1. /FrontiersEEE 1 Civil Engineering Body of Knowledge: Status and Lessons Learned Stuart G. Walesh, Ph.D., P.E., Hon.M.ASCE Frontiers in Environmental Engineering Education January 8 – 10, 2007 Tempe, AZ

2. /FrontiersEEE 2 Today’s CE professional track: Professional practice and life-long learning Exam/ Licen. Tomorrow’s CE professional track: Exam/ Licen. More comprehensive Professional practice and life-long learning With specialty certification option BOK (Implicit) Bacc. Educ. Exper. BOK (Explicit) Bacc. Educ. M/30 Exper. ModifiedMore focused Master’s degree or approx. 30 credits

3. /FrontiersEEE 3 CHANGE!

4. /FrontiersEEE 4 TOPICS WHERE ARE WE? WHAT DID WE LEARN? RECAP 4 /FrontiersEEE

5. 5 5 TOPICS WHERE ARE WE? WHAT DID WE LEARN? RECAP /FrontiersEEE

6. 6 A profession’s foundation includes a body of knowledge Sources: See Huntington, 1975; Lawson, 2004 Profession 6 /FrontiersEEE Social responsibility Corporateness BOK

7. /FrontiersEEE 7 BOK is defined as: the knowledge, skills, and attitudes necessary to enter the practice of civil engineering at the professional level 7 /FrontiersEEE

8. 8 In the BIG picture, the CE BOK calls for: More fundamentals—math/science/ engineering science Maintaining technical breadth More breadth in humanities and social sciences Additional professional practice breadth Greater technical depth

9. /FrontiersEEE 9 The BOK consists of 26 outcomes Encourage accountability and creativity Discourage prescription Technical: 16 Professional: 10

10. /FrontiersEEE 10 Technical outcomes 1. Mathematics 2. Physics 3. Chemistry 4. Breadth in basic science 5. Mechanics 6. Materials 7. Breadth in civil engineering 8. Engineering tools 9. Engineering problem recognition and solving 10. Design 11. Experiments 12. Contemporary issues 13. Risk/uncertainty 14. Sustainability 15. Project management 16. Technical specialization

11. /FrontiersEEE 11 Professional outcomes 22. Business and public administration 23. Teamwork 24. Leadership 25. Life-long learning 26. Attitudes 17. Communication 18. History and heritage 19. Globalization 20. Professional and ethical responsibility 21. Public policy

12. /FrontiersEEE 12

13. /FrontiersEEE 13 How to define desired level of achievement ? Bloom’s Taxonomy

14. /FrontiersEEE 14 Bloom’s Taxonomy Level of achievement Illustrative verbs 6. Evaluation 5. Synthesis 4. Analysis 3. Application 2. Comprehension 1. Knowledge Critique, decide, judge Combine, create, plan Analyze, break down, subdivide Apply, conduct, solve Describe, discuss, explain Define, identify, list

15. /FrontiersEEE 15 Levels of achievement for outcomes 1. Mathematics 10. Design 2. Physics 3. Chemistry 4. Breadth in basic science 5. Mechanics 6. Materials 7. Breadth in civil engineering areas 8. Engineering tools 9. Engineering problem recog./sol. 11. Experiments 12. Contemporary issues 13. Risks/uncertainty 14. Sustainability 15. Project management 16. Technical specialization Technical OutcomeLevel of achievement 1 Know- ledge 2 Compre- hension 3 Appli- cation 4 Analy- sis 5 Synthe- sis 6 Evalu- ation

16. /FrontiersEEE 16 17. Communication 26. Attitudes 18. History and heritage 19. Globalization 20. Professional & ethical responsibility 21. Public policy 22. Business and public administration 23. Teamwork 24. Leadership 25. Life-long learning Professional OutcomeLevel of achievement 1 Know- ledge 2 Compre- hension 3 Appli- cation 4 Analy- sis 5 Synthe- sis 6 Evalu- ation

17. /FrontiersEEE 17 Allocation of responsibility for outcomes 1. Mathematics 10. Design 2. Physics 3. Chemistry 4. Breadth in basic science 5. Mechanics 6. Materials 7. Breadth in civil engineering areas 8. Engineering tools 9. Engineering problem recog./sol. 11. Experiments 12. Contemporary issues 13. Risks/uncertainty 14. Sustainability 15. Project management 16. Technical specialization Technical OutcomeLevel of achievement 1 Know- ledge 2 Compre- hension 3 Appli- cation 4 Analy- sis 5 Synthe- sis 6 Evalu- ation B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B B BE M/30 E E E E E

18. /FrontiersEEE 18 17. Communication 26. Attitudes 18. History and heritage 19. Globalization 20. Professional & ethical responsibility 21. Public policy 22. Business and public administration 23. Teamwork 24. Leadership 25. Life-long learning Professional OutcomeLevel of achievement 1 Know- ledge 2 Compre- hension 3 Appli- cation 4 Analy- sis 5 Synthe- sis 6 Evalu- ation B B B B B B B B B B B B B B B B B B B B B B B B B B B B B Key: Level of achievement fulfilled through the Bachelor’s Degree Level of achievement fulfilled through the Master’s Degree or approximately 30 credits Level of achievement fulfilled through pre-licensure experience B M/30 E EE E E E E E EE E

19. /FrontiersEEE 19 Outcome 10, Design Completion of BSCE, Level 5, Synthesis Design a system or process to meet desired needs, within realistic constraints such as economic, environmental, social, political, ethical, health and safety, constructability, and sustainability

20. /FrontiersEEE 20 Completion of experience, Level 6, Evaluation Evaluate the design of a complex system, component, or process and assess compliance with customary standards of practice, client’s needs, and relevant constraints. Outcome 10, Design

21. /FrontiersEEE 21 Example Rubric Outcome Title Level of cognitive achievement 1 Knowledge 2 Comprehension 3 Application 4 Analysis 5 Synthesis 6 Evaluation To enter the practice of civil engineering at the professional level, an individual must be able to demonstrate this level of achievement T e c h n i c a l O u t c o m e s 16 Technical specialization Define key aspects of advanced technical specialization appropriate to civil engineering (B) Explain key concepts and problem-solving processes in a traditional or emerging specialized technical area appropriate to civil engineering. (M/30) Apply specialized tools, technology or technologies to solve simple problems in a traditional or emerging specialized technical area of civil engineering. (M/30) Analyze a complex system or process in a traditional or emerging specialized technical area appropriate to civil engineering. (M/30) Design a complex system or process or create new knowledge or technologies in a traditional or emerging specialized technical area appropriate to civil engineering. (M/30) Evaluate the design of a complex system or process, or evaluate the validity of newly- created knowledge or technologies in a traditional or emerging advanced specialized technical area appropriate to civil engineering. (E)

22. /FrontiersEEE 22 Implications for: CE students and interns Faculty and practitioners

23. /FrontiersEEE 23 … and Others ?

24. /FrontiersEEE 24 “BOK cannot fit into today’s BSCE” CURRICULA – The BOK has been compared to existing curricula by curricula design partners

25. /FrontiersEEE 25 July 2006: CE Program Criteria approved by ABET EAC 2006-2007: Public review period Fall 2008: First visits under new criteria 2012: First graduates of undergrad programs accredited under new criteria 2016: First graduates of these programs seek licensure ACCREDITATION – 10 years needed for implementation

26. /FrontiersEEE 26 LICENSURE – NCEES approved “additional 30 credits” for Model Law at the September 2006 Annual Meeting

27. /FrontiersEEE 27 Today’s CE professional track: Professional practice and life-long learning Exam/ Licen. Tomorrow’s CE professional track: Exam/ Licen. More comprehensive Professional practice and life-long learning With specialty certification option BOK (Implicit) Bacc. Educ. Exper. BOK (Explicit) Bacc. Educ. M/30 Exper. ModifiedMore focused Master’s degree or approx. 30 credits

28. /FrontiersEEE 28 TOPICS WHERE ARE WE? WHAT DID WE LEARN? RECAP /FrontiersEEE

29. 29 Start CE BOK

30. /FrontiersEEE 30 Start CE BOK

31. /FrontiersEEE 31 1. Communicate-Communicate- Communicate Practitioners Faculty Corresponding Members Professional Societies Employers Students Individuals Licensing Boards Other Professions Accreditation Community

32. /FrontiersEEE 32 2. Get ducks in a row: organize for success

33. /FrontiersEEE 33 ASCE Board of Direction Committee on Academic Prerequisites for Professional Practice (CAP 3 ) Charge: Implement PS 465 BOKCurriculaAccreditationLicensureFulfillment and Validation Etc. Leadership/ Coordination/ Continuity Ad hoc

34. /FrontiersEEE 34 3. First things first

35. /FrontiersEEE 35 Entrusted by society to create a sustainable world and enhance the global quality of life, civil engineers serve competently, collaboratively, and ethically as master:  planners, designers, constructors, and operators of society’s economic and social engine, the built environment;  stewards of the natural environment and its resources;  innovators and integrators of ideas and technology across the public, private, and academic sectors;  managers of risk and uncertainty caused by natural events, accidents, and other threats; and  leaders in discussions and decisions shaping public environmental and infrastructure policy. Civil Engineering Vision

36. /FrontiersEEE 36 Model law Accreditation criteria Master Plan Example curricula Experience guidelines Example language Accredited programs State licensing rules B + 30 Guidelines Curricula Accreditation Licensure Policy 465 implemented in 55 jurisdictions Body of Knowledge (BOK) Fulfillment & Validation BOK

37. /FrontiersEEE 37 ASCE Policy 465 (Adopted by the BOD October 1998) The ASCE supports the concept of the Master’s degree as the First Professional Degree for the practice of civil engineering at a professional level

38. /FrontiersEEE 38 ASCE Policy 465 (Adopted by the BOD October 2001) The ASCE supports the concept of the Master’s degree or Equivalent as a prerequisite for licensure and the practice of civil engineering at a professional level

39. /FrontiersEEE 39 ASCE Policy 465 (Adopted by the BOD October 2004) The ASCE supports the attainment of a Body of Knowledge for entry into the practice of civil engineering at a professional level

40. /FrontiersEEE 40

41. /FrontiersEEE 41 Mann: 1918 Wickenden: 1928 Grinter: 1955 National Research Council: 1985 ASCE Education Conferences: 1974, 1979, 1985, 1990, 1995 Many papers, articles, and other documents from within and outside of civil engineering 4. Stand–respectfully and thankfully—on the shoulders of others Engineering the Future of CE (ASCE): 2001

42. /FrontiersEEE 42 5. Function inclusively and transparently Issue agendas and minutes Report activities Post documents on website Establish correspondent members Encourage e-mail discussions Invite opponents to join committees “Meet” anywhere with anyone

43. /FrontiersEEE 43 Awareness Understanding Commitment Action 6. Adopt a change model, such as:

44. /FrontiersEEE 44 AHHA! Awareness Head Action Heart

45. /FrontiersEEE 45 7. Persevere and practice principled compromise Resist lowest common denominator temptation Compromise on means, not the vision Expect complexity and setbacks

46. /FrontiersEEE 46 8. “Live” with ambiguity/iteration Ideal Actual BOK Accred. crit. Licensure Specialty certif. Specialty certif. Licensure Accred. crit. BOK

47. /FrontiersEEE 47 “…the exploding body of science and engineering knowledge cannot be accommodated within the context of the four-year baccalaureate degree.” 9. Recognize and act on serendipity

48. /FrontiersEEE 48 TOPICS WHERE ARE WE? WHAT DID WE LEARN? RECAP /FrontiersEEE

49. 49 Where are we? Reform underway BOK-centric Outcomes using Bloom Accreditation, curricula, licensure, and specialty certification are advancing

50. /FrontiersEEE 50 What did we learn? 1. C 3 2. Organize for success 3. First things first

51. /FrontiersEEE 51 4. Stand on the shoulders of others 5. Function inclusively and transparently 6. Adopt a change model

52. /FrontiersEEE 52 8. “Live” with ambiguity/iteration 9. Recognize and act on serendipity 7. Persevere and practice principled compromise

53. /FrontiersEEE 53 Questions Comments Critiques Stories Suggestions Ideas

54. /FrontiersEEE 54 Articles, Papers, Books, and Reports Aktan, A. E. and J. M. Roesset. 2006. “The Need for a Renaissance in Civil Engineering to Effectively Address Our Societal Concerns Related to Infrastructures,” presented at the CEE EDU Reform Workshop, Istanbul, Turkey. October 4 - 7, 2006. (Contrasts civil engineering with other engineering disciplines noting two differences. The first is “the disconnected manner in which their [civil engineers] products are planned, financed, designed, constructed, and operated” and the second is “over life cycles far exceeding those of manufactured systems.” Argues that continued “adjustments to the common 4-year curricula” are no longer realistic given the increasing complexity of interconnected “engineered, natural, and human systems.”) Anderson, R. O., J. S. Russell, and S. G. Walesh. 2006. “The Reformation of Civil Engineering Education in the United States,” presented at CEE EDU Reform Workshop, Istanbul, Turkey. October 4 - 7, 2006. (Provides a historic overview.) APPENDIX A: RESOURCES

55. /FrontiersEEE 55 ASCE. 1995. Summary Report – 1995 Civil Engineering Education Conference (CEEC ’95). ASCE Body of Knowledge Committee of the Task Committee on Academic Prerequisites for Professional Practice. 2004. Civil Engineering Body of Knowledge for the 21st Century. (Available on the ASCE website at http://www.asce.org/raisethebar.) ASCE Body of Knowledge Fulfillment and Validation Committee of the Committee on Academic Prerequisites for Professional Practice. 2005. Fulfillment and Validation of the Attainment of the Civil Engineering Body of Knowledge. (Available on the ASCE website at http://www.asce.org/raisethebar.) ASCE Committee on Academic Prerequisites for Professional Practice. 2004 – 2006, “Raise The Bar,” quarterly newsletter of CAP 3, (Available on the ASCE website at http://www.asce.org/raisethebar.) APPENDIX A: RESOURCES

56. /FrontiersEEE 56 ASCE Levels of Achievement Subcommittee of the Committee on Academic Prerequisites for Professional Practice. 2005. Levels of Achievement Applicable to the Body of Knowledge Required for Entry Into the Practice of Civil Engineering at the Professional Level, September. (Available on the ASCE website at http://www.asce.org/raisethebar.) ASCE Task Committee on the First Professional Degree. 2001. Engineering the Future of Civil Engineering, October 9. (Available on the ASCE website at http://www.asce.org/raisethebar.) ASCE Task Committee to Plan a Summit on the Future of the Civil Engineering Profession. 2007 (Draft). The Vision for Civil Engineering in 2005, January 5. (Available from Stu Walesh, editor, at stuwalesh@comcast.net.) APPENDIX A: RESOURCES

57. /FrontiersEEE 57 Baker, C. and H. Harclerode. 2006. “Strengthening the Education Leg of Licensure,” Licensure Exchange – NCEES, April. (Describes NCEES efforts to require additional education for licensure partly because engineering education is falling behind other professions in preparing students for practice.) Barnes, C. E. 2006. “Basic Education for Structural Engineers,” InFocus column, STRUCTURE Magazine, April, pp. 8-9. (Describes, using a table, the phase in, through 2010, of more structural courses and more structured experience. Includes MSCE and notes ASCE BOK. Takes a “backward” course name, course content, and “outcome objectives” approach. “Technical writing” is the only NT topic noted.) Bloom. B. S., Englehart, M. D., Furst. E. J., Hill, W. H. and Krathwohl, D. 1956. Taxonomy of Educational Objectives, the Classification of Educational Goals, Handbook I: Cognitive Domain. David McKay, New York, NY. APPENDIX A: RESOURCES

58. /FrontiersEEE 58 Gronlund, N. E. 1978. Stating Objectives for Classroom, Macmillan, New York, NY. Holly, Jr., F. M. 2006. “Should PE Licensure Require Education Beyond a BS Degree?,” August. (Summarizes recent NAE, NCEES, and ASCE studies and asks interested individuals to share their views with the Iowa Engineering and Land Surveying Examining Board.) Huntington, S. P. 1957. Soldier and the State, Harvard University Press, Cambridge, MA. Lawson, W. D. 2004. “Professionalism: The Golden Years,” Journal of Professional Issues In Engineering – ASCE, January, pp. 26 – 36. MIT Task Force on the Undergraduate Educational Commons. 2006. “Summary of the Report and Recommendations of the Task Force on the Undergraduate Educational Commons,” October. (Recommends shifts in science courses, shifts in H&SS courses, and expansion of international experiences. A fine tuning, course-oriented document; not reform.) APPENDIX A: RESOURCES

59. /FrontiersEEE 59 National Academy of Engineering. 2004. The Engineer of 2020: Visions of Engineering in the New Century, Washington, DC. National Academy of Engineering. 2005. Educating the Engineer of 2020: Adapting Engineering Education to the New Century, Washington, DC. National Academy of Engineering, the National Academy of Sciences, and the Institute of Medicine, 2006. Rising Above the Gathering Storm: Energizing America for a Brighter Future – Executive Summary, Washington, D.C. (Warns that the U.S. increasingly risks losing jobs to global competitors and advocates more mathematics, science, research, and innovation.) National Council of Examiners for Engineering and Surveying (NCEES). 2003. Report of the Engineering Licensure Qualifications Task Force (ELQTF), March. (Recommended that “…additional education (bachelor’s plus) be considered as a future prerequisite licensure as a professional engineer in a 10- to 15-year timeframe.”) APPENDIX A: RESOURCES

60. /FrontiersEEE 60 National Council of Examiners for Engineering and Surveying (NCEES). 2005. Interim Presentation of the Licensure Qualifications Oversight Group (LQOG). (Building on the 2003 ELQTF report, recommends additional engineering education and professional practice examination. The former is described as “Graduation with a BS degree from an engineering program of four or more years accredited by EAC/ABET, or equivalent, plus 30 additional credits from approved course providers in upper level undergraduate or graduate level course work in professional practice and/or technical topic areas…”) National Society of Professional Engineers. 2006. “ABET Accreditation Plans Go Global,” PE, May, p. 18. (Indicates that “engineering programs at foreign universities may soon be able to earn the same accreditation status as engineering programs at U.S. universities.” ABET will phase out substantial equivalency evaluations.) APPENDIX A: RESOURCES

61. /FrontiersEEE 61 National Society of Professional Engineers. 2006. PEs Share Their Outlook on the Profession, PE, August/September, (A 2006 survey of PEs revealed that 50% agreed or strongly agreed that education beyond the BS should be required for entry into the profession.) Russell, J. S., and C. N. Musselman. 2006. “Charting a Course for the Future,” PE, December 2006, pp. 26-33. Studt, T. 2006. “U.S. Engineering at Crossroads,” Editorial, R&D Magazine, p. 7. (Argues that lower compensation of engineers in other nations and their increasing capability will increase outsourcing to engineers in other nations. Expresses concern with complacency of U.S. engineers.) APPENDIX A: RESOURCES

62. /FrontiersEEE 62 APPENDIX A: RESOURCES Vest, C. M. 2006. “Educating Engineers for 2020 and Beyond,” NAE website, based on October 10, 2005 presentation at NAE Annual Meeting. (Describes where the U.S. was in 1990—as recorded elsewhere for broad use. Argues that “students are driven by passion, curiosity, engagement, and dreams,”—not by, or no longer by, technology. Asks if a “services science” might emerge. Fears U.S. complacency noting that science and engineering “rule” in Asia.) Walesh, S. G. 2006. “Body of Knowledge for Civil Engineers: Essential for Success in the International Arena,” 35 th International IGIP Symposium, Tallinn, Estonia, September.

63. /FrontiersEEE 63 Websites APPENDIX A: RESOURCES American Academy of Water Resources Engineers, (http://www.aawre.org/), click on “Requirements” and look for “Requirements for Certification,” which provides a detailed description of selection criteria. American Society of Civil Engineers, (http://www.asce.org/raisethebar). Click on “Professional Issues” and the “Body of Knowledge.” Provides PS 465 documents and the “Raise the Bar” newsletter. National Council of Examiners for Engineering and Surveying, (http://www.ncees.org/). Click on “NCEES studies of the licensure process” for access to the 2003 report of the Engineering Licensure Qualifications Task Force (ELQTF) and 2005 Interim Presentation of the Licensure Qualifications Oversight Group (LQOG). National Council of Structural Engineers Associations (NCSEA), (http://www.ncsea.com/).

64. /FrontiersEEE 64 APPENDIX B: RELEVANCE OF BOK Relevance of the Civil Engineering Body of Knowledge When well-crafted, a profession’s Body of Knowledge (BOK) speaks to all segments of the profession. While the messages may differ among the various segments of a profession, all can view the BOK as common ground. The BOK is a foundation on which a profession’s members study for and build careers, meet responsibilities, and pursue opportunities. So it is with the civil engineering BOK. Consider the relevance of the civil engineering BOK to various members of and stakeholders in the civil engineering community. The civil engineering BOK: offers prospective civil engineering students, and their parents and advisors, a glimpse of the importance of civil engineering and the breadth of opportunities offered to them.

65. /FrontiersEEE 65 APPENDIX B: RELEVANCE OF BOK assists civil engineering and other faculty in designing curricula, creating and improving courses, and teaching and counseling students. offers researchers ideas on future directions of civil engineering and related technical needs and defines the knowledge, skills, and attitudes that should be offered by students seeking to engage in research. provides current civil engineering students with a framework against which they can understand the purpose, measure the progress, and plan the completion of their studies. gives ABET leaders a basis for developing appropriate accreditation criteria. informs employers what they can expect in terms of basic knowledge, skills, and possibly attitudes possessed by civil engineering graduates.

66. /FrontiersEEE 66 APPENDIX B: RELEVANCE OF BOK suggests to employers their role, in partnership with individual civil engineers prior to licensure, in helping young civil engineers attain the levels of achievement needed to enter the practice of civil engineering at the professional level. provides licensing boards with confidence that the formal education and pre-licensure experience of civil engineers will meet the engineering profession’s responsibility to protect public safety, health, and welfare. encourages specialty certification boards to build on the pre- licensure BOK in defining their desired mastery level of achievement.