Transcript BOD Orientation - American Society of Civil Engineers

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)
1
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
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
3
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
Vision
BOK
Knowledge, skills,
& attitudes
necessary to
enter into the
practice of civil
engineering at
the professional
level.
5
Technical
5.
6.
7.
8.
9.
10.
11.
Materials science
Mechanics
Experiments
Problem recognition & solving
Design
Sustainability
Contemporary issues &
historical perspectives
Risk & uncertainty
Project management
Breadth in CE areas
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
12.
13.
14.
15.
Foundational
1. Mathematics
2. Natural sciences
3. Humanities
4. Social sciences
7
Bloom’s Taxonomy
6. Evaluation
assess, evaluate, …
5. Synthesis
design, create, …
4. Analysis
analyze, formulate, …
3. Application
apply, solve, …
2. Comprehension
explain, describe, …
1. Knowledge
list, recite, define, …
8
Levels of achievement
1
2
3
4
5
6
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
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
8. Problem recognition & solving
B
B
B
M/30
9. Design
B
B
B
B
10. Sustainability
B
B
B
E
11. Contemporary issues &
historical perspectives
B
B
B
E
12. Risk & uncertainty
B
B
B
E
Outcome title
Foundational
Technical
M/30
B
E
9
Levels of achievement
1
2
3
4
5
6
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
13. Project management
B
B
B
E
14. Breadth in CE areas
B
B
B
B
15. Technical specialization
B
M/30
M/30
M/30
M/30
E
16. Communication
B
B
B
B
E
17. Public policy
B
B
E
18. Business & public admin.
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 & ethical
responsibility
B
B
B
B
E
Outcome title
Technical (cont)
Professional
E
10
Paths to BOK Attainment
Includes non-traditional providers
ABET
Validated
Path
#1
B + M
&E
ABET
Path
B +#2 30 & E
ABET
Path
B #3
+ M &E
ABET
ABET
Path
B #4
+ M
&E
Validated
12
Master Plan
Primary Input
Key Input
NCEES
Model
Rules
Laws/Rules of 56
Licensing Boards
NCEES
Model
Law
Comprehensive
Aspirational
B + “M or 30”
Guidelines
Accreditation
Criteria
Curricula
Experience
Guidelines
Strategic
Future-Focused
Civil Engineering Body of Knowledge (BOK)
Vision for Civil Engineering in 2025
13
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.
14
Corresponding Members
A Emin Aktan
Joan Al-Kazily
Tomasz Arciszewski
Brock Barry
Brian Brenner
Donald Carpenter
Peter Carrato
Anirban De
Michael Demetsky
Charles Glagola
Francis Griggs
Roger Hadgraft
Joseph Hanus
Ronald Harichandran
Drexel University
California State U -- Sacramento
George Mason University
Purdue University
Fay, Spofford & Thondike
Lawrence Technological University
Bechtel Corporation
Manhattan College
University of Virginia
University of Florida
Merrimack College
Melbourne School of Engineering
United States Military Academy
Michigan State University
Corresponding Members
Merlin Kirschenman
Robert Knox
Robert Mackey
Paul McMullin
Zane Mitchell
Philip Parker
James Plemmons
John Riester
Jerry Rogers
David Smith
Robert Stokes
Phillip Thompson
Dennis Truax
Ronald Welch
Scott Yost
North Dakota State University
University of Oklahoma
S2L Inc
Dunn Associates
United States Air Force Academy
Univ Of Wisconsin- Platteville
The Citadel
Virginia Military Institute
University of Houston
The University of Melbourne
Kansas State University
Seattle University
Mississippi State Univ
University of Texas - Tyler
University Of Kentucky
Graphical Representation of
BOK2 Outcome Rubric
OUTCOME
1
2
3
4
OUTCOME TITLE
Mathematics
Natural Sciences
Humanities
Social Sciences
1
B
B
B
B
5
6
7
8
9
10
11
12
13
14
15
Material Science
Mechanics
Experiments
Problem Recognition/Solving
Design
Sustainability
Contemporary Issues/History
Risk & Uncertainty
Project Management
Breadth in CE
Tech Specialization
B
B
B
B
B
B
B
B
B
B
B
LEVEL OF ACHIEVEMENT
2
3
4
5
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
M/30
B
B
B
B
B
B
B
B
B
B
M/30
B
B
M/30
B
E
E
E
E
B
M/30
6
M/30
B
E
M/30
E
23
Graphical Representation of
BOK2 Outcome Rubric
OUTCOME
16
17
18
19
20
21
22
23
24
OUTCOME TITLE
Communication
Public Policy
Business & Public Admin
Globalization
Leadership
Teamwork
Attitudes
Lifelong Learning
Professional & Ethics
1
B
B
B
B
B
B
B
B
B
LEVEL OF ACHIEVEMENT
2
3
4
5
B
B
B
E
B
E
B
E
B
B
E
B
B
E
B
B
E
B
E
B
B
E
E
B
B
B
E
6
E
24
Number of Programs Reporting All of the Outcome
Fulfilled by All of their BS-Level Graduates
OUTCOME
1
2
3
4
OUTCOME TITLE
Mathematics
Natural Sciences
Humanities
Social Sciences
5
6
7
8
9
10
11
12
13
14
15
Material Science
Mechanics
Experiments
Problem Recognition/Solving
Design
Sustainability
Contemporary Issues/History
Risk & Uncertainty
Project Management
Breadth in CE
Tech Specialization
1
LEVEL OF ACHIEVEMENT
2
3
4
5
6
10
10
9
2
0
0
10
10
9
2
0
0
6
5
3
2
0
0
7
4
2
1
0
0
9
7
5
2
0
0
10
9
9
7
0
0
9
9
9
8
2
0
10
9
9
2
1
0
9
10
9
8
7
0
6
3
2
2
0
0
7
3
2
1
0
0
7
3
2
1
0
0
9
9
6
0
0
0
10
10
9
9
0
0
9
7
5
3
0
0
25
Number of Programs Reporting All of the Outcome
Fulfilled by All of their BS-Level Graduates
OUTCOME
16
17
18
19
20
21
22
23
24
OUTCOME TITLE
Communication
Public Policy
Business & Public Admin
Globalization
Leadership
Teamwork
Attitudes
Lifelong Learning
Professional & Ethics
1
LEVEL OF ACHIEVEMENT
2
3
4
5
6
10
10
8
8
2
0
5
4
0
0
0
0
7
4
0
0
0
0
5
3
1
0
0
0
9
7
4
0
0
0
9
8
7
2
0
1
7
7
0
0
0
0
10
10
9
0
0
0
10
10
7
5
0
0
26
Number of Programs Reporting Most or All of the
Outcome Fulfilled by All of their
BS-Level Graduates
OUTCOME
1
2
3
4
OUTCOME TITLE
Mathematics
Natural Sciences
Humanities
Social Sciences
5
6
7
8
9
10
11
12
13
14
15
Material Science
Mechanics
Experiments
Problem Recognition/Solving
Design
Sustainability
Contemp Issues/History
Risk & Uncertainty
Proj Management
Breadth in CE
Tech Specialization
1
LEVEL OF ACHIEVEMENT
2
3
4
5
6
10
10
10
3
0
0
10
10
10
4
0
0
10
7
5
4
0
0
10
7
5
2
0
0
9
8
6
3
0
0
10
10
10
9
0
0
10
10
10
9
4
0
10
10
10
4
2
1
9
10
10
10
9
1
7
4
3
2
0
0
9
7
6
1
1
0
8
5
5
1
0
0
9
9
8
2
1
0
10
10
10
9
0
0
9
7
6
4
1
0
27
Number of Programs Reporting Most or All of the
Outcome Fulfilled by All of their
BS-Level Graduates
OUTCOME
16
17
18
19
20
21
22
23
24
OUTCOME TITLE
Communication
Public Policy
Business & Public Admin
Globalization
Leadership
Teamwork
Attitudes
Lifelong Learning
Professional & Ethics
1
LEVEL OF ACHIEVEMENT
2
3
4
5
6
10
10
10
10
3
1
8
4
1
0
0
0
8
6
1
0
0
0
6
6
4
1
0
0
9
9
5
0
0
0
10
10
10
5
0
1
7
7
4
0
0
0
10
10
10
3
0
0
10
10
10
9
0
0
28
Number of Programs Reporting All of the Outcome
Fulfilled by All of their MS-Level Graduates
LEVEL OF ACHIEVEMENT
OUTCOME
7
OUTCOME TITLE
Experiments
8
Problem Recognition/Solving
12
Technical Specialization
1
2
3
4
5
6
4
6
9
9
9
5
Number of Programs Reporting Most or All of the
Outcome Fulfilled by All of their
MS-Level Graduates
OUTCOME
OUTCOME TITLE
7
8
Experiments
Problem Recognition/Solving
12
Technical Specialization
1
LEVEL OF ACHIEVEMENT
2
3
4
5
6
7
9
9
9
9
9
29
Areas of Concern: BOK2
3
Humanities
4
Social Sciences
5
Material Science
10
Sustainability
11
Contemporary Issues & History
12
Risk and Uncertainty
17
Public Policy
18
Business & Public Administration
19
Globalization
20
Leadership
24
Professional & Ethical Responsibility
30
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)
31
Master Plan
Primary Input
Key Input
NCEES
Model
Rules
NCEES
Model
Law
B + “M or 30”
Guidelines
Accreditation
Criteria
Laws/Rules of 56
Licensing Boards
Curricula
Experience
Guidelines
Civil Engineering Body of Knowledge (BOK)
Vision for Civil Engineering in 2025
32
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.
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.
BOKExFC -- CHARGE
CAP 3 recruited practitioners from a diverse crosssection 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.
35
BOKExFC Members
Name
Company Name
Hometown
Monte Phillips
Professor Emeritus; Past President of NSPE
Park Rapids, MN
Forrest Holly
Consultant; Iowa Licensure Bd (2000-2008)
Iowa City, IA
Wayne Bergstrom
Bechtel Power Corporation
Frederick, MD
Dan Campbell
LV Engineers
Henderson, NV
John Carrato
President, Alfred Benesch & Co
Chicago, IL
Margie DeLaurell
Psomas
St George, UT
Kurt Fischer
Shirley Contracting Company, LLC
Alexandria, VA
Bob Krebs
Krebs & Lansing Consulting Engineers, Inc.
South Hero, VT
Bob Mackey
S2L Inc
Maitland, FL
Frank Sherkow
Professor of Practice, Oregon State U
Yachats, OR
Bill Straub
CMA Engineers, Inc.
South Berwick, ME
Jeff Russell
Dept of Civil & Environmental Engineering
Madison, WI
Tom Lenox
ASCE
Reston, VA
Corresponding Members
Name
Company Name
Hometown
Glen Andersen
President, Optimum Resource Engr. Corp.
San Antonio, TX
Gregg Brandow
Brandow & Johnston Inc
Los Angeles, CA
David Dahl
CEO, Midwestern Engrs Inc
Loogootee, IN
Bill Edgerton
President, Jacobs Associates
St. Inigoes, MD
Walt Farrell
President, Eskenazi Farrell & Fodor PC
Chicago, IL
Alfie Gand
Ramboll Whitbybird
Birmingham, England
Mike Khoncarly
URS-Washington Division
Twinsburg, OH
John Martin
Clark Patterson Lee
Johnson City, NY
Paul McMullin
Dunn Associates, Inc.
Salt Lake City, UT
Ken Roley
City of Salem
Salem, OR
Steve Sanders
Gsww Inc
Dallas, TX
Berrin Tansel
Florida International University
Coral Gables, FL
Mike Wenning
American Structurepoint, Inc.
Indianapolis, IN
Jay Winzler
Winzler & Kelly
Alamo, CA
Information and Knowledgeable
Points of Contact
 For more information visit the ASCE website
www.asce.org/raisethebar
 www.asce.org/raisethebar
If you have questions or comments, please contact
Jeff Russell
608.262.7244
[email protected]
Gerry Galloway
301.405.1341
[email protected]
Ken Fridley
205.348.3585
[email protected]
Kevin Hall
479-575-8695
[email protected]
Tom Lenox
800.548.2723
[email protected]
38
Masters Level
Accreditation
ASCE National Department
Heads Conference
A Panel Discussion
39
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
1.
2.
3.
ABET-EAC
Basic/Baccalaureate Level
General Criteria
Students
Program Educational Objectives
Program Outcomes and Assessment
(a) Math, science, & engineering
(g) Communication
(b) Design & conduct experiments
(h) Broad education
(c) Design
(i) Life-long learning
(d) Multi-disciplinary teams
(j) Contemporary issues
(e) Solve problems
(k) Engineering tools
(f) Professional & ethical responsibility
4.
5.
6.
7.
8.
Professional Component
Faculty
Facilities
Institutional Support
Program Criteria
Revised Basic-Level Criteria
The program must demonstrate that graduates can…
• Apply knowledge of mathematics through
Fundamentals
differential equations, calculus-based physics,
Math &
chemistry, and at least one additional area of
science, consistent with the program educational
Science
objectives;
• Apply knowledge of four technical areas
appropriate to civil engineering;
Technical
Breadth
• Conduct civil engineering experiments and
analyze and interpret the resulting data;
Professional
Practice
Breadth
• Explain basic concepts in management, business,
public policy, and leadership;
• Design a system, component, or process in more
than one civil engineering context;
• Explain the importance of professional licensure.
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
ABET SELF-STUDY REQUIREMENTS
1. 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.
2. 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.
ABET Engineering Criteria
(degree requirements)
B-CE
ABET
and/or
M-CE
ABET
Masters-Level
General Criteria
Civil Engineering
Program Criteria
Civil Engineering
Program Criteria
Baccalaureate-Level
General Criteria
Baccalaureate-Level
General Criteria
45