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How The Civil Engineering Bok2 Can Be Implemented At The University Of Louisiana

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Conference

2010 Annual Conference & Exposition

Location

Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010

ISSN

2153-5965

Conference Session

Fulfilling the CE BOK2 - Case Studies

Tagged Division

Civil Engineering

Page Count

22

Page Numbers

15.652.1 - 15.652.22

Permanent URL

https://peer.asee.org/15849

Download Count

37

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Paper Authors

author page

Kenneth McManis University of Louisiana

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

How the Civil Engineering BOK2 Can Be Implemented at the University of Louisiana

Abstract

The purpose of this paper is to provide a comprehensive analysis of the University of Louisiana’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-complient, in addition to meeting current university graduation and ABET/EAC accreditation requirements.

Introduction

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 a 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

McManis, K. (2010, June), How The Civil Engineering Bok2 Can Be Implemented At The University Of Louisiana Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. https://peer.asee.org/15849

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