Conference Session

Influencing the Next (Third!) Edition of the Civil Engineering Body of Knowledge for the 21st Century

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, Education Consultant; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

recognition of the need 6. An ability to recognizePreparation for and and have the preparation and for, and an ability to engage in the ongoing need fordepth of continuing ability to engage in independent life-long learning. additional knowledge andlearning. and life-long learning in the locate, evaluate, integrate, broadest context of technological and apply this knowledge change. appropriately.Notes:1. Proposed EAC Criterion 5 supplements this outcome by specifying “a major design experience based on the

Conference Session

The New Civil Engineering Body of Knowledge (BOK2)

Collection

2008 Annual Conference & Exposition

Authors

Richard Anderson, Somat Engineering, Inc.; Stuart Walesh, S. G. Walesh Consulting; Kenneth Fridley, University of Alabama

Tagged Divisions

Civil Engineering

of an outcome in a typical civil engineering curriculum cannot be inferred by itsstand-alone presence or order in the table. Substantially more time will by spent by the studentsin Problem Recognition and Solving, or Design, than on Globalization or Public Policy, but theyare all separate outcomes with varying levels of achievements expected of the students and/oryoung practitioners.Several of the outcomes resulted from disaggregation of broader outcomes in either theABET/EAC 11, or the BOK1. This was done primarily for the sake of clarity and recognitionthat the combined outcomes need to be disaggregated in order to properly highlight thedistinctiveness of the individual outcomes and the role they will play in the education of the

Conference Session

Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE

Collection

2018 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University, San Luis Obispo; Pamalee A. Brady, California Polytechnic State University, San Luis Obispo; Peter Laursen

Tagged Divisions

Civil Engineering

Journal of Performance of Constructed Facilities. Her research is in the areas of engineering education, including engineering case studies in undergraduate education.Dr. Peter Laursen Dr. Peter Laursen, P.E., is an Associate Professor of Architectural Engineering at the California Polytech- nic State University, San Luis Obispo (Cal Poly) where he teaches courses on the analysis and design of structural systems including laboratory courses. c American Society for Engineering Education, 2018 Adjusting to the New ABET Criteria 3 and 5: It’s Really Not Very HardAbstractABET has revised the criteria 3 (Student Outcomes) and 5 (Curriculum) of the generalcriteria. These changes have made it through

Conference Session

Civil Engineering Teaching Part Two

Collection

2008 Annual Conference & Exposition

Authors

Kevin Dong, California Polytechnic State University

Tagged Divisions

Civil Engineering

enroll in eighteen structures basedcourses, a fairly even mix of analytical and design based courses. The curriculum preparesstudents for the building industry so graduates are aware of structures related topics, but alsothose of other associated disciplines. When working on a project, students should be cognizantof design, engineering, as well as, constructability so a viable solution is developed. The use ofmodels is one way of infusing these topics into the curriculum.A number of model making activities have been developed for sophomore through senior yearengineering courses that integrate design and construction issues. A sample of the activities isnoted below: Arch and truss behavior Load path, framing plans, and deflection

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Norb Delatte P.E., Oklahoma State University; Brock E. Barry P.E., U.S. Military Academy; Audra N. Morse P.E., Michigan Technological University; Camilla M. Saviz P.E., University of the Pacific

Tagged Divisions

Civil Engineering

–Professional Outcomes (6 total Outcomes). Outcome groupings and achievement leveldescriptions mirror the BOK3 format and definitions. After each Outcome rating, Items 8 – 11also included an open text box to allow respondents to provide additional comments.Item 12 provided a list of the 10 ABET Civil Engineering Program Criteria. Respondents wereasked to rate the importance of each component to civil engineering education and the ease ofimplementation into the civil engineering curriculum (using the same 5-point Likert scale as wasutilized in Items 8 – 11). An open text box was also provided as part of Item 12. Finally, Item 13provided one more open text box and encouraged respondents to provide any additional commentsrelated to the importance and/or

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Collection

2019 ASEE Annual Conference & Exposition

Authors

Kenneth J. Fridley, University of Alabama; Decker B. Hains, Western Michigan University; Audra N. Morse P.E., Michigan Technological University; Leslie Nolen CAE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

EngineeringBody of Knowledge (CEBOK), with the third edition (CEBOK3) [2] being published in thespring of 2019. ASCE developed and proposed changes to the CEPC following completion ofboth prior editions of the CEBOK.To manage change in the CEPC, ASCE has established a timeline to consider possible revisionsto the CEBOK and subsequent changes to the CEPC [3], including the CEBOK3. Many civilengineering programs may consider modifying their curriculum based on the CEBOK3,regardless of if or when ASCE actually proposes any changes to the CEPC or whether anychanges in the CEPC even occur based on the CEBOK3. Therefore, an important step inevaluating the CEBOK3 in terms of undergraduate education, whether considering accreditationor curricular design, is to

Conference Session

Holy Cow! We’re Going Online When? 

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Masoud Ghodrat Abadi, California State University, Sacramento

Tagged Divisions

Civil Engineering

such statement, thisproportion increased to 52.3% and 58.5% in Phase II and Phase III, respectively. This growthdoes not necessarily imply growth in academic misconduct. However, this is an alarming statisticbecause it shows the inefficiency of employed alternatives. The present study does not documentinstructional practices among Civil Engineering and Construction Management faculty at CSUS.However, from conversations with colleagues, I am aware that all faculty were concernedprimarily with online exams' integrity and security. We all, therefore, implemented some controlmeasures in our classes, among those, are encouraging students to share their camera duringexams (cannot be required at CSUS), employing "Canvas LockDown Browser

Conference Session

Civil Engineering Teaching Part Three

Collection

2008 Annual Conference & Exposition

Authors

Norb Delatte, Cleveland State University

Tagged Divisions

Civil Engineering

administration,and leadership. These topics may not be addressed in current or future courses. Instead, it maybe preferable to integrate the topics into existing courses. These outcomes can be difficult to document, unless case studies are included in thecurriculum. None of these documents specifically mentions failure case studies. This paperargues that they are one of the methods that may be used to address these outcomes. In February 2008, ASCE published the second edition of the BOK4. These 24 outcomesare different from the 15 in the original BOK, although the report provides tables to show howthe old outcomes map to the new. Page

Conference Session

Mechanics, Music, Meaning, and Mohr

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jakob C Bruhl P.E., U.S. Military Academy; James Ledlie Klosky, U.S. Military Academy; Joseph P. Hanus, U.S. Military Academy

Tagged Divisions

Civil Engineering

solving problems, learning on their own, and comfortably navigatingthe information-rich environment we live and work in. There is also a growing body ofknowledge concerning how to most effectively teach modern students – highlighting the value ofstudent-centered learning, active learning experiences, and effective integration of technology.After an internal assessment, the Department of Civil and Mechanical Engineering at the USMilitary Academy determined that the initial sequence of mechanics courses provided thetechnical content our students needed but required updating in some important ways. First,mechanics was being taught isolated from the broader design process. Secondly, there was nointegration of computer programs to begin the education

Conference Session

Achieving the Civil Engineering Body of Knowlegde

Collection

2006 Annual Conference & Exposition

Authors

Ronald Welch, U.S. Military Academy; Allen Estes, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

pre-licensure and post-licensure periods.As volunteer pilot programs that comprise the Curriculum Committee of the Committee onAcademic Prerequisites for Professional Practice (CAP3) began to assess themselves against thenew BOK using the definitions for recognition, understanding, and ability, they quicklydetermined that it was very difficult to accurately measure whether an outcome was met or not.While “recognition, ability and understanding” were chosen because they aligned with theterminology used in ABET3 outcomes, a more measurable definition for each level was needed.After much debate and research into alternative methods by the newly formed CAP3Competency Committee, it was decided that Bloom’s Taxonomy4 for the cognitive domain

Conference Session

Preparing Civil Engineering Students for a Flat World

Collection

2007 Annual Conference & Exposition

Authors

Scott Hamilton, U.S. Military Academy; Fred Meyer, U.S. Military Academy

Tagged Divisions

Civil Engineering

education through a “professional” master’s degree produces an AME, an accredited “master” engineer.3. Engineering schools could more vigorously exploit the flexibility inherent in the outcomes-based accreditation approach to experiment with novel models for baccalaureate education. ABET should ensure that evaluators look for innovation and experimentation in the curriculum and not just hold institutions to a strict interpretation of the guidelines as they see them.4. Whatever other creative approaches are taken in the four-year engineering curriculum, the essence of engineering-the iterative process of designing, predicting performance, building, and testing-should be taught from the earliest stages of the curriculum, including

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mark Valenzuela P.E., University of Evansville; Valerie A. Stein, University of Evansville

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

, citing thecriticisms of employers of engineering graduates who lacked communication skills, businessacumen, and “an understanding of men.” [sic]1Sir Eric Ashy writes in 1959 that he sees a higher purpose to a humanistic education, not just intaking specific courses, but in making sense of the technology the engineer employs in itswholeness, what he calls the essence of “technological humanism.”2Samuel Florman in 1968 provides five reasons for studying the liberal arts in the introductorychapter “The Civilized Engineer” of his book Engineering and the Liberal Arts. Three of thereasons are for the personal benefit for the engineer, including an appreciation of beauty,enhancing the imagination, and the development of leadership characteristics. Two

Conference Session

Communication Across the Divisions II: Communication and Transdisciplinary Pedagogies

Collection

2015 ASEE Annual Conference & Exposition

Authors

Kathryn A. Neeley, University of Virginia

Tagged Divisions

Civil Engineering, Liberal Education/Engineering & Society, Mechanical Engineering, Technological and Engineering Literacy/Philosophy of Engineering

increase thestatus or decrease the grading load of the instructors, and it perpetuated a reductionist conceptionof technical communication that persists outside of the field to this day. Perhaps the moststriking feature of the situation was described by Kynell: “A great irony in the evolution oftechnical communication in an engineering curriculum was the virtual second class statusimposed on the discipline by [emphasis added] those who taught it” (p. 93). They accepted aposition that they typically agreed was below both the teaching of literature and the teaching ofengineering—and they got out of it as soon as possible, or perhaps just got used to it. Onceoutsourcing was established as a dominant model, it has been very difficult to dislodge, both

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Allen C Estes, California Polytechnic State University, San Luis Obispo

Tagged Divisions

Civil Engineering

to do by graduation. Students mustacquire and apply new knowledge as needed, using appropriate learning strategies. Todemonstrate attainment of the new outcome, a program should require students to learnsome aspect of the curriculum on their own. Examples might include a new softwareprogram, a technical concept in an engineering class, or the use of a piece of equipmentfor an experimental purpose. The assignments could be prefaced with guidance onappropriate learning strategies.The following example shows an assignment where students were required to learn ontheir own and the learning strategies were evaluated. The assignment was to use thestructural analysis program RISA to find the reactions, deflections, maximum momentand moment diagram

Conference Session

Reassessing Your Teaching Through Turmoil

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Charles Riley P.E., Oregon Institute of Technology; Sharon L. Beaudry, Oregon Institute of Technology; Jesse M. Kinder, Oregon Institute of Technology

Tagged Divisions

Civil Engineering

. This issue revolves around the differencesbetween face-to-face and the online environment. According to Niess and Gailow-Wiles, thecontent development for online instruction should include collaborative activities, reflectiveactivities, clear assessment criteria, and integration of technology [7]. However, manyinstructors struggle due to a lack of training to adjust materials between the two deliverymethods [4]. For example, just adding a lengthy lecture and a textbook to a learning platformdoes not work well in an online or remote environment. Many institutions do not recognize theneed for this training or provide incentives to properly develop a class for a new delivery method[8].The last major theme related to online delivery is related to

Conference Session

Educational and Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephen J. Ressler P.E., United States Military Academy; Leslie Nolen CAE, American Society of Civil Engineers; Wayne R. Bergstrom, Bechtel Infrastructure

Tagged Divisions

Civil Engineering

Taxonomy to specify desired levels of achievement in the CEPC might be problematic, because the Taxonomy requires the use of measurable, action-oriented verbs. However, ultimately, the CEPCTC determined that the EAC’s concern could be adequately addressed without compromising on the use of Bloom’s Taxonomy simply by changing the introductory clause of the CEPC from “The curriculum must prepare graduates to…” to “The curriculum must include topics necessary to….” The latter phrase was quoted directly from the recently approved EAC Program Criteria for Cybersecurity Engineering [10] which were cited by the EAC Criteria Committee as an example of criteria that satisfied their concern

Conference Session

Course Structuring for Effective Student Engagement

Collection

2018 ASEE Annual Conference & Exposition

Authors

Ryan L. Solonsky P.E., Pennsylvania State University, University Park

Tagged Divisions

Civil Engineering

Paper ID #21216Possibilities for Technology-enhanced Active Learning of Structural Steel De-signDr. Ryan L. Solonsky P.E., Pennsylvania State University, University Park Ryan Solnosky is an Assistant Teaching Professor in the Department of Architectural Engineering at The Pennsylvania State University at University Park. Dr. Solnosky started at Penn State in July of 2013 and has taught courses for Architectural Engineering, Civil Engineering, and Pre-Major Freshman in Engineering. He received his integrated Professional Bachelor of Architectural Engineering/Master of Architectural Engineering (BAE/MAE) degrees in

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Brock E. Barry P.E., U.S. Military Academy; Stephanie Slocum, Engineers Rising LLC

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

in the design and structural engineering project management of large commercial building projects, totaling over $500 million dollars in overall construction costs to date. Stephanie is the current chair of ASCE’s Structural Engineering Institute’s Business Practices Commit- tee, a member of the NCSEA SE3 committee, and a member of ASCE’s Task Committee on the Code of Ethics. She is also the author of She Engineers: Outsmart Bias, Unlock Your Potential, and Live the Engi- neering Career of your Dreams. She graduated with an integrated bachelor’s and master’s in architectural engineering, structural option, from The Pennsylvania State University in 2002. American

Conference Session

Preparation of Professional Engineers Outside of the USA. What are the Education, Experience, and Exam Requirements?

Collection

2013 ASEE Annual Conference & Exposition

Authors

Stephen Hundley, Indiana University Purdue University, Indianapolis; Lynn G Brown, The Boeing Company; Patricia Fox, Indiana University Purdue University, Indianapolis; Catherine Didion, National Academy of Engineering; Daniel R. Sayre, John Wiley & Sons, Inc.

Tagged Divisions

Civil Engineering

across Boeing organizations to align higher education engagements and funding to the various Boeing Presidents’ country Strategies. Annually, Boeing provides over $7.1 million dollars of charitable and business contributes for interna- tional and domestic higher education engagements through Higher Education and STEM. Prior to this assignment, Brown managed the Educational Partnerships group in Boeing’s training organization. She was responsible for conducting integrated and sustained partnerships and internships with schools, col- leges, and universities to communicate skills required by the manufacturing industry. During this time, she served as chairperson for the following: National Employer Council for Workforce

Conference Session

Civil Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

Cassandra J McCall, Virginia Tech; Denise Rutledge Simmons P.E., Virginia Tech; Lisa D. McNair, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

Simmons P.E., Virginia Tech Denise R. Simmons, Ph.D., is an assistant professor in the Myers-Lawson School of Construction and in the Civil & Environmental Engineering Department, and an affiliate faculty of the Department of Engi- neering Education at Virginia Polytechnic Institute and State University. She holds a B.S., M.S., and Ph.D. in civil engineering and a graduate certificate in engineering education – all from Clemson University. Un- til 2012, she was the director of the Savannah River Environmental Sciences Field Station. Dr. Simmons has nearly fourteen years of engineering and project management experience working with public util- ity companies, a project management consulting company, and a software

Conference Session

Direct Measures of Student Performance

Collection

2007 Annual Conference & Exposition

Authors

Fred Meyer, U.S. Military Academy; Stephen Bert, U. S. Military Academy

Tagged Divisions

Civil Engineering

the case of Outcome 15, this was a new additionbased on the onset of the new BOK. Additional coverage is necessary in the CE curriculum inorder to allow more reliable assessment of this outcome. In the case of Outcome 16, students atthe USMA receive extensive education on leadership and ethics outside of the academiccurriculum that must be captured and assessed separately then incorporated into the overallassessment. Also, the USMA’s automated grading system provides an option to use indicatorsfound in non-engineering courses such as Military Leadership to provide additional coverage forOutcome 16.Overall Weighted Average. The “Overall Weighted Average” column is the most important partof the table and provides a direct assessment of student

Conference Session

Status of CE Education: Today & Tomorrow

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephen J. Ressler, U.S. Military Academy; Daniel R. Lynch, Dartmouth College

Tagged Divisions

Civil Engineering

outcomes beyond the eleven Criterion 3 outcomes demonstrated that the BOK cannot beadequately addressed in a traditional four-year baccalaureate degree program—a conclusionsubsequently affirmed by a comprehensive curriculum analysis.6The BOK1 report defined three levels of achievement, using the terms recognition,understanding, and ability to reflect a progression of learning. These specific terms wouldeventually be superseded by a more broadly accepted taxonomy (described below); however, theconcept of levels of achievement has persisted as an integral element of the conceptualframework used to define the Civil Engineering BOK.In October 2004, the ASCE Board reinforced the importance of the BOK by modifying thewording of Policy Statement 465 as

Conference Session

Progress on Raising the Bar

Collection

2006 Annual Conference & Exposition

Authors

Stephen Ressler, U.S. Military Academy

Tagged Divisions

Civil Engineering

—could logically be integrated into the undergraduate civil engineering curriculum or offered as part of a professional practice- oriented master’s program. From an accreditation perspective, however, it is only possible to address these topics in the Basic Level Civil Engineering Program Criteria. Addressing these professional practice topics at the graduate level would require their inclusion in the Advanced Level General Criteria—which cannot be approved without the broad support of the other engineering societies. Since these topics are, to some degree, discipline-specific, it would be virtually impossible to gain the support necessary for their approval.In response to these considerations, the

Conference Session

Implementation of the Civil Engineering Body of Knowledge and Recent ABET Experiences

Collection

2009 Annual Conference & Exposition

Authors

Kevin Sutterer, Rose-Hulman Institute of Technology

Tagged Divisions

Civil Engineering

semester credit hours.A recurring theme in the ongoing dialogue is the merit of having the Master’s degree orequivalent required for the design engineer and thus necessary for an engineer to becomelicensed. Substantial ongoing effort by ASCE has helped to clarify the learningappropriate to the body of knowledge (BOK) for civil engineering6 and much dialoguecontinues on the baccalaureate curriculum for civil engineering. Meanwhile, the Master’slevel learning defined in the ASCE BOK is only recently being examined in detail. The24 learning outcomes in the ASCE BOK are separated into three categories: foundational,technical and professional learning. Master’s level learning is not identified as a part ofthe foundational and professional learning

Conference Session

The New Civil Engineering Body of Knowledge (BOK2)

Collection

2008 Annual Conference & Exposition

Authors

Jeffrey Russell, University of Wisconsin - Madison; Gerry Galloway, University of Maryland; Thomas Lenox, ASCE; James O'Brien

Tagged Divisions

Civil Engineering

the baccalaureate degree will be necessary for entry into theprofessional practice of civil engineering. In 2002, an ASCE Board-level committee, theCommittee on Academic Prerequisites for Professional Practice (CAP^3), was formed tostudy and implement the actions that would be necessary to achieve this vision for civilengineering. The last six years have produced significant progress in ASCE’S “Raise theBar” initiative.The fundamental charge of CAP^3 is to develop, organize, and implement ASCE’s“Raise the Bar” initiative. To accomplish this multi-phased goal, CAP^3 has created amaster plan for implementation. The purpose of this paper is to discuss ASCE’s currentplan for implementing these actions including its release of the second edition

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE - Part 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bradley Aldrich PE, American Society of Civil Engineers; Kenneth H. Rosenfield, American Society of Civil Engineers; Marlee A. Walton, Iowa State University of Science and Technology; Jennifer Hofmann, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

- neering Department of Iowa State University (ISU) - also her alma mater. Marlee has been with ISU for nearly nineteen years providing oversight and teaching courses in the civil engineering curriculum. In ad- dition to her role at ISU, Marlee has over twenty-three years of industry experience in the transportation area of civil engineering, working in both the public and private sector. She has functioned as a re- searcher, planner, designer, program manager, project manager, and company president. She has provided management and leadership services in surveying, photogrammetry, program management, transportation research, and transportation operations. Marlee is an emeritus member of the Iowa Engineering and Land

Conference Session

Civil Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Deborah Besser P.E., University of St. Thomas; Camille M. George, University of St. Thomas; Erin Anne Kern, University of St. Thomas; Jenna Laleman, University of St. Thomas

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

experiences through the lens of one’s own cultural worldview. At the acceptance positioncultural difference is experienced as just one of a number of equally complex worldviews. At theadaption position cultural difference is experienced an appropriate alternative behavior in adifferent cultural context. And at the integration position the experience of the person is onewhich allows for movement in and out of cultural worldviews. Developmental Model of Intercultural Sensitivity Copyright, Milton Bennett, Ph.D., used with permissionOutgrowths of the DMIS include the intercultural development continuum (IDC) and theIntercultural Development Inventory (IDI), a 50-item questionnaire. The IDI instrument has

Conference Session

Key Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession - and ASCE

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University, San Luis Obispo

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

effective textbook for reinforcement.• Offer an integrated equity-based curriculum, not just during special months or celebrations This suggestion seems to fall into the same category as the previous in that many courses in a technical engineering curriculum offer little opportunity to support this. Even so, there are some courses that do and those should be carefully leveraged. With issues of sustainability and resiliency becoming better integrated throughout the civil engineering curriculum, there will be more natural opportunities for discussions of social, global and political and equity issues throughout the curriculum. Even the special months or types of equity celebrations can be a more difficult fit into an engineering

Conference Session

BOK2 - Influencing Changes to the ABET Civil Engineering Program Criteria and Civil Engineering Curricula

Collection

2014 ASEE Annual Conference & Exposition

Authors

Allen C. Estes, California Polytechnic State University; Thomas A. Lenox , Dist.M.ASCE, F.ASEE, American Society of Civil Engineers

Tagged Divisions

Civil Engineering

and reports, the committee engaged in an all-encompassing and exhaustive discussion of all possible changes to the CEPC. The final product was an initial draft of the proposed Civil Engineering Program Criteria. The road to consensus started with a question: To what extent does the typical baccalaureate-level civil engineering program have room for more accreditation requirements given the credit-hour constraints on civil engineering programs around the country? Committee member opinions ranged from the current curriculum being full already to there is still room for seven to eight additional substantive accreditation requirements. The most common response was there is still room for three to

Conference Session

Civil Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Molly A. McVey, University of Kansas; Caroline R. Bennett P.E., University of Kansas; William N. Collins, University of Kansas; Remy Lequesne, University of Kansas; Carl W. Luchies, University of Kansas; Sara E. Wilson, University of Kansas; Elaina J. Sutley, University of Kansas; Matthew F. Fadden, University of Kansas; Chris Melgares, University of Kansas

Tagged Topics

Diversity

Tagged Divisions

Civil Engineering

Components of Describe the ARCE Profession and Experiences so ARCE Degree Far What an ARCE is, and the difference Describe what sorts of Describe your between an ARCE, architect, and civil courses are involved in the background and what engineer. ARCE curriculum. drew you to ARCE. Describe the benefits of being How an ARCE can make the world a better Describe the highlights