absorption Devices" abstract | thesis (3.08mb, pdf)
• Gattas, J.M. (2013) D.Phil. "Quasi-Static Impact of Foldcore Sandwich Panels" Download from the ORA website
• Li, Y. (2016) D.Phil. "Thin-Walled Structures for Energy Absorption" Download from the ORA website
• Cao, Y. (2017) M.Sc. "Rigid origami of thick panels and deployable membranes" Download from the ORA Website
• Zhang, B. (2017) D.Phil. "Bistable and Mutli-stable Thin-Walled Structures" Download from the ORA website
• Xia, Y. (2017) D.Phil. "Novel Self-Expanding Stent Retractors for Neuroendoscopy" Download from the ORA website

FINITE ELEMENT ANALYSIS

A number of other theses make use of Finite Element Analysis, but the following concentrate principally on this area of work.

• Liu, G. (1997) D.Phil. "Numerical Modelling of Damage to Masonry Buildings Due to Tunnelling" Download from the ORA website
• Bloodworth, A.G. (2002) D.Phil. "Three Dimensional Analysis of Tunnelling Effects on Structures to Develop Design Methods" Download from the ORA website
• Likitlersuang, S. (2003) D.Phil. "A Hyperplasticity Model For Clay Behaviour: An Application To Bangkok Clay" Download from the ORA website
• Dong, Y. (2014) D.Phil. "Advanced Finite Element Analysis of Deep Excavation Case Histories" Download from the ORA website
• Dunne, H.P. (2017) D.Phil. "Finite Element Limit Analysis of Offshore Foundations on Clay" Download from the ORA website
• Yiu, W.N. (2018) D.Phil. "Finite Element Analysis of Short-Term and Long-Term Building Response to Tunnelling" Download from the ORA website

DISTINCT ELEMENT MODELLING

• Boon, C.W. (2013) D.Phil. "Distinct Element Modelling of Jointed Rock Masses: Algorithms and their Verification" Download from the ORA website
• Modenese, C. (2013) D.Phil "Numerical Study of the Mechanical Properties of Lunar Soil by the Discrete Element Method" Download from the ORA website
• Zhao, T. (2014) D.Phil "Investigation of Landslide-Induced Debris Flows by the DEM and CFD" Abstract | Thesis (6.65Mb, pdf)

COMPUTATIONAL HYDRAULICS

• Kaar, E.T. (1991) D.Phil. "Curvilinear Systems Modelling of Pollutant Transport in Shallow Waters" abstract
• Akponasa, G.A. (1992) D.Phil. "Solution of the Contravariant Shallow Water Equations Using Boundary-Fitted Coordinate Systems" abstract
• Greaves, D.M. (1995) D.Phil. "Numerical modelling of laminar separated flows and inviscid steep waves using adaptive hierarchical meshes" abstract
• Saalehi, A. (1996) D.Phil. "Quadtree-based finite element modelling of laminar separated flow past a cylinder" abstract
• Cruz Leon, S. (1997) D.Phil. "Numerical Solution of the Shallow Water Equations on Quadtree Grids" abstract
• Chern, M.-J. (1999) D.Phil. "3-D pseudospectral model of free surface and viscous flows"
• Park, K.-Y. (1999) D.Phil. "Quadtree grid numerical model of nearshore wave-current interaction"
• Turnbull, M. (1999) D.Phil. "The numerical modelling of steep waves interacting with structures" Download from the ORA website
• Ohl, C. (2000) D.Phil. "Free surface disturbances and non-linear run-up around offshore structures" Download from the ORA website

WIND ENGINEERING

• Gumley, S.J. (1981) D.Phil. "Tubing Systems for the Measurement of Fluctuating Pressures" abstract
• Green, D.W. R. (1983) D.Phil. "A Wind Tunnel Study of Flow Over Hills" abstract
• Rutledge, K.W. (1984) D.Phil. "Wind Tunnel Modelling of Buoyant Plumes" Download from the ORA website
• Letchford, C.W. (1987) D.Phil. "Pneumatic Averaging and its Application in Wind Engineering" abstract
• Tasker, M.N. (1987) D.Phil. "The Effect of Heat Transfer on the Dispersion of Cold Dense Gases" abstract
• Parkinson, H.G. (1987) D.Phil. "Measurements of Wind Flow Over Models of a Hill" abstract
• Minson, A.J. (1993) D.Phil. "Use of Laser Doppler Anemometer Measurements near Model Buildings to Determine Wind Loading on Building Attachments" abstract
• Marwood, R. (1996) D.Phil. "An Investigation of Conical Roof-Edge Vortices" Download from the ORA website
• Marshall, B. J. (1999) D.Phil. "Wind Flow Structures and Wind Forces in Forests" Download from the ORA website
• Nelmes, S.J. (1999) D.Phil. "Design of Shetlerbelts" abstract
• Draper, S. (2011) D.Phil. Tidal Stream Energy Extraction in Caostal Basins" abstract | Thesis (8.38mb, pdf)
• McAdam, R. (2011) D.Phil. "Studies into the Technical Feasibility of the Transverse Horizontal Axis Water Turbine" Download from the ORA website
• Consul, C.A. (2011) D.Phil. "Hydrodynamcis Analysis of a Tidal Cross-Flow Turbine" Download from the ORA website
• Ferrer, E. (2012) D.Phil. "A high order Discontinuous Galerkin - Fourier incompressible 3D Navier-Stokes solver with rotating sliding meshes for simulating cross-flow turbines" Download from the ORA website
• Belloni, C. (2013) D.Phil. "Hydrodynamics of Ducted and Open-Centre Tidal Turbines" abstract | thesis (1.5Mb, pdf)
• Serhadlioglu, S. (2014) D.Phil. "Tidal Stream Resource Assessment of Anglesey Skerries and the Bristol Channel" Download from the ORA website
• Fleming, C.F. (2014) D.Phil. "Tidal Turbine Performance in the Offshore Environment" Download from the ORA website
• Vogel, C.R. (2014) D.Phil. "Theoretical Limits to Tidal Stream Energy Extraction" abstract | thesis (4.88Mb, pdf)
• Schluntz, J. (2014) D.Phil. "Tidal Tubine Array Modelling" Download from the ORA website
• Hunter, W. (2015) D.Phil. "Actuator Disk Methods for Tidal Turbine Arrays" abstract | thesis (5.8mb, pdf)
• Cooke, S. (2016) D.Phil "Enhanced array design for tidal power generation" Download from the ORA website
• Gao, C. (2017) M.Sc. "Analysis of storm surge and tidal resonance in the Bristol channel" abstract | thesis (4.65Mb, pdf)
• Muchala, S. (2017) D.Phil. "Impact of Tidal Turbine Support Structures on Realizable Turbine Farm Power" Download from the ORA website
• Wimshurst, A . (2018) D.Phil. "Tip Flow Corrections for Horizontal Axis Wind and Tidal Turbine Rotors" Download from the ORA website

Theses from other Universities

The following theses from other Universities are also available:

• Houlsby, G.T. (1981) Ph.D., Cambridge University "A study of plasticity theories and their applicability to soil" Thesis (Cambridge Univeristy repository)
• Williams, M.S. (1988) Ph.D., Bristol University "The cutting of unbonded prestressing tendons during demolition"

Obtaining copies of theses

Copies of most theses are available as pdf files for downloading.

You will need Adobe Reader to view the PDF files. If you don't already have Adobe Reader, you can download it from the Adobe website by clicking on the image below and following the instructions provided by Adobe.

UKnowledge > College of Engineering > Civil Engineering > Theses & Dissertations

Theses and Dissertations--Civil Engineering

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Civil Engineering Bachelor's Theses

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Boosting the sustainable development goals in a civil engineering bachelor degree program

International Journal of Sustainability in Higher Education

ISSN : 1467-6370

Article publication date: 4 August 2021

Issue publication date: 17 December 2021

The purpose of this paper is to analyze the potential for implementing Sustainable Development Goals (SDGs) into the civil engineering bachelor degree in the School of Civil Engineering at Universitat Politècnica de València (Spain).

Design/methodology/approach

All the 2019/2020 course syllabi were analyzed to diagnose at which extent each subject within the program curriculum contributes to achieving the different SDGs.

The results show a promising starting point as 75% of the courses address or have potential to address targets covering the 2030 Agenda. This paper also presents actions launched by the School of Civil Engineering to boost the SDGs into the civil engineering curriculum.

Originality/value

This paper presents a rigorous and systematic method that can be carried out in different bachelor degrees to find the subjects that have the potential to incorporate the SDGs into their program. This paper also presents actions launched by the Civil Engineering School to boost the SDGs into the civil engineering curriculum.

• Sustainable development goals
• Civil engineering
• 2030 Agenda
• Program curriculum
• Professional skill

Gómez-Martín, M.E. , Gimenez-Carbo, E. , Andrés-Doménech, I. and Pellicer, E. (2021), "Boosting the sustainable development goals in a civil engineering bachelor degree program", International Journal of Sustainability in Higher Education , Vol. 22 No. 8, pp. 125-145. https://doi.org/10.1108/IJSHE-02-2021-0065

Emerald Publishing Limited

Copyright © 2021, M. Esther Gómez-Martín, Ester Gimenez-Carbo, Ignacio Andrés-Doménech and Eugenio Pellicer.

Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/legalcode

1. Introduction

1.1 context.

In 2015, the United Nations approved one of the most ambitious and transcendent global agreements of our time, the 2030 Agenda for Sustainable Development ( United Nations, 2015 ). The Agenda adopted 17 Sustainable Development Goals (SDGs) as a new framework for sustainable development, based on five pillars: people, prosperity, peace, partnership and planet. The program calls all countries to end poverty, protect our environment and ensure global prosperity.

That same year, the Spanish Network for Sustainable Development (REDS) was created, as the Spanish spin-off of the Sustainable Development Solutions Network (SDSN). Its mission is to mobilize and raise awareness among society, public institutions and the corporate world in Spain, such that they become more aware of the SDGs in a more rigorous and committed way, as well as to promote their incorporation into future policies, the business world and societal behavior. In September 2020, this association published a guide ( SDSN, 2020 ) to assist in implementing and incorporating education relating to the SDGs in universities and higher education institutions around the world. This document updated and expanded on the “Education” section of the publication “Getting Started with the SDG in Universities” (SDSN, 2017), which provides practical guidance on how to begin deepening the contributions of Universities in reaching the SDGs.

In 2018, the Government of Spain approved the “Action Plan for the Implementation of the 2030 Agenda” ( Gobierno de España, 2019 ). This document recognizes Universities as essential actors that must commit to the implementation of the Agenda and explicitly indicates the contributions that must be reached. Based on this document, CRUE (an organization consisting of 76 universities in Spain) created the CRUE Universidades España commission for the 2030 Agenda, which defined its position on and commitment to implementing the SDGs in universities ( CRUE, 2019 ).

In this context, the governing board of the Universitat Politècnica de València (UPV) adhered to the CRUE document and launched several actions to incorporate the SDGs into the learning outcomes of all UPV graduates. One of the strategic actions promoted by UPV was funding a call for projects on innovation and educational improvement, specifically to drive the incorporation of the SDGs into the curricula of different programs. Within this context, the School of Civil Engineering has developed, since September 2019, the innovative educational project “Incorporating the Sustainable Development Goals into the Civil Engineering Degree bachelor program.”

1.2 Universities and sustainable development goals

The need to incorporate sustainable development into higher education predates the 2030 Agenda. In December 2002, the United Nations General Assembly, through its Resolution 57/254, declared the Decade of Education for Sustainable Development (2005–2014). The resolution designated UNESCO as the lead agency for the promotion of this Decade ( UNESCO, 2005 ) and invited all educational institutions to contribute toward promoting education for sustainability. It is necessary to highlight the important position that universities occupy in society. Universities play a key role in education, having the confidence of society and, through their research and development capacity, have a critical role in providing knowledge, testing, solutions and innovations to sustain and support the success of the SDGs ( GUNi, 2019 ). Moreover, the SDGs provide a unique opportunity for Universities, allowing them to demonstrate their willingness and ability to play an active and meaningful role in the development of society and their contribution to global sustainable development ( Bhowmik et al. , 2018 ).

Many universities are currently reviewing their contributions to achieving the various goals of the 17 SDGs. This contribution has been developed from different perspectives, including policies at the university level ( Huyse and Pollet, 2019 ; Korhonen-Kurki et al. , 2020 ; Shiel et al. , 2020 ), complementary training for staff and students ( Biasutti et al. , 2018 ; Expósito and Granados Sánchez, 2020 ; Korhonen-Kurki et al. , 2020 ; Pallant et al. , 2020 ; Zamora-Polo et al. , 2019 ), other actions at the college level ( Brandli et al. , 2020 ; Gough and Longhurst, 2018 ; Korhonen-Kurki et al. , 2020 ; Kupika et al. , 2020 ; Mawonde and Togo, 2019 ) and, finally, actions in the context of different degrees ( Mawonde and Togo, 2019 ; Pandey and Kumar, 2018 ; Strachan et al. , 2019 ).

In Spain, all the work developed by universities to contribute to the achievement of the SDGs has been collected in the REDS website. This association has published a dossier ( Miñano and García Haro, 2020 ) presenting the actions carried out in several universities. The document is organized into three chapters: Teaching (initiatives aimed at university students within the framework of official degrees), University Community (training and management initiatives involving the entire university community) and Society (initiatives involving and affecting other social sectors).

1.3 Engineering and sustainable development goals

Five years after the publication of the 2030 Agenda, Romero et al. , 2020 reviewed the status of its implementation in engineering schools around the world. They concluded that curricula, outcomes and teaching–learning strategies, as well as the assessment of engineering degrees, should be oriented to the SDGs. Today's students are tomorrow's professionals and society requires socially responsible engineers who have perfectly internalized sustainability criteria at the time of decision-making ( Pellicer et al. , 2016 ).

Engineering is society’s best tool to change and shape the world. Future engineers need to be prepared to solve complex, multidisciplinary problems and to develop new sustainable technologies. In particular, civil engineering has a great responsibility, as an engine that transforms the built environment. The American Society of Civil Engineers of the United States has adopted a clear and inspiring definition: “civil engineers design, build and maintain the foundation for our modern society – our roads and bridges, drinking water and energy systems, sea ports and airports and the infrastructure for a cleaner environment.” Within this context, there is a mandatory need to incorporating the SDGs into the training of future civil engineers.

Major associations related to engineering education are aware of the importance of incorporating the 2030 Agenda into engineering education. The American Society of Engineering Educators adopted the “Declaration on Education for Sustainable Development” ( ASEE, 1999 ). At the international level, the Barcelona Declaration (“International journal of sustainability in high[…],” 2005) – an outcome from the 2004 Conference on Engineering Education in Sustainable Development – states that “today’s engineers must be able to participate actively in the discussion and definition of economic, social and technological policies, to help redirect society toward more sustainable development,” among other principles.

The American Society of Civil Engineers has adopted a policy statement in support of the United Nations SDGs ( ASCE, 2017 ) and, based on the summit on the Future of Civil Engineering held in June 2006, it published “The Vision for Civil Engineering in 2025,” a global vision on the aspirations of civil engineering for the 21 st century ( ASCE, 2007 ). The document establishes that (p. 2) “in 2025, civil engineers serve competently, collaboratively and ethically as master planners, designers, constructors and operators of society’s economic and social engine – the built environment; stewards of the natural environment and its resources; innovators and integrators of ideas and technology across the public, private and academic sectors; managers of risk and uncertainty caused by natural events, accidents and other threats; and leaders in discussions and decisions shaping public environmental and infrastructure policy.” Civil engineering associations worldwide have taken these considerations as their own, to update the goals of the profession. This renewed paradigm acknowledges civil engineering as playing key roles in the transformation of the environment, thus representing a great responsibility and a direct influence on the achievement of the 2030 Agenda. On the occasion of the 75th anniversary of the United Nations, the Institution of Civil Engineers published the book “UN75 Sustainable Engineering in Action” ( ICE, 2020 ), highlighting the role of civil engineering in the new agenda.

Given this international context toward sustainability, civil engineering schools must promote and instruct students to achieve the SDGs. Many universities have put effort to integrating the SDGs into their civil engineering curricula ( Holmberg et al. , 2008 ; Lozano and Lozano, 2014 ; Sánchez-Carracedo et al. , 2019 ; Watson et al. , 2013 ), such that students acquire the outcomes and knowledge that the 2030 Agenda addresses in a holistic way. The main objective of this work is to analyze how the SDGs can be incorporated into the Civil Engineering Bachelor Degree program curriculum at UPV. To achieve this end, the authors reviewed all subjects within the curriculum, to identify the current or potential incorporation of the SDGs into their specific outcomes. Once the diagnosis was carried out, actions could be defined to boost the influence of the SDGs in the civil engineering curriculum.

2. Materials and methods

selection of the criteria to be analyzed;

information gathering;

information classification; and

program analysis and proposals.

The SDG topic is not considered and has null or very poor potential to be addressed.

The SDG topic is not considered but, according to the course syllabus, it has potential to be addressed.

The SDG topic is considered but there is no evidence on how it is addressed.

The SDG topic is considered and there is evidence on how it is addressed.

For this purpose, it was necessary to identify the SDG-related topics that were already being taught and to identify to which SDG target they contribute ( Gimenez-Carbo et al. , 2019 ). Courses that could also potentially contribute were identified, as well as new needed topics. The 59 courses within the academic program are summarized in Table 1 , in which the code used for each course is specified. The following modules compose the curriculum: Basic training (MAT, MMO, REP, PHY, ECO, GEO), civil engineering fundamentals (GEO, TOP, FBU, FST, GTC, HHY, FEN, BUS), civil works technology (RIN, TRA, BEN, HYD, BDG, LAN, PRO), training complements for civil engineering (COM) and the bachelor’s thesis (THE). All subjects and courses within each module are compulsory, except those included within the COM subject, where students can choose among several elective courses.

To complete the systematic information classification and analysis of the course syllabi, interviews with academic staff responsible for potential courses to include SGD-oriented topics were also held, to receive their input. First, 11 face-to-face interviews were held to clarify ambiguous aspects of some course syllabi. Then, after the first screening of all course syllabi, a workshop was organized for the whole teaching staff community of the school, to share our first diagnosis and adjust our analysis. A total of 73 lecturers from different knowledge areas participated in this workshop: statistics; graphical expression in engineering; English philology; applied physics; cartography and photogrammetry engineering; construction engineering; geotechnical engineering; transportation engineering; hydraulic engineering; applied mathematics; fluid mechanics; continuum mechanics and theory of structures; engineering projects; environmental technologies; urban and land planning. The workshop helped to make final adjustments to our analysis.

Do you know what the 2030 Agenda is?

Do you know what SDGs are?

Have you ever done some activities to understand what sustainable development is?

A total of 64% of the students did not know the 2030 Agenda, whereas 43% did not know at all the SDGs. 70% of the students never did before any scholar activity to work and understand what sustainable development is. Thus, the school aimed to provide them with an extra-academic background to improve their skills and knowledge on the Agenda, from an integral and holistic perspective.

3. Diagnosis

Our analysis corresponded to the program for the academic year 2019–2020, considering each of the course syllabi composing the program. Figures 1–5 show the results of the diagnosis. For each course, the authors identified whether the 169 targets defined within any of the 17 SDGs were somehow addressed. In the Figures 2–5 , each cell contains the targets addressed, crossing each course with each SDG. In addition, and according to the four-level grading adopted, each contribution was scored. If no targets were addressed and there was no room for it, the cell is left blank. Grades 1 (SDG topic not considered but with potential to be addressed), 2 (SDG topic considered but without evidence on how it is addressed) and 3 (SDG topic considered and with evidence on how it is addressed) correspond, respectively, to orange, blue and green cells. Each course–SDG crossing was assigned a grade. A course was assigned the higher grade of any of its crossings and, finally, the subject was assigned the higher grade of any of its courses. Figure 1 shows an example of how each syllabus analysis was performed. The analysis focused on the course description and course detailed content sections. If the course description mentioned explicitly issues related to ODS targets, the course was graded “2.” If no explicit mention appears in the course description but there is some potential to relate contents to ODS targets, the course was graded “1.” The course showed in Figure 1 (Maritime works) has both, explicit and potential relations, so it is finally graded “2.”

The diagnosis did not find evidence of any Grade 3 course, explicitly highlighting the need for actions to boost SDG incorporation within the curriculum. Nevertheless, 19 courses had addressed some of the SDG targets although without evidence on how (Grade 2). These targets covered 11 of the 17 SDGs. If we consider courses where, at present, any SDG target was addressed but, according to the syllabus, they had potential to be considered (Grade 1), the diagnose improves: 15 of the 19 courses graded 2 had potential to include other targets. In addition, 26 other courses were graded 1 as they had potential to consider some targets, although they did not consider them at the time of the diagnosis. In total, 45 courses (75%) addressed or had the potential to address targets covering the 17 SDG. In terms of subjects, seven subjects were graded 2, whereas eight were graded 1. The subject COM could be graded 1 or 2, given that its courses are elective and the selection depends on the student.

The “Basic training” module ( Figure 2 ) included the most courses graded 0: 10 courses corresponding to four subjects – MAT, MMO, REP and PHY. Two other courses were graded 0 in the “Fundamentals of CE” module. This situation corresponds to basic courses on mathematics, drawing, physics and basic pre-technological fields.

The diagnosis highlighted the most addressed (Grade 2) SDGs within the curriculum. Clean water and sanitation (SDG 6) was developed into six courses within years 1, 3 and 4. Industry, innovation and infrastructure (SDG 9) was developed into five courses within years 2 and 4. Sustainable cities and communities (SDG 11) was developed into five courses within years 3 and 4. Finally, climate action (SDG 13) and life on land (SDG 15) were developed into three courses within years 2, 3 and 4.

SDG 6 “Clean water and sanitation”: 10 courses.

SDG 9 “Industry, innovation and infrastructure”: 27 courses.

SDG 11 “Sustainable cities and communities”: 17 courses.

SDG 12 “Responsible production and consumption”: 16 courses.

SDG 13 “Climate action”: 12 courses.

The remaining SDGs could be addressed in different courses (between 1 and 9) with different depth and scope, depending on the specific case. In addition, students could develop other activities within their curriculum related to the SDGs (e.g. internships, sport activities, student representation and so on).

Science and environmental impact of CE (year 2): 7 SDGs.

Hydraulics and hydrology (year 3): 6 SDGs.

Maritime works (year 3): 6 SGDs.

Hydraulic infrastructures (year 4): 6 SDGs.

Transportation and land development (year 2): 5 SDGs.

Business management (year 4): 5 SDGs.

Ethics in civil engineering (year 4): 8 SDGs.

Management of construction and consulting (year 4): 5 SDGs.

Introduction to water quality (year 4): 5 SDGs.

The course “English” was identified as a particular case as, from the general perspective of linguistics, it can address all SDGs. Indeed, SDGs 9, 11 and 15 were graded 2, as these topics were addressed within the course. The course “Civil engineering for society” is of relevant importance, as it was the only subject of the curriculum linked to SDG 16 “Peace, justice and strong institutions.” In the same way, “Ethics in civil engineering” was the only course that developed SDG 4 explicitly. However, SDG 4 “Quality Education” must be seen as transversal to the whole curriculum. Indeed, target 4.7 aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development . In addition, target 4.4 aims to substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship . Both targets are inherent to the whole program curriculum.

4. Actions to boost the presence of the SDGs in the civil engineering curriculum

The first level consists of introducing content related to the 2030 Agenda in a transversal way, such that all students understand its extent. In this phase, the transversal and compulsory training activities for students of different courses should be conceived and defined, to introduce improvements to the processes of the School.

The second level introduces changes to the courses and/or subjects, to incorporate the SDGs into student learning outcomes. With the results obtained from the diagnosis of the current situation of the curriculum, a re-definition of the aims and descriptions of each course syllabus should be proposed by the Program Academic Committee, such that activities related to the SDGs are included. This level corresponds to proposals for improvement that do not involve a modification of the program verification by the national quality agency. In this case, after the evaluation by the UPV Quality Service, the implementation is immediate and is the responsibility of the school.

Finally, the third level corresponds to raising potential improvements to the curriculum, which may lead to more integrated and articulated changes regarding the implementation of the SDGs across the curriculum. The third level corresponds to proposals for improvement that involve a deep modification of the program and that require a new verification by the national quality agency. The scope for action and immediacy in the implementation of these proposals is more limited, but it is advisable to study their need and viability. In addition, these modifications must fulfill the ABET and EUR-ACE requirements, as this degree program is accredited by both of these (American and European) agencies.

The conference “The SDG in Civil Engineering.” This activity was aimed at explaining the objectives pursued by the 2030 Agenda, the 17 SDG and the 169 targets. The activity was aimed at all 1st year students, although it has been incorporated as one of the mandatory meetings for students and tutors involved in the University Tutorial Action Plan ( Gimenez-Carbo et al.. , 2017 ). The task aims to ensure that, during their first year, all students acquire a homogeneous level of knowledge of the Agenda and the SDGs.

MOOC course at edX ( Calabuig Tormo et al.. , 2021 ): “SDG in the United Nations 2030 Agenda: Challenges of the Sustainable Development Goals,” which has been included as an activity for students to add elective credits into their curriculum since the 2019–2020 academic year.

Round tables and workshops relating to the SDGs in public and private entities in the civil engineering sector. This activity was aimed at presenting the experiences of actions carried out by different actors in society to achieve the SDGs. Attendance of these activities also let bachelor’s degree students add elective credits into their curriculum The following workshops stood out, regarding the participation of students and academic staff: “Opening Day of the 2019-2020 Academic Year: Engineering in emergency situations,” “Strategies for adaptation to climate change: from the COP to the Valencian space,” “Scientists responsible for the 2030 Agenda,” “The SDG in business management,” and “Good practices for incorporating the SDG in UPV degrees.”

At the second level, changes in the course syllabi have been proposed. Following the analysis presented in Section 3, all subjects and courses related to the SDGs are now known. The Governing Board of the School of Civil Engineering established the inclusion of SDG-related contents in the aims and description of each course syllabus of the program curriculum, as part of the learning outcomes acquired in the different subjects. Given this, meetings were held with the academic course coordinators, to address the changes intended to effectively include the SDGs into student learning outcomes. The School approved the guidelines for course syllabi review for the academic year 2020–2021 on April 30, 2020. The document included the following point regarding the SDGs: “When defining the syllabus, it is necessary to consider sustainability and respect for the environment, adding explicit reference to any of the Sustainable Development Goals.” All the potential possibilities identified in the diagnosis can be now addressed with actions at the second level, through including specific actions in the different course syllabi.

In addition, within level 2, from the 2020–2021 academic year, the UPV School of Civil Engineering requires its students to incorporate a critical reflection into their bachelor’s thesis, describing the contribution or relationship of their thesis with the 2030 Agenda and the SDGs. To achieve this requirement, students must include an annex to their bachelor’s thesis report, according to the model shown in Figure 6 . This action is aligned with the first action that UPV developed to integrate the SDGs into bachelor and master degrees. Through the UPV training portal, the course “2030 Agenda and the Sustainable Development Goals” has been promoted between students, to train and educate them about the need to comply with the United Nations 2030 Agenda, as citizens and future professionals. The course is online and remains open throughout the academic year; in successive editions, it has provided enough information for students to reflect on how their bachelor’s thesis contributes to the achievement of the SDGs.

Finally, the third level corresponds to improvement proposals that imply a modification of the program verification. The room for change and the immediacy in the implementation of these proposals is very limited, as previously mentioned. However, it is also important to consider actions at this level, as they are the ones that can lead to more integrated and articulated changes throughout the program curriculum. According to the diagnosis of Section 3, the course “Civil engineering for society” has a relevant importance, as it was the only subject of the curriculum linked to SDG 16 “Peace, justice and strong institutions.” In the same way, “Ethics in civil engineering” was the only course that developed SDG 4 explicitly. In this sense, future revisions of the curriculum that would lead to modifications in program verification should analyze the convenience of including these courses, which are elective at present, as compulsory courses within the program curriculum.

Besides studying how to introduce the SDGs into the Civil Engineering bachelor degree program curriculum, the authors also had to consider how to assess whether students achieve these learning outcomes. All students must pass exams to verify that they have reached the learning outcomes; so, topics related to the SDGs that were introduced in each course were relatively easy to assess (of course, assessment activities must be adequately defined, such that this statement is valid). In addition, it is also very important to realize that the integration of these contents in the program curriculum will make them present in every work that the future civil engineers develop in their professional activity.

Once the students leave the school, it is very difficult to track them, from a professional perspective (this will be the responsibility of the professional associations). The last academic chance to assess them, regarding to what extent their learning outcomes were aligned with the SDGs, is through their Bachelor’s Thesis. At this point, they develop the most similar activity to the technical work that they will carry out during their professional career.

Therefore, a rubric (a sustainable holistic rubric) was developed, to analyze the ability of students to incorporate the SDGs into their work ( Figure 7 ). This rubric was based on that presented by Crespo et al. , 2017 . The rubric was designed by considering the five parts in which the SDGs are grouped and four levels of achievement (A, B, C and D) to access the integration of SDG. Two scopes – potential and assigned – were considered. The adaptation of the rubric to four levels was made to maintain the same assessment system that is considered at UPV, to evaluate the generic outcomes ( Gimenez-Carbo et al. , 2020 ).

The potential score of the thesis was used to indicate whether the bachelor’s thesis has the potential to include some of the SDGs. In this case, 0 means “not applicable,” and the SDGs are not linked to the work; 1 means “low potential,” where the SDGs can be present within the work, although they are not necessary; 2 means “medium potential,” where it is evident that the SDGs are present within the work; and, finally, 3 means “high potential,” for which the SDGs must be present and their presence is critical for the development of the thesis.

The score assigned to the student shows the development level of each SDG in the bachelor’s thesis. In this case, A means “excellent,” such that there is evidence that the SDGs are present in the work and that their inclusion conditioned the final result; B means “adequate,” such that the SDGs were mentioned and applied throughout the work; C means “developing,” such that the SDGs were mentioned, but were not applied or applied in an unclear or incorrect way; and, finally, D means “not reached,” such that the SDGs were not included within the work. In the event that some of the SDGs did not apply to the thesis, the student must be assigned the value “NA.”

5. Discussion

The need to incorporate SDGs or sustainability-related topics into higher education has been a recurring theme over the past decade. Swedish higher education institutions recently adopted the 2030 Agenda as a key framework for introducing sustainability in the curricula of engineering degrees. The results show that sustainable development is successfully integrated into these institutions ( Finnveden et al. , 2020 ). This work indicates that 77% of these institutions have courses or programs that integrate sustainable development, but only 42% can show with clear examples how this is done. The study does not provide evidence on how to integrate the SDGs in each bachelor degree. Another Swedish analysis ( Leifler and Dahlin, 2020 ) addresses the key role of the Bachelor’s Academic Coordinators on addressing sustainability within engineering education at Swedish universities and engineering colleges. Strachan et al. ( Strachan et al. , 2019 ) describe how vertically integrated projects can be used to introduce the SDGs into students' education. In this case, each student undertakes one or two projects throughout the Bachelor program, with the limitation that these projects are only related to one SDG. The National University of Kaohsiun (Taiwan) ( Chang and Lien, 2020 ) is making a great effort to show evidence in each course syllabus about the links to each SDG. The analysis will let to detail the contribution of each Bachelor program to the specific SDGs addressed. Within this context, our study adds evidence on how considering sustainability and SDGs into the Civil Engineering bachelor degree.

The diagnosis and analysis developed within the context of the Civil Engineering bachelor degree allowed us to perform an analysis of the strengths, weaknesses, opportunities and threats (SWOT) of the proposal presented in this work. According to Romero-Gutierrez et al. , 2016 , strengths refer to the things that the participants perceived to work. To identify the strengths, the authors considered the areas where others viewed the organization as doing well. Weaknesses refer to the things the organization needs to improve, such as weaknesses in resources or capabilities that hinder the organization from achieving the goals. By understanding the weaknesses, the authors can focus on specific areas that need improvement. Opportunities and threats are external existing factors or situations that may affect the organization in a positive way (or negative way, in the case of threats) in achieving the desired goals, as well as trends that the organization could take advantage of. The examination of trends is helpful in identifying opportunities. Table 2 shows the SWOT analysis related to boosting the SDGs in the Civil Engineering bachelor degree.

Despite the weaknesses and threats that were detected, the actions carried out to integrate the SDGs into the curriculum have been highly valued by the students and instructors of the School. The training workshops on the SDGs for instructors and students have provided extra motivation, allowing for the revision of the course syllabi for all subjects for the 2021–2022 academic year, to incorporate content related to the SDGs, as established in the diagnosis. In addition, this motivation serves to improve the ability of students to reflect on the contributions or relationships of the SDGs in their bachelor’s thesis, as well as in their professional work, once they have completed their studies. However, it is necessary to complete the analysis by surveying students on the degree of knowledge of the 2030 Agenda and the SDGs throughout the academic years, to be able to assess their increase in knowledge on the subject. Moreover, it is important to maintain an attractive offer of transversal activities that allows for the generation and maintenance of interest in the 2030 Agenda and the SDGs.

6. Conclusions

The adoption of the 2030 Agenda and the SDGs by UN member states aims to promote prosperity while protecting the planet. The SDGs recognize that reaching such prosperity must be developed in parallel with strategies addressing economic growth and social needs, while facing climate change effects and environmental protection. Civil engineering is at the core of this transition toward sustainability. Universities, as the prime institution responsible for the education of future professionals, must ensure the alignment of their curricula with the 2030 Agenda and the SDGs.

The School of Civil Engineering at UPV has analyzed to which extent the Civil Engineering Bachelor Degree has addressed the SDGs within its subjects and courses. Our diagnosis showed that 45 courses (75%) addressed or had the potential to address targets covering the 17 SDGs. In terms of subjects, seven subjects were graded 2 (the SDG topic was considered but there was no evidence on how it will be addressed), whereas eight were graded 1 (the SDG topic was not considered but, according to the course syllabus, it had potential to be addressed). SDGs 6, 9, 11, 13 and 15 were the most addressed within the curriculum, which highlights the areas that civil engineering affects the most.

Several actions have been promoted by the Civil Engineering School, to boost the effective implementation of the SDGs in their Civil Engineering Bachelor Degree. Besides transversal actions (mainly focusing on training and dissemination activities), two main initiatives have been developed. First, making explicit reference to the SDGs in the course syllabi of the program, according to the diagnosis. Further, students must include a mandatory annex to their bachelor’s thesis, including their critical reflections on the contribution of their work to achieving the SDGs and the 2030 Agenda objectives.

Some barriers have still to be overcome; the degree of involvement of the teaching staff is very unequal and there is a risk of demotivation if there is no recognition to the additional tasks. Nevertheless, the opportunities to adapt our curricula to new societal contexts are also acknowledged by instructors and the Civil Engineering professional context arises as an excellent opportunity to do so.

Future work is now required, to ensure that students achieve knowledge on these topics and to focus their future professional skills toward sustainability principles. The foundations for the effective implementation of the SDGs into the Civil Engineering Bachelor Degree have been set. Future modifications of the curriculum program must ensure alignment between Civil Engineering and the challenges addressed by the SDGs and the 2030 Agenda.

Example of syllabus analysis of the “Maritime works” course

Diagnosis for the module “Basic training”

Diagnosis for the module “Fundamentals of CE”

Diagnosis for the module “Civil works technology”

Diagnosis for the module “Training complements for CE”

Compulsory annex to the bachelor’s thesis at the UPV

Rubric to analyze the ability of a student to incorporate the SDGs into their bachelor’s thesis

Bachelor’s degree in civil engineering: program curriculum

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Emerald Insight ( 2005 ), “ Declaration of Barcelona ”, International Journal of Sustainability in Higher Education , Vol. 6 No. 3 , pp. 50 - 52 .

SNSN ( 2017 ), “ Getting started with the SDGs in universities ”, available at: http://ap-unsdsn.org/wp-content/uploads/University-SDG-Guide_web.pdf

Acknowledgements

This innovative educational project and the article processing charge of this paper were funded by Universitat Politècnica de València, through the project PIME/19-20/159 “Incorporación de los Objetivos de Desarrollo Sostenible en el plan de estudios del Grado en Ingeniería Civil”. The authors thank the support and cooperation given by individuals, organizations, and companies that collaborated in the different transversal activities, as well as to the instructors who gave us feedback on the reviewing of their course syllabi.

Corresponding author

About the authors.

M. Esther Gómez-Martín is PhD in Civil Engineering and an Associate Professor in the Civil Engineering School at the Universitat Politècncia de Valencia (UPV) in Spain, lecturing Port and Coastal Engineering subjects (bachelor and master degree). Her research work was initiated at the Laboratory of Ports and Coasts (UPV) in 2002. She was an Assistant Professor at the Department of Civil Engineering of the Universidad de Alicante (UA) in Spain from 2007-2015. Currently, she is a Vice-Dean for Student Affairs at School of Civil Engineering (UPV). Dr Gómez-Martín has led and participated in several research projects related to physical modeling and design of breakwaters, among others. More than forty papers published in technical journals and presented in national and international coastal engineering conferences describe her research work focusing on mound breakwaters, neural networks and physical modeling. She is co-inventor of the Cubipod® armor unit (Patent ES2264906(B1), US8529153(B2), JP5118031(B2), EP1925747(B1), etc.).

Ester Gimenez-Carbo is an Associate Professor in the Civil Engineering School at the Universitat Politècnica de Valencia (Spain). Currently, her research interests focus on the field of engineering ethics, environmental education and sustainable construction materials. She is member of the steering committee of SIG on engineering ethics education of SEFI (European Society for Engineering Education).

Ignacio Andrés-Doménech is the Vice-Dean Head of Studies of the School of Civil Engineering at Universitat Politècnica de València (Spain). He holds a Master’s Degree in Civil Engineering (2001) and a PhD in Water and Environmental Engineering (2010). He is an Associate Professor at the Civil Engineering School and researcher at the Research Institute of Water and Environmental Engineering. His main research topics are sustainable management of the urban water cycle; analysis, design and modeling of drainage systems; hydrological modeling; and analysis, management and evaluation of flood risk. Since 2014, he is member of the Editorial Board of the open access journal “Ingeniería del Agua”, co-edited by IWA Publishing.

Eugenio Pellicer received his MSc degree from Stanford University, Palo Alto, USA, and his PhD degree from the Universitat Politecnica de Valencia, Spain, where he is currently the Dean of the School of Civil Engineering (ETSICCP). He is a Professor in project management and his current research interests are social sustainability in the infrastructure life cycle, relationships between project performance and management practices and collaborative delivery and procurement strategies in construction. He has written more than 60 papers published in high impact journals related to construction management. He has participated in several international projects with other European and Latin American universities.

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Parametric Study of Integral Abutment Bridge Using Finite Element Model , Asako Takeuchi, Civil Engineering

Theses from 2020 2020

School Bus Routing To Allow Later School Start Times , Rana Eslamifard, Civil Engineering

QUANTIFICATION OF THERMAL BRIDGING EFFECTS IN COLD-FORMED STEEL WALL ASSEMBLIES , Divyansh Kapoor, Civil Engineering

Theses from 2019 2019

Sustainable Travel Incentives Optimization in Multimodal Networks , Hossein Ghafourian, Civil Engineering

High Fidelity Modeling of Cold-Formed Steel Single Lap Shear Screw Fastened Connections , Rita Kalo, Civil Engineering

Modeling the Effect of New Commuter Bus Service on Demand and the Impact on GHG Emissions: Application to Greater Boston , Christopher Lyman, Civil Engineering

Performance of Concrete Tunnel Systems Subject to Fault Displacement , Michael Morano, Civil Engineering

Behavior of Prestressed Concrete Bridges with Closure Pour Connections and Diaphragms , Gercelino Ramos, Civil Engineering

Analysis of Adhesive Anchorage Systems Under Extreme In-Service Temperature Conditions , Rachel Wang, Civil Engineering

Theses from 2018 2018

Driver Understanding of the Flashing Yellow Arrow and Dynamic No Turn on Red Sign for Right Turn Applications , Elizabeth Casola, Civil Engineering

Evaluating the Impact of Double-Parked Freight Deliveries on Signalized Arterial Control Delay Using Analytical Models and Simulation , Aaron J. Keegan, Civil Engineering

Reward Allocation For Maximizing Energy Savings In A Transportation System , Adewale O. Oduwole, Civil Engineering

Impact of S-Curve on Speed in a Modern Roundabout , Akshaey Sabhanayagam, Civil Engineering

All-Red Clearance Intervals for Use in the Left-Turn Application of Flashing Yellow Arrows , Francis Tainter, Civil Engineering

Theses from 2017 2017

Evaluation of New England Bridges for Bat Roosting Including Methodology and Case Studies , Angela Berthaume, Civil Engineering

Evaluating Variances Between Departments of Transportation in New England to Create a Strategic Transportation Workforce , Chelsea Bouchard, Civil Engineering

Development of High Early-Strength Concrete for Accelerated Bridge Construction Closure Pour Connections , Stephanie Castine, Civil Engineering

I. THE HIGH STRAIN RATE RESPONSE OF HOLLOW SPHERE STEEL FOAM; II. THE DYNAMIC RESPONSE OF AN AMERICAN ELM TREE , Ignacio Cetrangolo, Civil Engineering

Performance of Adhesive and Cementitious Anchorage Systems , Mirna Mendoza, Civil Engineering

Theses from 2016 2016

Integrated Solar Technologies with Outdoor Pedestrian Bridge Superstructure Decking , Richard K. Racz, Civil Engineering

LIVE LOAD DISTRIBUTION FACTORS FOR HORIZONTALLY CURVED CONCRETE BOX GIRDER BRIDGES , Mohammed Zaki, Civil Engineering

Theses from 2015 2015

Bonded Anchors in Concrete Under Sustained Loading , Douglas Droesch, Civil Engineering

An Observational Evaluation of Safety Resulting from Driver Distraction , Christina M. Dube, Civil Engineering

Measuring the Resilience of Transportation Networks Subject to Seismic Risk , Mark N. Furtado, Civil Engineering

Nano-Scale Investigation of Mechanical Characteristics of Main Phases of Hydrated Cement Paste , Shahin Hajilar, Civil Engineering

Driver Behavior Evaluation of Variable Speed Limits and a Conceptual Framework for Optimal VSL Location Identification , Curt P. Harrington, Civil Engineering

A Real-time Signal Control System to Minimize Emissions at Isolated Intersections , Farnoush Khalighi, Civil Engineering

Structural Vulnerability Assessment of Bridge Piers in the Event of Barge Collision , David A. Ribbans, Civil Engineering

Towards Sustainable Roundabouts: An Evaluation of Driver Behavior, Emissions, and Safety , Derek Roach, Civil Engineering

Resilience of Transportation Infrastructure Systems to Climatic Extreme Events , Alexandra C. Testa, Civil Engineering

Theses from 2014 2014

Short and Long-term Performance of a Skewed Integral Abutment Prestressed Concrete Bridge , Rami Bahjat, Civil Engineering

Performance of Circular Reinforced Concrete Bridge Piers Subjected to Vehicular Collisions , Nevin L. Gomez, Civil Engineering

Field and Analytical Studies of the First Folded Plate Girder Bridge , Man Hou Sit, Civil Engineering

Theses from 2013 2013

The Effect of Roadside Elements on Driver Behavior and Run-Off-the-Road Crash Severity , Cole D. Fitzpatrick, Civil Engineering

Evaluating At-Grade Rail Crossing Safety along the Knowledge Corridor in Massachusetts , Timothy P. Horan, Civil Engineering

An Evaluation of Alternative Technologies to Estimate Travel Time on Rural Interstates , Qiao Li, Civil Engineering

Operational and Safety-based Analyses of Varied Toll Lane Configurations , Ian A. Mckinnon, Civil Engineering

Preferred Sensor Selection for Damage Estimation in Civil Structures , Matthew Styckiewicz, Civil Engineering

An Evaluation of Drivers’ Cell Phone Use Prevalence and Safety Related Impacts , Keith E. Wenners, Civil Engineering

Theses from 2012 2012

Probabilistic Analysis of Offshore Wind Turbine Soil-Structure Interaction , Wystan Carswell, Civil Engineering

Vehicle Miles Traveled (vmt) Fee Financing Alternatives: Lessons Learned and Future Opportunities , Ashley L. Costa, Civil Engineering

Evaluating and Modeling Traveler Response to Real-Time Information in the Pioneer Valley , Tyler De Ruiter, Civil Engineering

An Optimal Adaptive Routing Algorithm for Large-scale Stochastic Time-Dependent Networks , Jing Ding, Civil Engineering

A Quantitative Analysis of the Impacts from Selected Climate Variables Upon Traffic Safety in Massachusetts , Katrina M. Hecimovic, Civil Engineering

Automated Enforcement Using Dedicated Short Range Communication , Gilbert Kim, Civil Engineering

New Technologies in Short Span Bridges: A Study of Three Innovative Systems , Andrew Lahovich, Civil Engineering

Driver Dynamics and the Longitudinal Control Model , Gabriel G. Leiner, Civil Engineering

Interfacial Strength Between Prestressed Hollow Core Slabs and Cast-in-Place Concrete Toppings , Ryan M. Mones, Civil Engineering

User Equilibrium in a Disrupted Network with Real-Time Information and Heterogeneous Risk Attitude , Ryan J. Pothering, Civil Engineering

Spatial and Temporal Correlations of Freeway Link Speeds: An Empirical Study , Piotr J. Rachtan, Civil Engineering

Evaluation of Live-Load Distribution Factors (LLDFs) of Next Beam Bridges , Abhijeet Kumar Singh, Civil Engineering

Material Characterization and Computational Simulation of Steel Foam for Use in Structural Applications , Brooks H. Smith, Civil Engineering

Varied Applications of Work Zone Safety Analysis through the Investigation of Crash Data, Design, and Field Studies , Erica Swansen, Civil Engineering

Using Micro-Simulation Modeling to Evaluate Transit Signal Priority in Small-to-Medium Sized Urban Areas; Comparative Review of Vissim and S-Paramics Burlington, Vermont Case Study , Joseph C. Tyros, Civil Engineering

Theses from 2011 2011

Evaluating Alternative Toll-Based Financing Approaches: A Case Study of the Boston Metropolitan Area , Rosaria M. Berliner, Civil Engineering

Analysis of Measurement Errors Influence on the Quantitative and Qualitative Results of Car-Following Model Calibration , Mariya A. Maslova, Civil Engineering

Development of Anchorage System for Frp Strengthening Applications Using Integrated Frp Composite Anchors , Geoffrey N. Mcguirk, Civil Engineering

An Application of Spatially Based Crash Analyses and Road Safety Investigations to Increase Older Driver Safety , Deanna A. Peabody, Civil Engineering

Safety and Operational Assessment of Gap Acceptance Through Large-Scale Field Evaluation , Steven Maxwell Tupper, Civil Engineering

Theses from 2010 2010

Historic Bridge Evaluation Using Finite Element Techniques , Helena M. Charron, Civil Engineering

A Quantitative Analysis of the Impacts from Selected Variables Upon Safety Belt Usage in Massachusetts , Samuel W. Gregorio, Civil Engineering

Analysis of Curved Integral Abutment Bridges , Emre Kalayci, Civil Engineering

Material Characterization and Structural Response of Historic Truss Bridges , Sean L. Kelton, Civil Engineering

Earthquake Engineering Simulation with Flexible Cladding System , Jun Jie Li, Civil Engineering

Route Choice Behavior in Risky Networks with Real-Time Information , Michael D. Razo, Civil Engineering

Route Choice Behavior in a Driving Simulator With Real-time Information , Hengliang Tian, Civil Engineering

Investigation of the Behavior of Open Cell Aluminum Foam , Patrick J. Veale, Civil Engineering

Theses from 2009 2009

Computer-Assisted Emergency Evacuation Planning Using TransCAD: Case Studies in Western Massachusetts , Steven P. Andrews, Civil Engineering

Value of Traveler Information for Adaptive Routing in Stochastic Time-Dependent Networks , He Huang, Civil Engineering

Analytical Modeling of Tree Vibration Generated during Cutting Process , Payman Karvanirabori, Civil Engineering

Optimal Adaptive Departure Time Choices with Real-Time Traveler Information Considering Arrival Reliability , Xuan Lu, Civil Engineering

Seismic Energy Dissipation of Steel Buildings Using Engineered Cladding Systems , Quan Viet Nguyen, Civil Engineering

Developing an Evaluation Approach to Assess Large Scale Its Infrastructure Improvements: I-91 Project , Melissa Paciulli, Civil Engineering

Enhancing Concrete Barrier Reflectivity With A Focus On Recycled Glass Aggregate Replacement , Regina Shklyan, Civil Engineering

Theses from 2008 2008

Performance Evaluation Of Existing Steel And Concrete Girder Bridges Through Non-destructive Live-load Testing , Andrew E. Jeffrey, Civil Engineering

Evaluation of Traffic Simulation Models for Work Zones in the New England Area , Pothu Raju Khanta, Civil Engineering

The Application of Traffic Calming and Related Strategies in an Urban Environment , Stacy A. Metzger, Civil Engineering

Terrazzo Cracking: Causes and Remedies , Michael J. Mitchell III, Civil Engineering

Anchorage of Carbon Fiber Reinforced Polymers to Reinforced Concrete in Shear Applications , Carl W. Niemitz, Civil Engineering

Measurement and Computational Modeling of the Mechanical Properties of Parallel Strand Lumber , Russell S. Winans, Civil Engineering

An Evaluation of Simulation Models To Assess Travel Delay In Work Zones , Fan Wu, Civil Engineering

Theses from 2007 2007

An Analysis Of The Saftey Effects Of Crosswalks With In-pavement Warning Lights , George Gadiel, Civil Engineering

The Development of a Dynamic-Interactive-Vehicle Model for Modeling Traffic Beyond the Microscopic Level , Dwayne A. Henclewood, Civil Engineering

A Comparative Evaluation of Crash Data Quality Identification Methods , Arianna M. Mickee, Civil Engineering

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Bachelor Thesis Project

This page is about the bachelor final assignment. Modules 11 and 12 of the programme focus on the final assignment. Module 11 is a preparation for your bachelor final assignment and in module 12 students do their final assignment.

The information on this webpage can help you gain ideas about possible assignments and the search for available assignments. In addition, the manual for the final BSc assignment is included with a timeline that provides insight into the various steps within the preparation and execution of the final BSc assignment.

If you have any questions, Bachelor Thesis Coordinator Ellen van Oosterzee is there to help you:

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Civil engineering student aims to connect construction and community

Joseph cortas is a fourth-year student enrolled in the ceas accend program.

Ever since he was a child,  Joseph Cortas  was enthralled by the energy of construction sites.

Joseph Cortas, CEAS Class of 2025.

While his initial fascination centered on large trucks, his childhood interest sent him down a path of professional and personal discovery. 

Today, Cortas is a fourth-year student concurrently pursuing bachelor’s and master’s degrees in civil engineering through the  ACCEND accelerated degree program  at the University of Cincinnati College of Engineering and Applied Science. 

The recipient of the  Cincinnati Presidential Scholarship , the Structural Engineering Institute Student Scholarship, the  CEAS Undergraduate Research Fellowship , and the Kentucky Governor’s Scholarship, he has also been an active member of the American Society of Civil Engineers, Structural Engineering Institute, CEAS Ambassadors, and CEAS Tribunal. After a stint as the VP of collegiate affairs for CEAS’ student government, Cortas was appointed by Ohio Governor Mike DeWine as  UC’s Undergraduate Student Trustee . 

Cortas aims to utilize his interest and knowledge of civil engineering to make a tangible impact on the lives of those in his community. 

Joseph Cortas poses with a hardhat in the High Bay Structural Lab at CEAS.

“How we choose to build our buildings inherently affects how we interact as a society and a community as a whole,” Cortas said. “In high school, I took a college course on life and construction, which looked at how the built environment around us shapes the way that we interact with each other. It inspired me to further involve myself with a lot of community work and advocacy to build relationships with not just my classmates, but also the larger community around me, to better understand how to best utilize the things we make for people. It’s always been fascinating for me to see the intersection of engineering and how it impacts lives.”

After touring more than 10 universities, Cortas ultimately wanted an academic experience that put the student’s development and support at the center of the experience, which he found at CEAS. 

"I wanted a faculty and support system that very obviously placed the student at the center of the experience,” Cortas said. “I wanted to feel the understanding that engineering can be difficult and competitive at times. In my experience, academic and personal support permeates through CEAS, whether it’s cooperative education or instruction.”

Joseph Cortas attends a student trustee conference in Columbus, Ohio. Pictured are Jordan Conner, Deputy Director of Boards and Commissions, Collin Claywell, Operations Manager of Boards and Commissions, Haley Dees, Student Trustee from Kent State University, Natalie Dando from Youngstown State University, Kevin Bishop from the University of Toledo, and Akshat Shah from Cleveland State University.

Cortas credits the wide variety of experiences he has had during his time at UC to the connections and learning he has gained. He joined CEAS Ambassadors partially because he had such a positive experience with one when he toured UC as a high school student. He also went on to make various administrative connections through his time with CEAS Tribunal , eventually culminating in his own leadership experiences in student government . And of course, through his co-op experience , Cortas was able to tangibly contribute to his personal and professional development. 

When the time came to co-op for Cortas, he found himself excited at the vast array of possibilities ahead of him. After a comprehensive national search, Cortas chose to work in Milwaukee for HGA, an architectural engineering firm based in Minneapolis.  During his multiple rotations with the firm, Cortas was able to embark on a variety of real-world assignments, such as developing and reviewing construction drawings, performing structural analysis, and performing construction administration activities. He even got to work on a 17-story, $1.5 billion building. 

"I was abable to access a variety of options throughout my search. I was in a unique position because I didn’t have to go to any particular kind of place. I told myself that I would rather find the right position instead of worrying about where it would send me geographically, and it worked out for me,” Cortas said. 

"I thought it was a big deal that there was an emphasis from both UC and the company to do multiple co-op rotations. While it’s true that some people go to several companies, there have been many cases where students grow far more over subsequent co-op rotations with the same organization,” he said. “I was the only co-op student in a structural engineering department of around 20 people. Through time, the ability to interact so personally with people who possess so much knowledge was invaluable. I would not be where I am now if I didn’t leave my comfort zone and gain this experience through co-op.”

Joseph Cortas photographs a test specimen during preparation for cyclic tensile testing in the High Bay Structural Lab at CEAS.

Cortas’ success with HGA and his broad range of experiences led him to his final two co-op rotations working on thesis research assignments under James Swanson and Gian Rassati , associate professors of civil engineering at UC. The work is funded by the American Institute of Steel Construction. Cortas embraces this research work, which he describes as very different from industry work, while simultaneously balancing classes as part of the ACCEND program. ACCEND students can complete four co-op rotations instead of five, with the extra academic semester in their fourth year spent beginning graduate course work. 

“The ACCEND program played a big part in influencing my decision to come to UC. I think that so many students can benefit from just taking one graduate course, but the program allows and teaches so much about balancing work and the sheer variety of paths engineers can take. "

Joseph Cortas, CEAS '25

"It's been huge to have the opportunity to work in these respective fields in addition to directly learning the material,” Cortas said. “The ACCEND program played a big part in influencing my decision to come to UC. I think that so many students can benefit from just taking one graduate course, but the program allows and teaches so much about balancing work and the sheer variety of paths engineers can take. When I think about all of the knowledge that I will have cultivated in just five years, it opens up a lot of doors. There’s an incredible amount of respect that I have for all of the faculty, academic advisers , and mentors that have helped me along the way.”

While Cortas is deeply appreciative that his masters work has allowed him to develop connections and garner experiences that he otherwise may not have, he continues searching for the perfect intersection to combine his engineering skills with the leadership ability he has acquired. 

"I've pursued various roles of leadership within the university. Whether it was being in CEAS Tribunal or a student ambassador, or being the vice president of collegiate affairs, I have always looked for ways to get involved and make a difference around me,” Cortas said. “With whatever work I pursue, I ask myself: how can the work that I do impact communities and support people where they are?”

Joseph Cortas in his capacity as Student Trustee at UC Commencement.

Reflecting back on his journey as a Bearcat, Cortas found his experiences with people to be the most impactful. He highlighted his time as a tutor with Bearcat Buddies, UC’s mentorship program for Cincinnati Public School students, and his assignment to visit Uruguay to talk about the importance of education as a part of a U.S. State Department student delegation. 

“I’ve always wanted to emphasize the importance of representation. There is a big weight to be carried when you’re an ambassador representing a community, in any sense. Realizing how much the ability to do good can actually change things is so powerful,” he said. “All of the roles that I’ve had were natural progressions in me wanting to better aid and advocate for the voices of my community. The aim to do good has been the guiding light throughout my journey, and I hope I can leave everyone that I work with in a better position for the future.”

Featured image at top: Joseph Cortas performing weld tests in the High Bay Structural Lab at CEAS. Photo/Provided

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Construction management student finds niche in leadership roles.

April 14, 2021

Construction management student Phillip Stoll made the most of his time at the University of Cincinnati by participating in construction competitions, leading organizations like the Construction Student Association and mentoring younger students. Stoll, who was named Undergraduate Engineer of the Month by UC College of Engineering and Applied Science, will graduate this spring with a job offer from a former co-op employer.

Civil engineering student grows through co-op

June 9, 2021

Before earning her civil engineering degree from the University of Cincinnati this spring, Nichole Criner interned abroad in Germany as part of UC's international co-op program and was awarded a prestigious leadership award from the American Society of Civil Engineers.

Civil engineering student awarded for leadership by national group

August 4, 2021

Autumn Maher, a University of Cincinnati civil engineering student who will graduate in 2022, was one of just a few students nationwide selected for the 2021 Student Leadership Award from the American Society of Civil Engineers (ASCE), for her leadership and dedication to the UC student chapter. Maher is president of UC's student chapter and has interned at Marathon Petroleum.

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Pacific National University

Publish your uniRank University Ranking ™ <!-- uniRank University Ranking -- > <iframe src ="https://www.4icu.org/reviews/rankings/university-ranking-10896.htm" width="150" height="80" frameborder="0" scrolling="no" > </iframe > <!-- end -- >

Established in 1958, the Pacific National University is a for-profit public higher education institution located in the urban setting of the large city of Khabarovsk (population range of 500,000-1,000,000 inhabitants), Khabarovsk Krai. Officially recognized by the Ministry of Science and Higher Education of the Russian Federation, Pacific National University (PNU) is a large-sized (uniRank enrollment range: 20,000-24,999 students) coeducational Russian higher education institution. Pacific National University (PNU) offers courses and programs leading to officially recognized higher education degrees such as pre-bachelor's degrees (i.e. certificates, diplomas, associate or foundation), bachelor's degrees, master's degrees and doctorate degrees in several areas of study. See the uniRank degree levels and areas of study table below for further details. This 66-year-old Russian higher-education institution has a selective admission policy based on entrance examinations. The acceptance rate range is 70-79% making this Russian higher education organization a moderately selective institution. International applicants are eligible to apply for enrollment. PNU also provides several academic and non-academic facilities and services to students including a library, housing, sports facilities, financial aids and/or scholarships, study abroad and exchange programs, online courses and distance learning opportunities, as well as administrative services.

University Snapshot

Selectivity

University Identity

University location, search engine, fields of study / degree levels, introduction.

What is the difference between comprehensive/generalist and specialized universities in terms of the range of fields of study they offer, degree levels available and academic and carreer paths pros and cons? Read our guide article about generalist and specialized universities to learn more.

Fields of Study and Degree Levels Matrix

The following Pacific National University's Fields of Study/Degree Levels Matrix is divided into 6 main fields of study and 4 levels of degrees, from the lowest undergraduate degree to the highest postgraduate degree. This matrix aims to help quickly identify Pacific National University's academic range and degree level offering.

This University offers courses in at least one of the following subjects:

• Applied Arts
• Museum Studies
• Performing Arts
• Religion and Theology
• Visual Arts
• Other Arts & Humanities Studies
• Accounting / Finance
• Anthropology / Archaeology
• Business / Commerce / Management
• Communication and Media Studies
• Development Studies
• Library and Information Science
• Physical Education / Sport Science
• Political and International Studies
• Social Policy / Public Administration
• Social Work
• Sociology / Psychology
• Tourism / Hospitality
• Other Business & Social Science Studies
• Aboriginal / Indigenous People Studies
• African Studies
• American & Caribbean Studies
• Ancient and Modern Languages
• Asian Studies
• English Studies
• European Studies
• French Studies
• Germanic Studies
• Indian / South Asian Studies
• Italian Studies
• Middle Eastern Studies
• Portuguese Studies
• Russian / Eastern European Studies
• Spanish Studies
• Other Language & Cultural Studies
• Anaesthesia
• Biomedical Science
• Dermatology
• Medicine / Surgery
• Natural / Alternative Medicine
• Obstetrics / Gynaecology
• Optometry / Ophthalmology
• Orthopaedics
• Otorhinolaryngology
• Radiography
• Speech / Rehabilitation / Physiotherapy
• Other Medical & Health Studies
• Aeronautical Engineering
• Agricultural Engineering
• Architectural Engineering
• Biomedical Engineering
• Chemical Engineering
• Civil and Environmental Engineering
• Computer and IT Engineering
• Electronic and Electrical Engineering
• General Engineering
• Geological Engineering
• Industrial Engineering
• Mechanical / Manufacturing Engineering
• Mining and Metallurgical Engineering
• Other Engineering Studies
• Agriculture / Forestry / Botany
• Aquaculture / Marine Science
• Architecture
• Biology / Biochemistry / Microbiology
• Computer / Information Technology
• Energy / Environmental Studies
• Food Science
• Mathematics / Statistics
• Neuroscience
• Pharmacy / Pharmacology
• Textiles and Fibre Science
• Zoology / Veterinary Science
• Other Science & Technology Studies

Notice : please contact or visit the university website for detailed information on Pacific National University's areas of study and degree levels currently offered; the above matrix may not be complete or up-to-date.

Programs and Courses

Courses and programs.

Click here to explore a list of Pacific National University courses and programs or, if not available yet, search for them with our Search Engine powered by Google. We are constantly adding university courses and programs worldwide with the cooperation of university representatives.

You can also explore our new A-Z Guide to 8,100 University Programs, Courses and Degrees to learn more about study outlines and typical duration, tuition ranges, career prospects, salary expectations of each course/program/degree.

Tuition Fees

Yearly tuition fees refers to the amount of money that a student is charged by a University for one academic year of full-time study. Read our guide article about tuition fees and financial aid options to learn more.

Yearly Tuition Fees Range Matrix

Tip: search for Pacific National University's tuition fees with the uniRank Search Engine

Notice : please contact the university's Admission Office for detailed information on Pacific National University's yearly tuition fees which apply to your specific situation and study interest; tuition fees may vary by program, citizenship/residency, study mode (i.e. face to face or online, part time or full time), as well as other factors. The above matrix is indicative only and may not be up-to-date.

Applying for admission is the first step towards achieving students' academic and career goals and accessing the many opportunities and resources that a university has to offer. Read our " Introduction to University Admissions " article to learn more.

Admission Information

uniRank publishes below some basic Pacific National University's admission information.

Gender Admission

This institution admits Men and Women (coed).

Admission Selection

Has Pacific National University a selective admission policy? Yes, based on entrance examinations.

Admission Rate

Pacific National University's acceptance rate range is 70-79% making this institution a moderately selective higher education institution.

International Students Admission

International students are welcome to apply for admission at this institution.

Admission Office

Tip: search for Pacific National University's admission policy with the uniRank Search Engine

Notice : admission policy and acceptance rate may vary by areas of study, degree level, student nationality or residence and other criteria. Please contact Pacific National University's Admission Office for detailed information on their admission selection policy and acceptance rate; the above information may not be complete or up-to-date.

Size and Profile

University size and profile can be important factors to consider when choosing a university. Here are some potential reasons why University size and profile can affect students when choosing a university .

uniRank publishes below some major size and profile indicators for Pacific National University.

Student Enrollment

Pacific National University has an enrollment range of 20,000-24,999 students making it a large-sized institution.

Academic Staff

This institution has a range of 900-999 academic employees (Faculty).

Control Type

Pacific National University is a public higher education institution.

Entity Type

Pacific National University is a for-profit higher education institution.

Campus Setting

This institution's main campus is located in a Urban setting.

Academic Calendar

This institution adopts a Semesters type of academic calendar.

Religious Affiliation

Pacific National University does not have any religious affiliation.

Facilities and Services

What are the most common University facilities and services? Read our two guide articles about University Facilities and University Services to learn more.

University Facilities

uniRank provides below an overview of Pacific National University's main facilities:

University Library

University housing.

This institution provides housing services such as on-campus residences or dormitories.

Sport Facilities/Activities

This institution features sporting facilities and organizes sports activities for its students.

University Services

uniRank provides below an overview of Pacific National University's main services:

Financial Aid

This institution offers one or more of the following financial aid for eligible students: scholarships, grants, loans, tuition waivers, emergency financial aid etc.

Study Abroad

This institution offers study abroad and exchange program opportunities for its students.

Distance Learning

This institution provides a distance learning mode for certain programs or courses.

Academic Counseling

Not reported

Career Services

Notice : please contact or visit the university website for detailed information on Pacific National University's facilities and services; the information above is indicative only and may not be complete or up-to-date.

Recognition and Accreditation

There are different types of legal recognition and quality assessment of higher education institutions around the world, depending on the country and its legal and higher education system... read our article about university accreditation and recognition to learn more.

Institutional Recognition or Accreditation

Pacific National University is legally recognized and/or institutionally accredited by: Ministry of Science and Higher Education of the Russian Federation

Year of first Recognition or Accreditation 1999

Specialized or Programmatic Accreditations

Not available; please use the Feedback/Error report form at the end of this page to submit a list of Pacific National University's official programmatic or specialized accreditations. If you are an official representative of this university you can also claim and update this entire university profile free of charge (UPDATE ALL).

Tip: search for Pacific National University's accreditations with the uniRank Search Engine

Important : the above section is intended to include only those reputable organizations (e.g. Ministries or Departments of Higher Education) that have the legal authority to officially charter, license, register or, more generally, recognize Pacific National University as a whole (institutional legal recognition), accredit the institution as a whole (institutional accreditation) or accredit its specific programs/courses (programmatic accreditation).

Memberships and Affiliations

University memberships and affiliations to external organizations can be important for several reasons... read our article about university affiliations and memberships to learn more.

Affiliations and Memberships

uniRank publishes the following list of the most important Pacific National University's affiliations and memberships; feel free to submit any relevant missing higher education-related organizations this university is affiliated with.

• Eurasian Association of Universities (EAU)
• Association of Sino-Russian Technical Universities (ASRTU)

Academic Structure

Academic divisions can provide valuable insights into the range of fields of study and disciplines a University focuses on and the institution's level of specialization. Comprehensive or Generalist Universities typically offer a wide range of academic programs and have many academic divisions and subdivisions across different disciplines, while Specialized Universities tend to focus on a narrower range of programs within a specific field or industry and have fewer academic divisions and a simplified organizational structure. Read our guide article " Understanding Academic Divisions in Universities - Colleges, Faculties, Schools " to learn more about academic divisions and typical university organizational structures.

uniRank shows a structural diagram of the first-level academic divisions of the Pacific National University 's organizational structure; feel free to submit any relevant missing division.

Social Media

Social media can be a powerful tool for Universities to communicate with current students, alumni, faculty, staff and the wider community. But how can social media be important for prospective students? Read our article about the importance of Social Media for universities and prospective students to learn more.

uniRank publishes brief reviews, rankings and metrics of some Pacific National University's social media channels as a starting point for comparison and an additional selection tool for potential applicants.

X (Twitter)

Free Online Courses

Open education global.

This higher education institution is not a member of the Open Education Global (OEGlobal) organization that is developing, implementing and supporting free open education and free online courses. View a list of Open Education Global members by country .

Wikipedia Article

Pacific National University's Wikipedia article

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• A-Z Guide to 8,100 University Courses, Degrees and Programs
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• 2023 Guide and Review of World University Rankings

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Bachelor Thesis in Civil Engineering - Urban and Regional Planning (BYGBBAC)

The bachelor's thesis is an independent project in which you will apply the knowledge acquired during your studies for solving a given assignment. It is through this assignment that you will show your abilities and qualities as a future employee.

The assignment will normally be carried out during the last semester of your studies. At this stage you will have acquired the knowledge and know-how needed for accomplishing a relevant assignment in your studies.

Course description for study year 2023-2024. Please note that changes may occur.

Course code

Credits (ects), semester tution start, number of semesters, exam semester, language of instruction.

View course schedule

The bachelor thesis must include a discussion of ethical and environmental consequences of discoveries / themes / developed products. Theses for the bachelor’s degree may be very different. Many projects include construction or experimental work, while others may be more theoretical. One project may consist of an overview presenting a topic based on different literature sources, a more theoretical discussion project, or a project where the student must solve a concrete problem or develop a product.

In general, the thesis should have a clearly defined message, be well structured, easy to browse through and easy to read. Arguments for and against a given assertion should be presented in a logical way. The presentations must be able to be read by a fellow student with the same background without the need to use additional information material to understand the message.

Reproduction of textbooks etc. on general theory and knowledge should be limited. A complete reference list should also be made.

Further information about the bachelor’s thesis can be found at here: Thesis writing at Faculty of Science and Technology

Learning outcome

A candidate who has completed and passed his or her bachelor thesis has acquired the following learning outcomes:

• can work independently
• can describe the problem clearly using the terms and expressions of the academic field
• has experience with literature review, scientific reporting, and ethical standards in the field
• Has insight into the environmental, health, social and economic consequences of products and solutions within their field, and can put these in an ethical perspective, life cycle perspective and safety perspective
• can apply relevant theoretical models or studies supported by scientific research
• aware of relevant scholarly tools and techniques
• can investigate the academic problem and relate conclusions to the problem
• has ability to critically evaluate own work
• can defend high moral standards in scientific, as well as other, context, thus being a good role model
• can exchange viewpoints and experiences and behave professionally in scientific debate
• Can recognise when a scientific disagreement is important and can debate accordingly

Required prerequisite knowledge

Refer to Regulations for the Bachelor's and Master's thesis (Thesis writing at the Faculty of Science and Technology | University of Stavanger (uis.no)) for requirements for passed credits to take a bachelor's thesis.

Of the 100/130 ECTS, 30 ETCS of the following courses must be passed by 15 January of the semester in which you are to write the thesis:

• BYG100 Byggfaglig innføring (CAD)
• BYG105 Spatial understanding and urban theory
• BYG115 Urban Space
• BYG120 Land use planning
• BYG130 Road planning

According to Regulations relating to studies and examinations at the University of Stavanger second 3-10 number 4, a student has primarily only one attempt for writing the thesis.For further information and regulations relating to bachelor and master’s thesis, see here: Thesis writing at Faculty of Science and Technology .Deadline for withdrawal is April 1.

Course teacher(s)

Course teacher:, course coordinator:, head of department:, method of work, course assessment.