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Constituent Input in the Process of Developing the Third Edition of the Civil Engineering Body of Knowledge (CEBOK3)

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

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

Tagged Division

Civil Engineering

Page Count

22

Permanent URL

https://peer.asee.org/32540

Download Count

9

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Paper Authors

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Angela R. Bielefeldt University of Colorado, Boulder

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Angela Bielefeldt is a professor at the University of Colorado Boulder in the Department of Civil, Environmental, and Architectural Engineering (CEAE). She has served as the Associate Chair for Undergraduate Education in the CEAE Department, as well as the ABET assessment coordinator. Professor Bielefeldt was also the faculty director of the Sustainable By Design Residential Academic Program, a living-learning community where interdisciplinary students learn about and practice sustainability. Professor Bielefeldt's research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. She is a licensed P.E.

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Brock E. Barry P.E. U.S. Military Academy

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Dr. Brock E. Barry, P.E. is Professor of Engineering Educaiton in the Department of Civil & Mechanical Engineering at the United States Military Academy, West Point, New York. Dr. Barry holds a Bachelor of Science degree from Rochester Institute of Technology, a Master of Science degree from University of Colorado at Boulder, and a PhD from Purdue University. Prior to pursuing a career in academics, Dr. Barry spent 10-years as a senior geotechnical engineer and project manager on projects throughout the United States. He is a licensed professional engineer in multiple states. Dr. Barry’s areas of research include assessment of professional ethics, teaching and learning in engineering education, nonverbal communication in the classroom, and learning through historical engineering accomplishments. He has authored and co-authored a significant number of journal articles and book chapters on these topics.

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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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Leslie Nolen CAE American Society of Civil Engineers

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Leslie Nolen, CAE, serves as director, educational activities for the American Society of Civil Engineers. She brings over 20 years of association management experience to her work with ASCE's Committee on Education on issues of importance to the undergraduate and graduate level education of civil engineers.

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Decker B Hains P.E. Western Michigan University

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Dr. Decker B. Hains is a Master Faculty Specialist in the Department of Civil and Construction Engineering at Western Michigan University. He is a retired US Army Officer serving 22 years on active duty with the US Army Corps of Engineers and taught at the United States Military Academy at West Point (USMA). He earned a Bachelor of Science degree in Civil Engineering from USMA in 1994, Master of Science degrees from the University of Alaska Anchorage in Arctic Engineering in 1998 and Missouri University Science & Technology in Civil Engineering in 1999, and a PhD in Civil Engineering from Lehigh University in 2004. He is a registered Professional Engineer in Michigan.

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Abstract

A careful and inclusive process was used to determine the skills, knowledge, and attitudes that future civil engineers should possess, as articulated in an updated edition of the American Society of Civil Engineers (ASCE) Civil Engineering Body of Knowledge (CEBOK3). A key component was obtaining input from various constituents at multiple points in the process. This paper focuses on three structured surveys that were developed and deployed in winter 2017, fall 2017, and spring 2018. The first survey focused primarily on the importance of the 24 outcomes in the CEBOK2 and additional potential outcomes. The second survey was a pre-draft of CEBOK3 rubrics for the cognitive domain of 21 outcomes and affective domain for 7 outcomes; respondents rated the minimum level of achievement appropriate for all civil engineers as they enter into the practice of civil engineering at the professional level. The final survey on the draft CEBOK3 allowed individuals to provide feedback on those among the 21 outcomes that held the most personal interest. The paper describes the survey development, distribution, and responses for each of the three surveys. Discussion will focus on how the survey helped inform the process of preparing a BOK that was inclusive of the ASCE membership and other stakeholders.

Bielefeldt, A. R., & Barry, B. E., & Fridley, K. J., & Nolen, L., & Hains, D. B. (2019, June), Constituent Input in the Process of Developing the Third Edition of the Civil Engineering Body of Knowledge (CEBOK3) Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/32540

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015