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The Challenge of Implementing the Civil Engineering BOK2 at [University A]

Abstract

The Civil Engineering Body of Knowledge for the 21st Century (BOK) defines the knowledge, skills, and attitudes expected of the future civil engineer. The second edition (BOK2) contains a comprehensive list of 24 outcomes which include both the content statement and a level of achievement for the outcome, based on Bloom’s Taxonomy for cognitive development. This system clearly identifies the role and responsibilities of both academia and the civil engineering profession in the technical and professional development of the future engineer and his/her ultimate achievement of the BOK.

The ASCE’s Body of Knowledge Educational Fulfillment Committee (BOKEdFC) examined survey data illustrating how well current curricula achieve the educational outcomes of the civil engineering BOK. This analysis identified several BOK2 outcomes as “challenging” for many programs to address in today’s civil engineering curricula. The outcomes identified as challenging include Outcomes 3 – Humanities, 4 – Social Sciences, 5 – Material Science, 10 – Sustainability, 11 – Contemporary Issues & History, 12 – Risk & Uncertainty, 17 – Public Policy, 18 – Business & Public Administration, 19 – Globalization, 20 – Leadership, and Outcome 24 – Professional & Ethics. While there are multiple contributing factors for identifying a given outcome as challenging, in general the difficulty for most programs relates to the BOK-specified level of achievement for the outcome.

A comprehensive analysis is presented of [University A’s] civil engineering curriculum with respect to the BOK2 outcomes at the levels of achievement associated with the baccalaureate degree. The current curriculum addresses, in some fashion, all 24 BOK2 outcomes. The program fully addresses, to the recommended level of achievement, 6 of the 24 BOK2 outcomes; the remaining 18 BOK2 outcomes are not addressed to the specified level of achievement for the baccalaureate level.

Three interrelated actions are identified as necessary for bringing the undergraduate curriculum to substantial compliance with the BOK2. The first is a review and refinement of existing program outcomes. The second involves a comprehensive curricular content review, to ensure existing courses provide both the content and the level of achievement envisioned by the BOK2. The third action relates to the refinement of existing, and development of new, assessment tools to demonstrate student achievement relative to program/BOK2 outcomes. This undertaking may require substantial effort ‘up front’, as well as an associated increase in efforts related to assessment data collection and analysis. Some course content may be restructured or refined; however, significant course/program restructuring – including adding, deleting, or changing courses – is not anticipated.

Introduction

The first edition of the Civil Engineering Body of Knowledge for the 21st Century1 (BOK1) was released in January 2004. Based on various inputs, a second edition of the Civil Engineering

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Hall, K. (2010, June), The Challenge Of Implementing The Civil Engineering Bok2 At [University A] Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16340