The philosophy of the curriculum
The latest revision of the curriculum approved by the A.U.Th. Senate at meeting 2927/30-6-2016 and it is applied since the academic year 2016-2017, as well as the previous extended revisions of 2005 and 1993, sought to achieve the following objectives:
- Increasing and updating the curriculum in existing subjects.
- Extension of the curriculum to new cognitive subjects.
- Better coordination and division of the curriculum across the various courses, in order to avoid gaps in teaching and unnecessary overlaps.
- Rational distribution of the curriculum in the different semesters, so that students can assimilate them.
- Limiting the extent of the student projects, without this being at the expense of the quality of the educational work, as it was estimated to be a significant workload, especially in the intermediate semesters.
On the contrary, it was estimated that there is no need to change the existing structure of the program in the existing four divisions. Thus, the basic principles on which the structure of the curriculum is based and which are the general findings are as follows:
- The pursuit of the civil engineering profession today requires not superficial and shallow knowledge but, on the contrary, in-depth knowledge and in a specific field of knowledge.
- University studies should now be seen as the main backbone of an ongoing learning process that will evolve through lifelong learning as rapid technological advances contribute to the rapid depreciation of knowledge when they remain at the initial stage of undergraduate studies.
- The diploma of civil engineer must remain inseparable and unified and respond to advanced five-year studies. Therefore, students should be provided with the basic scientific knowledge in all areas.
- Students should be offered the opportunity to specialize in one of the basic directions of civil engineering.
- Each of the four divisions of the School of Civil Engineering corresponds to a basic specialization direction.
The characteristics of today's curriculum are as follows:
- Separates the core courses curriculum from the electives courses curriculum, enhancing the effectiveness of both.
- Provides most of the basic knowledge required by a civil engineer during the first 7 semesters, that is, before the student is called (at the beginning of the 8th semester) to choose his/her field of specialization. This makes this choice more conscious and responsible.
- Strengthens the role of elective courses.
- Seeks as far as possible the equal distribution of the courses taught throughout the duration of studies.
Based on the above, the young civil engineer is required to acquire first all the necessary knowledge in order to obtain a serious theoretical background. Then the orientation of the courses taught moves on the actual subject of civil engineering, as determined by the modern socio-economic reality.
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