Abstract:

The engineer should get theoretical knowledge enough to be applied in order to solve specific problems. This approach needs capacity to simplify and ability for taking into account factors such as speed, simplicity, quality and economy. When Geology is involved on this knowledge it is difficult to teach it like a both practical and theoretical approach. Many times, these disciplines and civil engineering are disconnected across university career. However, there is a large professional overlap.

There has been much discussion on the primacy of theory over practice. Today, practice prevails, and the exaggeration of practice produces good workers but mediocre teachers. This idea forgets also that teaching problem is a problem of right balance. The approach of EUROPEAN HIGHER EDUCATION AREA (EHEA) guidelines framework provides a comfortable framework for such balance. Also, Applied Geology subject represents the first real contact of students with the physical environment, the practice profession and works. Besides, the subject emplacement in the first trace of Study Plans implies, for many students, the link to other subjects and topics of the career (tunnels, dams, groundwater, roads, etc).
However, the actual implementation in curricula of subjects is often a serious problem that is hardly affordable. The difficulty lies in the impossibility of matching the practical and applied nature with the basic character of the formation in a single subject or a few of them. If we also consider the Applied Earth Sciences (to civil engineering) does not focus exclusively on geology but they connect with many more sciences the difficulty it is even greater due to lack of connexion between applied science and technology. In our view, a serious problem is generated. No one can teach properly civil engineer at the level of degree or master in a crucial matter like it is the terrain engineering.

Work briefly reviews the curricula competences with regards to Applied Geology and Soil Mechanics. It also checks professional functions attributed to the civil engineer. Hence, it demonstrates the necessity of an adequate applied geological education for them. Finally, work analyses the reasons for the importance of such training and concludes with setting out a list of subjects that could provide a academic specialization themselves. Conclusion provided by the work deals to an analysis of the threats due to downplay the importance of terrain engineering in civil engineering curricula. Notoriously, the professional phasing out of this field for the benefit of other professionals less related to engineering or civil engineering professions. These conclusions also expound the opportunities arising from the new Study Plans in the creation of the ground engineering academic specialization.

Keywords:

Civil engineering, terrain engineering, Bologna process, curricula.