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ABET Engineering Criteria for Civil and Similarly Named Programs In the Context of the Civil Engineering body of knowledge version 3. Rapid technological advancement, globalization, and ever-increasing political, social, environmental, and economic constraints are fundamentally challenging the way Civil Engineering is practiced. The current four-year bachelor's degree is increasingly inadequate as formal academic preparation for the professional practice of civil engineering.
ABET Engineering Criteria for Civil and Similarly Named Programs In the Context of the Civil Engineering body of knowledge version 3. Rapid technological advancement, globalization, and ever-increasing political, social, environmental, and economic constraints are fundamentally challenging the way Civil Engineering is practiced. The current four-year bachelor's degree is increasingly inadequate as formal academic preparation for the professional practice of civil engineering.
ABET Engineering Criteria for Civil and Similarly Named Programs In the Context of the Civil Engineering body of knowledge version 3. Rapid technological advancement, globalization, and ever-increasing political, social, environmental, and economic constraints are fundamentally challenging the way Civil Engineering is practiced. The current four-year bachelor's degree is increasingly inadequate as formal academic preparation for the professional practice of civil engineering.
c/o ASCE Educational Activities 1801 Alexander Bell Drive Reston, Virginia 20191 Comment ary On the ABET Engineering Criteria for Civil and Similarly Named Programs
In the Context of the Civil Engineering Body of Knowledge Version 3.4 (May 10, 2007)
DRAFT
Tabl e of Cont ent s
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 Appendix B: Criterion-to-Outcome Cross-Reference 52
Int roduct i on 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 St at ement 465 and t he 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 masters degree 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 by considering 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 J anuary 2004 this effort came to fruition with ASCEs publication of Civil Engineering Body of Knowledge for the 21 st Centurya report describing the knowledge, skills, and attitudes necessary to become a licensed professional civil engineer. This report describes the Civil Engineering Body of Knowledge (BOK) in terms of fifteen outcomes, the first eleven of which correspond nominally to ABET/EAC Criteria 3(a) through 3(k). The fifteen outcomes of the BOK represent five major areas of emphasis: Math, science, and engineering science fundamentals
Technical breadth Professional practice breadth Breadth in the humanities and social sciences Technical specialization In October 2004, based on additional input from the ASCE membership, the Board of Direction further refined Policy Statement 465 to enhance its emphasis on the BOK. The wording of the revised policy is as follows: The American Society of Civil Engineers supports the attainment of a Body of Knowledge for entry into the practice of civil engineering at the professional level. This would be accomplished through the adoption of appropriate engineering education and experience requirements as a prerequisite for licensure. ASCE encourages institutions of higher education, governmental units, employers, civil engineers, and other appropriate organizations to endorse, support, promote, and implement the attainment of the Body of Knowledge. This includes additional education beyond the bachelors degree for the practice of civil engineering at the professional level. The implementation of this effort should occur through establishing appropriate curricula in the formal education process, appropriate experience guidelines for the workplace, and related education and experience standards for licensure. Admission to the practice of civil engineering at the professional level means professional engineering licensing requiring attainment of a Body of Knowledge through appropriate engineering education and experience. Fulfillment of this Body of Knowledge will include a combination of: a baccalaureate degree, a masters degree, or approximately 30 coordinated graduate or upper level undergraduate credits or the equivalent agency/organization/professional society courses providing equal quality and rigor, and appropriate experience based upon broad technical and professional practice guidelines which provide sufficient flexibility for a wide range of roles in engineering practice. Basic-Level Civil Engineering Program Crit eria Although it has now been formalized in ASCE policy, the BOK can only be implemented through accreditation criteria and accreditation processes. New BOK-compliant ABET Basic- Level Civil Engineering Program Criteria and Advanced Level General Criteria were drafted in the spring of 2004 and, since then, have been systematically shared with the broader community of civil engineering educators and practitioners. This two-year review process has facilitated extensive feedback, resulting in substantive improvements to the draft criteria. The current draft criteria are as follows:
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PROGRAM CRITERIA FOR CIVIL AND SIMILARLY NAMED ENGINEERING PROGRAMS 1. Curriculum 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; can apply knowledge of four technical areas appropriate to civil engineering; can conduct civil engineering experiments and 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, and leadership; and can explain the importance of professional licensure. 2. Faculty The program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual.
ASCEs goal is to fully implement these criteria for accreditation visits occurring during academic year 2008-2009. Concurrently a 2 nd 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 do considerably more than the criteria prescribe. Pur pose and Organi zat i on of t hi s Comment ar y Purpose The purpose of this document is to provide commentary on the ABET/EAC Criteria for civil and similarly named engineering programs, in the context of the ASCE Civil Engineering Body of Knowledge. 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 Provide civil engineering faculty members with recommended measuresabove and beyond the criteriathat will ensure full, robust implementation of the BOK. Nothing in this Commentary is intended to add to, detract from, or modify the ABET/EAC Criteria. Rather, this document shows how full compliance with the criteria also ensures minimum acceptable fulfillment of the BOK. In the spirit of the ABET/EAC Criteria, this Commentary does not attempt to prescribe a single approach to satisfying the criteria; rather, it emphasizes the educational institutions freedom to innovate within the framework of an outcomes-based assessment process.
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Program evaluation is an inherently subjective process. This Commentary is intended to help evaluators make subjective judgments in a manner that is consistent with both the ABET/EAC Criteria and the BOK. Evaluators are encouraged to use this document as a resource to aid the 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 evaluators professional judgmentinformed by the Team Chairs guidance and appropriate program documentation.
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. Organizat ion and Scope This Commentary is organized in terms of the fifteen outcomes articulated in ASCEs Civil Engineering Body of Knowledge for the 21 st Century. This organizational framework reflects the concept that the BOK is the foundation on which the structure of civil engineering accreditation 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 criteria to 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, in any way, supplement the ABET/EAC Criteria for Accrediting Engineering Programs. The commentaries on specific ABET/EAC Criteria should be regarded as suggestions for evaluating the associated criteria in the context of the civil engineering discipline. These commentaries neither add to nor detract from the criteria. For example, the commentary on General Criterion 3(b) describes how experimental design is typically performed in civil engineering practice; however, it does not, in any way, modify the ABET requirement that graduates must be able to design experiments.
Although this Commentary is organized in terms of the fifteen BOK outcomes, the reader can refer 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 Out comes The current BOK Outcomes associated with formal education are provided in Table 1 below. Out come Descri pt i on 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 technical areas appropriate to civil engineering. 6 Graduates can analyze a complex situation involving multiple conflicting professional and ethical interests, to determine an appropriate course of action. 7 Graduates can organize and deliver effective verbal, written, and graphical communications. 8 Drawing upon a broad education, graduates can determine the global, economic, environmental, and societal impacts of a specific, relatively constrained 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 engineering tools to solve a simple problem. 12 Graduates can evaluate the design of a complex system or process, or evaluate the validity of newly created knowledge within a specialized area of civil engineering. 13 Graduates can explain key concepts and problem-solving processes used in management. 14 Graduates can explain key concepts and problem-solving processes used in business, public policy, and public administration. 15 Graduates can explain the role of the leader, leadership principles, and attitudes conducive to effective professional practice of civil engineering. Table 1. Current BOK Outcomes
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Level s of Achi evement To facilitate both the design of curricula and the assessment of BOK fulfillment, ASCE uses Blooms Taxonomy as the basis for defining levels of achievement associated 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 verb used 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 understand and know are 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 achievement through 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 experience are 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 separate outcome 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. Like the BOK outcomes, the formulation of the ABET/EAC Civil Engineering Program Criteria is based on Blooms Taxonomy. Thus the verbs used in these criteria imply specific levels of achievement that must be demonstrated for compliance. In this Commentary, expected levels of achievement are discussed explicitly in conjunction with each provision of the Program Criteria.
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Level Definition Illustrative Verbs 1. Knowledge Knowledge is defined as the remembering of previously learned material. This may involve the recall of a wide range of material, from specific facts to complete theories, but all that is required is the bringing to mind of the appropriate information. Knowledge represents the lowest level of learning outcomes in the cognitive domain. define; describe; enumerate; identify; label; list; match; name; reproduce; select; state. 2. Comprehension Comprehension is defined as the ability to grasp the meaning of material. This may be shown by translating material from one form to another (words to numbers), by interpreting material (explaining or summarizing), and by estimating future trends (predicting consequences or effects). These learning outcomes go one step beyond the simple remembering of material, and represent the lowest 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 learned material in new and concrete situations. This may include the application of rules, methods, concepts, principles, laws, and theories. Learning outcomes in this area require a higher level of understanding than those under comprehension. administer; apply; calculate; chart; compute; determine; demonstrate; implement; prepare; provide; relate; report; solve; use. 4. Analysis Analysis refers to the ability to break down material 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, and recognition of the organizational principles involved. Analysis represents a higher level than comprehension and application because it requires an understanding of both the content and the structural form of the material. analyze; break down; correlate; differentiate; discriminate; distinguish; formulate; illustrate; infer; organize, outline; prioritize; separate; subdivide. 5. Synthesis Synthesis refers to the ability to put parts together to form a new whole. This may involve the production of a unique communication, a plan of operations (research proposal), or a set of abstract relations (scheme for classifying information). Learning outcomes in this area stress creative behaviors, with major emphasis on the formulation of new patterns or structure. adapt; combine; compile; compose; create; design; develop; devise; facilitate; generate; integrate; modify; plan; reconstruct; revise; structure. 6. Evaluation Evaluation is concerned with the ability to judge the value of material for a given purpose, based on definite criteria. Learning outcomes in this area are highest in the hierarchy because they contain elements of all the other categories, plus conscious value judgments based on clearly defined criteria. appraise; compare & contrast; conclude; criticize; critique; decide; defend; evaluate; judge; justify. Table 1. Blooms Taxonomy Levels of Cognitive Development and Illustrative Verbs
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Level Example Instructional Objectives 1. Knowledge List the assumptions required for truss analysis. 2. Comprehension Explain the procedure for calculating member forces in a truss, using the method of joints. 3. Application Calculate the member forces in a truss, using the method of sections. 4. Analysis Analyze a truss bridge, accounting for all relevant loading conditions. 5. Synthesis Design a truss bridge of a specified span length, accounting for all relevant loading conditions. 6. Evaluation For a bridge of specified span length, compare the suitability of truss, plate girder, and box girder configurations; and decide on an optimum configuration. Table 2. Examples of Instructional Objectives Referenced to Blooms Six Levels of Cognitive Development 1 .
M a t h
&
S c i e n c e 2 .
E x p e r i m e n t s 3 .
D e s i g n 4 .
M u l t i d i s c i p l i n a r y
T e a m s 5 .
E n g i n e e r i n g
P r o b l e m s 6 .
P r o f e s s i o n a l
&
E t h i c a l 7
C o m m u n i c a t e 8 .
I m p a c t
o f
S o l u t i o n s 9 .
L i f e l o n g
L e a r n i n g 1 0 .
C o n t e m p o r a r y
I s s u e s 1 1 .
E n g i n e e r i n g
T o o l s 1 2 .
T e c h n i c a l
S p e c i a l i z a t i o n 1 3
M a n a g e m e n t 1 4 .
B u s i n e s s
&
P o l i c y 1 5 .
L e a d e r s h i p Outcome 1. Knowledge 2. Comprehension 3. Application 4. Analysis 5. Synthesis 6. Evaluation L e v e l
o f
A c h i e v e m e n t Bachelors Degree Experience M or 30 1 .
M a t h
&
S c i e n c e 2 .
E x p e r i m e n t s 3 .
D e s i g n 4 .
M u l t i d i s c i p l i n a r y
T e a m s 5 .
E n g i n e e r i n g
P r o b l e m s 6 .
P r o f e s s i o n a l
&
E t h i c a l 7
C o m m u n i c a t e 8 .
I m p a c t
o f
S o l u t i o n s 9 .
L i f e l o n g
L e a r n i n g 1 0 .
C o n t e m p o r a r y
I s s u e s 1 1 .
E n g i n e e r i n g
T o o l s 1 2 .
T e c h n i c a l
S p e c i a l i z a t i o n 1 3
M a n a g e m e n t 1 4 .
B u s i n e s s
&
P o l i c y 1 5 .
L e a d e r s h i p 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 L e v e l
o f
A c h i e v e m e n t Bachelors Degree Experience M or 30
Figure 1. The BOK Profile Expected Levels of Achievement for Each Outcome The current formulation of the ABET/EAC General Criteria is not based 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. Assessi ng t he Achi evement of Out comes Criterion 3 of the ABET/EAC General Criteria requires the program to demonstrate that its graduates achieve all of its program outcomes, to include those specified in Criterion 3(a)-(k). The program is expected to provide convincing evidence that all students, by the time they have graduated, have demonstrated achievement of every outcome, to a level the program
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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 suggested measures for demonstrating compliance with the criteria. A list of Suggestions for Demonstrating Compliance is provided for each BOK outcome. These lists are not intended to be all-inclusive. The evaluator should give the program wide latitude in determining how compliance is demonstrated. Regardless of the method, however, responsibility for demonstrating compliance lies with the program, not the evaluator.
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BOK Out come 1 Mathematics and Science Graduates can solve problems in mathematics through differential equations, calculus-based physics, chemistry, and one additional area of science.
Rat i onal e 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 lifelong learning (Outcome 9)not only in the traditional civil engineering discipline areas, but in emerging fields and interdisciplinary endeavors as well. How t he Out come i s Ful fi l l ed 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 4 of the ABET General Criteria for Basic Level Programs. A portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a General Crit erion 3(a) Engineering programs must demonstrate that their graduates have...an ability to apply knowledge of mathematics, science, and engineering. The requirement for an ability to apply knowledge of mathematics and science is expanded upon in the Civil Engineering Program Criteria (discussed below). The requirement for an ability to apply knowledge of engineering is addressed in Outcome 5 (Engineering Problem- Solving).
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General Crit erion 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 mathematics and 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 120 total credit hours would only be required to have 30 credits of math and basic science. Civil Engineering Program Crit eria 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 core of 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 have an 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 serves as a prerequisite) would not fulfill this requirement, because such a course would provide additional depth rather than breadth. For the same reason, a course that is primarily engineering science in content would not fulfill this requirement. Finally, because the focus of this provision is on increased breadth in basic science, an additional course in mathematics generally would not fulfill this requirement. Consistent with Blooms Taxonomy (see p. 4-5), the verb apply in this provision of the Program Criteria implies that the expected level of achievement is Level 3, Application. To
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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 these subject areas. The evaluation should be based principally on graduates demonstrated ability to solve problems, not on curricular content. Suggest ions for Demonst rat ing 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 and science subject areas Beyond t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider the following recommendations:
In addition to mathematics through differential equations, the program should develop graduates ability to apply probability and statistics. The program should develop graduates ability to apply knowledge in most of 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 Out come 2 Experimentation Graduates can design a civil engineering experiment to meet a need; conduct the experiment, and analyze and interpret the resulting data.
Rat i onal e 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. How t he Out come i s Ful fi l l ed The specific ABET/EAC criteria representing the minimum standard for fulfillment of this BOK outcome are as follows: Criterion 3(b) of the ABET General Criteria for Basic Level Programs. Criterion 4 of the ABET General Criteria for Basic Level Programs. A portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a General Crit erion 3(b) Engineering programs must demonstrate that their graduates have...an ability to design and conduct experiments, 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 (discussed below) is the requirement for an ability to design experiments. The design of experiments is not emphasized in the Program Criteria, because civil engineers generally do not develop experimental procedures; rather, they conduct laboratory experiments according to published standards, such as the American Society for Testing and Materials (ASTM) specifications and the Standard Methods for the Examination of Water and Wastewater. Nonetheless, it is important to recognize that the absence of any reference to experimental design in the Civil Engineering Program Criteria does not relieve a program of responsibility for compliance with the experimental design provision of General Criterion 3(b).
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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 Crit erion 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 mathematics and 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.
Civil Engineering Program Crit eria The following portion of the Civil Engineering Program Criteria pertains to this outcome: The program must demonstrate that graduates...can conduct civil engineering experiments and analyze and interpret the resulting 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 laboratory reports: Understanding of the objectives and procedures associated with an experiment. The conduct of experimental setup, measurement, and data collection. Observation and documentation of error and uncertainties in data collection procedures. Critical analysis of data.
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Interpretation of the experimental results, with appropriate conclusions and recommendations. Application of the experimental results to a real-world civil engineering problem or situation. Consistent with Blooms Taxonomy, the verb conduct in this provision of the Program Criteria implies that the level of achievement for such tasks as experimental setup, measurement, and data collection is Level 3, Application. The verbs analyze and interpret imply that the level of achievement for processing experimental data is Level 4, Analysis. There is no requirement for students to conduct experiments in more than one civil engineering technical area; however, it is highly unlikely that bona fide Level 4 achievement in the analysis and interpretation of experimental data could be developed through a single civil engineering laboratory experience. A growing trend in engineering curriculum development involves the use of virtual laboratoriescomputer simulations that attempt to replicate the hands-on experiences of conventional physical labs. In general, such curricular innovations are encouraged, and the program evaluator must keep an open mind when considering their effectiveness. An evaluation of a virtual laboratory experience should consider such factors as: The extent to which the subject matter lends itself to accurate simulation. The extent to which the simulation replicates the actual physical experiences of setup, measurement, and data collection. The nature of student interaction with the simulation. The students abilities acquired through the simulation. Students satisfaction with their abilities gained through the simulation. Suggest ions for Demonst rat ing Compliance A variety of measures can be used to demonstrate graduates ability to design and conduct laboratory experiments and to analyze and interpret data. Some possible measures include: Documented direct assessment of student laboratory reports. Documented direct assessment of student projects involving the design of experiments. Documented student performance on undergraduate research projects that have an experimental component. Employers assessment of recent graduates performance in laboratory work or quality control testing.
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BOK Out come 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, health and safety, manufacturability, and sustainability.
Rat i onal e Design is the essence of engineering. The ability to design a system, component, or process is vital for the professional civil engineer. How t he Out come i s Ful fi l l ed The specific ABET/EAC criteria representing the minimum standard for fulfillment of this BOK outcome are as follows: Criterion 3(c) of the ABET General Criteria for Basic Level Programs. A portion of Criterion 4 of the ABET General Criteria for Basic Level Programs. A portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a Definit ion 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 desired needs. 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. This definition should form the basis for evaluation of Criterion 3(c), Criterion 4, and the design- related provisions of the Civil Engineering Program Criteria.
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General Crit erion 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 an unrealistically 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 a programs 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 most common types of standards are codes and regulations. Constraints explicitly cited in Criterion 3(c) are economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability considerations. In a civil engineering context, manufacturability is generally interpreted as constructability. General Crit erion 4 The following portion of Criterion 4 pertains to specifically this outcome:
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Students must be prepared for engineering practice through the curriculum culminating in a major design 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. Civil Engineering Program Crit eria The following portion of the Civil Engineering Program Criteria pertains to this outcome: 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 civil engineering 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 in compliance. Conversely, a program that requires its students to design only a reinforced concrete structure and a steel structure would not be in compliance, since the design process for steel and concrete structures is so similar. The major design experience (as specified in Criterion 4) can be counted as one civil engineering context. However, the major design experience alone cannot constitute compliance with this provision of the Civil Engineering Program Criteria.
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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. Suggest ions for Demonst rat ing Compliance 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 must have assessed the student work (or must have arranged for an external assessment of the student work) and must present evidence that all students, by the time of graduation, have demonstrated this ability at an appropriate standard of performance.
Beyond t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider the following recommendations to enhance graduates ability to perform engineering design:
The program should provide its students with opportunities to employ all aspects of 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 bidding versus 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 in the design solution. The program should provide design experiences integrated throughout the professional component of the curriculumto include substantive design experiences prior to the senior year and design experiences in all of the civil engineering technical areas represented in the curriculum.
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BOK Out come 4 Multi-Disciplinary Teams Graduates can function effectively as a member of a multi-disciplinary team.
Rat i onal e 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. How t he Out come i s Ful fi l l ed Criterion 3(d) of the ABET General Criteria for Basic Level Programs represents the minimum standard for fulfillment of this BOK outcome. Comment ar y on t he Cri t eri on General Crit erion 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 of students 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 expertise to bear in solving the problem; and (3) the scope of the problem is sufficiently broad that no one team member could successfully solve the problem alone. Consistent with Blooms Taxonomy, the verb function in this criterion implies that the expected level of achievement is Level 3, Application. To comply with this criterion, the program must demonstrate that each graduate can successfully serve in a well-defined role as a member of a multi-disciplinary team and can make a meaningful contribution to the
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accomplishment of the teams goals. It is not necessary for graduates to be able to organize or lead a team. Suggest ions for Demonst rat ing Compliance 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 t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider providing formal instruction in teaming principles and skills, complemented by experiences in which these skills are practiced and assessed. Such instruction should be designed to develop graduates understanding of team formation and evolution, personality profiles, team dynamics, collaboration among diverse disciplines, problem-solving, time management, and being able to foster and integrate diversity of perspectives, knowledge, and experiences.
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BOK Out come 5 Engineering Problem-Solving Graduates can solve well-defined engineering problems in four technical areas appropriate to civil engineering.
Rat i onal e 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. How t he Out come i s Ful fi l l ed The specific ABET/EAC criteria representing the minimum standard for fulfillment of this BOK outcome are as follows: Criterion 3(e) of the ABET General Criteria for Basic Level Programs. A portion of Criterion 4 of the ABET General Criteria for Basic Level Programs. A portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a General Crit erion 3(e) Engineering programs must demonstrate that their graduates have...an ability to identify, formulate, and solve engineering problems. Consistent with Blooms Taxonomy, the verbs identify and formulate in this criterion imply that the expected level of achievement is Level 4, Analysis. To comply with this criterion, the program must demonstrate that each graduate can successfully perform engineering analysis by breaking down a system or process into its component parts, such that its performance can be understood.
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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 both Criterion 3(c) and 3(e). General Crit erion 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, consisting of 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. Civil Engineering Program Crit eria The following provision of the Civil Engineering Program Criteria pertains to this outcome: The program must demonstrate that graduates...can apply knowledge of four technical areas appropriate 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 Construction It is entirely permissible, however, for programs to develop their graduates technical breadth through coursework in other subject areas. The field of civil engineering is evolving, and new specialty areas are continually emerging. It is critically important that the enforcement of this criterion not stifle curricular innovation. Nonetheless, if a programs four technical areas include one or more subjects not listed above, the program (not the evaluator) is responsible for demonstrating that its non-standard curricular areas are indeed appropriate to civil engineering.
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Some possible justifications 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 must balance the desirability of curricular innovation against the need for relevant technical breadth in all civil engineering graduates. The judgment may not be 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 four designated 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 through post-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. Suggest ions for Demonst rat ing Compliance 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 Performance on the CE discipline-specific portion of the Fundamentals of Engineering exam
* The ABET Criterion 3 White Paper (see p.7) indicates that course completion is generally not an acceptable method of demonstrating the achievement of outcomes. In this instance, however, the successful completion of a course devoted to a particular CE technical area maps directly to the outcome itself (the ability to apply knowledge in the associated CE technical area). Thus, in this specific instance, the use of course completion as a measure of outcome attainment is entirely reasonable.
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Employers assessment of recent graduates performance in the specified CE technical areas.
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BOK Out come 6 Professional and Ethical Responsibilities Graduates can analyze a complex situation involving multiple conflicting professional and ethical interests, to determine an appropriate course of action.
Rat i onal e 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. How t he Out come i s Ful fi l l ed The specific ABET/EAC criteria representing the minimum standard for fulfillment of this BOK outcome are as follows: Criterion 3(f) of the ABET General Criteria for Basic Level Programs. A portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a General Crit erion 3(f) Engineering programs must demonstrate that their graduates have...an understanding of professional and ethical responsibility. The reference to understanding in this criterion implies that the expected level of achievement is Level 2, Comprehension. Graduates should be able to explain engineers professional and ethical responsibilities, as described in the ASCE Fundamental Canons of Ethics and the associated Guidelines to Practice under the Fundamental Canons of Ethics. It is advisable (but not required) that programs involve practitioners in the development, teaching, and assessment of professional and ethical responsibilities.
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Civil Engineering Program Crit eria The following provision of the Civil Engineering Program Criteria pertains to this outcome: The program must demonstrate that graduates...can explain the importance of professional licensure. 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. Suggest ions for Demonst rat ing Compliance 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 t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider developing graduates knowledge of professional and ethical responsibilities to Level 4 (Analysis) of Blooms Taxonomy. Specifically, graduates should be able to analyze a complex situation involving multiple conflicting professional and ethical interests and to determine an appropriate course of action.
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BOK Out come 7 Communication Skills Graduates can organize and deliver effective verbal, written, and graphical communications.
Rat i onal e 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. How t he Out come i s Ful fi l l ed Criterion 3(g) of the ABET General Criteria for Basic Level Programs represents the minimum standard for fulfillment of this BOK outcome. Comment ar y on t he Cri t eri on General Crit erion 3(g) Engineering programs must demonstrate that their graduates have...an ability to communicate effectively. Level 4 (Analysis) is inferred as the expected level of achievement for this criterion. Graduates must be able to organize and deliver effective verbal and written communications. Suggest ions for Demonst rat ing Compliance Some possible measures that the program might use to demonstrate graduates communication skills include: Documented direct assessment of student performance on technical or non-technical writing requirements. Documented direct assessment of student performance on oral presentations. External assessments of student project presentations, performed by clients, advisory board members, etc.
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Beyond t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider developing the full range of graduates communication skills, to include listening, observing, reading, speaking, and writing. In engineering practice, written communication often entails the use of graphics and is often facilitated by the Internet and other electronic media; thus emphasis on these aspects of written communication is also desirable.
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BOK Out come 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 engineering solution.
Rat i onal e 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. How t he Out come i s Ful fi l l ed Criterion 3(h) of the ABET General Criteria for Basic Level Programs represents the minimum standard for fulfillment of this BOK outcome. Comment ar y on t he Cri t eri a General Crit erion 3(h) Engineering programs must demonstrate that their graduates have...the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. The verb understand in this criterion implies that the expected level of achievement is Level 2, Comprehension. Graduates should be able to draw upon a broad education to explain the global, economic, environmental, and societal impacts of an engineering solution. Suggest ions for Demonst rat ing Compliance Some possible measures that the program might use to demonstrate graduates ability to explain the global, economic, environmental, and societal impacts of an engineering solution include:
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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 which a 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 t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider the following recommendations to enhance students understanding of the impact of engineering 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 civil engineering profession.
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BOK Out come 9 Life-Long Learning Graduates can demonstrate the ability to learn on their own, without the aid of formal instruction.
Rat i onal e 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. How t he Out come i s Ful fi l l ed Criterion 3(i) of the ABET General Criteria for Basic Level Programs represents the minimum standard for fulfillment of this BOK outcome. Comment ar y on t he Cri t eri on General Crit erion 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 actual life-long learning ability. Suggest ions for Demonst rat ing Compliance Some possible measures that the program might use to demonstrate students recognition of the need for, and ability to engage in, life-long learning include:
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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-long learning. Beyond t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider 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 Out come 10 Contemporary Issues Graduates can incorporate specific contemporary issues into the identification, formulation, and solution of a specific engineering problem.
Rat i onal e 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 of engineering projects. How t he Out come i s Ful fi l l ed Criterion 3(j) of the ABET General Criteria for Basic Level Programs represents the minimum standard for fulfillment of this BOK outcome. Comment ar y on t he Cri t eri on General Crit erion 3(j) Engineering programs must demonstrate that their graduates have...a knowledge of contemporary issues. 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. Suggest ions for Demonst rat ing Compliance Some possible measures that the program might use to demonstrate students ability to explain contemporary issues include: Documented direct assessment of student performance on homework, projects, case studies, or exams requiring students to explain the relationship between contemporary issues and engineering.
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Documented direct assessment of student performance in coursework specifically dealing with contemporary issues.
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BOK Out come 11 Techniques, Skills, and Modern Engineering Tools Necessary for Engineering Practice Graduates can apply relevant techniques, skills, and modern engineering tools to solve a simple problem.
Rat i onal e 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. The ability to select the appropriate tools for solving different types and levels of problems is also essential. How t he Out come i s Ful fi l l ed Criterion 3(k) of the ABET General Criteria for Basic Level Programs represents the minimum standard for fulfillment of this BOK outcome. Comment ar y on t he Cri t eri on General Crit erion 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, techniques, and skills to solve engineering problems; mere familiarity with these tools does not constitute adequate compliance with this criterion. Criterion 3(k) might be erroneously interpreted as applying solely to the use of information technology. To ensure full compliance, however, the program must also demonstrate that its graduates have the ability to use contemporary analysis and design methods and applicable design codes and standards as practical problem-solving tools.
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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. Suggest ions for Demonst rat ing Compliance 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 that all students taking that course are able to use the tool.
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BOK Out come 12 Specialized Area Related to Civil Engineering Graduates can evaluate the design of a complex system or process, or evaluate the validity of newly created knowledge within a specialized area of civil engineering.
Rat i onal e 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). How t he Out come i s Ful fi l l ed This BOK outcome is fulfilled through achievement of a portion of the ABET General Criteria for Advanced Level Programs. Comment ar y on t he Cri t eri a General Crit eria 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: The program must demonstrate that graduates have an ability to apply advanced level knowledge in a specialized area of engineering related to the program area.
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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. Suggest ions for Demonst rat ing Compliance 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 chooses to 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 of advanced knowledge in the specialized area.
* Note that use of the verb applywould imply an expected level of achievement of Level 3, Application. The apparent discrepancy results from the fact that the ABET/EAC General Criteria are not based on Blooms Taxonomy..
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BOK Out come 13 Project Management, Construction, and Asset Management Graduates can explain key concepts and problem-solving processes used in management.
Rat i onal e 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. How t he Out come i s Ful fi l l ed The minimum standard for fulfillment of this BOK outcome is specified in a portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a Civil Engineering Program Crit eria The following portion of the Civil Engineering Program Criteria pertains to this outcome: The program must demonstrate that graduatescan explain basic concepts in management. The three forms of management most relevant to civil engineering are as follows: Project management. Basic concepts in project management include project manager responsibilities, defining and meeting client requirements, risk assessment and management, stakeholder identification and involvement, contract negotiation, project work plans, scope and deliverables, budget and schedule preparation and monitoring, interaction among engineering and other disciplines, quality assurance and quality control, and dispute resolution processes. Construction management. Basic concepts in construction management include owner- engineer-contractor relationships; project delivery systems (e.g., design-bid-build, design-
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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 expected level 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. Suggest ions for Demonst rat ing Compliance 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 t he Cri t eri a 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, construction management, and asset management.
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BOK Out come 14 Business, Public Policy, and Public Administration Graduates can explain key concepts and problem-solving processes used in business, public policy, and public administration.
Rat i onal e 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. How t he Out come i s Ful fi l l ed The minimum standard for fulfillment of this BOK outcome is specified in a portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a The following portion of the Civil Engineering Program Criteria pertains to this outcome: The program must demonstrate that graduatescan explain basic concepts in business [and] public policy. Basic business concepts that are 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.
Basic public policy and public administration concepts include the political process, formulation of public policy, laws and regulations, funding mechanisms, public education and involvement, government-business interaction, and the public service responsibility of professionals.
Consistent with Blooms Taxonomy, the verb explain in this criterion implies that the expected level of achievement is Level 2 (Comprehension). Graduates must be able to explain some (but not all) of the key concepts in business, as listed above, and some (but not all) of the key concepts in public policy or public administration, as listed above.
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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. Suggest ions for Demonst rat ing Compliance Some possible measures that the program might use to demonstrate students ability to explain basic concepts in business and public policy include: Documented direct assessment of student performance on homework, projects, or 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 t he Cri t eri a 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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Out come 15 Leadership and Attitudes Graduates can explain the role of the leader, leadership principles, and attitudes conducive to effective professional practice of civil engineering.
Rat i onal e 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. How t he Out come i s Ful fi l l ed The minimum standard for fulfillment of this BOK outcome is specified in a portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a The following portion of the Civil Engineering Program Criteria pertains to this outcome: 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 and learned, 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 level of achievement is Level 2 (Comprehension). Graduates must be able to explain some key concepts in leadership, such as those listed above. It is not necessary for the program to offer one or more courses explicitly devoted to leadership. Rather, this topic may be integrated into other courses or curricular experiences.
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Suggest ions for Demonst rat ing Compliance Some possible measures that the program might use to demonstrate students ability to explain basic concepts in leadership include: Documented direct assessment of student performance on homework, projects, or 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 t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider the following recommendations to enhance students understanding of leadership and attitudes:
The program should provide more comprehensive leadership instruction, resulting in students ability to explain most of the key 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 leadership by leading their peers in student projects and extracurricular activities and by receiving feedback on their leadership performance.
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Teachi ng t he BOK Faculty Rat i onal e 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 t he BOK i s Ful fi l l ed This component of the Civil Engineering BOK is fulfilled through achievement of: Criterion 5 of the ABET General Criteria for Basic Level Programs. A portion of the Civil Engineering Program Criteria. Comment ar y on t he Cri t eri a General Crit erion 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. Faculty members teaching management, business, and leadership need not be civil engineers. Furthermore, it is reasonable to expect that faculty members teaching emerging non-traditional specialty areas appropriate to civil engineering might also not be civil engineers.
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Civil Engineering Program Crit eria 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 are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. [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 t he Cri t eri a Programs that aspire to full, robust implementation of the Civil Engineering BOK should consider 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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48 Appendi x A: BOK Out come Rubri c
OUTCOME Level 1: KNOWLEDGE Level 2: COMPREHENSION Level 3: APPLICATION Level 4: ANALYSIS Level 5: SYNTHESIS Level 6: EVALUATION 1 Math and science Define key factual information related to mathematics through differential equations, calculus-based physics, chemistry, and one additional area of science. Explain key concepts and problem-solving approaches in mathematics through differential equations, calculus-based physics, chemistry, and one additional area of science. Solve problems in mathematics through differential equations, calculus-based physics, chemistry, and one additional area of science. Analyze a complex problemto determine the relevant mathematical and scientific principles; and then apply that knowledge to solve the problem. Create new mathematical or scientific knowledge. Evaluate the validity of newly created mathematical or scientific knowledge. 2 Experiments Identify the procedures and equipment necessary to conduct civil engineering experiments. Explain the purpose, procedures, equipment, and practical applications of civil engineering experiments. Conduct civil engineering experiments according to established procedures, and report the results. Conduct civil engineering experiments according to established procedures, and analyze and interpret the results. Design a civil engineering experiment to meet a need; conduct the experiment, and analyze and interpret the resulting data. Evaluate the effectiveness of a designed experiment in meeting an ill-defined real world need. 3 Design a system component or process Define engineering design; list the major steps in the engineering design process; and list constraints that affect the process and products of engineering design. Describe the engineering design process; explain how real-world constraints affect the process and products of engineering design. Determine the required characteristics (e.g., dimensions, material) of a simple component (e.g., a structural member) to meet a well-defined set of requirements and constraints. Analyze a complex systemor process (e.g., a truss or water treatment process) to determine if a given design alternative meets specified requirements and constraints. Design a complex systemor process to meet desired needs, within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability. Evaluate the design of a complex system, component, or process to ensure that it meets a clients needs and accounts for all relevant constraints. 4 Multi- disciplinary teams List the key characteristics of an effective multi- disciplinary team. Explain the factors affecting the ability of a multi-disciplinary teamto function effectively. Function effectively as a member of a multi- disciplinary team. Organize an existing multi-disciplinary team to accomplish a complex task. Create and organize a multi-disciplinary team to accomplish a complex task. Evaluate the composition, organization, and performance of a multi- disciplinary teamin accomplishing a complex task.
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OUTCOME Level 1: KNOWLEDGE Level 2: COMPREHENSION Level 3: APPLICATION Level 4: ANALYSIS Level 5: SYNTHESIS Level 6: EVALUATION 5 Engineering problem-solving List key factual information related to four technical areas appropriate to civil engineering. Explain key concepts and problem-solving processes in four technical areas appropriate to civil engineering. Solve well-defined engineering problems in four technical areas appropriate to civil engineering. Identify, formulate, and solve an ill-defined engineering problemin four technical areas appropriate to civil engineering. Identify, formulate, and solve an ill-defined engineering problem involving integration of several different technical areas appropriate to civil engineering. Identify, formulate, and solve an engineering probleminvolving integration of several different technical areas appropriate to civil engineering; and evaluate the effectiveness of the solution. 6 Professional and ethical responsibility List the professional and ethical responsibilities of a civil engineer. Explain the professional and ethical responsibilities of a civil engineer. Apply standards of professional and ethical responsibility in a relatively clear-cut situation, to determine an appropriate course of action. Analyze a complex situation involving multiple conflicting professional and ethical interests, to determine an appropriate course of action. Synthesize their studies and experiences to foster their own long- termprofessional and ethical development. Self-assess their long- termprofessional and ethical development and can evaluate both in light of competing and complex real-world alternatives. 7 Communicate List the characteristics of effective verbal, written, and graphical communications. Describe the characteristics of effective verbal, written, and graphical communications. Correctly apply the rules of grammar and composition in verbal and written communications; and apply appropriate graphical standards in preparing engineering drawings. Organize and deliver effective verbal, written, and graphical communications. Plan, compose, and integrate the verbal, written, and graphical communication of a complex project to technical and non- technical audiences. Evaluate the effectiveness of the integrated verbal, written, and graphical communication of a complex project to technical and non- technical audiences. 8 Impact of engineering solutions Drawing upon a broad education, identify global, economic, environmental, and societal impacts of engineering solutions. Drawing upon a broad education, explain the global, economic, environmental, and societal impacts of engineering solutions. Drawing upon a broad education, determine the global, economic, environmental, and societal impacts of a specific, relatively constrained engineering solution. Drawing upon a broad education, analyze a complex engineering solution to determine its global, economic, environmental, and societal impacts. Drawing upon a broad education, develop a complex engineering solution that appropriately accounts for the global, economic, environmental, and societal impacts of that solution. Drawing upon a broad education and experience, develop and evaluate the effectiveness of a complex engineering solution that appropriately accounts for the global, economic, environmental, and societal impacts of that solution.
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OUTCOME Level 1: KNOWLEDGE Level 2: COMPREHENSION Level 3: APPLICATION Level 4: ANALYSIS Level 5: SYNTHESIS Level 6: EVALUATION 9 Lifelong Learning Define life-long learning. Explain the need for life- long learning and describe the skills required of a life- long learner. Demonstrate the ability to learn on their own, without the aid of formal instruction. Analyze a complex problemto differentiate between aspects that are already known and aspects that must be learned in order to solve the problem. Develop a plan to acquire the expertise necessary to solve a complex problem. Self-assess their learning processes and can evaluate themin light of competing and complex real-world alternatives. 10 Contemporary issues List contemporary issues that affect engineering problems. Explain how contemporary issues affect the identification, formulation, and solution of engineering problems. Incorporate specific contemporary issues into the identification, formulation, and solution of a specific engineering problem. Analyze the global, regional, and local situation to determine which contemporary issues will affect the identification, formulation, and solution of an engineering problem. Synthesize the influences of all relevant contemporary issues into the identification, formulation, and solution of an engineering problem. Evaluate the extent to which all relevant contemporary issues have been incorporated into the identification, formulation, and solution of an engineering problem. 11 Engineering tools Identify the techniques, skills, and modern engineering tools that are necessary for engineering practice. Explain how these techniques, skills, and modern engineering tools are used in engineering practice. Apply relevant techniques, skills, and modern engineering tools to solve a simple problem. Select and organize the relevant techniques, skills, and modern engineering tools to solve a complex problem. Create new techniques and tools to solve a complex problem. Evaluate the effectiveness of techniques and tools that have been developed to solve a complex problem. 12 Specialized area related to civil engineering Define key factual information in a specialized area of civil engineering. Explain key concepts and problem-solving processes in a specialized area of civil engineering. Solve simple problems in a specialized area of civil engineering. Analyze a complex systemor process involving a specialized area of civil engineering. Design a complex systemor process or create new knowledge within a specialized area of civil engineering. Evaluate the design of a complex systemor process, or evaluate the validity of newly created knowledge within a specialized area of civil engineering. 13 Project management, construction, and asset management List key factual information related to management, such as project, construction, or asset management. Explain key concepts and problem-solving processes used in management. Solve simple management problems, such as those in project, construction, and/or asset management. Analyze complex problems involving project, construction, and/or asset management. Develop management plans for a complex real-world engineering project. Evaluate the effectiveness of management plans for a complex real-world engineering project.
14 Business, public policy, & public administration List key factual information related to business, public Explain key concepts and problem-solving processes used in business, public Solve simple problems involving business, public policy, and public Analyze complex real- world problems involving business, Develop a business plan, devise public policy Evaluate the effectiveness of a business plan, a public
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OUTCOME Level 1: KNOWLEDGE Level 2: COMPREHENSION Level 3: APPLICATION Level 4: ANALYSIS Level 5: SYNTHESIS Level 6: EVALUATION policy, and public administration. policy, and public administration. administration. public policy, and public administration. recommendations, and create or adapt a systemof public administration to meet a real-world need. policy recommendation, and a systemof public administration in a complex, real-world situation. 15 Leadership principles and attitudes Define the role of the leader and list leadership principles and attitudes conducive to effective professional practice of civil engineering. Explain the role of the leader, leadership principles, and attitudes conducive to effective professional practice of civil engineering. Apply leadership principles to direct the efforts of a small, homogenous group to accomplish a simple task; and graduates demonstrate attitudes conducive to effective professional practice of civil engineering. Organize the efforts of a large, diverse group to accomplish a complex task; and analyze a complex task to determine which attitudes are most conducive to its effective accomplishment. Create a new organization to accomplish a complex task; and create an organizational climate that fosters the development of attitudes conducive to task accomplishment. Evaluate the leadership of an organization and the attitudes of its members.
LEGEND: Should be attained through bachelors level education (B) Should be attained through masters level education (M/30) Should be attained through experience (E) Attained through post- licensure experience, if at all.
52 Appendi x B: Cri t eri on-t o-Out come Cross-Ref erence
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.26 Criterion 3g p.28 Criterion 3h p.30 Criterion 3i p.32 Criterion 3j p.34 Criterion 3k p.36 B a s i c
L e v e l
G e n e r a l
C r i t e r i a
Criterion 4 p.11 p.14 p.17 p.23 Appl y knowledge of mathematics through differential equations, calculus-based physics, p.11 and at least one additional area of science, consistent with the program educational p.11 Appl y knowledge of four technical areas appropriate to civil engineering. p.23 Conduct ci vil engineering experiments and anal yze and interpret the resulting data. p.14 Design a system, component, or process in more than one civil engineering context. p.18 Explain basic concepts in management. p.40 Explain basic concepts in business and public policy. p.42 Explain basic concepts in leadership. p.44 C i v i l
E n g i n e e r i n g
P r o g r a m
C r i t e r i a
Explain the importance of professional licensure. p.27 Advanced Level Criteria Demonstrate advanced level program knowledge. p.38