Civil Engineering Body Of Knowledge For The 21st Century-PDF Free Download

Civil Engineering Body of Knowledge for the 21st Century

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CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY vii List of Figures Figure ES-1. Entry into the pr actice of civil engineering at the professional level requires fulfilling



ASCE and American Society of Civil Engineers Registered
in U S Patent and Trademark Office
American Society of Civil Engineers
1801 Alexander Bell Drive
Reston Virginia 20191 4400
www asce org
Copyright 2008 by the
American Society of Civil Engineers
All Rights Reserved
Manufactured in the United States of America
Library of Congress Cataloging in Publication Data
Civil engineering body of knowledge for the 21st century
preparing the civil engineer for the future prepared by the
Body of Knowledge Committee of the Committee on Aca
demic Prerequisites for Professional Practice 2nd ed
Includes bibliographical references and index
ISBN 13 978 0 7844 0965 7
ISBN 10 0 7844 0965 X
1 Civil engineering Study and teaching
Higher United States 2 Civil engineering Vocational
guidance United States I American Society of Civil Engi
neers Body of Knowledge Committee
T73 C538 2008
624 023 dc22
2007051364
List of Figures vii
List of Tables ix
Executive Summary 1
Body of Knowledge 1
Fulfilling the Body of Knowledge 2
Roles of Faculty Students Engineer Interns and Practitioners 4
The Next Steps 5
CHAPTER 1 Introduction 6
The Vision for Civil Engineering in 2025 6
ASCE Policy Statement 465 Emergence of the Body of Knowledge 8
Formation of and Charge to the Second Body of Knowledge Committee 10
Committee s Overall Approach 10
Note to the Reader 11
CHAPTER 2 Body of Knowledge Knowledge Skills
and Attitudes Necessary for Entry into
Professional Practice 12
Introduction 12
Bloom s Taxonomy 13
Outcomes Introduction 14
Outcomes Enhanced Clarity 15
CHAPTER 3 Fulfilling the Body of Knowledge 20
Introduction 20
Outcomes Paths to Fulfillment 21
Outcomes Rubric 23
Outcomes Explanations 26
Outcomes Validating Fulfillment 27
The Vision for Civil Engineering in 2025 and the Body of Knowledge
The Foundation of the Policy Statement 465 Master Plan 30
Other Ways the Body of Knowledge Could Be Used 36
CHAPTER 4 Guidance for Faculty Students Engineer
Interns and Practitioners 37
Introduction 37
Guidance for Faculty 38
Guidance for Students 46
Guidance for Engineer Interns 49
Guidance for Practitioners 54
Summary 59
CHAPTER 5 The Next Steps 60
CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY iii
Acknowledgments 63
APPENDIX A Abbreviations 64
APPENDIX B Glossary 67
APPENDIX C ASCE Policy 465 Emergence of the
Body of Knowledge 70
APPENDIX D Charge to the Body of Knowledge
Committee 73
Introduction 73
Committee Composition 75
Effort Expected of Committee Members 75
APPENDIX E Members and Corresponding Members
of the Body of Knowledge Committee 76
Members 76
Corresponding Members 77
ASCE Staff 80
Contributors to Special Tasks 80
APPENDIX F Bloom s Taxonomy 81
Level 1 Knowledge 81
Level 2 Comprehension 82
Level 3 Application 82
Level 4 Analysis 83
Level 5 Synthesis 84
Level 6 Evaluation 85
Cited Sources 85
APPENDIX G The Affective Domain of Bloom s Taxonomy 87
Overview 87
Bloom s Taxonomy 87
First Edition of the Body of Knowledge 88
The Levels of Achievement Report 89
The Curriculum Committee Report 91
Second Edition of the BOK 91
Conclusion Two Dimensional Outcomes 92
Example Affective Domain Rubrics 92
Commentary on Affective Domain Portions of the Example Rubrics 95
Recommendation for Future Work 96
Cited Sources 96
APPENDIX H Relationship of ABET BOK1 and BOK2
Outcomes 98
APPENDIX I Body of Knowledge Outcome Rubric 103
APPENDIX J Explanations of Outcomes 113
Introduction 113
iv CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
APPENDIX K Humanities and Social Sciences 153
Introduction 153
Liberal Learning in Civil Engineering Education 154
A Balanced Body of Knowledge 155
Foundational Outcomes in the Body of Knowledge 156
Cited Sources 156
APPENDIX L Sustainability 157
Overview 157
Civil Engineering and the Sustainability Commitment 157
Sustainability and the Body of Knowledge 159
Interdisciplinary Distinctive Competence Scope 159
The Rationale behind the Sustainability Rubric 160
Cited Sources 161
APPENDIX M Globalization 163
Introduction 163
Professional Practice 163
Infrastructure 164
Environment 164
Computer Tools and the Internet 164
Definitions of Globalization 164
Sources 166
APPENDIX N Public Policy 168
Cited Sources 170
APPENDIX O Attitudes 172
Findings of the First Body of Knowledge Committee 172
The Importance of Attitudes in the Engineering Profession
and Beyond 173
Attitudes or Abilities 173
Assessing Attitudes 174
Concluding Remarks 174
Cited Sources 175
APPENDIX P Notes 177
CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY v
List of Figures
Figure ES 1 Entry into the practice of civil engineering
at the professional level requires fulfilling
24 outcomes to the appropriate levels of
achievement 3
Figure 1 Implementation of Policy Statement 465
will improve the lifelong career of
tomorrow s civil engineer 9
Figure 2 Entry into the practice of civil engineering
at the professional level requires fulfilling
24 outcomes to the appropriate levels of
achievement 19
Figure 3 The BOK rubric integrates outcomes
levels of achievement formal education
and prelicensure experience 24
Figure 4 ASCE s master plan for implementing
Policy Statement 465 builds on the Vision
for Civil Engineering in 2025 and the body
of knowledge 31
Figure C 1 Implementation of Policy Statement 465
will improve the lifelong career of
tomorrow s civil engineer 71
Figure K 1 The future technical and professional
practice education of civil engineers is
supported on four foundational legs 156
CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY vii
List of Tables
Table 1 Entry into the practice of civil engineering
at the professional level requires fulfilling
24 outcomes to the various levels of
achievement 16
Table 2 Validation of path 1 to body of
knowledge fulfillment 29
Table 3 Validation of path 2 to body of
knowledge fulfillment 30
Table 4 Lowman s two dimensional model of
effective college teaching is based on
interpersonal rapport and intellectual
excitement 42
Table G 1 Levels and sublevels of achievement
in the affective domain 89
Table G 2 Illustrative affective domain objectives
excerpted from Krathwohl et al
Appendix A A Condensed Version
of the Affective Domain 90
Table G 3 Example rubric for a two dimensional
outcome communication 93
Table G 4 Example rubric for a two dimensional
outcome professional and ethical
responsibility 94
Table H 1 From the ABET program criteria
outcomes to BOK2 outcomes 101
Table H 2 From the BOK2 outcomes to the
ABET program criteria outcomes 102
CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY ix
Executive Summary
Destiny is not a matter of chance
it is a matter of choice
William Jennings Bryan American statesman
The manner in which civil engineering is practiced must The civil engineering pro
change That change is necessitated by such forces as global fession is proactively pre
ization sustainability requirements emerging technology paring for the future
and increased complexity with the corresponding need to
identify define and solve problems at the boundaries of tra
ditional disciplines As always within the civil engineering
profession change must be accomplished mindful of the
profession s primary concern for protecting public safety
health and welfare
The profession recognizes the need for change For example
in June 2006 the American Society of Civil Engineers
ASCE convened the Summit on the Future of Civil Engi
neering 2025 This gathering of civil engineering and other
leaders including international participants articulated a
global vision for the future of civil engineering The vision1
sees civil engineers as being entrusted by society as leaders
in creating a sustainable world and enhancing the global
quality of life
Body of Knowledge
Even before the 2006 summit the profession recognized the ASCE s Policy Statement
need for change Beginning in 1998 ASCE s Board of Direc 465 calls for attainment of
tion adopted refined and confirmed ASCE Policy State a body of knowledge for
ment PS 465 Academic Prerequisites for Licensure and entry into the practice of
Professional Practice 2 which supports the attainment civil engineering at the
of a body of knowledge BOK for entry into the practice of professional level
civil engineering at the professional level The policy
explains that this would be accomplished through the
adoption of appropriate engineering education and experi
ence requirements as a prerequisite for licensure PS 465
recognizes that the profession s principal means of changing
the way civil engineering is practiced lies in reforming the
CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY 1
manner in which tomorrow s civil engineers are pre
pared through education and early experience to enter
professional practice
The permanent board level Committee on Academic Pre
requisites for Professional Practice CAP3 is charged with
implementing PS 465 CAP3 developed an implementation
master plan of which the BOK is the foundation As one of
its actions CAP3 created a BOK committee which pub
lished the first BOK BOK1 in January 2004 In response to
the expanding use of BOK1 by various stakeholders and the
questions asked and suggestions offered as a result of that
use CAP3 formed the second BOK Committee in October
2005 This committee was asked to produce a second edition
of the BOK report in response to stakeholder input and
recent developments in engineering education and practice
The result is the refined BOK BOK2 presented in this
The BOK2 committee began its work by reviewing the 15
outcomes making up the core of BOK1 3 Also examined
were recent National Academy of Engineering reports 4 5
which aligned with BOK1 and other documents Outcomes
are the heart of the BOK because they define the knowledge
skills and attitudes necessary to enter the practice of civil
engineering at the professional level in the 21st century
The original BOK was Following careful deliberation the original set of 15 out
refined in response to comes was expanded to 24 outcomes organized into three
stakeholder input and categories foundational technical and professional The
recent developments in evolution from 15 to 24 outcomes further describes the
engineering education BOK Rather than add content the larger number of out
and practice comes add specificity and clarity See Appendix H for more
The committee adopted Bloom s Taxonomy which is widely
known and understood within the education community as
the means of describing the minimum cognitive levels of
achievement for each outcome Figure ES 1 presents the 24
outcomes and for each one the level of achievement that an
individual should demonstrate to enter the practice of civil
engineering at the professional level
Fulfilling the Body of Knowledge
The BOK will be fulfilled by According to PS 465 the BOK will be fulfilled by means of
a combination of educa formal education and experience that is a bachelor s
tion and experience degree plus a master s degree or approximately 30 semester
2 CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
Level of Achievement
1 2 3 4 5 6
and Title Compre
Knowledge hension Application Analysis Synthesis Evaluation
Foundational
1 Mathematics B B B
2 Natural sciences B B B
3 Humanities B B B
4 Social sciences B B B
5 Materials science B B B
6 Mechanics B B B B
7 Experiments B B B B M 30
8 Problem recognition and solving B B B M 30
9 Design B B B B B E
10 Sustainability B B B E
11 Contemp issues hist perspectives B B B E
12 Risk and uncertainty B B B E
13 Project management B B B E
14 Breadth in civil engineering areas B B B B
15 Technical specialization B M 30 M 30 M 30 M 30 E
Professional
16 Communication B B B B E
17 Public policy B B E
18 Business and public administration B B E
19 Globalization B B B E
20 Leadership B B B E
21 Teamwork B B B E
22 Attitudes B B E
23 Lifelong learning B B B E E
24 Professional and ethical responsibility B B B B E E
Key Portion of the BOK fulfilled through the bachelor s
Portion of the BOK fulfilled through the master s
degree or equivalent approximately 30 semester credits
of acceptable graduate level or upper level
undergraduate courses in a specialized technical area
and or professional practice area related to civil
engineering
Portion of the BOK fulfilled
through the prelicensure experience
Figure ES 1 Entry into the practice of civil engineering at the professional level
requires fulfilling 24 outcomes to the appropriate levels of achievement
CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY 3
credits and experience Two common fulfillment paths were
developed one involving an accredited bachelor s degree in
civil engineering followed by a master s degree or approxi
mately 30 semester credits of acceptable graduate level or
upper level undergraduate courses and the other using an
appropriate bachelor s degree followed by an accredited
master s degree
The roles of the bachelor s degree the master s degree or
approximately 30 credits and experience in fulfilling the
BOK are shown in Figure ES 1 A detailed version of the fig
ure known as an outcome rubric appears as Appendix I and
non prescriptive explanations for outcomes are presented in
Appendix J These two appendices are the heart of this
report The report presents two models for validating the
fulfillment of the BOK one for each of the two previously
mentioned common fulfillment paths
The refined BOK is the This report stresses the foundational role of the BOK in
foundation of the Policy implementing the PS 465 Master Plan noting how the CAP3
Statement 465 Master committee and its subcommittees build on BOK2 Also pre
Plan sented are ways the BOK could be used by prospective civil
engineering students high school counselors parents
employers and others
Roles of Faculty Students Engineer
Interns and Practitioners
This report offers guid PS 465 and the foundational BOK will reform the education
ance to BOK stakeholders and prelicensure experience of tomorrow s civil engineers
The resulting changes may raise concerns for some faculty
members students engineer interns and those practitioners
who recruit employ supervise coach or mentor engineer
interns Accordingly the BOK2 Committee invited various
accomplished professionals drawn from academia and prac
tice and from the private and public sectors to offer guidance
ideas Their input was used by the committee to create sepa
rate guidance for faculty students interns and practitioners
That guidance is offered in this report in the hope that it pro
vides useful insights and advice
4 CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
The Next Steps
The BOK2 Committee believes that this report will signifi The report concludes with
cantly assist with further implementation of ASCE PS 465 recommendation for
Accordingly the report concludes with implementation rec using the BOK to continue
ommendations for many stakeholders including the CAP3 implementation of ASCE
accreditation licensure educational fulfillment and experi Policy Statement 465
ence fulfillment committees university departments of civil
and environmental engineering employers of civil engi
neers civil engineering students and interns and other engi
neering disciplines and organizations
CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY 5


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