Education For Professional Practice
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Education for Professional Practice Get the Updated Body of Knowledge Here Civil Engineering Body of Knowledge for the 21st Century (2nd Edition -- 2008) (PDF download, file size 1.1 MB) ASCE released the Civil Engineering Body of Knowledge for the 21st Century, Second Edition (abbreviated as "BOK2") on February 19, 2008 at a special event at the National Academy of Engineering. We invite you to download a free copy of the Second Edition as a PDF file. You may also purchase a bound copy of the complete report from www.asce.org/bookstore/book.cfm?book=8241 Civil engineering is a demanding field that requires a broad knowledge base and combinations of skills to successfully practice as a professional. The purpose of BOK2 is to present the recommendations of the ASCE Body of Knowledge Committee regarding (1) WHAT are the knowledge, skills, and attitudes to enter into professional practice, (2) HOW can the BOK be fulfilled by tomorrow's aspiring engineers, and (3) WHO should guide the learning of the engineering student and engineer intern. BOK2 was developed in response to broad stakeholder feedback about the first edition (abbreviated BOK1), as well as the ideas expressed in ASCE's Vision for Civil Engineering in 2025. BOK2 includes two particularly substantive changes from BOK1: •
The number of outcomes was increased from 15 to 24. For the most part, this increase reflects the BOK2 authors' attempt to enhance clarity and specificity, rather than to increase the scope of the body of knowledge. Nonetheless, the BOK2 Outcomes do place increased emphasis on such topics as the natural sciences, the humanities, sustainability, globalization, public policy, risk, and uncertainty.
•
The BOK2 uses Bloom's Taxonomy as the basis for defining levels of achievement. The fundamental premise of Bloom's Taxonomy is that an educational objective can be referenced to a specific level of cognitive development through the verb used in the objective statement. The use of measurable, action-oriented verbs linked to levels of achievement is beneficial, in that the resulting outcome statements can be assessed more effectively and consistently.
Other ASCE Documents on Engineering Education •
Key Points About ASCE Policy Statement 465 (April 2008). This document provides a brief summary of the major issues related to the implementation of ASCE Policy Statement 465 "Academic Prerequisites for Licensure & Professional Practice." This document is regularly updated by the Committee on the Academic Prerequisites for Professional Practice (CAP3).
•
Frequently Asked Questions (Draft -- October 9, 2008). This document, composed by the Committee on the Academic Prerequisites for Professional Practice (CAP^3), provides the committee's views on several of the common questions asked by ASCE members and others interested in the "raise the bar" initiative. The responses to most of the questions are in two parts: (1) a short response and (2) a supplement to the short response (labeled "more"). This is a dynamic document – constantly being reviewed and refined by the authors.
•
The Vision for Civil Engineering in 2025 (June, 2007) A diverse group of civil engineering and other leaders, including international guests, gathered in June 2006 to actively participate in the Summit on the Future of Civil Engineering. Their purpose was to articulate an aspirational global vision for the future of civil engineering addressing all levels and facets of the civil engineering community. This is the report from that summit.
•
Paraprofessional Exploratory Task Committee Report (September 2008)The Paraprofessional Exploratory Task Committee (PETC), formed in the spring of 2008, was charged to study paraprofessionals in civil engineering and "identify issues that ASCE should address" related to their integration into civil engineering project teams and the civil engineering community as a whole. The PETC was also charged to establish a definition of the paraprofessional, examine examples of paraprofessionals in other professions, and provide examples of paraprofessionals working in civil engineering. The PETC completed its work and submitted a report to the ASCE Board of Direction in September 2008. The PETC identified five issues that ASCE should address. ASCE is currently considering how to proceed with the evaluation of these five issues in order to properly integrate paraprofessionals into civil engineering.
•
Experience Committee Report (July 5, 2007) At the request of the Committee on the Academic Prerequisites for Professional Practice (CAP^3), the "ASCE Experience Committee" was formed in February 2007 and asked to: (1) review existing experience guidelines, both national and international; (2) review experience guidelines for other professions; (3) study the pre-licensure experiential expectations in the draft Body of Knowledge Report; (4) define what constitutes progressive engineering experience; and (5) recommend subsequent courses of action and suggested charges for a proposed subsequent "BOK Experiential Fulfillment Committee." This final report of the Experience Committee of CAP^3 is available for download by the civil engineering community.
•
Curricula Committee Report (December 2006) This report documents the work and deliberations of the Curriculum Committee regarding the formal academic component of the civil engineering body of knowledge. Other aspects of that which are necessary to fulfill the BOK fulfillment were not addressed. Those aspects include structured professional practice necessary for licensure, licensure model law requiring higher levels of academic achievement and experience prior to licensure, and educational opportunities outside of formal education.
•
Levels of Achievement Applicable to the Body of Knowledge (September 2, 2005). The report recommends helpful changes to the definitions of the different levels of achievement used to define the Civil Engineering Body of Knowledge
(BOK) published in 2004 by the American Society of Civil Engineering (ASCE); see the first report at the very top of this page. The report recommends possible modifications to the BOK profile that integrates outcomes levels of achievement, formal education, and pre-licensure experience. •
Fulfillment & Validation of the Civil Engineering Body of Knowledge (April 2005). Distance learning could someday eclipse conventional on-campus programs as the most common means of attaining engineering education beyond the bachelor's degree. Others may choose to attain the Body of Knowledge (BOK) through a combination of campus-based education and courses offered by nontraditional providers. A critical challenge in including nontraditional approaches to acquiring the BOK is to ensure that the education provided by these organizations meets the standards of learning assessment, quality, and rigor found in accredited engineering programs at colleges and universities. This report (1) recommends means to validate the fulfillment of the BOK attained through alternative education providers such as corporate universities, public agencies, and professional societies and (2) explains how to describe, measure, and assess the quality of this type of education.
•
Engineering the Future of Civil Engineering (October 2001). Engineering the Future of Civil Engineering is a Report from the ASCE Task Committee on the First Professional Degree. This Task Committee worked to "develop a vision of full realization of ASCE Policy 465 (regarding the first professional degree) and a strategy for achieving this vision." The report identifies that the requisite body of specialized knowledge required to practice as a professional civil engineer is best obtained through a combination of an engineering baccalaureate degree and a master's degree or equivalent.
Draft Accreditation Documents Supporting Attainment of the Body of Knowledge •
Program Criteria for Civil and Similarly Named Engineering Programs (As of January 2008). These criteria were approved by the Board of Directors of ABET, Inc [on second reading] at their meeting on November 3, 2007. These criteria are effective for evaluations occurring beginning during the 2008-2009 Accreditation Cycle. This document also includes the new General Criteria for Master Level Programs -- and frequently asked questions related to these criteria.
•
Commentary on ABET Engineering Criteria for Civil and Similarly Named Programs -- Version 3.4 (Draft as of May 10, 2007). The purpose of this document is to provide commentary on the ABET/EAC "Criteria for Civil and Similarly Named Engineering Programs" in the context of the ASCE Civil Engineering Body of Knowledge (BOK). More specifically, the Commentary is intended to: (1) provide civil engineering program evaluators with guidlines for applying the ABET/EAC Criteria in a civil engineering context; and (2) provide civil engineering faculty members with recommended measures -- above and beyond the criteria -- that will ensure full, implementation of the BOK.
ABET Makes Historic Change to Enable Innovative Graduate Programs After more than 50 years, there is no longer a ban on dual-level accreditation of engineering programs. In a significant positive development for ASCE's "raise the bar" initiative, the ABET Board of Directors voted to remove the prohibition in their meeting over the weekend of March 29th. The ban kept engineering programs in a given discipline at the same university from being accredited at both the baccalaureate and the master's level. What does the lifting of this prohibition mean to our long-term effort to implement the Body of Knowledge and ASCE Policy 465? It opens up multiple practical paths to the fulfillment and validation of the civil engineering higher educational standard. And, five to 15 years from now, ASCE hopes that more universities (by their own choice) will offer ABET-accredited practice-oriented master's degrees that better prepare the engineering practitioners and leaders of tomorrow. Led by ASCE, a multi-disciplinary team has been working for several years to remove this obstacle to program flexibility and innovation. Phil Borrowman, one of ASCE's three appointees to the ABET Board of Directors, has been a key leader of the team to "remove the prohibition." The ABET Board of Directors and the ABET leadership are to be congratulated on their historic decision. For more information, see the Frequently Asked Questions or contact Jeff Russell ([email protected]; 608-262-7244) or Tom Lenox ([email protected]; 703-295-6191).
"Raise The Bar" Newsletter •
Newsletter Vol5 No2 10-20-08 (PDF)
•
Newsletter Vol5 No1 04-15-08 (PDF)
•
Newsletter Vol4 No4 12-30-07 (PDF)
•
Newsletter Vol4 No3 09-13-07 (PDF)
•
Newsletter Vol4 No2 06-01-07 (PDF)
•
Newsletter Vol4 No1 03-08-07 (PDF)
•
Newsletter Vol3 No4 12-16-06 (PDF)
•
Newsletter Vol3 No3 09-06-06 (PDF)
•
Newsletter Vol3 No2 06-13-06 (PDF)
•
Newsletter Vol3 No1 03-08-06 (PDF)
•
Newsletter Vol2 No4 11-28-05 (PDF)
•
Newsletter Vol2 No3 08-30-05 (PDF)
•
Newsletter Vol2 No2 06-07-05 (PDF)
•
Newsletter Vol2 No1 03-21-05 (PDF)
•
Newsletter Vol1 No4 12-24-04 (PDF)
•
Newsletter Vol1 No3 09-18-04 (PDF)
•
Newsletter Vol1 No2 06-29-04 (PDF)
•
Newsletter Vol1 No1 03-22-04 (PDF)
Journal of Professional Issues in Engineering Education and Practice The Journal of Professional Issues in Engineering Education and Practice presents issues of broad professional interest and diverse views of engineering education and professional practice. Papers examine the relationships between civil engineering and other disciplines and professions, with emphasis on the engineer's obligations and responsibilities.
Accreditation Accreditation is the process used to assure quality in education and training. In the U.S., accreditation of civil engineering programs is a voluntary process conducted by the ABET, Inc. (formerly the Accreditation Board for Engineering and Technology). Possession of an ABET, Inc. accredited civil engineering baccalaureate degree is normally the first step in obtaining a license to practice civil engineering as a professional. Accreditation is often confused with other credentials such as licensure or certification. Individuals are generally licensed or certified as possessing certain skills or training. Programs (not individuals) are accredited. More information on accreditation of engineering programs can be found at the ABET, Inc. Frequently Asked Questions page.
ASCE Education Related Policy •
Academic Prerequisites for Licensure and Professional Practice (PS 465)
•
Educational and Training Needs of Government Engineers (PS 394)
•
All ASCE Policy Statements
For questions or more information about ASCE's Professional Issues please contact [email protected]
The number of outcomes was increased from 15 to 24. For the most part, this increase reflects the BOK2 authors' attempt to enhance clarity and specificity, rather than to increase the scope of the body of knowledge. Nonetheless, the BOK2 Outcomes do place increased emphasis on such topics as the natural sciences, the humanities, sustainability, globalization, public policy, risk, and uncertainty.
•
The BOK2 uses Bloom's Taxonomy as the basis for defining levels of achievement. The fundamental premise of Bloom's Taxonomy is that an educational objective can be referenced to a specific level of cognitive development through the verb used in the objective statement. The use of measurable, action-oriented verbs linked to levels of achievement is beneficial, in that the resulting outcome statements can be assessed more effectively and consistently.
Other ASCE Documents on Engineering Education •
Key Points About ASCE Policy Statement 465 (April 2008). This document provides a brief summary of the major issues related to the implementation of ASCE Policy Statement 465 "Academic Prerequisites for Licensure & Professional Practice." This document is regularly updated by the Committee on the Academic Prerequisites for Professional Practice (CAP3).
•
Frequently Asked Questions (Draft -- October 9, 2008). This document, composed by the Committee on the Academic Prerequisites for Professional Practice (CAP^3), provides the committee's views on several of the common questions asked by ASCE members and others interested in the "raise the bar" initiative. The responses to most of the questions are in two parts: (1) a short response and (2) a supplement to the short response (labeled "more"). This is a dynamic document – constantly being reviewed and refined by the authors.
•
The Vision for Civil Engineering in 2025 (June, 2007) A diverse group of civil engineering and other leaders, including international guests, gathered in June 2006 to actively participate in the Summit on the Future of Civil Engineering. Their purpose was to articulate an aspirational global vision for the future of civil engineering addressing all levels and facets of the civil engineering community. This is the report from that summit.
•
Paraprofessional Exploratory Task Committee Report (September 2008)The Paraprofessional Exploratory Task Committee (PETC), formed in the spring of 2008, was charged to study paraprofessionals in civil engineering and "identify issues that ASCE should address" related to their integration into civil engineering project teams and the civil engineering community as a whole. The PETC was also charged to establish a definition of the paraprofessional, examine examples of paraprofessionals in other professions, and provide examples of paraprofessionals working in civil engineering. The PETC completed its work and submitted a report to the ASCE Board of Direction in September 2008. The PETC identified five issues that ASCE should address. ASCE is currently considering how to proceed with the evaluation of these five issues in order to properly integrate paraprofessionals into civil engineering.
•
Experience Committee Report (July 5, 2007) At the request of the Committee on the Academic Prerequisites for Professional Practice (CAP^3), the "ASCE Experience Committee" was formed in February 2007 and asked to: (1) review existing experience guidelines, both national and international; (2) review experience guidelines for other professions; (3) study the pre-licensure experiential expectations in the draft Body of Knowledge Report; (4) define what constitutes progressive engineering experience; and (5) recommend subsequent courses of action and suggested charges for a proposed subsequent "BOK Experiential Fulfillment Committee." This final report of the Experience Committee of CAP^3 is available for download by the civil engineering community.
•
Curricula Committee Report (December 2006) This report documents the work and deliberations of the Curriculum Committee regarding the formal academic component of the civil engineering body of knowledge. Other aspects of that which are necessary to fulfill the BOK fulfillment were not addressed. Those aspects include structured professional practice necessary for licensure, licensure model law requiring higher levels of academic achievement and experience prior to licensure, and educational opportunities outside of formal education.
•
Levels of Achievement Applicable to the Body of Knowledge (September 2, 2005). The report recommends helpful changes to the definitions of the different levels of achievement used to define the Civil Engineering Body of Knowledge
(BOK) published in 2004 by the American Society of Civil Engineering (ASCE); see the first report at the very top of this page. The report recommends possible modifications to the BOK profile that integrates outcomes levels of achievement, formal education, and pre-licensure experience. •
Fulfillment & Validation of the Civil Engineering Body of Knowledge (April 2005). Distance learning could someday eclipse conventional on-campus programs as the most common means of attaining engineering education beyond the bachelor's degree. Others may choose to attain the Body of Knowledge (BOK) through a combination of campus-based education and courses offered by nontraditional providers. A critical challenge in including nontraditional approaches to acquiring the BOK is to ensure that the education provided by these organizations meets the standards of learning assessment, quality, and rigor found in accredited engineering programs at colleges and universities. This report (1) recommends means to validate the fulfillment of the BOK attained through alternative education providers such as corporate universities, public agencies, and professional societies and (2) explains how to describe, measure, and assess the quality of this type of education.
•
Engineering the Future of Civil Engineering (October 2001). Engineering the Future of Civil Engineering is a Report from the ASCE Task Committee on the First Professional Degree. This Task Committee worked to "develop a vision of full realization of ASCE Policy 465 (regarding the first professional degree) and a strategy for achieving this vision." The report identifies that the requisite body of specialized knowledge required to practice as a professional civil engineer is best obtained through a combination of an engineering baccalaureate degree and a master's degree or equivalent.
Draft Accreditation Documents Supporting Attainment of the Body of Knowledge •
Program Criteria for Civil and Similarly Named Engineering Programs (As of January 2008). These criteria were approved by the Board of Directors of ABET, Inc [on second reading] at their meeting on November 3, 2007. These criteria are effective for evaluations occurring beginning during the 2008-2009 Accreditation Cycle. This document also includes the new General Criteria for Master Level Programs -- and frequently asked questions related to these criteria.
•
Commentary on ABET Engineering Criteria for Civil and Similarly Named Programs -- Version 3.4 (Draft as of May 10, 2007). The purpose of this document is to provide commentary on the ABET/EAC "Criteria for Civil and Similarly Named Engineering Programs" in the context of the ASCE Civil Engineering Body of Knowledge (BOK). More specifically, the Commentary is intended to: (1) provide civil engineering program evaluators with guidlines for applying the ABET/EAC Criteria in a civil engineering context; and (2) provide civil engineering faculty members with recommended measures -- above and beyond the criteria -- that will ensure full, implementation of the BOK.
ABET Makes Historic Change to Enable Innovative Graduate Programs After more than 50 years, there is no longer a ban on dual-level accreditation of engineering programs. In a significant positive development for ASCE's "raise the bar" initiative, the ABET Board of Directors voted to remove the prohibition in their meeting over the weekend of March 29th. The ban kept engineering programs in a given discipline at the same university from being accredited at both the baccalaureate and the master's level. What does the lifting of this prohibition mean to our long-term effort to implement the Body of Knowledge and ASCE Policy 465? It opens up multiple practical paths to the fulfillment and validation of the civil engineering higher educational standard. And, five to 15 years from now, ASCE hopes that more universities (by their own choice) will offer ABET-accredited practice-oriented master's degrees that better prepare the engineering practitioners and leaders of tomorrow. Led by ASCE, a multi-disciplinary team has been working for several years to remove this obstacle to program flexibility and innovation. Phil Borrowman, one of ASCE's three appointees to the ABET Board of Directors, has been a key leader of the team to "remove the prohibition." The ABET Board of Directors and the ABET leadership are to be congratulated on their historic decision. For more information, see the Frequently Asked Questions or contact Jeff Russell ([email protected]; 608-262-7244) or Tom Lenox ([email protected]; 703-295-6191).
"Raise The Bar" Newsletter •
Newsletter Vol5 No2 10-20-08 (PDF)
•
Newsletter Vol5 No1 04-15-08 (PDF)
•
Newsletter Vol4 No4 12-30-07 (PDF)
•
Newsletter Vol4 No3 09-13-07 (PDF)
•
Newsletter Vol4 No2 06-01-07 (PDF)
•
Newsletter Vol4 No1 03-08-07 (PDF)
•
Newsletter Vol3 No4 12-16-06 (PDF)
•
Newsletter Vol3 No3 09-06-06 (PDF)
•
Newsletter Vol3 No2 06-13-06 (PDF)
•
Newsletter Vol3 No1 03-08-06 (PDF)
•
Newsletter Vol2 No4 11-28-05 (PDF)
•
Newsletter Vol2 No3 08-30-05 (PDF)
•
Newsletter Vol2 No2 06-07-05 (PDF)
•
Newsletter Vol2 No1 03-21-05 (PDF)
•
Newsletter Vol1 No4 12-24-04 (PDF)
•
Newsletter Vol1 No3 09-18-04 (PDF)
•
Newsletter Vol1 No2 06-29-04 (PDF)
•
Newsletter Vol1 No1 03-22-04 (PDF)
Journal of Professional Issues in Engineering Education and Practice The Journal of Professional Issues in Engineering Education and Practice presents issues of broad professional interest and diverse views of engineering education and professional practice. Papers examine the relationships between civil engineering and other disciplines and professions, with emphasis on the engineer's obligations and responsibilities.
Accreditation Accreditation is the process used to assure quality in education and training. In the U.S., accreditation of civil engineering programs is a voluntary process conducted by the ABET, Inc. (formerly the Accreditation Board for Engineering and Technology). Possession of an ABET, Inc. accredited civil engineering baccalaureate degree is normally the first step in obtaining a license to practice civil engineering as a professional. Accreditation is often confused with other credentials such as licensure or certification. Individuals are generally licensed or certified as possessing certain skills or training. Programs (not individuals) are accredited. More information on accreditation of engineering programs can be found at the ABET, Inc. Frequently Asked Questions page.
ASCE Education Related Policy •
Academic Prerequisites for Licensure and Professional Practice (PS 465)
•
Educational and Training Needs of Government Engineers (PS 394)
•
All ASCE Policy Statements
For questions or more information about ASCE's Professional Issues please contact [email protected]
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