As the end of the twentieth century rapidly approaches, the time has come for the civil engineering profession to assess its human‐resource practices in preparation for the coming century. The key to effective and efficient management in the twenty‐first century will be diversity management. This requires an understanding of the demographic and social changes that have so greatly impacted the workplace during the last part of the twentieth century, and of the changes needed in current human‐resource management practices to accommodate diversity in the workforce. This article begins with an overview of the demographic and social changes that have occurred in the workplace during the past 40 years. The impact of these changes on both the general workforce and the civil engineering profession is discussed. Finally, it concludes by identifying and discussing several of the human‐resource issues that must be addressed for effective management of diversity in the workforce of today and tomorrow.

Growing concerns over problems from oil spills to global warming, hazardous‐waste disposal to energy‐efficient integrated waste‐management systems have changed the necessary training and skills for practicing environmental professionals. In the past, engineering and science education have failed in four areas: product oriented process development approach, product oriented economical approach, a produce‐here‐dispose‐somewhere‐else approach, and limited interplay between disciplines. Due to the importance of environmental issues in all disciplines of engineering and science, basic training programs are gradually changing from what used to be strictly water and wastewater treatment to areas requiring multi‐disciplinary involvement. Current environmental engineering programs are more comprehensive and include courses in areas such as water, wastewater, water resources, air pollution, solid waste, hazardous waste, systems engineering, and other areas, which include transport modeling, aquatic chemistry, risk assessment, expert systems, and environmetrics. Hazardous waste, environmetrics, and transport modeling are specific subjects that have been increasingly studied in recent years.

This paper describes some of the fundamental aspects related to civil engineering undergraduate education in Japan. It focuses on the overall educational system and how civil engineering fits into this context. The topics addressed include the educational system (compulsory education, high school, and university), university ranking (public and private), university entrance examination (difficulty and types), university admission, curricula (university requirements, engineering, and civil engineering), faculty (rank and duties), and job perspective (government and private industry). The fundamental differences between U.S. and Japanese systems are the result of different values and traditions, rather than differences in university organization.

There have been different standards of care throughout history. Hammurabi's legal standard was that if a house collapsed and killed the owner, then the builder would be killed. The Napoleonic code stated that if a structure had a serviceability problem within 10 years of its completion, the builder would be sent to prison. The contemporary standard of care is commonly defined as that level of skill and competence ordinarily and contemporaneously demonstrated by professionals of the same discipline, practicing in the same locale, and faced with the same or similar facts and circumstances. This standard must take into account the engineer's learning and skill, the location where the engineer practices, the availability of facilities, and whether the civil engineer qualifies as a specialist, in which case the standard of care may be higher. In a court of law an expert witness determines the standard of care based on investigations, a review of reports and records, or opinions of other professionals performing the same or similar services at the time in question.

Many undergraduate teaching institutions have modified their civil engineering curricula to incorporate technical and philosophical innovations into their programs. The modifications range from modest changes in course content to new sequences of interwoven and complementary courses. Villanova University's new civil engineering curriculum retains a core of courses in five basic disciplines: environmental engineering, structures, transportation engineering, hydraulics and hydrology, and geotechnical engineering. The curriculum includes a new introductory course, “Civil Engineering Measurements,” that is designed to stimulate the students' interest and introduce them to the five disciplines. The course draws on the students' knowledge of physical science and allows them to use these principles in quantifying data they derive from working on practical problems and projects. Most of the course is centered around two major team projects: an environmental study of a local stream and a model truss. The course was introduced in fall 1992 and appears to have been successful in stimulating and motivating the students as well as preparing them for their subsequent studies.

Many civil and environmental engineering projects involve the amelioration of environmental problems. Attempts to avoid future and solve current environmental problems are more and more likely to include the inducement of behavior change on a wide scale. The attempts will involve individual‐level environmental collective actions: individual‐level, because they require widespread participation in particular individual behaviors; environmental, because they involve protecting, maintaining, or improving the physical environment; and collective action, because they involve the production of collective goods—that is, goods that, once produced, are not excludable from the members of a group for which membership does not depend upon contributions toward provision of the collective good. This paper presents individual‐level environmental collection actions of interest to civil and environmental engineers, examines the conditions under which participation occurs, and explores the appropriate level of involvement of engineers and nonengineers. It is concluded that engineers should take primary roles in the design of programs involving physical facilities and equipment, and that nonengineers can provide critical insight.

This paper discusses the concept of “sustainable development” and the issue of balancing environmental preservation with economic development, and the focus on these matters from the United Nations community. Some recent studies on the evolution of the environmental movement in the United States are examined. The impact on competitive advantage, legal requirements, and ethical and moral beliefs are also discussed. Finally, the writer stresses the importance of developing ways to “value” preventive measures for environmental protection, as a way for industry to economically weigh the benefits of self‐imposed environmental protection. Suggestions for future research topics are offered.

Infrastructure investment to create jobs is an attractive short‐run economic strategy, but a fragmented policy. A comprehensive infrastructure policy should be a tool for economic growth, research and development, and human‐resources development, and should also benefit educational institutions, urban areas, public health, and the environment. Industrial policy can provide concepts that focus on the contributions infrastructure can make to the economy, education and training, technology and development, and the retraining of workers in shrinking industries. This approach can help remake institutional links and bring interests together in different ways, the greatest needs of employment policy. Use of educational institutions and public works agencies can provide an effective management mechanism and help overcome past problems. Federal investments are required to initiate such a program. The goal of the present paper is to stimulate discussion about how civil engineers can contribute to this strategy. Discussion of the present paper can greatly help the ongoing national‐policy discussion of these critical issues.

The use of seminotes as an instruction technique has proved effective in teaching engineering courses. Seminotes are lecture material prepared with blank spaces. Students take notes during the lecture by filling in the blank spaces. This enables them to devote more time to listening and understanding what is being said. In addition, some copying of notes off the blackboard, which is required in this method of instruction, helps maintain the students' attention level. Lectures based on seminotes tend to be more organized and thus more effective. This method of instruction would provide a suitable start for novice instructors. Since the method does not fully depend on verbal communication skills, it is ideal for educators who, for one reason or another, are less than proficient in the language of instruction. Also, seminotes make it easier for foreign students to follow lecture material and to do well in the course.

ASCE has played a major role in developing programs to enhance opportunities in engineering for underrepresented segments of our society. This paper beings by describing the conditions leading to the creation of the first Committee on Minority Programs by the Board of Direction. The original goals of the programs, as stated in ASCE literature by the first members of the committee, are reviewed and a summary of the current activities is given. The paper concludes with the proposed future courses of action by the Committee on Equal Opportunity Programs. The committee welcomes suggestions from the membership on ways in which the efforts of the society in this area can be enhanced. A complete list of all papers published by the society on minority programs is also included.

The Civil Engineering Department at the University of Rhode Island has modified the undergraduate curriculum by introducing a theme design project in the junior year. Portions of the design are then undertaken in each of the subsequent courses. The project is completed in a capstone design course in the last semester. In the capstone design course the project work is carried out by design teams with a different student acting as project engineer on each technical phase. Calculations, written reports, and engineering plans are required for each phase. At the completion of the project each team gives an oral presentation which is judged by practicing engineers. The comprehensive projects completed include a reservoir‐dam complex, a new civil engineering building, and a resource‐recycling facility. Students are apprehensive when beginning the capstone course, but soon involve themselves enthusiastically in their assignments. The course experience is very similar to what the student might expect in a design office. Response from students as well as that from practitioners involved in the program has been very positive.

ASCE presents its 22nd biennial salary survey of the civil engineering profession, conducted by the Committee on Employment Conditions. Results are analyzed for 1993 salaries on the basis of ASCE professional grades for consulting firms; construction firms; design/construct firms; industry, railroad, and utility; state department and agency; and municipality and county. Comparisons with 1991 salary data are also given.