June 22, 2003
June 22, 2003
June 25, 2003
8.236.1 - 8.236.20
ASCE’s Raise the Bar Initiative: The Body of Knowledge for the Future
Stuart G. Walesh Consultant and Author
ASCE’s Task Committee on Academic Prerequisites for Professional Practice (TCAP^3) was charged to develop, organize, and execute a detailed plan for the full implementation of ASCE Policy 465 (Academic Prerequisites for Licensure and Professional Practice). This paper presents the recommendations of TCAP^3’s Body of Knowledge-Curricula Committee and, secondarily, describes the process used to arrive at those draft recommendations. The Committee’s draft recommendations follow three themes: what should be taught and learned, how it should be taught and learned, and who should teach it.
ASCE created the Task Committee on Academic Prerequisites for Professional Practice (TCAP3) in October 2001 and charged it to “… develop, organize and execute a detailed plan for full realization of ASCE Policy Statement 465.” The policy’s essence is that ASCE supports the concept of a practice-oriented masters degree or equivalent as a requirement for licensure and the practice of civil engineering at the professional level.
As one step in carrying out that charge, TCAP3 formed the Body of Knowledge (BOK)-Curricula Committee in May 2002. The BOK–Curricula Committee was charged to:
Define, within the first six to nine months after committee formation (formed mid-May 2002), the body of knowledge (BOK) needed to enter the practice of civil engineering at the professional level (licensure) in the 21st Century. Address the role of experience in the licensure preparation process. Design and/or identify Bachelors Plus Master’s or 30 credits (B+M/30) programs plus experience that will implement the BOK in the
“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”
Walesh, S. (2003, June), Asce's Raise The Bar Initiative: The Body Of Knowledge For The Future Paper presented at 2003 Annual Conference, Nashville, Tennessee. https://peer.asee.org/11483
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