Coastal Engineering – Theory and Practice

1. Coastal Engineering – Theory and Practice J. W. Kamphuis Queen’s University Kingston, ON, Canada K7L 3N6 This paper and presentation are posted on: www.civil.queensu.ca J.W. Kamphuis Coastal Eng. Theory and Practice

2. Abstract: This paper attempts to identify the development of coastal engineering, paying particular attention to how its theory and practice have grown and are becoming alienated so that they no longer complement each other. It presents some possible routes to preclude further separation and bring about possible symbiosis. J.W. Kamphuis Coastal Eng. Theory and Practice

3. 1. History J.W. Kamphuis Coastal Eng. Theory and Practice

4. The history of Coastal Science and Engineering is related to the history of civilization and societal development . J.W. Kamphuis Coastal Eng. Theory and Practice

5. 1. History (Western) Thinking • There was the Age of Providence – Please the god(s) and all is well • Then came the Age of Enlightenment – Replace inscrutable laws of fickle god(s) with constant laws of nature, which can be studied and understood and in time we should be able to chart our own course (Also called the Modern Era). J.W. Kamphuis Coastal Eng. Theory and Practice

6. 1. History But… : • Philosophers such as Nietzsche and Heidegger began to question the “Yes we Can!” euphoria. • Much of the original questioning took place in the late 19thCentury. • Thus began the Postmodern Era. • (Still not begun in many areas of science and technology, business and others). J.W. Kamphuis Coastal Eng. Theory and Practice

7. 1. History Coastal Engineering grew up in the “Late Modern” age • Wave forecasting for allied troop landings in 1944 • Large expansion of facilities needed • Initial study of shores and shore protection. • ICCE began 1950. J.W. Kamphuis Coastal Eng. Theory and Practice

8. 1. History Modern Aspects of Coastal Science and Engineering • Given time and funding we thought we could (think we can?) improve solutions indefinitely and give ever more accurate answers. • In the beginning the funding was there. • In the beginning a pressing need for improvements to shores and facilities wasthere. J.W. Kamphuis Coastal Eng. Theory and Practice

9. 1. History But then….. • We lost confidence in the basic tool of coastal engineering and research, our trial and error tool, the physical model (around 1970). Models had reached practical limits; they could only provide answers up to a certain level of accuracy, larger models could not produce better results and became too costly. • (The computer arrived, but it just extended the euphoria by 40 years. J.W. Kamphuis Coastal Eng. Theory and Practice

10. 1. History And we found… • Numerical modeling cannot reveal “the truth” even when calibrated with the best field data. • “Good” coastal engineering is not necessarily considered good by all. • There are no single, unique approaches to problems and no single answers. • This was essentially the end of modernity for Coastal Engineering and Science. J.W. Kamphuis Coastal Eng. Theory and Practice

11. 2. Learning J.W. Kamphuis Coastal Eng. Theory and Practice

12. 2. Learning Learning (or Development) Curve Oops ! Development (Knowledge, Religion, Business) Rapid Progress Time J.W. Kamphuis Coastal Eng. Theory and Practice

13. 2. Learning Ages of the Learning Curve Old age Development (Knowledge, Religion, Business) Maturity Infancy Time J.W. Kamphuis Coastal Eng. Theory and Practice

14. 2. Learning ? ? The Learning Curve of Knowledge Postmodern Modern Era Enlightenment Knowledge Yes. we can ! Time 1700 1600 2000 1800 1900 J.W. Kamphuis Coastal Eng. Theory and Practice

15. 2. Learning Learning Curve + Kuhn (1977) Science becomes subculture (talks to itself) Work is addressed to peers and adjudicated by peers Challenges are internally imposed (Improvement of theories, validating paradigm) Old age Knowledge Pressing problems are solved Development of sophisticated theories Paradigm is articulated Maturity Solution of pressing practical problems Much empiricism Infancy Time J.W. Kamphuis Coastal Eng. Theory and Practice

16. 2. Learning Kuhn also defines Paradigm Shift Paradigm Shift (Sharp Break with the Old) Development (Knowledge, Religion, Business) Time J.W. Kamphuis Coastal Eng. Theory and Practice

17. 2. Learning Learning Curve - Photography Digital Colour Photography Film Plates Paradigm Shift Time J.W. Kamphuis Coastal Eng. Theory and Practice

18. 2. Learning Possible Decline Paradigm Shift Development (Knowledge, Religion, Business) Knowledge and development can decline after paradigm shift due to lack of interest, people moving on to greener fields. Time J.W. Kamphuis Coastal Eng. Theory and Practice

19. 3. Application of the Learning Curve + Kuhn to Coastal Engineering and Science J.W. Kamphuis Coastal Eng. Theory and Practice

20. Warning • Some of the following may be offensive some of you. • It will contain coarse language. • It will contain scenes of nudity (the emperor has no clothes). J.W. Kamphuis Coastal Eng. Theory and Practice

21. Disclaimer • I use Kuhn’s work here. • It is perceptive. • But, as with all theoretical concepts, it is based on simplifications (as is this presentation). • Nevertheless, it is useful to gain insight into the development of coastal engineering and the theory/practice subject of this conference J.W. Kamphuis Coastal Eng. Theory and Practice

22. I overstate the problem for clarity • In spite of any pessimism I present,… there are many signs of hope, indications of improvement and course corrections. • There are many possibilities for further course corrections and improvements, etc. J.W. Kamphuis Coastal Eng. Theory and Practice

23. 3. Application 3a. Learning Curve + Kuhn (1977) This fits coastal theoretical work, but not coastal practice Coastal Engineering becomes a subculture. Work is addressed to peers and adjudicated by peers. Challenges are internally imposed (Improvement of theories, validating paradigm). Old age Knowledge Pressing problems are solved Development of sophisticated theories Paradigm is articulated Maturity Solution of pressing practical problems Much empiricism Infancy Time J.W. Kamphuis Coastal Eng. Theory and Practice

24. 3. Application Stages of Knowledge Re-Interpreted Theory and practice become separate cultures. Research goes much beyond solution of practical engineering problems. Theory: Challenges internally posed, peer adjudication Practice: External adjudication by clients and public Old age Knowledge “Practice” and “Theory” work together to develop, more sophisticated methods – Theory supports practical solutions. Maturity “Practice” develops to solve (simpler) practical problems using much empiricism. Infancy Time J.W. Kamphuis Coastal Eng. Theory and Practice

25. 3. Application 3b. Amplification of “Old Age” Theory Theory and practice become separate cultures. Research goes much beyond solution of practical engineering problems. Theory: Challenges internally posed, peer adjudication Practice: External adjudication by clients and public Practice The difference is the Adjudication! Remember - Overstatement for focus ! J.W. Kamphuis Coastal Eng. Theory and Practice

26. 3. Application 3b. How did we get there ? • Traditionally, decision making and design was simple. A project owner hired an engineer, a practical individual, who simplified concepts, designed by trial and error (models) – Infancy. • Then we improved our solutions with formal university courses, given by (practicing) engineers and who conducted research in support of better engineering - Maturity. J.W. Kamphuis Coastal Eng. Theory and Practice

27. 3. Application How did we get there? • Universities want to be “universities” and not “professional schools”. • This means Research as well as teaching of Practice. • The Universities, however, need to emphasize research • To generate additional income • To develop reputation • This normally comes at the expense of teaching. J.W. Kamphuis Coastal Eng. Theory and Practice

28. 3. Application How did we get there? • Valuable research results are understood by the universities to be (Peer Reviewed) Publications and Citations, which are purported to be: • Hard evidence of scientific achievement • Improvement of scientific theories • Validation of the existing paradigm, etc J.W. Kamphuis Coastal Eng. Theory and Practice

29. 3. Application How did we get there? • This “Research” has become a self-contained game (as in Old Age as defined by Kuhn - “a subculture that talks to itself”) • This Research/(Publish or Perish) culture defines researchers/theoreticians, but also practicing engineers. J.W. Kamphuis Coastal Eng. Theory and Practice

30. 3. Application How did we get there? • Researchers/Theoreticians. • TheResearch/Publish or Perish culture defines research funding, hiring, salaries, promotion and tenure. • This forces Engineering Profs, Ph.D’s, Postdocs and Graduate Students (our brightest minds) into the research game and away from practice (and from teaching engineering). • Discussion with Sam J.W. Kamphuis Coastal Eng. Theory and Practice

31. 3. Application How did we get there? • Since the Engineering Profs must focus mainly on research, students are less exposed to actual, practical engineering concepts, supported by their prof’s practical experience. • The busy profs also relegate teaching to PhDs, postdocs and teaching assistants, who have little or no practical experience. J.W. Kamphuis Coastal Eng. Theory and Practice

32. 3. Application How did we get there? • Engineers in Practice • At the same time theResearch/(Publish or Perish) culture also defines engineers in practice: • They are essentially outside the system • There is no incentive for them to join hands with their researcher/theoretician colleagues. • They walk away from the very force that defines them as well as their colleagues J.W. Kamphuis Coastal Eng. Theory and Practice

33. 3. Application How did we get there? • This rant about the disconnect between practice and theory (engineering and research) is not unique for coastal engineering. It is voiced regularly in civil engineering and in other applied science disciplines. But it is also voiced in other professional disciplines, such as medicine, law, etc. J.W. Kamphuis Coastal Eng. Theory and Practice

34. 3. Application Finally How did we get there? • The peer review system that drives the publish/perish and reward systems is seriously flawed. • Because of specialization, adjudicating peers are close colleagues, often friends. • This is not objective adjudication • It tends to preserve the status quo • The system is of little interest to engineers in practice and v.v. , thus missing a vital input into the system. The emperor is clearly without clothes! J.W. Kamphuis Coastal Eng. Theory and Practice

35. 3. Application • In light of: • Climate change - sea level rise, increased storm activity • Man-induced land subsidence. • Continued population encroachment upon the world’s shorelines. • etc. • We can no longer afford to: J.W. Kamphuis Coastal Eng. Theory and Practice

36. 3. Application • We can no longer afford to: • Institutionally reduce “good” Coastal Engineering to peer- adjudicated Coastal Research • Downgrade the teaching of practical engineering. • Support a rewards system that is primarily based on the number of citations and published papers • Support peer review systems, university education and technical conferences that draw young people away from practical engineering and into more theoretical science. (Easier, safer, sexier?). • There are many hopeful signs ! (e.g. 1st yr design courses) J.W. Kamphuis Coastal Eng. Theory and Practice

37. 3. Application • We need engineers who can synthesize technical information and integrate it with Socio-Economic constraints to formulate problems accurately and to provide solutions to very complex problems. • This is not Science – it is Engineering; the application of science to real life problems for practical answers. • And future problems will not become any easier or less urgent. J.W. Kamphuis Coastal Eng. Theory and Practice

38. 3. Application 3d. Coastal Learning Curves ?? Today 1970 100 Numerical Modeling Physical Modelling ? 75 Development % of Potential 50 Process Knowledge Data Collection 25 Time 0 1950 1910 1930 1970 1990 2010 J.W. Kamphuis Coastal Eng. Theory and Practice

39. 3. Application Today 1970 • 1970: • The steepness of the numerical modeling, process knowledge and field measurement curves resulted from the introduction of computers. • We took full advantage of the opportunities provided by the computer. Development (% of potential) 100 Physical Modeling Numerical Modeling 75 50 Process Knowledge (Theory) Field Data Collection 25 Time 0 1910 1950 1930 1970 1990 2010 J.W. Kamphuis Coastal Eng. Theory and Practice

40. 3. Application Today 1970 • 2011: • All learning curves are quite flat. • This is the “Old Age” of Coastal Engineering • Therefore, we can not - must not - continue along the old paths followed since 1970 (as we continue to do at present). Development (% of potential) 100 Physical Modeling Numerical Modeling 75 50 Process Knowledge (Theory) Field Data Collection 25 Time 0 1910 1950 1930 1970 1990 2010 J.W. Kamphuis Coastal Eng. Theory and Practice

41. 3. Application 3e. Coastal Learning Curve?? Paradigm Shift ?? (Introduction of computers) Development (Knowledge, Religion, Business) Decline in knowledge and development of Physical Modeling Time J.W. Kamphuis Coastal Eng. Theory and Practice

42. 4. How can we proceed? J.W. Kamphuis Coastal Eng. Theory and Practice

43. Proceed? • Rapid advancement can occur through a paradigm shift • We should be so fortunate! • We need to encourage it by funding real innovative thinking with money that is not tied to peer review and publications only. • Set up a “Coastal Think Tank” ? J.W. Kamphuis Coastal Eng. Theory and Practice

44. Proceed? • In the meantime, to advance at all (to be able to meet the present and future design complexities, uncertainties and the approvals procedures) we need a concerted (and integrated) effort on all fronts – process knowledge (theory), physical modeling, numerical modeling, field measurement. J.W. Kamphuis Coastal Eng. Theory and Practice

45. Proceed? • We must take advantage of the particular strengths of each element. • We must integrate science and engineering, re-integrate theory and practice and integrate all our tools, people, facilities and cultures. J.W. Kamphuis Coastal Eng. Theory and Practice

46. Proceed? • Specialization has occurred within coastal engineering, e.g. numerical modeling, waves, sediment transport, breakwaters, environmental, construction, etc. • This is inevitable – it is the “continental drift” of progress of knowledge. • It is generated in a positive feedback loop with peer review. • But… J.W. Kamphuis Coastal Eng. Theory and Practice

47. Proceed? • To be able to solve practical problems, we must connect the various ‘expert silos’ better and concentrate on the more general concepts of coastal engineering, as well as on the specialties. • This will be very difficult, since career advancement is generally based on specialization, publication, etc (It is like stopping continental drift?). J.W. Kamphuis Coastal Eng. Theory and Practice

48. 5. Integration(of cultures, expertise, tools and people) J.W. Kamphuis Coastal Eng. Theory and Practice

49. Integration Closer (physical) integration of cultures • Theory ↔ Practice • University Education ↔ Engineering • Physical ↔ Numerical Model (ing, ers) • Physical Laboratory Space J.W. Kamphuis Coastal Eng. Theory and Practice

50. (physical) integration of cultures Integration 1. Theory ↔ Practice : • As a profession, we must define exactly what we mean by these terms. • We must together define a prioritized agenda of research needs and update it regularly (forming a target for research). • We must find means to fund these vital priority research topics (e.g. lobby !). J.W. Kamphuis Coastal Eng. Theory and Practice