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R. Doug Hooton
Professor of Civil Engineering
University of Toronto |
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“When I have students perform experiments in labs, I have them follow standard test methods where appropriate. The students then get a sense of the need for standards in codes and specifications, which they will be using in their future careers as engineers.” |
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At what university and in what department do you teach? |
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I am a professor in the Department of Civil Engineering at the University of Toronto. |
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What is the nature of the courses you teach? |
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I teach Introductory Civil Engineering Materials; Advanced Concrete Technology; Chemistry of Cements and Concrete; Repair of Concrete Infrastructure; and Instrumentation Methods for Cement and Concrete Research. All of these courses attempt to show how chemical composition and mineralogy of materials affect physical structure and durability of concrete to aggressive environments.
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What year did you join ASTM International? In which committees are you active? Are you a committee officer? |
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I believe I joined ASTM in 1982 or 1983 when I was working in the research division of Ontario Hydro, a large electric power producer that used ASTM standards.
Over the past 25 years, I have been chair of several subcommittees within Committees C01 on Cement and C09 on Concrete and Concrete Aggregates and have served as both secretary and chairman of Committee C09. I also served on the Committee on Publications (COP) for 6 years. |
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What are some advantages of your participation in standards development? |
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I have been able to expand the impact of my (and my students) research into improving existing standards and developing new standards. |
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Do you incorporate standards, ASTM or otherwise, into your curriculum? If so, what types? How are they implemented (case studies, research, other)? What is the value of doing so? |
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Yes, I discuss the important role of standards in construction contracts as well as their limitations. When I have students perform experiments in labs, I have them follow standard test methods where appropriate. The students then get a sense of the need for standards in codes and specifications, which they will be using in their future careers as engineers. |
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Have you worked in industry, either past or currently? If so, in what capacity? What role did standards play in this experience? |
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Yes, I worked as a research engineer for one of the largest electric power producers (and large concrete user and concrete structure owner) in North America for almost 10 years, and I continue to consult in the cement and concrete industry. I worked with standards as part of the construction of nuclear power plants as well as maintenance and repair of existing structures and that led to my involvement with ASTM. In industry, using and complying with standards is paramount. |
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Have you been involved in research, either past or presently? If so, in what capacity? What role did standards play in this experience? |
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Yes, for the last 33 years – as a grad student, an industrial researcher and a professor. I use standards in all of my work, both to characterize the materials being used and to evaluate their performance. Use of standard methods where appropriate allows other researchers, as well as industry, to make better use of my findings. |
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What advantages do you see for students to have an understanding of standards and their development? |
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They need to develop an appreciation of the purpose and value of various types of standards, since the engineering profession is governed by such standards. |
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In your view, should a familiarity with standards be required for graduate-level education, particularly in engineering, law and business disciplines? Would this assist in gaining professional success? |
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Certainly, but this needs to be integrated into all of the various courses. I am not sure a separate course on standards (at least on the engineering materials side) would fly.
2007 |
