Comparison Between the New Bodies of Knowledge for the Civil Engineering Professional and the Civil Engineering Technologist

Horst Brandes; Joe D. Manous; Kenneth J. Fridley

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Conference: 2018 ASEE Annual Conference & Exposition
Location: Salt Lake City, Utah
Publication Date: June 23, 2018
Start Date: June 23, 2018
End Date: July 27, 2018
Conference Session: Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession and ASCE II
Tagged Division: Civil Engineering
Tagged Topic: Diversity
Page Count: 13
DOI: 10.18260/1-2--30208
Permanent URL: https://peer.asee.org/30208
Download Count: 542

Paper Authors

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Horst Brandes P.E. University of Hawaii

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Professor of Geotechnical Engineering, University of Hawaii

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Joe D. Manous Jr U.S. Army Corps of Engineers

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Joe Manous serves as a Water Resources Engineer and the Manager for International Activities at the Institute for Water Resources, US Army Corps of Engineers. Dr Manous specializing in the areas of water resources and environmental security issues associated with water. He also works closely with the Office of the Assistant Secretary of the Army for Civil Works and is an Adjunct Professor at George Mason University teaching courses in engineering economics and water resources. Dr Manous is a former US Army Corps of Engineers officer, retiring from active duty in the grade of Colonel. His last active duty assignment was as Academy Professor at the United States Military Academy at West Point, where he taught courses in environmental engineering, water resources, and environmental security.

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Kenneth J. Fridley University of Alabama

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Kenneth J. Fridley is the Senior Associate Dean for the College of Engineering at The University of Alabama. Prior to his current appointment, Fridley served as Professor and Head of the Department of Civil, Construction and Environmental Engineering at the University of Alabama. Dr. Fridley has been recognized as a dedicated educator throughout his career and has received several awards for his teaching efforts, including the ExCEEd (Excellence in Civil Engineering Education) Leadership Award in 2010. At the University of Alabama, Fridley has led efforts to establish several new programs including new undergraduate degree programs in construction engineering, architectural engineering and environmental engineering, a departmental Scholars program allowing highly qualified students an accelerated program to earn their MSCE in addition to their BS degree, the interdisciplinary "Cube" promoting innovation in engineering, and the cross-disciplinary MSCE/MBA and MSCE/JD dual-degree programs.

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Abstract

Comparison Between the New Bodies of Knowledge for the Civil Engineering Professional and the Civil Engineering Technologist

Brandes, H., Manous, J. and Fridley, K.

ASCE recently completed work on the first body of knowledge for civil engineering technologists (CET-BOK). Work is also proceeding on updating the body of knowledge for civil engineering professionals (CE-BOK3). Each body is based on a series of outcomes that define the knowledge, skills and attitudes expected of individuals within their respective levels of practice with outcomes described using terms from Bloom’s taxonomy. While similar titles for outcomes appear in both bodies, their descriptions and levels of achievement are not the same. Further, the CET-BOK includes a combination of 16 foundational and 17 specialty outcomes in the cognitive domain. The latter describe specialty fields that an individual may choose to focus and develop areas of mastery.

CE-BOK3 is undergoing change in number and content of the 24 foundational outcomes included in BOK2 and a possible addition of affective components to some of the outcomes. Another point of comparison between the two bodies of knowledge is the point of entry into the workforce. The CE-BOK2 and CE-BOK3 both target entry into practice at the professional level, i.e. at the point of licensure, while the CET-BOK is less definite concerning education paths or point of entry. A closer look reveals that there is some implicit overlap between the two bodies regarding expected fields of practice for technologists and engineering professionals. The paper discusses the individual approaches taken in developing each body, the resulting outcomes, and potential pitfalls. Some thoughts are also offered on how to improve future versions of the two bodies to achieve better integration.

COORDINATING NOTE: This abstract is submitted at the specific invitation and request of Tom Lenox, the coordinator of the ASCE Liaison Committee’s session(s) for the CE Division of ASEE in 2018. It should be considered for inclusion in the sessions on “Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession – and ASCE.” that the ASCE Liaison Committee is organizing.

Citation
Format

Brandes, H., & Manous, J. D., & Fridley, K. J. (2018, June), Comparison Between the New Bodies of Knowledge for the Civil Engineering Professional and the Civil Engineering Technologist Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30208

TY - CPAPER
AB - Comparison Between the New Bodies of Knowledge for the Civil Engineering Professional and the Civil Engineering Technologist

Brandes, H., Manous, J. and Fridley, K.

ASCE recently completed work on the first body of knowledge for civil engineering technologists (CET-BOK). Work is also proceeding on updating the body of knowledge for civil engineering professionals (CE-BOK3). Each body is based on a series of outcomes that define the knowledge, skills and attitudes expected of individuals within their respective levels of practice with outcomes described using terms from Bloom’s taxonomy. While similar titles for outcomes appear in both bodies, their descriptions and levels of achievement are not the same. Further, the CET-BOK includes a combination of 16 foundational and 17 specialty outcomes in the cognitive domain. The latter describe specialty fields that an individual may choose to focus and develop areas of mastery.

CE-BOK3 is undergoing change in number and content of the 24 foundational outcomes included in BOK2 and a possible addition of affective components to some of the outcomes. Another point of comparison between the two bodies of knowledge is the point of entry into the workforce. The CE-BOK2 and CE-BOK3 both target entry into practice at the professional level, i.e. at the point of licensure, while the CET-BOK is less definite concerning education paths or point of entry. A closer look reveals that there is some implicit overlap between the two bodies regarding expected fields of practice for technologists and engineering professionals. The paper discusses the individual approaches taken in developing each body, the resulting outcomes, and potential pitfalls. Some thoughts are also offered on how to improve future versions of the two bodies to achieve better integration.

COORDINATING NOTE: This abstract is submitted at the specific invitation and request of Tom Lenox, the coordinator of the ASCE Liaison Committee’s session(s) for the CE Division of ASEE in 2018. It should be considered for inclusion in the sessions on “Educational &amp; Professional Issues of Strategic Importance to the Civil Engineering Profession – and ASCE.” that the ASCE Liaison Committee is organizing.

AU - Horst Brandes P.E.
AU - Joe D. Manous Jr
AU - Kenneth J. Fridley
CY - Salt Lake City, Utah
DA - 2018/06/23
PB - ASEE Conferences
TI - Comparison Between the New Bodies of Knowledge for the Civil Engineering Professional and the Civil Engineering Technologist
UR - https://peer.asee.org/30208
DO - 10.18260/1-2--30208
ER -