Dramatic changes are under way in the civil engineering workplace. They are the result of society's development, the rapid growth of scientific and technological knowledge, and the increasing complexity of physical systems, among other factors. A parallel has been drawn between the requirements of a changing profession and the exponential growth rate of technological knowledge. A development of civil engineering practice can be described using three phases: (1) Rapid development (with an emphasis on design and construction): (2) slower development (consideration of more complex projects with an emphasis on planning and design); and (3) utilization of existing projects (with an emphasis on operation, preventive maintenance, and rehabilitation). Each phase is characterized by a certain level of technological knowledge. Analytical tools and numerical procedures are logical choices for the first phase. Systems analysis techniques are powerful tools to support the planning phase. For further development, expert systems, neural networks and other artificial intelligence technologies seem to be the right technological choice.

Civil engineers need to consider the part they play in society. We are the planners, designers, and builders of our nation's structures and infrastructures. However, many projects that we promoted were financed by loans that are now defaulting and causing the failure of our banking infrastructure. While many argue that we do not have a direct role in the determination of project financing it is our technical support that makes a project. Many civil engineers say it is not our job to monitor the integrity of a project. But this suggests that we are willing to relinquish control over our work. If this is so, we should satisfy ourselves that the abdicated control will be used in a moral way. However, it is preferable that we retain control of our projects. Civil engineers need to return to that earlier state where as individuals we played a major part in shaping society. We need to break the mold of the past few years and encourage new, more socially responsible engineers. We need to ensure that civil engineers are willing to exercise both their technical and social skills. Above all, we must see that the projects that we build have solid foundations both figuratively and practically speaking.

Forty female graduates from the civil engineering department at Youngstown State University were sent surveys requesting them to relate their experiences as engineering students and as engineers in the workplace. The intent of the survey was to secure data to assist in recruiting female students for a career in civil engineering and to assist the department in retaining these students once they entered the program. Data from this survey provided a better understanding of the successes and problems experienced by these women throughout their academic careers as well as in the workplace. This paper summarized their responses and experiences and identified problem areas. Recommendations for counteracting these problem areas were presented. Areas of success were highlighted and suggestions were made as to how these could be utilized into effective recruiting and retention tools.

The accelerated rate of growth of technology has increased the demand for engineers of all types. Predicted shortages of engineers may be lessened by drawing from every available source. One large and overlooked source is women. The purpose of this paper is to hypothesize reasons for the underrepresentation of women in engineering and search for beginnings of solutions to recruiting and retaining women in engineering. Factors that influence a young woman's career choice, such as parental influence, classroom climate, role models, and genderbiased literature, are explored. These influencing factors, many of them subtle, begin having an impact very early in a woman's life and continue through college and possibly throughout a woman's career. Solutions and recommendations for encouraging women to pursue engineering careers are presented. Although the recommendations are far from a complete solution, they are important initial steps toward maintaining a healthy and productive engineering community.

This paper describes the efforts of the Northwest District of the Minnesota Department of Transportation employees to implement a fair work environment culture that stresses increased employment of Indians and placement of women in nontraditional jobs. The importance of community and top staff involvement, the overall need to connect transportation objectives with other social‐economic issues, and the reaching of consensus on guiding district values are keys to providing a diverse work force for the future that will help to maintain the good quality of life that Minnesotans cherish. A key ingredient of this effort is the leadership role taken by the district as a “full community partner” in the Bemidji region. In 1985, the Northwest District established a set of beliefs that clearly identified the achievement of a fair work environment as a defined and measured work activity for all of its supervisors. This report presents the work programs, ideas, and evaluations that have occurred to date.

Ethics depend, in general, on the personal or voluntary acceptance of established rules. In particular, professional engineering ethics has been defined as “service of the public interest with integrity and honor.” In this regard, data show that 100% of the respondents to a study involving practitioners indicated there was a need to include the topics of ethics and professionalism in the engineering curriculum. There also was a unanimous response that the local ASCE branches could assist in these efforts. Surprisingly, however, only 17% of the respondents indicated they would be willing to serve on an ethics and professionalism committee. Even though engineers have been found to be among the most ethical professionals, international engineers and students from other countries often remark that ethics and professionalism are not included in their undergraduate program of study. Trends appear to suggest that the membership of the profession is becoming increasingly international in nature. This may explain the concern of the various technical and professional engineering societies involving the inclusion of ethics and professionalism questions on the Professional Practice Examination.

The American Society of Civil Engineers (ASCE) has served civil engineers and the construction industry since 1852, but does not have a construction safety committee. Civil engineers manage and supervise all types of construction projects throughout the world. Safety is an integral part of civil engineering and construction operations. Civil engineering students need university training about construction safety. Civil engineers working in construction need information and training about construction safety. ASCE members specializing in construction safety should have the opportunity to serve on a Construction Safety Committee. ASCE is to be commended on Policy Statement 350, Construction Site Safety (ASCE Policy 350), but should become a more active participant in the development of safety legislation, standards, and educational materials. These activities will help members fulfill professional duties and responsibilities required by registration laws, codes of ethics/conduct, and safety laws. ASCE must continue to meet the professional needs of civil engineers in construction and create a Construction Safety Committee.

The development of Hong Kong as a port dates back to the mid‐19th century, but its real growth to become an important international center in trade, finance, and manufacturing only started forty years ago. The sharp increase in population after World War II placed a strong demand on water, housing, transport, and land. The rapid expansion in the economy provided great opportunities for physical development to satisfy such demand. This paper describes how engineering has helped to meet the needs of the people. Water is no longer a real problem, housing largely provided, transport continuously improved, adequate sites being formed for various land uses, and the current emphasis is placed on port and airport development. The large varieties of types of work, with their magnitude and complexity, have imposed great challenges on the engineers. Many international consultants and contractors are attracted to this so‐called super construction site in the world, bringing with them innovatory designs and construction technique as contributions to the prosperity of Hong Kong.

The professional engineering experience cannot be taught in universities. Graduates spend a certain apprenticeship period during the early years of their career. This training should be carried out under supervision of experienced engineers necessary for the background formation to professional life of potential civil engineers, 10‐15 hr of a civil engineering consultation course musts be included in the last‐semester curriculum of universities. Also, a total of six months summer practice training on a construction site will be very useful to students in understanding the theoretical knowledge given in various courses. The value of experienced engineering decision is assessed as a case study in the preliminary design of a small earth‐fill dam. Costs of the dam calculated with assumed and calculated spillway design head values. The results are compared by excluding the possible tangible and intangible benefits. The closeness of calculated and assumed design head values for this small dam indicates the importance of experience in engineering.