From its very beginnings electronic computation has played an important role in Civil Engineering particularly in analysis. The advent of the microcomputer and the ready availability of terminals and computer bureaux means that these computational facilities are likely to be used regularly by all engineers. This use is not limited to analysis but extends into computer-aided design, simulation, construction management, on-line data acquisition and control. This paper discusses the conflicting demands put on academics as they prepare students for a career where ready access to and use of computers will be expected.

The problem faced by all academic institutions is the division of time and limited resources between the traditional "engineering" subjects and training in the use of specific computer programs such as the large general purpose analysis and design packages. The complexity of these packages means that few academics can be familiar with more than a few packages. The University of Melbourne has opted to concentrate on fundamental engineering but to endeavour to provide some exposure to computer programs, their use and the need to validate the results obtained. Examples of the types of programs and how they are used in the course are discussed. From this experience some recommendations are made about the features that are thought desirable in programs used in a teaching environment.

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