As Ce Commentary v 3410 May 07

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American Society of Civil EngineersCommittee on Curricula and Accreditationc/o ASCE Educational Activities1801 Alexander Bell DriveReston, Virginia 20191

ommentary

On the ABET Engineering Criteria forCivil and Similarly Named Programs

In the Context of the Civil Engineering Body of Knowledge

Version 3.4 (May 10, 2007)


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Table of Contents

SECTION PAGE

Introduction 1

Background 1

Basic-Level Civil Engineering Program Criteria 2

Purpose and Organization of this Commentary 3

The BOK Outcomes 5

Levels of Achievement 6

Assessing the Achievement of Outcomes 8

Outcome 1: Mathematics and Science 10

Outcome 2: Experimentation 13

Outcome 3: Engineering Design 16

Outcome 4: Multi-Disciplinary Teams 20

Outcome 5: Engineering Problem-Solving 22

Outcome 6: Professional and Ethical Responsibilities 26

Outcome 7: Communication Skills 28

Outcome 8: Impact of Engineering Solutions 30

Outcome 9: Life-Long Learning 32

Outcome 10: Contemporary Issues 34

Outcome 11: Techniques, Skills, and Modern Engineering Tools 36

Outcome 12: Specialized Area Related to Civil Engineering 38

Outcome 13: Project Management, Construction, and Asset Management 40

Outcome 14: Business, Public Policy, and Public Administration 42

Outcome 15: Leadership and Attitudes 44

Teaching the BOK 46

Appendix A: BOK Outcome Rubric 48


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Introduction

Commentary

On the ABET Engineering Criteria for Civil and Similarly Named Programs

In the Context of the Civil Engineering Body of Knowledge

Background

ASCE Policy Statement 465 and the Body of Knowledge

Recent trends in todays world are fundamentally challenging the way civil engineering is

practiced. Rapid technological advancement, globalization, and ever-increasing political,

social, environmental, and economic constraints have greatly increased the complexity and

challenge inherent in civil engineering practice. At the same time, reductions in credit-hour

requirements are making the current four-year bachelors degree increasingly inadequate as

formal academic preparation for the professional practice of civil engineering.

Cognizant of the civil engineers leadership role in infrastructure development and

environmental stewardship, and consistent with the professions ethical obligation to protect

public safety, the ASCE Board of Direction adopted Policy Statement 465 in October 1998.

This initial version of the policy stated that the Society supports the concept of the mastersdegree as the First Professional Degree for the practice of civil engineering at the professional

level. As the strategy for achieving this vision developed, it became apparent that the policy

should more broadly address the academic prerequisites for professional practice and

licensure, rather than focusing only on the attainment of a specific academic degree. Hence,

in October 2001, the ASCE Board adopted a modified version of Policy 465, indicating that

ASCE supports the concept of the masters degree or equivalent as a prerequisite for

licensure and the practice of civil engineering at the professional level.

The committee charged with implementing Policy Statement 465 began its deliberations byconsidering the three fundamental characteristics of a professionan ethic of professional

service, a professional organization, and a specialized body of knowledge. The committees

analysis of the civil engineering profession suggested that, of these three characteristics, only

the first two were adequately defined. Thus began a broad-based effort to define and

articulate the Civil Engineering Body of Knowledge. In January 2004 this effort came to fruition

with ASCEs publication of Civil Engineering Body of Knowledge for the 21stCenturya report


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PROGRAM CRITERIA FORCIVIL

AND SIMILARLY NAMED ENGINEERING PROGRAMS

1. Curriculum

The program must demonstrate that graduates can apply knowledge ofmathematics through differential equations, calculus-based physics,chemistry, and at least one additional area of science, consistent with theprogram educational objectives; can apply knowledge of four technical areasappropriate to civil engineering; can conduct civil engineering experimentsand analyze and interpret the resulting data; can design a system,component, or process in more than one civil engineering context; can

explain basic concepts in management, business, public policy, andleadership; and can explain the importance of professional licensure.

2. Faculty

The program must demonstrate that faculty teaching courses that areprimarily design in content are qualified to teach the subject matter by virtueof professional licensure, or by education and design experience. Theprogram must demonstrate that it is not critically dependent on oneindividual.

ASCEs goal is to fully implement these criteria for accreditation visits occurring during

academic year 2008-2009. Concurrently a 2nd

Edition of the BOK is also being developeda

clear indicator of the dynamic nature of the civil engineering body of knowledge.

In developing these new ABET/EAC Criteria, the authors have attempted to strike a balance

between fostering full implementation of the BOK and preserving curricular flexibility. As such,

the draft criteria represent only a minimum standard for attainment of the Civil Engineering

BOK. Programs that aspire to full, robust implementation of the BOK will need to doconsiderably more than the criteria prescribe.

Purpose and Organization of this Commentary

Purpose

The purpose of this document is to provide commentary on the ABET/EAC Criteria for civil andsimilarly named engineering programs, in the context of the ASCE Civil Engineering Body ofKnowledge. More specifically, this Commentary is intended to:

Provide civil engineering program evaluators with guidelines for applying the

ABET/EAC Criteria in a civil engineering context; and


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Program evaluation is an inherently subjective process. This Commentary is intended to helpevaluators make subjective judgments in a manner that is consistent with both the ABET/EACCriteria and the BOK. Evaluators are encouraged to use this document as a resource to aidthe decision-making process, not as a set of rigid rules to be followed blindly. Ultimately,decisions about compliance with the criteria must be based principally on the evaluatorsprofessional judgmentinformed by the Team Chairs guidance and appropriate programdocumentation.

The information presented in this Commentary reflects the best collective judgment of its

authors and reviewers. It is subject to continual review and revision, to reflect input from

constituencies and lessons learned from accreditation practice.

Organization and Scope

This Commentary is organized in terms of the fifteen outcomes articulated in ASCEs CivilEngineering Body of Knowledge for the 21

stCentury. This organizational framework reflects

the concept that the BOK is the foundation on which the structure of civil engineeringaccreditation is built. For each outcome, the following are provided:

A brief rationale for the outcome;

The specific ABET/EAC criteria representing the minimum standard for fulfillment of the

outcome;

Commentary on these criteria;

Suggested methods for demonstrating compliance with the criteria; and

Recommended measures beyond the criteriato ensure full, robust implementation of the

BOK. These recommendations are intended solely for civil engineering faculty. They may

not be enforced by the program evaluator, because they are, by definition, beyond the

scope of the associated criteria.

Although the scope of this Commentary incorporates all fifteen BOK outcomes, it does not, inany way, supplement the ABET/EAC Criteria for Accrediting Engineering Programs. Thecommentaries on specific ABET/EAC Criteria should be regarded as suggestions forevaluating the associated criteria in the context of the civil engineering discipline. Thesecommentaries neither add to nor detract from the criteria. For example, the commentary on

General Criterion 3(b) describes how experimental designis typically performed in civilengineering practice; however, it does not, in any way, modify the ABET requirement thatgraduates must be able to design experiments.

Although this Commentary is organized in terms of the fifteen BOK outcomes, the reader canrefer directly to individual provisions of the ABET/EAC Criteria by using the Criterion-to-Outcome Cross-Reference provided at Appendix B (p. 52).


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The BOK Outcomes

The current BOK Outcomes associated with formal education are provided in Table 1 below.

Outcome Description

1 Graduates can solve problems in mathematics through differential equations,calculus-based physics, chemistry, and one additional area of science.

2 Graduates can design a civil engineering experiment to meet a need; conduct

the experiment, and analyze and interpret the resulting data.3 Graduates can design a complex system or process to meet desired needs,

within realistic constraints such as economic, environmental, social, political,ethical, health and safety, manufacturability, and sustainability.

4 Graduates can function effectively as a member of a multi-disciplinary team.

5 Graduates can solve well-defined engineering problems in four technicalareas appropriate to civil engineering.

6 Graduates can analyze a complex situation involving multiple conflicting

professional and ethical interests, to determine an appropriate course ofaction.

7 Graduates can organize and deliver effective verbal, written, and graphicalcommunications.

8 Drawing upon a broad education, graduates can determine the global,economic, environmental, and societal impacts of a specific, relativelyconstrained engineering solution.

9 Graduates can demonstrate the ability to learn on their own, without the aid of

formal instruction.10 Graduates can incorporate specific contemporary issues into the identification,

formulation, and solution of a specific engineering problem.

11 Graduates can apply relevant techniques, skills, and modern engineeringtools to solve a simple problem.

12 Graduates can evaluate the design of a complex system or process, orevaluate the validity of newly created knowledge within a specialized area ofcivil engineering.

13 Graduates can explain key concepts and problem-solving processes used inmanagement.

14 Graduates can explain key concepts and problem-solving processes used inbusiness, public policy, and public administration.

15 Graduates can explain the role of the leader, leadership principles, andattitudes conducive to effective professional practice of civil engineering.

Table 1 Current BOK Outcomes


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Levels of Achievement

To facilitate both the design of curricula and the assessment of BOK fulfillment, ASCE uses

Blooms Taxonomy as the basis for defining levels of achievementassociated with the BOK.

Blooms Taxonomy is a well-established framework for defining educational objectives in terms

of the desired level of cognitive development. Blooms six levels of cognitive development

knowledge, comprehension, application, analysis, synthesis, and evaluationdescribe a

hierarchy of increasing complexity and sophistication in thought. Definitions of the six levels

are provided in the center column of Table 2 below.

The fundamental premise of Blooms Taxonomy is that an educational objective can be

referenced to a specific level of cognitive development through the verbused in the objective

statement. Some illustrative examples of verbs associated with Blooms six levels are

provided in the right-hand column of Table 2. Examples of instructional objectives referenced

to each level are provided in Table 3. Note that the effective application of Blooms taxonomy

requires the use of measurable verbs like explain, calculate, and design. Verbs like

understandand knoware unsatisfactory, because they do not reflect observable aspects of

student performance.

In defining the BOK, ASCE uses Blooms six levels of cognitive development, without

modification, as levels of achievement. Consistent with the fundamental premise of Blooms

Taxonomy, each of the fifteen BOK outcomes is referenced to an expected level of

achievementthrough the verb used in the outcome statement. Furthermore, recognizing the

complementary contributions of education and experience to the development of civil

engineering professionals, ASCE has established separate levels of achievement that are

expected to be attained through formal education and pre-licensure experience.

These expected levels of achievement for both formal education and pre-licensure experienceare summarized in the BOK Profile illustrated in Figure 1 below. Note that Outcomes 1-11 and

13-15 are expected to be addressed through baccalaureate-level education (plus pre-licensure

experience), while Outcome 12 is attained through a masters degree or approximately 30

semester credits of acceptable graduate-level (or upper-level undergraduate) courses in a

technical or professional practice area related to civil engineering (abbreviated as M or 30 in

the figure).

Appendix A provides a comprehensive BOK Outcome Rubric, consisting of a 15-by-6 matrix of

outcome statements. For each of the fifteen BOK outcomes, the rubric provides a separateoutcome statement for each of Blooms six levels of cognitive development. Thus each row of

the matrix represents a developmental progression from rote memorization (Knowledge) to

sophisticated critical thinking (Evaluation) for each BOK outcome. By describing, in specific

terms, the full range of achievement for each outcome, this tool helps the reader ascertain

whether the expected level of achievement has actually been attainedby a particular student

or by an entire program


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Level Definition Illustrative Verbs1. Knowledge Knowledge is defined as the remembering ofpreviously learned material. This may involvethe recall of a wide range of material, fromspecific facts to complete theories, but all thatis required is the bringing to mind of theappropriate information. Knowledgerepresents the lowest level of learningoutcomes in the cognitive domain.

define; describe;enumerate; identify;label; list; match;name; reproduce;select; state.

2. Comprehension Comprehension is defined as the ability tograsp the meaning of material. This may beshown by translating material from one form toanother (words to numbers), by interpretingmaterial (explaining or summarizing), and byestimating future trends (predictingconsequences or effects). These learningoutcomes go one step beyond the simpleremembering of material, and represent thelowest level of understanding.

classify; cite;convert; describe;discuss; estimate;explain; generalize;give examples;paraphrase; restate(in own words);summarize.

3. Application Application refers to the ability to use learnedmaterial in new and concrete situations. Thismay include the application of rules, methods,concepts, principles, laws, and theories.Learning outcomes in this area require ahigher level of understanding than those undercomprehension.

administer; apply;calculate; chart;compute; determine;demonstrate;implement; prepare;provide; relate;report; solve; use.

4. Analysis Analysis refers to the ability to break downmaterial into its component parts so that its

organizational structure may be understood.This may include the identification of parts,analysis of the relationship between parts, andrecognition of the organizational principlesinvolved. Analysis represents a higher levelthan comprehension and application becauseit requires an understanding of both thecontent and the structural form of the material.

analyze; breakdown; correlate;

differentiate;discriminate;distinguish;formulate; illustrate;infer; organize,outline; prioritize;separate; subdivide.

5. Synthesis Synthesis refers to the ability to put partstogether to form a new whole. This mayinvolve the production of a uniquecommunication, a plan of operations (researchproposal), or a set of abstract relations(scheme for classifying information). Learningoutcomes in this area stress creativebehaviors, with major emphasis on theform lation of ne patterns or str ct re

adapt; combine;compile; compose;create; design;develop; devise;facilitate; generate;integrate; modify;plan; reconstruct;revise; structure.


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Level Example Instructional Objectives

1. Knowledge Listthe assumptions required for truss analysis.

2. Comprehension Explainthe procedure for calculating member forces in a truss, usingthe method of joints.

3. Application Calculatethe member forces in a truss, using the method of sections.

4. Analysis Analyzea truss bridge, accounting for all relevant loading conditions.

5. Synthesis Designa truss bridge of a specified span length, accounting for allrelevant loading conditions.

6. Evaluation For a bridge of specified span length, comparethe suitability of truss,plate girder, and box girder configurations; and decideon an optimumconfiguration.

Table 2. Examples of Instructional Objectives Referenced to Blooms Six Levels of Cognitive

Development

1.M

ath&Science

2.Experim

ents

3.De

sign

4.M

ultidisciplinaryTeams

5.EngineeringProblem

s

6.Professional&Ethical

7Co

mmunicate

8.Im

pactofSolutions

9.LifelongLearning

10.Contem

poraryIssues

11.EngineeringTools

12.TechnicalSpecialization

13M

anagement

14.Business&Policy

15.Leadership

Outcome

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

LevelofAchievement

Bachelors Degree

Experience

Mor

30

1.M

ath&Science

2.Experim

ents

3.De

sign

4.M

ultidisciplinaryTeams

5.EngineeringProblem

s

6.Professional&Ethical

7Co

mmunicate

8.Im

pactofSolutions

9.LifelongLearning

10.Contem

poraryIssues

11.EngineeringTools

12.TechnicalSpecialization

13M

anagement

14.Business&Policy

15.Leadership

Outcome

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

1. Knowledge

2. Comprehension

3. Application

4. Analysis

5. Synthesis

6. Evaluation

LevelofAchievement

Bachelors Degree

Experience

Mor

30

Figure 1. The BOK Profile Expected Levels of Achievement for Each Outcome

The current formulation of the ABET/EAC General Criteria is notbased on Blooms Taxonomy.

Thus the verbs used in the eleven outcomes of General Criterion 3(a)-(k) cannot always be

mapped explicitly to expected levels of achievement. Nonetheless, for the sake of consistency

in this Commentary, Bloom-based levels of achievement have been inferred from the overall

wording of the ABET/EAC outcomes. These inferred levels of achievement are discussed in

conjunction with each provision of ABET/EAC General Criterion 3


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considers acceptable. Ideally, the assessment process should include both direct and indirect

measures and should not rely only on self-report surveys and evidence that the material is

simply covered in the curriculum. Student self-assessments, opinion surveys, and course

grades are generally not, by themselves or collectively, considered to be acceptable methods

for documenting the achievement of outcomes.

To assist programs in assessing outcomes effectively, this Commentary provides suggestedmeasures for demonstrating compliance with the criteria. A list of Suggestions forDemonstrating Compliance is provided for each BOK outcome. These lists are notintendedto be all-inclusive. The evaluator should give the program wide latitude in determining howcompliance is demonstrated. Regardless of the method, however, responsibility fordemonstrating compliance lies with the program,not the evaluator.


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BOK Outcome 1

Mathematics and Science

Graduates can solve problems in mathematics through differential equations,

calculus-based physics, chemistry, and one additional area of science.

Rationale

As the boundaries of technological knowledge expand, as new disciplines emerge, and as the

boundaries between existing disciplines blur, professional civil engineers must increasingly

draw upon a broad understanding of math and science fundamentals. Breadth in math and

science provides a strong foundation for engineering problem-solving (Outcome 5) and lifelonglearning (Outcome 9)not only in the traditional civil engineering discipline areas, but in

emerging fields and interdisciplinary endeavors as well.

How the Outcome is Fulfilled

The specific ABET/EAC criteria representing the minimum standard for fulfillment of this BOK

outcome are as follows:

A portion of Criterion 3(a)of the ABET General Criteria for Basic Level Programs.

A portion of Criterion 4of the ABET General Criteria for Basic Level Programs.

A portion of the Civil Engineering Program Criteria.

Commentary on the Criteria

General Criterion 3(a)

Engineering programs must demonstrate that their graduates have...an ability to apply knowledge ofmathematics science and engineering


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General Criterion 4

The following provision of General Criterion 4 pertains to this outcome:

The professional component must include...one year of a combination of college level mathematicsand basic sciences (some with experimental experience) appropriate to the discipline....

ABET interprets one year as either 32 semester credit hours or 25% of the total credit hours

required for the four-year program, whichever is less. Thus, a program with 128 or more total

credit hours must have at least 32 credit hours of math and basic science. A program with 120total credit hours would only be required to have 30 credits of math and basic science.

Civil Engineering Program Criteria

The following provision of the Civil Engineering Program Criteria pertains to this outcome:

The program must demonstrate that graduates can 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.

Mathematics through differential equations, calculus-based physics, and chemistry are

considered to be part of the technical coreof civil engineering and thus are explicitly required

by the CE Program Criteria. Unlike previous editions of the CE Program Criteria, knowledge of

probability and statistics is not explicitly required. Nonetheless, probability and statistics

concepts are integral to many civil engineering subjects (e.g., hydrology and reliability-based

structural design); and if these subjects are included in the curriculum, students should havean appropriate opportunity to acquire the mathematical prerequisites. It would be entirely

feasible for such opportunities to occur in the associated engineering courses, rather than in a

math course.

The requirement for one additional area of science reflects ASCEs intent that civil

engineering graduates develop greater breadth in the basic sciences beyond the technical

core subjects of physics and chemistry. Some possible additional areas of study include

biology, ecology, geology, geomorphology, and geo-spatial representationareas of

significant interest and increasing importance for civil engineers. This list is by no means all-inclusive, and it is not necessary that all students within a program study the same additional

area of science. However, in cases other than those listed above, it is the programs

responsibility to demonstrate that the selected area(s) of science provide breadth beyond

physics and chemistry, consistent with the program objectives. In general, an advanced

course in physics or chemistry (i.e., one for which a basic-level physics or chemistry course

i it ) ld t f lfill thi i t b h ld


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comply with this criterion, the program must demonstrate that its graduates can apply math

and science concepts and principles to solve relatively straightforward problems.

There is no requirement for a minimum number of credit hours or courses in any of thesesubject areas. The evaluation should be based principally on graduates demonstrated ability

to solve problems, not on curricular content.

Suggestions for Demonstrating Compliance

A variety of measures can be used to demonstrate graduates ability to apply knowledge of

math and science. Some possible measures include:

Documented direct assessment of students math and science problem-solving work.

Documented successful application of the specified math and science topics in

subsequent engineering courses.

Performance on math and science questions on nationally normed tests, such as the

Fundamentals of Engineering Exam or the Graduate Record Examination.

Employers assessment of recent graduates performance in the specified math andscience subject areas

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider the following recommendations:

In addition to mathematics through differential equations, the program should developgraduates ability to apply probability and statistics.

The program should develop graduates ability to apply knowledge in mostof the following

areas: biology, ecology, geology/geomorphology, engineering economics, mechanics,

material properties, systems, geo-spatial representation, and information technology.

The program should familiarize students with emerging areas of science and technology,

such as nanotechnology and biotechnology.


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BOK Outcome 2

Experimentation

Graduates can design a civil engineering experiment to meet a need; conduct the

experiment, and analyze and interpret the resulting data.

Rationale

Civil engineers frequently design and conduct field and laboratory studies, gather data, create

numerical and other models, and then analyze and interpret the results. Typical examples

include traffic studies, geotechnical site investigations, and water quality investigations.




Criterion 3(b)of the ABET General Criteria for Basic Level Programs.

Criterion 4of the ABET General Criteria for Basic Level Programs.



General Criterion 3(b)

Engineering programs must demonstrate that their graduates have...an ability to design and conductexperiments, as well as to analyze and interpret data.

The only aspect of Criterion 3(b) that is not addressed in the Civil Engineering Program Criteria


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Consistent with Blooms Taxonomy, the verb design in this criterion implies that the expected

level of achievement is Level 5, Synthesis. Thus the experimental design must reflect the

putting together of parts to form a new whole.

In a civil engineering context, this level of achievement can be demonstrated through

laboratory experiences that are consistent with the standards-based testing used in the civil

engineering profession. For example, a program might require students to design a quality

control testing program for some aspect of a construction project, through the selection and

application of appropriate published standards. Thus, for example, the experimental design

might involve determining the type and frequency of ASTM tests to be performed on fresh and

hardened concrete during the construction of a building or highway. The student-designed

experiment does not necessarily have to be implemented, as long as students have

opportunities to conduct experiments elsewhere in the curriculum.

Because the requirement for experimental design occurs only in the General Criteria, there is

no requirement for students to design experiments in a civil engineering context. Thus the

program would be in full compliance if students ability to design experiments were acquired,

for example, in a physics, chemistry, or engineering mechanics course.

General Criterion 4

The following provision of General Criterion 4 pertains to this outcome:

The professional component must include...one year of a combination of college level mathematicsand basic sciences (some with experimental experience) appropriate to the discipline....

As this criterion indicates, there must be some experimental experience contained within the

basic science component of the curriculum.


The following portion of the Civil Engineering Program Criteria pertains to this outcome:

The program must demonstrate that graduates...can conduct civil engineering experiments andanalyze and interpret the resul ting data.

The emphasis of this provision is on conducting laboratory experiments or tests in a civil

engineering context and then analyzing, interpreting, and applying the data. Compliance

should be demonstrated through graduates successful completion of laboratory experiences

that are characterized by many of the following elements and are documented in written

l b t t


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BOK Outcome 3

Engineering Design

Graduates can design a complex system or process to meet desired needs, within

realistic constraints such as economic, environmental, social, political, ethical, healthand safety, manufacturability, and sustainability.

Rationale

Design is the essence of engineering. The ability to design a system, component, or process

is vital for the professional civil engineer.




Criterion 3(c)of the ABET General Criteria for Basic Level Programs.




Definition of Design

The ABET definition of engineering design is as follows:

Engineering design is the process of devising a system, component, or process to meet desiredneeds. It is a decision-making process (often iterative), in which the basic sciences, mathematics,and the engineering sciences are applied to convert resources optimally to meet these stated needs


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General Criterion 3(c)

Engineering programs must demonstrate that their graduates have...an ability to design a system,component, or process to meet desired needs within realistic constraints such as economic,environmental, social, political, ethical, health and safety, manufacturability, and sustainability.

Consistent with Blooms Taxonomy, the verb design in this criterion implies that the expected

level of achievement is Level 5, Synthesis. Evaluation of graduates ability to design should

take into account the following considerations:

The engineering design process typically includes both analysis and synthesis. Analysis

involves the application of engineering tools and principles to predict the performance of a

system, component, or process; synthesis involves the creation of a new system,

component or process to meet desired needs. Analysis without synthesis is not

engineering design.

Normally, analysis and synthesis are performed in an iterative cycle. Thus students

should experience some iterative design in the curriculum. It is not necessary for all

design experiences to be iterative, however. Such a requirement would place anunrealistically heavy burden on both faculty and students.

Engineering design problems are generally ill-defined. As part of their design experience,

students should have an opportunity to define a problem, to include determining the

problem scope and design objectives.

Engineering design problems are generally open-ended. They have no single correct

answer, but rather a range of possible solutions. Nonetheless, the evaluator must

recognize that, in an academic setting, there are significant practical constraints on aprograms ability to implement truly open-ended design experiences across the curriculum.

The program must strike an appropriate balance between the desirability of open-ended

design problems, the limitations of students knowledge and experience, and the need to

provide students with high-quality feedback on their design computations. It is both

typical and appropriate for a design problem to have a relatively narrow range of correct

solutions.

Engineering design does not necessarily involve the devising of a complete system. The

design of a component (e.g., a beam or column) or subsystem (e.g., a roof truss)constitutes an acceptable design experience. Students design experience is enhanced,

however, if they can also gain an appreciation for the design of large-scale systems.

Engineering standards and realistic constraints are critical in civil engineering design. The

program must clearly demonstrate where standards and constraints are taught and how

they are integrated into the design component of the curriculum In civil engineering the


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Students must be prepared for engineering practice through the curriculum culminating in a majordesign experience based on the knowledge and skills acquired in earlier course work and

incorporating appropriate engineering standards and multiple realistic constraints.

The major design experience should be clearly identified in the curriculum. The faculty and

upper-level students should be cognizant of the design experience and its importance to the

program. The program should provide examples of completed (and assessed) student

projects for consideration by the program evaluator. The evaluator should use these examples

as the basis for judging the character of the design experience and for validating the programs

own assessment of its students design abilities.

As indicated in Criterion 4, the design experience should incorporate both engineering

standards and realistic constraints. The requirement for multiple realistic constraints implies

that at least two from the list of constraints provided in Criterion 3(c)economic,

environmental, social, political, ethical, health and safety, manufacturability, and sustainability

considerationsmust be present in the major design experience.

The major design experience should be relatively broad but does not necessarily have to

encompass the four technical civil engineering areas discussed under Outcome 5. It is

desirable for the project to be performed in teams, but there is no requirement to do so.



The program must demonstrate that graduatescan design a system, component, or process in

more than one civil engineering context.

As currently written, the ABET general criteria might be interpreted as permitting all of the

design in a curriculum to be resident in the major design experience specified in Criterion 4.

The Civil Engineering BOK suggests that it is preferable for students to learn about design in a

variety of different contexts, integrated throughout the professional component of the

curriculum.

The intent of the criterion cited above is that graduates can perform design in at least two civilengineering contexts that are significantly different from each other. One unambiguous way to

satisfy this criterion is for the program to require its students to experience design in more than

one civil engineering technical area; e.g., structural engineering and geotechnical engineering.

(For further discussion of the civil engineering technical areas, see Outcome 5.) For example,

a program that requires its students to design both a reinforced concrete building frame (a

structural engineering context) and a deep foundation (a geotechnical engineering context) is


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One possible source of information that can be considered when evaluating compliance with

this criterion is Table I-1 (Basic-Level Curriculum) of the program self-study. In this table,

courses containing significant design are annotated with a check mark.

Consistent with Blooms Taxonomy, the verb design in this provision of the Civil Engineering

Program Criteria implies that the expected level of achievement is Level 5, Synthesis.


The program can use a variety of measures to demonstrate its graduates ability to perform

civil engineering design. Some possible measures include:

Documented direct assessment of student design projects, to include the major design

experience.

External assessments of student design reports or presentations, performed by clients,

advisory board members, etc.

Employers assessment of recent graduates design ability.

Note that merely providing samples of student design project reports would not, by itself,demonstrate students ability to design a system, component, or process. The program musthave assessed the student work (or must have arranged for an external assessment of thestudent work) and must present evidence that all students, by the time of graduation, havedemonstrated this ability at an appropriate standard of performance.

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider the following recommendations to enhance graduates ability to perform engineeringdesign:

The program should provide its students with opportunities to employ all aspectsof the

design processproblem definition, scope, design objectives, analysis, risk assessment,

environmental impact, creativity, synthesizing alternatives, iteration, regulations, codes,

safety, security, constructability, and sustainability

The program should address design-oriented professional practice topics, such as biddingversus qualifications-based selection (QBS); estimating engineering costs; interaction

between planning, design, and construction; design review; owner-engineer relationships;

and life-cycle assessment.

The program should provide its students with opportunities to design large-scale systems,

to include the integration of information organizations people processes and technology


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BOK Outcome 4

Multi-Disciplinary Teams

Graduates can function effectively as a member of a multi-disciplinary team.

Rationale

Engineering work is invariably performed in teams. A licensed civil engineer should be able to

lead a team or participate effectively as a member of a team. In civil engineering practice,

project teams are typically multi-disciplinary. In some cases, however, the disciplines

represented on these teams may actually be civil engineering specialty areas.


Criterion 3(d)of the ABET General Criteria for Basic Level Programs represents the minimum

standard for fulfillment of this BOK outcome.

Commentary on the Criterion

General Criterion 3(d)

Engineering programs must demonstrate that their graduates have...an ability to function on multi-disciplinary teams.

In an academic setting, the term multi-disciplinary team is usually interpreted as a group ofstudents representing several engineering or non-engineering disciplines. In the context of

civil engineering design, however, a multi-disciplinary team could include students with

expertise in the different technical areas of civil engineering.

A useful set of characteristics of a multi-disciplinary team experience are that (1) each team

member serves in a well-defined role in the team; (2) each team member brings a particular


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accomplishment of the teams goals. It is not necessary for graduates to be able to organize

or lead a team.


Some possible measures that the program might use to demonstrate graduates ability to

function on multidisciplinary teams include:

Documented direct assessment or peer assessments of students performance as

members of project teams.

Documented direct assessment of students performance in a course (or a portion of a

course) devoted to teaming principles and skills.

Documented assessments of students performance in team-oriented extracurricular

activities.

Employers assessment of recent graduates ability to work in teams.

Note that mere participation as a member of a team does not, by itself, demonstrate an ability

to function effectively on a team.

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider providing formal instruction in teaming principles and skills, complemented byexperiences in which these skills are practiced and assessed. Such instruction should bedesigned to develop graduates understanding of team formation and evolution, personality

profiles, team dynamics, collaboration among diverse disciplines, problem-solving, timemanagement, and being able to foster and integrate diversity of perspectives, knowledge, andexperiences.


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BOK Outcome 5

Engineering Problem-Solving

Graduates can solve well-defined engineering problems in four technical areasappropriate to civil engineering.

Rationale

The ability to identify engineering problems, formulate alternatives, and recommend feasible

solutions is a critically important aspect of the professional responsibilities of a civil engineer.

Civil engineering is an inherently broad field, and most civil engineering problems draw upon

ideas, concepts, and principles from across the discipline. Thus professional civil engineers

must possess technical breadth, with strong problem-solving ability in multiple technical areas

of the civil engineering discipline.




Criterion 3(e)of the ABET General Criteria for Basic Level Programs.




General Criterion 3(e)

Engineering programs must demonstrate that their graduates have...an ability to identify, formulate,and solve engineering problems


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It should be noted that the Criterion 3(c) requirement for an ability to design a system,

component, or process specifies Level 5 problem-solving ability. Since analysis is integral to

engineering design, it would be entirely permissible for the program to use assessments of

students design work as the basis for demonstrating compliance with bothCriterion 3(c) and3(e).

General Criterion 4

The following portion of General Criterion 4 pertains to this outcome:

The professional component must include...one and one-half years of engineering topics, consistingof engineering sciences and engineering design appropriate to the student's field of study.

ABET interprets one and one-half years as either 48 semester credit hours or 37.5% of the

total credit hours required for the four-year program, whichever is less.



The program must demonstrate that graduates...can apply knowledge of four technical areasappropriate to civil engineering.

Through this provision, ASCE ensures that every civil engineering graduate has sufficient

relevant technical breadth to be considered a civil engineer.

Seven generally recognized civil engineering technical areas are:

Structural

Geotechnical

Environmental/Sanitary

Transportation

Hydraulics/Hydrology/Water Resources

Surveying/Measurements

C i


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Some possiblejustifications for a non-standard curricular area might include the following:

ASCE has an institute or technical division in the technical area.

ASCE publishes a journal in the technical area.

ASCE sponsors specialty conferences in the technical area.

There are civil engineering consulting firms that specialize in the technical area.

Again, this list is not intended to be all-inclusive; many other legitimate justifications are

possible. Ultimately, the program must provide the information on which a well-reasoned

judgment can be madeand the evaluator must make the judgment. This judgment mustbalance the desirability of curricular innovation against the need for relevant technical breadth

in all civil engineering graduates. The judgment may notbe based on the evaluators personal

view of what civil engineering should or should not be.

Consistent with Blooms Taxonomy, the verb apply in this provision of the Program Criteria

implies that the expected level of achievement is Level 3, Application. Graduates should be

able to apply concepts and principles in all fourdesignated technical areas to solve relatively

straightforward problems.

Note that this provision of the Program Criteria emphasizes civil engineering breadth, which is

attained through undergraduate-level study. Civil engineering depth is attained primarily

throughpost-graduate study, as specified in Outcome 12.

There is no requirement for a minimum number of credit hours or courses in each of the four

technical areas, and there is no requirement that all graduates of a given program take

courses in the same four areas. The evaluation should be based principally on individual

graduates ability to solve straightforward problems in each area (i.e., to apply knowledge), not

on curricular content.


Some possible measures that the program might use to demonstrate graduates ability to

apply knowledge in four civil engineering technical areas include:

Documented direct assessment of student problem-solving work in the four CE technical

areas.

Successful completion of a course devoted specifically to a given CE technical area.*

Successful application of concepts from a given CE technical area in the subsequent

major design experience


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Employers assessment of recent graduates performance in the specified CE technical

areas.


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BOK Outcome 6

Professional and Ethical Responsibilities

Graduates can analyze a complex situation involving multiple conflicting professionaland ethical interests, to determine an appropriate course of action.

Rationale

The civil engineer must hold paramount public safety, health, and welfare. A thoughtful and

careful weighing of alternatives when values conflict is crucial to the responsible conduct of

engineering. Therefore, civil engineers practicing at the professional level need to possess 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.




Criterion 3(f)of the ABET General Criteria for Basic Level Programs.



General Criterion 3(f)

Engineering programs must demonstrate that their graduates have...an understanding ofprofessional and ethical responsibility.

The reference to understanding in this criterion implies that the expected level of


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The program must demonstrate that graduates...can explain the importance of professionallicensure.

Consistent with Blooms Taxonomy, the verb explain in this criterion implies that the expected

level of achievement is Level 2, Comprehension. Graduates should be able to explain the

unique nature of civil engineers responsibility to the general public and the consequent

emphasis on professional licensure in civil engineering professional practice.


Some possible measures that the program might use to demonstrate graduates

understanding of professional and ethical responsibilities include:

Documented direct assessment of student performance on exam questions related to

professional and ethical responsibilities.

Documented direct assessment of student performance on essays, case studies, etc.

related to professional and ethical responsibilities.

Students willingness to pursue professional registration, as represented by the proportion

of graduating seniors who take the Fundamentals of Engineering Exam.

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider developing graduates knowledge of professional and ethical responsibilities to Level4 (Analysis) of Blooms Taxonomy. Specifically, graduates should be able to analyze acomplex situation involving multiple conflicting professional and ethical interests and todetermine an appropriate course of action.


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BOK Outcome 7

Communication Skills

Graduates can organize and deliver effective verbal, written, and graphicalcommunications.

Rationale

Civil engineers practicing at the professional level must communicate effectively, through a

variety of media and in a variety of settings, to both technical and non-technical audiences.


Criterion 3(g)of the ABET General Criteria for Basic Level Programs represents the minimum



General Criterion 3(g)

Engineering programs must demonstrate that their graduates have...an ability to communicateeffectively.

Level 4 (Analysis) is inferred as the expected level of achievement for this criterion. Graduates

must be able to organizeand deliver effective verbal and written communications.


Some possible measures that the program might use to demonstrate graduates

communication skills include:


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Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider developing the full range of graduates communication skills, to include listening,observing, reading, speaking, and writing. In engineering practice, written communicationoften entails the use of graphics and is often facilitated by the Internet and other electronicmedia; thus emphasis on these aspects of written communication is also desirable.


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BOK Outcome 8

Impact of Engineering Solutions in a Global,

Economic, Environmental, and Societal Context

Drawing upon a broad education, graduates can determine the global, economic,environmental, and societal impacts of a specific, relatively constrained engineeringsolution.

Rationale

Professional civil engineers need to appreciate, from historical and contemporary perspectives,

culture, human and organizational behavior, aesthetics and ecology, and their impacts on

society. Such appreciation leads to engineering solutions that more broadly and effectively

serve society.


Criterion 3(h)of the ABET General Criteria for Basic Level Programs represents the minimum



General Criterion 3(h)

Engineering programs must demonstrate that their graduates have...the broad education necessaryto understand the impact of engineering solutions in a global, economic, environmental, and societalcontext.

The verb understand in this criterion implies that the expected level of achievement is Level

2 C h i G d t h ld b bl t d b d d ti t l i th


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Documented direct assessment of student performance on essays, case studies, etc.

related to the impact of engineering solutions.

Documented direct assessment of student performance on engineering projects in whicha determination of the global, economic, environmental, and societal impacts is integral to

the problem solution.

Documented direct assessment of student performance in coursework related to

globalization, economics, the environment, and society.

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider the following recommendations to enhance students understanding of the impact ofengineering solutions in a global and societal context:

The program should ensure that the general education component of the curriculum

includes opportunities to learn about culture, human and organizational behavior,

aesthetics, and ecologyand their impacts on society.

The program should develop students appreciation for the history and heritage of the civilengineering profession.


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BOK Outcome 9

Life-Long Learning

Graduates can demonstrate the ability to learn on their own, without the aid of formalinstruction.

Rationale

Given the ever-increasing quantity of technical and non-technical knowledge required of

practicing civil engineers, the ability to engage in life-long learning is essential. Civil engineers

engage in life-long learning through additional formal education, continuing education,

professional practice experience, and active involvement in professional societies, community

service, coaching, mentoring, and other learning and growth activities.


Criterion 3(i)of the ABET General Criteria for Basic Level Programs represents the minimum



General Criterion 3(i)

Engineering programs must demonstrate that their graduates have...a recognition of the need for,and an ability to engage in life-long learning.

This criterion has two distinct parts, each with its own expected level of achievement. In the

first part, the phrase recognition of the need for implies an expected level of achievement of

Level 2, Comprehension. Graduates should be able to explain why life-long learning is an

essential skill for the successful practice of engineering. In the second part of the criterion, the

verb engage implies an expected level of achievement of Level 3 Application with respect to


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Documented direct assessment of student performance on homework or projects

requiring self-directed learning. Self-directed learning occurs when students are asked to

acquire knowledge without the aid of formal classroom instruction; e.g., in a research or

independent study project.

Documented direct assessment of student work (e.g., essays or journals) requiring

professional goal-setting or reflection on the value of life-long learning.

Documented student participation in voluntary professional development activities, such

as professional society membership, community service, and preparation for the

Fundamentals of Engineering Exam.

Employers assessment of recent graduates willingness and ability to engage in life-longlearning.

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider the following recommendations to enhance students capacity for life-long learning,personal development, and professional development:

The program should develop students understanding of goal setting, personal time

management, delegation, personality types, networking, leadership, the socio-political

process, and effecting change.

The program should develop students understanding of the importance of other forms of

professional development, to include career management, increasing discipline

knowledge, contributing to the profession, self-employment, additional graduate studies,

and achieving licensure and specialty certification.


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BOK Outcome 10

Contemporary Issues

Graduates can incorporate specific contemporary issues into the identification,

formulation, and solution of a specific engineering problem.

Rationale

To be effective, professional civil engineers should appreciate the relationship of engineering

to critical contemporary issues such as multicultural globalization of engineering practice;

raising the quality of life around the world; the growing diversity of society; and the technical,

environmental, societal, political, legal, aesthetic, economic, and financial implications ofengineering projects.


Criterion 3(j)of the ABET General Criteria for Basic Level Programs represents the minimum



General Criterion 3(j)

Engineering programs must demonstrate that their graduates have...a knowledge of contemporaryissues.

In this criterion, the phrase knowledge of implies an expected level of achievement of Level 2,

Comprehension. Graduates should be able to explain contemporary issues, as they relate to

the identification, formulation, and solution of engineering problems.


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Documented direct assessment of student performance in coursework specifically dealing

with contemporary issues.


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BOK Outcome 11

Techniques, Skills, and Modern Engineering Tools

Necessary for Engineering Practice

Graduates can apply relevant techniques, skills, and modern engineering tools tosolve a simple problem.

Rationale

Practicing civil engineers must be able to use appropriate information technology,

contemporary analysis and design methods, and applicable design codes and standards as

practical problem-solving tools to complement their knowledge of fundamental concepts. Theability to select the appropriate tools for solving different types and levels of problems is also

essential.


Criterion 3(k)of the ABET General Criteria for Basic Level Programs represents the minimum



General Criterion 3(k)

Engineering programs must demonstrate that their graduates have...an ability to use the techniques,skills, and modern engineering tools necessary for engineering practice.

Consistent with Blooms Taxonomy, the verb use in this criterion implies an expected level of

achievement of Level 3, Application. Graduates must be able to use modern tools,

t h i d kill t l i i bl f ili it ith th t l d t


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The ABET/EAC Criteria are aimed at the education of engineers, not the training of

technicians. Thus, in evaluating compliance with this criterion, the emphasis should be on

graduates general ability to use engineering tools for problem-solving. There is no

requirement for proficiency in the use of any specific engineering tool.


Some possible measures that the program might use to demonstrate students ability to use

techniques, skills, and modern engineering tools necessary for engineering practice include:

Documented direct assessment of student performance on homework or projects in which

computer software is used as a tool to solve an engineering problem.

Documented direct assessment of student performance on homework or projects in which

codes and standards are used as tools to solve an engineering problem.

Employers assessment of recent graduates ability to use the techniques, skills, and

modern engineering tools necessary for engineering practice.

Note that the mere inclusion of a particular tool in a course does not, by itself, demonstrate thatall students taking that course are able to usethe tool.


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BOK Outcome 12

Specialized Area Related to Civil Engineering

Graduates can evaluate the design of a complex system or process, or evaluate thevalidity of newly created knowledge within a specialized area of civil engineering.

Rationale

The professional civil engineer must possess a high level of disciplinary depth, attained

through specialized technical or professional practice coursework at the graduate level (or

equivalent).


This BOK outcome is fulfilled through achievement of a portion of theABET General Criteria

for Advanced Level Programs.


General Criteria for Advanced Level Programs

In comparison with traditional civil engineering curricula, the Civil Engineering BOK

incorporates significantly greater breadth in science and professional practice. In recognition

of these increased demands for curricular breadth, the Civil Engineering Program Criteria

require that undergraduates attain only Level 3 (Application) in four technical areas

appropriate to the civil engineering discipline. A higher level of achievement is required in

only one specialized area related to civil engineering, and this higher standard is attained

through graduate-level coursework.

The following portion of the General Criteria for Advanced Level Programs pertains to this

outcome:


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Based on the requirement for advanced level program knowledge, the expected level of

achievement is interpreted as Level 6, Evaluation.* Graduates must be capable of evaluating

the design of a complex system or process, or of evaluating the validity of research findings

within a specialized area of civil engineering.

Some examples of specialized areas include environmental engineering, structural

engineering, geotechnical engineering, construction engineering and management, public

works management, transportation engineering, and water resources management. In a

professional practice-oriented masters degree program, civil engineering professional

practice could be defined as the specialized area. Civil engineering specializations in

nontraditional, boundary, or emerging fields such as ecological engineering, biotechnology,

and nanotechnology are encouraged.


ASCEs intent is that programs can demonstrate compliance with this provision of the General

Criteria for Advanced Level Programs without creating new assessment systems for their

masters programs.

A program can demonstrate its graduates ability to apply advanced knowledge through project

reports, theses, or comprehensive exams that are required for successful completion of the

program and that have been evaluated and approved by the faculty. If the program choosesto use this form of evidence, the content of the report, thesis, or exam must be clearly

associated with the designated specialized area related to civil engineering. A team-based

project can be used to demonstrate individual students ability only if individual team members

are evaluated separately.

A project, thesis, or comprehensive exam is not required for compliance with this criterion.

Programs that do not require a project, thesis, or comprehensive exam can demonstrate

compliance through other appropriate direct measures of student performance; e.g., students

performance on designated course examinations that are judged to be good indicators ofadvanced knowledge in the specialized area.


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BOK Outcome 13

Project Management, Construction, and Asset

Management

Graduates can explain key concepts and problem-solving processes used inmanagement.

Rationale

Civil engineering work is often performed within the broader context of a project management

process; and the efforts of the professional civil engineer often lead to construction, operation,and maintenance of new or rehabilitated facilities.


The minimum standard for fulfillment of this BOK outcome is specified in a portion of the Civil

Engineering Program Criteria.




The program must demonstrate that graduatescan explain basic concepts in management.

The three forms of management most relevant to civil engineering are as follows:

P j t t B i t i j t t i l d j t


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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. Asset management seeks effective and efficient long-term

ownership of capital facilities via systematic acquisition, operation, maintenance,

preservation, replacement, and disposition. Basic concepts include optimizing life-cycle

performance, minimizing life-cycle costs, achieving maximum stakeholder benefit, and the

use of tools and techniques such as design innovations, new construction technologies,

materials improvements, geo-mapping, database management, value assessment,

performance models, web-based communication, and cost accounting.

Consistent with Blooms Taxonomy, the verb explain in this criterion implies that the expectedlevel of achievement is Level 2 (Comprehension). Graduates must be able to explain some

(but not all) of the key concepts in any one of the three management areas listed above. As

an alternative, graduates ability to explain generic, business-oriented management concepts

(e.g., those acquired from a management course outside of the engineering program) also

represents full compliance with this criterion.

It is not necessary for the program to offer one or more courses explicitly devoted to

management. Rather, management topics may be integrated into other courses or curricular

experiences.


Some possible measures that the program might use to demonstrate students ability to

explain basic concepts in management include:

Documented direct assessment of student performance on homework, projects, or

examinations in which students are required to explain or apply management concepts.

Successful completion of a course devoted specifically to some form of management.

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK should

provide more comprehensive instruction, leading to students ability to explain or apply most of

the key concepts in all three management areasproject management, constructionmanagement, and asset management.


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BOK Outcome 14

Business, Public Policy, and Public Administration

Graduates can explain key concepts and problem-solving processes used in

business, public policy, and public administration.

Rationale

The professional civil engineer typically functions within both the public and private sectors and

thus requires an understanding of business, public policy, and public administration

fundamentals.






The program must demonstrate that graduatescan explain basic concepts in business [and] publicpolicy.

Basic businessconcepts that are typically applied in the private, government and non-profitsectors include legal forms of ownership, organizational structure and design, incomestatements, balance sheets, decision (engineering) economics, finance, marketing and sales,billable time, overhead, and profit.

Basic public policyand public administrationconcepts include the political process,


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It is not necessary for the program to offer one or more courses explicitly devoted to business,

public policy, or public administration. Rather, these topics may be integrated into other

courses or curricular experiences.



explain basic concepts in business and public policy include:


examinations in which students are required to explain or apply business and public policy

concepts.

Successful completion of a course devoted specifically to business and/or public policy.

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK should

provide more comprehensive instruction, leading to students ability to explain or apply most of

the key concepts in business, public policy and public administration.


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Outcome 15

Leadership and Attitudes

Graduates can explain the role of the leader, leadership principles, and attitudesconducive to effective professional practice of civil engineering.

Rationale

Professional civil engineers are often called upon to assume leadership roles, in both the

public and private arenas. Successful civil engineers develop leadership skills to complement

their managerial abilities. They also adopt positive attitudes that enhance their professional

credibility, interpersonal relationships, and personal motivation.






The program must demonstrate that graduatescan explain basic concepts in leadership.

Leadership, which differs from and complements management, requires broad motivation,

direction, and communication skills. Desirable behaviors of leaders, which can be taught andlearned, include earning trust, trusting others, formulating and articulating vision,

communication, rational thinking, openness, consistency, commitment to organizational

values, and discretion with sensitive information.

Consistent with Blooms Taxonomy, the verb explain in this criterion implies that the expected


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explain basic concepts in leadership include:


examinations in which students are required to explain leadership concepts.

Successful completion of a course devoted specifically to leadership.

Documented student performance in the application of leadership principles through

practical experiences in curricular or extracurricular leadership roles.

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider the following recommendations to enhance students understanding of leadershipand attitudes:

The program should provide more comprehensive leadership instruction, resulting in

students ability to explain most of thekey concepts in leadership.

The program should develop students appreciation for the attitudesvalue-driven

feelings or emotionsthat are conducive to effective professional practice of civil

engineering. These include commitment, judgment, confidence, optimism, consideration

of others, persistence, curiosity, positiveness, entrepreneurship, respect, fairness, self-

esteem, high expectations, sensitivity, honesty, thoughtfulness, integrity, thoroughness,

intuition, and tolerance.

The program should provide opportunities for students to develop and practice leadershipby leading their peers in student projects and extracurricular activities and by receiving

feedback on their leadership performance.


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Teaching the BOK

Faculty

Rationale

The Civil Engineering BOK should be taught by full-time or part-time faculty who exhibit the

following four characteristics:

They are scholarslife-long learners who are experts in the subjects they teach.

They are effective teachers, who engage their students in the learning process.

They have practical experience in the engineering subjects they teach.

They are positive role models for the profession.

How the BOK is Fulfilled

This component of the Civil Engineering BOK is fulfilled through achievement of:

Criterion 5of the ABET General Criteria for Basic Level Programs.



General Criterion 5

Criterion 5 requires that program faculty must have competencies to cover all of the curricular

areas of the program. Given the curricular areas specified in the Civil Engineering Program

Criteria, the faculty must have the competencies to cover the programs chosen four technical

areas appropriate to civil engineering, and to teach civil engineering design, management,

business, and leadership.


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Two provisions of the Civil Engineering Program Criteria pertain to this outcome. The first is as

follows:

The program must demonstrate that faculty teaching courses that are primarily design in content arequalified to teach the subject matter by virtue of professional licensure, or by education and designexperience.

[Commentary to be written]

The second provision of the Civil Engineering Program Criteria pertaining to this outcome is as

follows:

The program must demonstrate that it is not critically dependent on one individual.

[Commentary to be written]

Beyond the Criteria

Programs that aspire to full, robust implementation of the Civil Engineering BOK shouldconsider the following recommendations to enhance faculty effectiveness:

The program should implement a comprehensive faculty development program that

fosters long-term professional growth of all faculty members as effective teachers,

scholars, and role models.

The program should provide opportunities for faculty members to gain practical experience

and heightened expertise in the subjects they teach.

The program should ensure that most civil engineering faculty members hold professional

engineering licenses.


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OUTCOME

Level 1:

KNOWLEDGELevel 2:

COMPREHENSIONLevel 3:

APPLICATIONLevel 4:

ANALYSISLevel 5:

SYNTHESISLevel 6:

EVALUATION


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51

KNOWLEDGE COMPREHENSION APPLICATION ANALYSIS SYNTHESIS EVALUATION

policy, and public

administration.

policy, and public

administration.

administration. public policy, and

public administration.

recommendations, and

createor adapta

system of publicadministration to meet a

real-world need.

policy recommendation,

and a system of public

administration in acomplex, real-world

situation.

15 Leadership

principles and

attitudes

Definethe role of the

leader and list

leadership principlesand attitudes

conducive to effective

professional practice

of civil engineering.

Explainthe role of the

leader, leadership

principles, and attitudesconducive to effective

professional practice of

civil engineering.

Applyleadership

principles to direct the

efforts of a small,homogenous group to

accomplish a simple task;

and graduates

demonstrateattitudes

conducive to effectiveprofessional practice of

civil engineering.

Organizethe efforts of

a large, diverse group to

accomplish a complextask; and analyzea

complex task to

determine which

attitudes are most

conducive to itseffective

accomplishment.

Createa new

organization to

accomplish a complextask; and create an

organizational climate

that fosters the

development of

attitudes conducive totask accomplishment.

Evaluatethe leadership

of an organization and

the attitudes of itsmembers.

LEGEND:

Should be attained through

bachelors level education

(B)


masters level education

(M/30)


experience (E)

Attained through post-

licensure experience, if at all.

Appendix B: Criterion-to-Outcome Cross-Reference


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52

Body of Knowledge Outcomes

Criterion to Outcome Matrix 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Criterion 3a p.10

Criterion 3b p.13

Criterion 3c p.17

Criterion 3d p.20

Criterion 3e p.22

Criterion 3f p.26Criterion 3g p.28

Criterion 3h p.30

Criterion 3i p.32

Criterion 3j p.34

Criterion 3k p.36BasicLeve

lGeneral

Crite

ria

Criterion 4 p.11 p.14 p.17 p.23App ly knowledge of mathematics t hrough

differential equations, calculus-based physics,

p.11

and at least one additional area of science,consistent with the program educational p.11

App ly knowledge of four technical areasappropriate to civil engineering.

p.23

Conduct civil engineering experiments andanalyze and in terpret the resulting data.

p.14

Design a system, component, or process inmore than one civil engineering context.

p.18

Explain basic concepts in management. p.40

Explain basic concepts in business and publicpolicy. p.42

Explain basic concepts in leadership. p.44Civ

ilE

ngineering

Pro

gramC

riteria

Explain the importance of professionallicensure.

p.27

AdvancedLevel Criteria

Demonstrate advanced level programknowledge.

p.38

Documents

As Ce Commentary v 3410 May 07