June 15, 2019
June 15, 2019
June 19, 2019
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
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