June 20, 2010
June 20, 2010
June 23, 2010
15.651.1 - 15.651.21
How the Civil Engineering BOK2 Can be Implemented at Montana State University Abstract
The purpose of this paper is to provide a comprehensive analysis of Montana State University’s civil engineering curriculum with respect to the second edition of the Civil Engineering Body of Knowledge for the 21st Century (BOK2), or more specifically the BOK2 outcomes associated with the baccalaureate degree since the BOK2 includes outcomes for baccalaureate and post- baccalaureate formal education as well as pre-licensure experience. Specific emphasis is given those BOK2 outcomes that previous survey data identified as being a challenge for many programs to address within current curricular design. The curriculum, as developed, is considered to be BOK2 compliant, in addition to meeting current university graduation and ABET/EAC accreditation requirements.
The first edition of the Civil Engineering Body of Knowledge for the 21st Century1 (BOK1) was released in January 2004. Based on various inputs, a second edition of the Civil Engineering Body of Knowledge for the 21st Century2 (BOK2) was developed and released in February 2008. The BOK1 has already impacted accreditation criteria and civil engineering curricula. The BOK2, while being more recent and not yet addressed within accreditation criteria, is motivating additional change in some civil engineering curricula. Considering specifically the BOK2, a coordinated list of 24 outcomes is presented within three outcome categories: Foundational, Technical and Professional. The outcomes define the desired level of achievement defined according to Bloom’s Taxonomy for the cognitive domain3, 4. Additionally, the BOK2 has recommended outcome achievement targets for each portion of the fulfillment pathway: for the baccalaureate degree (B), post-baccalaureate formal education (M/30), and pre-licensure experience (E). The emphasis herein is on those outcomes and achievement targets for the baccalaureate degree.
The BOK2 Outcomes Rubric, using Bloom’s Taxonomy, is graphically presented in Figure 1. The reader is cautioned that this is simple graphical representation of the full rubric only and should refer to the full rubric as presented in Appendix I of the BOK2 report2 (which is available at www.asce.org/raisethebar). What is clearly represented in Figure 1 is the recommended level of achievement that an individual must demonstrate for each outcome to enter the future practice of civil engineering at the professional level and, for each outcome, the level of achievement (LOA) expected to be fulfilled through the baccalaureate degree (B), the master’s degree or equivalent post-baccalaureate formal education (M/30), and pre-licensure experience (E).
Recently, ASCE’s Body of Knowledge (BOK) Educational Fulfillment Committee (BOKEdFC) conducted an analysis of how well civil engineering curricula, in their current design, achieve the educational outcomes of both the first and second editions of the civil engineering BOK5. The results of a curricular review by ten representative civil engineering programs were presented along with possible explanations as to why current curricula may fulfill or fall short of fulfilling specific outcomes. Figure 2 presents the results of one of the surveys, specifically one in which
Gunnink, B. (2010, June), How The Civil Engineering Bok2 Can Be Implemented At Montana State University Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/16240
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