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some schools require one year and others two years of surveying in the 
civil engineering curriculum. In the U.S., the average requirement is 
about one-half a year of surveying at the undergraduate level and some 
departments of civil engineering at certain well known universities 
(e.g. Cornell, Cal Tech, M.I.T., to name a few) have no requirement for 
surveying or photogrammetry. Second, civil engineering is an extremely 
broad field which encompasses a vast array of rapidly developing tech- 
nologies. Curricula at all departments of civil engineering are stretched 
to the very breaking point in order to accomodate material felt by most 
faculties to absolutely critical to the educational program of future 
civil engineers. Introduction of new courses would be virtually impossible 
in most cases. The only possibilities are to convert or modify a present 
requirement (such as surveying) to satisfy certain aspects of photo- 
grammetry and remote sensing or to offer an elective option in these 
fields for third and fourth year students. Third, civil engineers 
constitute a large user of the products and techniques of photogrammetry 
and remote sensing in their work. This is particularly true of civil 
engineers engaged in the planning and design of transportation facilities. 
However, the civil engineer in this position uses these products and 
techniques as tools in the planning and design process and does not 
want to be specialist in the fields. Thus, any suggested curricula for 
for civil engineering students interested in this type of endeavor, 
should be related to broad concepts and ought not to get into detailed 
methodology. : 
Consequently, one can speculate that the best route for ISPRS to take, 
would be to recommend certain educational requirements for civil engineer- 
ing students and for practicing civil engineers who want continuing 
education. For example, minimum levels in photogrammetry and remote 
sensing could be recommended or suggested as a requirement for all under- 
graduate civil engineering students. For those students with an interest 
in transportation planning and design, a program designed to provide 
the essential parts of a curriculum in surveying and photogrammetry 
and remote sensing could be offered as an elective option. For students 
wishing to specialize in photogrammetry and remote sensing, completion 
of a full program, part of it at the graduate level , can be suggested. 
Definitions of minimum program, essential parts of a curriculum, and 
full program in photogrammetry and remote sensing would then have to be 
defined. Such definition is beyond the scope of this paper, but would 
unguestionably be a part of any continuation of this effort. Details 
concerning currently available proposed programs in photogrammetry and 
remote sensing given for various levels can be found in References 
2, 3, and 4. 
At this point, it is perhaps pertinent to cite the experience of the 
American Society of Photogrammetry and Remote Sensing (ASPRS) which 
has a well established certification program for any individual (in a 
scientific or technical field) who wishes to practice photogrammetry 
and remote sensing on a professional basis. Certification is performed 
by the Evaluation Committee and the Professional Conduct Committee of 
the ASPRS and is based on experience (nine years in the field), 
references from four persons in responsible charge, compliance with 
the Code of Ethics of ASPRS, and successful completion of an oral 
Anderson 6