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Curricular Changes Needed to Conform to the CEBOK3 – Three Case Studies

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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

23

DOI

10.18260/1-2--32575

Permanent URL

https://peer.asee.org/32575

Download Count

109

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Paper Authors

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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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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. Bielefeldt is also a licensed P.E. Professor Bielefeldt's research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.

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Kevin G. Sutterer P.E. Rose-Hulman Institute of Technology

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Kevin Sutterer is Professor and Department Head of Civil Engineering at Rose-Hulman Institute of Technology in Terre Haute, Indiana. He received BS and MS degrees in Civil Engineering at University of Missouri-Rolla, a second MS in Civil Engineering at Purdue University, and a Ph.D. from Georgia Institute of Technology. Kevin was a geotechnical consultant with Soil Consultants, Inc. of St. Peters, Missouri from 1984-1988. He also served as Director of Engineering Services for SCI Environmental of Chesterfield, Missouri from 1988-89 before leaving practice to pursue his Ph.D. Kevin was an Assistant Professor at University of Kentucky from 1993-1998, and has been a faculty at Rose-Hulman since then. Kevin has served the Civil Engineering Division of ASEE for over 10 years and was Division Chair in 2010-11. He has also served on a variety of ASCE committees.

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Derek Guthrie Williamson University of Alabama

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Dr. Williamson obtained his undergraduate degree in 1990 in Engineering and Public Policy from Washington University in St.Louis. He received his MS (1993) and Ph.D. (1998) degrees in environmental engineering at The University of Texas at Austin. Dr. Williamson joined the faculty of the the Department of Civil, Construction, and Environmental Engineering at The University of Alabama in 1999. He has enjoyed 15 years of a dynamic profession of teaching, research, and service. he now serves as the Director of Undergraduate Programs for his Department.

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W. Edward Back University of Alabama

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Professor and Head, Dept. of Civil, Construction and Environmental Engineering
Director, Center for Sustainable Infrastructure
The University of Alabama

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Abstract

All ABET-accredited civil engineering programs must satisfy the requirements defined in the ABET Criteria for Accrediting Engineering Programs, including the program criteria for “Civil and Similarly Named Engineering Programs” (also referred to as the civil engineering program criteria, CEPC). The CEPC was revised and is based, in part, on the Second Edition of the Civil Engineering Body of Knowledge (CEBOK2); however, the CEPC does not equate to the CEBOK2. While not required, some civil engineering programs have elected to go beyond the CEPC and develop their curricula to conform with the CEBOK2. With the Third Edition of the Civil Engineering Body of Knowledge (CEBOK3) being published this spring, it is appropriate to consider what curricular changes may be contemplated for programs to now conform to the knowledge, skills, and attitudes defined in the CEBOK3.

This paper presents possible curricular changes that may be considered by three different programs in order for these programs to conform to the CEBOK3. Two of the programs currently comply with the CEBOK2. One is a large, public doctoral university with highest research activity, and the other is a small, private, and predominately undergraduate university. The third program, which has to date made no formal effort to conform to the CEBOK2, is a large, public doctoral university with highest research activity. It should be noted that the possible changes outlined in the paper will not necessarily forecast changes that the faculty of each program may consider as part of each program’s regular continuous improvement process. Rather, the possible changes that will be presented for each program are based on the authors’ comprehensive knowledge of both their respective programs and the new CEBOK3. The paper will also include an estimate of the level of effort needed to implement the changes. For example, it may be considered low effort to modestly modify content of a course to comply with the CEBOK3, but high effort if an entire new course were needed to be created. Faculty involved with curricular design may have a specific interest in these case studies, particularly if a program is considering curricular changes based on the CEBOK3. Those who may be involved in considering future changes to the CEPC based on the CEBOK3 would also be interested in these case studies.

Fridley, K. J., & Bielefeldt, A. R., & Sutterer, K. G., & Williamson, D. G., & Back, W. E. (2019, June), Curricular Changes Needed to Conform to the CEBOK3 – Three Case Studies Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32575

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