Civil Engineering Training Can Begin in a Vocational School

Most times intending civil engineers often believe they have to go to college to actualize their dreams. The good thing is that within the space of two years you would have gained the basic skills and completed enough of your training to be a proud holder of an associate degree in engineering. With this degree at your fingertips, you can then make the leap to a college or university so that you can clinch the next title - the famed bachelor's degree.
Three to four years of intense, and formal studying. In a recent update from the U.S department of Labor, a bachelor's degree is practically the pre-requisite for all entry level into engineering jobs. Therefore, if you want to become more specialized in a particular area of engineering, you will be required to undergo further and intense training. There are various areas of concentration in the field of civil engineering, and these include: the structural, geotechnical and transportation and aeronautical engineering aspects to civil engineering.

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There are various aspects to the training and these consist of the e;electrical, computerized, mechanical and general engineering courses. When you begin to take courses that are specific to your desired trade, you will find them more specialized. However, even in their specialization, they are often still supplemented with basic math and physical as well as life science studies. These trade school courses have the sole effect of readying the student for entry level jobs in the area of production and practical design technology. Even though it is a known fact that it is not all trade schools that offer the bachelor degree programs, you can have two years of training in the trade schools which will earn you an associate degree in engineering tech.
You can make the trade school infuse with some vocational skills in the area of civil engineering quite early in your career. Those people who want a schedule they can adjust to its their needs might find the online option more agreeable. This is particularly helpful for those who need to have their lessons so suited to fit their jobs and therefore would be unable to attend real life classes. The online classes will help remove a large burden off their chests.
Whatever your choice in the long run becomes, all you need to know is that you want to learn the basic principles of the field, the skill level and all the basic requirement. In the process of doing all this, you are actually getting a degree as a bonus that will help you in getting the bachelor degree in addition to a masters degree, if you like.

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High Schools Need An Additional Mathematics Option

Increasing the number of math credits required for graduation from high school is a growing educational trend across the nation. A second trend accompanying this is elevating the level of the math courses that students must take to meet the credit requirements. For many years, a student only needed two years of mathematics to graduate from high school and there were no set requirements as to the level of those classes. Some students graduated from high school having taken only General Math and Business Math or similar courses. As our students increasingly face the competition of a global market, many school districts--even many states--are working to improve students' abilities in mathematics by increasing the number of required math credits to three or even four full years and not allowing any class below first year Algebra. This is creating some major problems for both students and schools.

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One of the problems for both the students and the schools stems from the fact that the higher level math curriculum is virtually the same everywhere in this country and consists of Algebra I, Geometry, Algebra II, and Pre-Calculus or Calculus. Some districts use a more unified curriculum--meaning Algebra and Geometry are combined and courses may be named differently, like Combined 1, Combined 2, etc.; but the bottom line is that there are not very many options for students who must take four full years of math.
An additional problem stems from the fact that this country has had a 50% failure rate for Algebra I for many decades. Many attempts have been made to change this very sad fact, but as yet, nothing has had any significant positive impact. In fact, the "New Math" of the 1970's and No Child Left Behind actually caused declines in Algebra success rates.
The 50% Algebra failure rate has become increasingly significant for both schools and students. For students, of course, if 50% fail 1st year Algebra, just how are these students to pass higher level courses that are all dependent upon Algebra skills? Graduation becomes nearly impossible for this very large group of students. This, then, creates a major problem for schools that are being pushed to have graduation rates of 95% or higher. Since graduation rates are generally calculated as the per cent of freshmen who go on to graduate from high school in four years--not what per cent of seniors graduate--having 50% of the freshmen class become ineligible for graduation in four years is more than small concern.
Obviously, one of the major issues to be dealt with immediately is eliminating this horrendous failure rate. Unfortunately, doing so will not necessarily solve the graduation requirement problem. Students who struggle to pass 1st year Algebra are unlikely to pass 2nd year Algebra, and they are even less likely to pass a Pre-Calculus course.
It is still a debatable issue whether Pre-Algebra should be an allowable high school math credit. With Pre-Algebra, Algebra, and Geometry combined with a vastly improved Algebra success rate, three full years of math credits becomes very possible for most high school students. At the very least, I would like to see schools adding a new year of math credits that deal with logic and statistics that are not "dummied down," but are also not Algebra dependent. We have a society that is not trained in logical thinking. For example: "If p, then q" is only logically equivalent to "if not q, then not p". Note: valid/not valid is not the same thing as true/false and very few people understand the difference.
A thorough understanding of correct thinking skills as well as a total understanding of the ways statistics can be used to manipulate the way people think and act is critical for every one of our students; but current high school math classes do not go into detail with either topic. Some schools offer an AP Statistics course, but this is a very difficult and senior level course. I do not know of ANY high school that offers even a one semester course on logic for the average student. This is generally considered a college math course; but it needn't be so complicated.
Mathematics departments need to be creating a logic/statistics curriculum that covers 2 to 3 years of graduation credits. There is certainly enough important information in those topics to cover that length of time. This would solve many graduation requirement problems for both students and schools, as well as creating an informed society. This is a win-win solution to a very serious problem!

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Learn Your Math Efficiency

I'll never forget my high school math teacher, he taught math in my sophomore, junior, and senior year which including algebra II, trigonometry, calculus, and so on. At first, I was mostly bored in his classes, because it seemed at the beginning of each year it was just a refresher course of what I'd already learned. And since I was bored, and a Smart Alec I used to crack jokes, and I suppose I got away with this because I was in the top of the class. But my math teacher knew how to shut me up quick; he'd start writing stuff on the blackboard that looked like hieroglyphics.
And then he would say to me "Okay Mr. Smarty-Pants what's the answer?" And sometimes I could follow along and I'd get lucky and have the right answer, but mostly he was playing around with mathematics that was over my head at the time, totally challenging me. Then after he'd put me in my place, he'd refer to me during the rest of the class as; "old numb nuts over here, yada, yada," but we always got along good, because he was also the adult advisor for our HS chess club.
The other day, I was talking with a retired high school mathematics teacher, and it reminded me of the good old days, and something that I often imagined Richard A. Muller saying. If your don't know Muller, he is the Berkeley Professor who teaches the class "Physics for Future Presidents - The Science behind the Headlines," which is also the title of his best-selling book. "Don't Be Stupid Human, Learn Your Math!"
And as you know we need to challenge our kids in high school, but we also need to make mathematics fun and interesting, because if we lose their interest, they won't learn anything, they won't enjoy the subject, and therefore they won't try, or care. One of the best things I think a mathematics professor can do is when they are teaching they should give examples of what happens if you mess up the equation, or get the wrong answer to a word problem.
After all, most all math teachers, especially when they begin to higher math to new students need to keep it interesting by using real world examples of problems to solve. Maybe what we should be doing, is showing what would happen if the kids get the wrong answer. In other words, a passenger train crashes into a freight train, a car fails to make the turn, or your bubble bath floods your apartment, and your neighbors below you. It's up to the professors and teachers to show why math is so important, and what happens when humans don't learn their math. You know all the stupid things that humans do because they don't study their math, or get the wrong answer.

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