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Comments Requested for Draft Body of Knowledge (BOK)

Thank you for reviewing the ASCE's draft Body of Knowledge. We appreciate your thoughtful consideration and critical review of this work. In the context of ASCE Policy Statement 465, the Body of Knowledge is defined as the knowledge, skills and attitudes necessary to become a licensed professional civil engineer. TCAP^3 is engaging ASCE members and other interested professionals in defining this Body of Knowledge and is seeking comments from the professional community on the draft version Body of Knowledge.

The Body of Knowledge will provide direction for the future of civil engineering education and practice, and your comments about the draft report are important. The electronic comment form below begins with overview comments of the draft. Following the overview section, you can give specific comments on each of the 16 outcomes/commentaries. A PDF version of the Body of Knowledge draft report can be downloaded for easy reading. The comment period will close November 22, 2003.

Download the draft Body of Knowledge (pdf)

IMPORTANT- Use of this form should be limited to comments directly related to the Body of Knowledge.

For general inquiries regarding Policy Statement 465, please contact:
  • Stu Walesh [STUWALESH@aol.com], Chair of the Body of Knowledge Committee of Task Committee on Academic Prerequisites for Professional Practice
  • Jeff Russell [russell@engr.wisc.edu], Chair of the Task Committee on Academic Prerequisites for Professional Practice (TCAP^3)
  • Tom Lenox [tlenox@asce.org], ASCE Staff
  • Jim O'Brien [jobrien@asce.org], ASCE Staff


I. Overview Comments:
1. Are there any listed outcomes that you believe should not be in the civil engineering BOK? If yes, which & why?
2. Do the 16 listed outcomes listed in the BOK include all topics that should be included in the CE BOK? If no, what else?



3. If you are an educator, does this BOK provide an adequate framework to develop a curriculum? Why/Why not?



4. Which of these outcomes (or portions of which outcomes) should be covered in the 4 year baccalaureate program?



II. Specific Comments on Outcomes/Commentaries.

Please list specific and detailed comments below each listed outcome & commentary:
1. 1. an ability to apply knowledge of mathematics, science, and engineering. (ABET a)

    Commentary: The common technical core of mathematics, science, and engineering underlying the professional role of the civil engineer as the master integrator and technical leader includes most of the following: mathematics through differential equations, probability and statistics, calculus-based physics, biology, chemistry, ecology, geology/geomorphology, engineering economics, mechanics, material properties, systems, geo-spatial representation, and information technology. A technical core of knowledge and breadth of coverage in mathematics, science and civil engineering topics are stressed in this outcome. In imparting the common technical core, students should understand the fundamentals of several recognized major civil engineering areas. Increased emphasis on biological systems, ecology and sustainability is expected to occur in the 21st century.


2. 2. an ability to design and conduct experiments, as well as analyze and interpret data. (ABET b)

    Commentary: Civil engineers frequently design and conduct field and laboratory studies, gather data, create numerical and other models, and then analyze and interpret the results. Be able to do this in at least one of the major recognized civil engineering areas. Examples are traffic, geotechnical, and water quality investigations.


3. an ability to design a system, component, or process to meet desired needs. (ABET c)

    Commentary: Critical design methodology and process elements, include problem definition, scope, analysis, risk assessment, creativity, synthesizing alternatives, iteration, codes, safety, security and constructability, sustainability, and multiple objectives and various perspectives. Other important design or design procurement elements are bidding versus qualifications-based selection (QBS); estimating engineering costs; interaction between planning, design and construction; owner-engineer relationships; and life-cycle assessment. Understanding large-scale systems is important, including the need to integrate information, organizations, people, processes, and technology. Design experiences should be integrated throughout the professional component of the curriculum


4.an ability to function on multi-disciplinary teams. (ABET d)

    Commentary: Lead a design or other team as well as participate as a member of a team. Demonstrate an understanding of team formation and evolution, team dynamics, collaboration among diverse disciplines, problem solving, and time management. Foster and integrate diversity of perspectives, knowledge, and experience.


5. an ability to identify, formulate and solve engineering problems. (ABET e)

    Commentary: Assess situations in order to identify engineering problems, formulate alternatives and recommend feasible solutions.


6. . an understanding of professional and ethical responsibility. (ABET f)

    Commentary: Demonstrate an understanding of and a commitment to practice according to the seven Fundamental Canons of Ethics and the associated Guidelines to Practice Under the Fundamental Canons of Ethics.


7. an ability to communicate effectively.(ABET g)

    Commentary: Effective communication includes listening, observing, speaking, and writing and requires understanding of the fundamentals of interacting effectively with technical and nontechnical or lay individuals and audiences in a variety of settings. Be versatile with mathematics, graphics, the worldwide web and other communication tools.


8.the broad education necessary to understand the impact of engineering solutions in a global and societal context.(ABET h)

    Commentary: Appreciate, from historical and contemporary perspectives, culture, human and organizational behavior, aesthetics and ecology and their impacts on society. Include history and heritage of the civil engineering profession.


9.a recognition of the need for, and an ability to engage in life-long learning. (ABET i)

    Commentary: Life-long learning mechanisms available for personal and professional development include additional formal education, continuing education, professional practice experience, active involvement in professional societies, community service, coaching, mentoring, and other learning and growth activities.

    • Personal and professional development can include developing understanding of and competence in goal setting, personal time management, communication, delegation, personality types, networking, leadership, the socio-political process, and effecting change.
    • Professional development can, in addition to the preceding, include career management, increasing discipline knowledge, understanding business fundamentals, contributing to the profession, considering self-employment, achieving licensure and specialty certification, and additional graduate studies.


10.a knowledge of contemporary issues. (ABET j)

    Commentary: Appreciate the relationship of engineering to critical contemporary issues such as multicultural globalization of engineering practice; the growing diversity of society; and the technical, environmental, societal, political, legal, aesthetic, economic, and financial implications of engineering projects


11.. an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. (ABET k)

    Commentary: This includes the role and use of appropriate information technology, contemporary analysis and design methods, and applicable design codes and standards as practical problem-solving tools to complement knowledge of fundamental concepts. Also included is the ability to select the appropriate tools for solving different types and levels of problems.


12.. an ability to apply knowledge in a specialized area related to civil engineering.

    Commentary: For a professional civil engineer, specialized technical coursework (or the equivalent) is expected for this outcome. Examples of specialized technical areas that might be selected are environmental engineering, structural engineering, construction engineering and management, public works management, transportation engineering and water resources management. Civil engineering specializations in non-traditional or emerging fields such as ecological engineering are encouraged. Coursework in traditional Master of Business Administration (MBA) or Juris Doctorate programs would usually not fulfill this outcome, unless elective courses were used to emphasize a specialized technical area related to civil engineering. For example, an MBA program might include a sequence of specialized, technical courses emphasizing project management to fulfill this outcome. While both undergraduate and graduate education program structures include elements of breadth and depth, it is expected that the majority of graduate coursework would be devoted to a specialized, technical area.


13. an understanding of the elements of project management.

    Commentary: Project management essentials include project manager responsibilities, defining and meeting client requirements, risk assessment, and management stakeholder identification and involvement, contract negotiation, scope and deliverables, budget and schedule preparation and monitoring, and dispute resolution processes.


14. an understanding of business and public policy and administration fundamentals.

    Commentary: The professional civil engineer typically functions within both the public and private sectors which requires at least an understanding of business, public policy, and public administration fundamentals.

    • Important business fundamentals topics as typically applied in the private, government and non-profit sectors include legal forms of ownership, organizational structure and design, income statements, balance sheets, decision (engineering) economics, finance, marketing and sales, billable time, overhead, and profit.
    • Essential public policy and administration fundamentals include the political process, public policy, laws and regulations, funding mechanisms, public education and involvement, government-business interaction, and the public service responsibility of professionals.


15. an understanding of the elements of construction and asset management.

    Commentary: Efforts of the professional civil engineer often lead to construction of structures, facilities and systems which, in turn, must be operated and maintained.
    • Important construction elements are owner-engineer-contractor relationships; project delivery systems (e.g., design-bid-build, design-build); estimating construction costs; bidding by contractors; labor and labor management issues; and construction processes, methods, systems, equipment, planning, scheduling, safety, cost analysis and cost control.
    • Asset management seeks effective and efficient long-term ownership of capital facilities via systematic acquisition, operation, maintenance, preservation, replacement, and disposition. Goals include optimizing life-cycle performance, minimizing life-cycle costs, and achieving maximum stakeholder benefit. Tools and techniques include design innovations, new construction technologies, materials improvements, geo-mapping, database management, value assessment, performance models, web-based communication, and cost accounting. Introducing asset management recognizes that civil engineers, during their careers, are likely to be involved with some aspect of capital facilities management.


16. an understanding the role of the leader and leadership principles.

    Commentary: Leading, in the private and public arena, which differs from and complements managing, requires broad motivation, direction, and communication knowledge and skills. Attitudes generally accepted as being conducive to leadership include positiveness, persistence, curiosity, creativity, empathy, confidence, judgment, entrepreneurship, integration, and a service orientation. Desirable behaviors of leaders, which can be taught and learned, include earning trust, trusting others, formulating and articulating vision, communication, honesty and integrity, rational thinking, openness, consistency, commitment to organizational values, and discretion with sensitive information.


III. Closing Comments?
 
IV. Would you like to continue to participate in the process as a corresponding member of BOK-Curricula?     Yes     No
 
V. Personal Identification
Name:
Email:
Member Status:
* ASCE Member ID

[ Non-members enter "100903"]:
CE Specialty:
Age:
Gender:
Place of employment (Please state if retired):
Other info?
 
       



Thank you for your commitment to

Building the Future for The Civil Engineer.



    
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