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Fulfilling the Civil Engineering Body of Knowledge

Fulfilling the Civil Engineering Body of Knowledge. 2009 ASCE National Department Heads Conference. BOK Educational Fulfillment Committee Committee on the Academic Prerequisites for Professional Practice (CAP^3). BOKEdFC Members.

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Fulfilling the Civil Engineering Body of Knowledge

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  1. Fulfilling the Civil Engineering Body of Knowledge 2009 ASCE National Department Heads Conference BOK Educational Fulfillment Committee Committee on the Academic Prerequisites for Professional Practice (CAP^3)

  2. BOKEdFC Members Kenneth Fridley, Chair The University of Alabama Kevin Hall, Vice-chair University of Arkansas James Alleman Iowa State University Jean-Pierre Bardet University of Southern California Jeffrey Evans Bucknell University Brett Gunnink Montana State University-Bozeman Debra Larson Northern Arizona University George List North Carolina State University Kenneth McManis University of Louisiana Roger Smith Texas A & M University Kevin Sutterer Rose-Hulman Institute of Technology

  3. Opening Thought “Our greatest obligation to our [future civil engineering professionals] is to prepare them to understand and to deal effectively with the world in which they will live and not with the world we have known or the world we would prefer to have.” - Grayson Kirk (1903-1997) Educator

  4. Our Profession and Our Vision 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 the built environment • stewards of the natural environment • integrators of ideas and technology • managers of risk and uncertainty • leaders in shaping policy 4 4

  5. BOK Vision Knowledge, skills, & attitudes necessary to enter into the practice of civil engineering at the professional level. 5 5

  6. Technical 5. Materials science 6. Mechanics 7. Experiments 8. Problem recognition & solving 9. Design 10. Sustainability 11. Contemporary issues &historical perspectives 12. Risk & uncertainty 13. Project management 14. Breadth in CE areas 15. Technical specialization Professional 16. Communication 17. Public policy 18. Business & public administration 19. Globalization 20. Leadership 21. Teamwork 22. Attitudes 23. Lifelong learning 24. Professional & ethical responsibility OUTCOMES Foundational 1. Mathematics 3. Humanities 2. Natural sciences 4. Social sciences

  7. Bloom’s Taxonomy assess, evaluate, … 6. Evaluation design, create, … 5. Synthesis analyze, formulate, … 4. Analysis apply, solve, … 3. Application explain, describe, … 2. Comprehension list, recite, define, … 1. Knowledge

  8. Levels of achievement 1 Knowledge 2 Comprehension 3 Application 4 Analysis 5 Synthesis 6 Evaluation B B B B B B B B B B B B B B B B B B B B B B B M/30 B B B M/30 B B B B B E B B B E B B B E B B B E Outcome title Foundational 1. Mathematics 2. Natural sciences 3. Humanities 4. Social sciences Technical 5. Materials science 6. Mechanics 7. Experiments 8. Problem recognition & solving 9. Design 10. Sustainability 11. Contemporary issues & historical perspectives 12. Risk & uncertainty

  9. Levels of achievement 1 Knowledge 2 Comprehension 3 Application 4 Analysis 5 Synthesis 6 Evaluation B B B E B B B B B M/30 M/30 M/30 M/30 E B B B B E B B E B B E B B B E B B B E B B B E B B E B B B E E B B B B E E Outcome title Technical (cont) 13. Project management 14. Breadth in CE areas 15. Technical specialization Professional 16. Communication 17. Public policy 18. Business & public admin. 19. Globalization 20. Leadership 21. Teamwork 22. Attitudes 23. Lifelong learning 24. Professional & ethical responsibility

  10. Paths to BOK Attainment Includesnon-traditional providers • Path #1 BABET+ MValidated& E • Path #2 BABET+ 30Validated& E • Path #3 B + MABET & E • Path #4 BABET + MABET& E

  11. Master Plan Primary Input Key Input NCEESModel Rules Laws/Rules of 56 Licensing Boards NCEESModel Law Comprehensive Aspirational B + “M or 30” Guidelines Curricula Experience Guidelines Accreditation Criteria Strategic Future-Focused Civil Engineering Body of Knowledge (BOK) Vision for Civil Engineering in 2025

  12. BOK Educational Fulfillment Committee (BOKEdFC) CHARGE • Create community of scholars interested in engineering educational reform. • Document curriculum changes from BOK1. • Identify possible curriculum changes consistent w/BOK2 – and document actual changes. • Pursue other activities in future related to BOK2. • Complete by 30 September 2009.

  13. Corresponding Members A Emin Aktan Drexel University Joan Al-Kazily California State U -- Sacramento Tomasz Arciszewski George Mason University Brock Barry Purdue University Brian Brenner Fay, Spofford & Thondike Donald Carpenter Lawrence Technological University Peter Carrato Bechtel Corporation Anirban De Manhattan College Michael Demetsky University of Virginia Charles Glagola University of Florida Francis Griggs Merrimack College Roger Hadgraft Melbourne School of Engineering Joseph Hanus United States Military Academy Ronald Harichandran Michigan State University

  14. Corresponding Members Merlin Kirschenman North Dakota State University Robert Knox University of Oklahoma Robert Mackey S2L Inc Paul McMullin Dunn Associates Zane Mitchell United States Air Force Academy Philip Parker Univ Of Wisconsin- Platteville James Plemmons The Citadel John Riester Virginia Military Institute Jerry Rogers University of Houston David Smith The University of Melbourne Robert Stokes Kansas State University Phillip Thompson Seattle University Dennis Truax Mississippi State Univ Ronald Welch University of Texas - Tyler Scott Yost University Of Kentucky

  15. Graphical Representation of BOK2 Outcome Rubric

  16. Graphical Representation of BOK2 Outcome Rubric

  17. Number of Programs Reporting All of the Outcome Fulfilled by All of their BS-Level Graduates

  18. Number of Programs Reporting All of the Outcome Fulfilled by All of their BS-Level Graduates

  19. Number of Programs Reporting Most or All of the Outcome Fulfilled by All of their BS-Level Graduates

  20. Number of Programs Reporting Most or All of the Outcome Fulfilled by All of their BS-Level Graduates

  21. Number of Programs Reporting All of the Outcome Fulfilled by All of their MS-Level Graduates Number of Programs Reporting Most or All of the Outcome Fulfilled by All of their MS-Level Graduates

  22. Areas of Concern: BOK2 30

  23. Current Activities Task groups organized to focus on identified outcomes of concern Provide background and discussion Address why programs may currently have difficulty addressing the outcome and LOA Provide case studies current approaches and other possible approaches Make recommendations for future consideration Goal – comprehensive report next year (e.g., ASEE 2010)

  24. Primary Input Key Input NCEESModel Rules Master Plan Laws/Rules of 56 Licensing Boards NCEESModel Law B + “M or 30” Guidelines Curricula Experience Guidelines Accreditation Criteria Civil Engineering Body of Knowledge (BOK) Vision for Civil Engineering in 2025

  25. OVERVIEW:BOK Experiential Fulfillment Committee (BOKExFC) • CHALLENGE – ALIGN EXPERIENTIAL OUTCOMES WITH THE -- • PRACTICAL REALITIES OF AN ENGINEER INTERN’S PRE-LICENSURE EXPERIENCE. • LICENSING PROCESS. • FOCUS – ON 15 (of the 24) BOK2 OUTCOMES WTH EXPERIENTIAL EXPECTATIONS.

  26. BOKExFC “PROBLEM” TO OVERCOME • ACCUMULATION & VALIDATION OF ACCEPTABLE EXPERIENCE IS A REQUIREMENT FOR LICENSURE. • EXPERIENCE REQUIREMENTS ARE: • POORLY ARTICULATED. • NON-UNIFORM ACROSS JURISDICTIONS. • GENERALLY LACKING IN STRUCTURE.

  27. BOKExFC -- CHARGE CAP 3 recruited practitioners from a diverse cross-section of the profession — especially individuals involved with the development of engineer interns (EI). Develop a stand-alone set of experience guidelines for the civil engineer intern – to include provisions for reporting, mentorship, assessment, and validation of the experiential outcomes.

  28. BOKExFC Members

  29. Corresponding Members

  30. Information and Knowledgeable Points of Contact • For more information visit the ASCE website • www.asce.org/raisethebar If you have questions or comments, please contact Jeff Russell 608.262.7244 russell@engr.wisc.edu Gerry Galloway 301.405.1341 gegallo@umd.edu Ken Fridley 205.348.3585 kfridley@eng.ua.edu Kevin Hall 479-575-8695kdhall@uark.edu Tom Lenox 800.548.2723 tlenox@asce.org www.asce.org/raisethebar

  31. Masters Level Accreditation ASCE National Department Heads Conference A Panel Discussion 39

  32. Masters Level Panelists J.P Mohsen University of Louisville Ron Welch University of Texas at Tyler Paul Westerhoff Arizona State University Ken Fridley University of Alabama

  33. ABET-EACBasic/Baccalaureate Level General Criteria Students Program Educational Objectives Program Outcomes and Assessment Professional Component Faculty Facilities Institutional Support Program Criteria

  34. The program must demonstrate that graduates can… Revised Basic-Level Criteria Fundamentals Math & Science • Apply knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of science, consistent with the program educational objectives; • Apply knowledge of four technical areas appropriate to civil engineering; • Conduct civil engineering experiments and analyze and interpret the resulting data; • Design a system, component, or process in more than one civil engineering context; • Explain basic concepts in management, business, public policy,andleadership; • Explain the importance of professional licensure. TechnicalBreadth ProfessionalPracticeBreadth

  35. ABET-EAC Advanced/Masters-Level Criteria* • Fulfill basic/baccalaureate-level general criteria • Fulfill program criteria appropriate to the advanced level specialization area • One year of study beyond the basic level • Apply advanced level knowledge in a specialized area of engineering related to the program area

  36. ABET SELF-STUDY REQUIREMENTS • Describe the procedure used to ensure that all graduates satisfy both the baccalaureate level and masters level criteria. Use Table 5-1 to list the course requirements of the masters level curriculum. • Demonstrate that graduates have an ability to apply advanced level knowledge in a specialized area of engineering related to the program area. Identify the specialized areas of engineering and the associated advanced level knowledge.

  37. ABET Engineering Criteria(degree requirements) B-CEABET M-CEABET and/or Masters-Level General Criteria Civil Engineering Program Criteria Civil Engineering Program Criteria Baccalaureate-Level General Criteria Baccalaureate-Level General Criteria

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