Asee peer logo

Teaching The Bok ? Challenges For Faculty And Programs

Download Paper |


2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

Training Faculty to Teach CE

Tagged Division

Civil Engineering

Page Count


Page Numbers

12.1371.1 - 12.1371.15



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Decker Hains U.S. Military Academy

author page

Mark Evans U.S. Military Academy

author page

Stephen Ressler U.S. Military Academy

Download Paper |

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

Teaching the BOK- Challenges for Faculty and Programs Abstract

In February 2007, the Second Edition of Civil Engineering Body of Knowledge (BOK) for the 21st Century was released for review by the American Society of Civil Engineers. The revised BOK uses an outcome-based approach and Bloom’s Taxonomy of Educational Objectives to define what should be taught to and learned by tomorrow’s civil engineers. The 26 outcomes – 16 technical and ten professional, collectively prescribe the necessary depth and breadth of knowledge, skills, and attitudes required of an individual aspiring to enter the practice of civil engineering at the professional level in the 21st Century. Central to achieving the BOK is the university-level education and those who teach the BOK are critical to this education. The ten professional outcomes which include leadership, teamwork, communication, history and heritage, professional and ethical responsibility, and life-long learning, can present challenges to some programs since they fall outside the traditional teaching roles of faculty. Colleges and universities will need to adjust their programs to educate and train faculty to teach the BOK. The authors draw on their experience serving on ASCE’s Second Edition of the Body of Knowledge Committee, ASCE’s Committee on Academic Prerequisites for Professional Practice Committee, and as the Director of the Center for Teaching Excellence at the United States Military Academy. This paper discusses the non-traditional faculty model in the Department of Civil & Mechanical Engineering at the United States Military Academy and how we’ve modified our program and educated our faculty to teach the BOK. Many of these modifications including faculty education and training programs can easily be adapted to colleges and universities across the country.


For many decades in the United States, the reformation of civil engineering education has been discussed and debated. The American Society of Civil Engineers is leading the charge in reforming engineering education. First released in October 1998, ASCE’s Board of Directors passed a revised version of Policy Statement (PS) 465 in 2004 that states, “The ASCE supports the attainment of a Body of Knowledge for entry into the practice of civil engineering at the professional level.”1 The focus of the revised policy is knowledge centric. ASCE defines the Body of Knowledge (BOK) as “The knowledge, skills, and attitude necessary to be a licensed professional engineer.”1

The first edition of the ASCE BOK (BOK-1) was published on January 12, 2004 and it listed 15 educational outcomes for civil engineers.2 These included 11 outcomes modeled after ABET Criterion 3 (a-k) outcomes3 and four outcomes specific to civil engineering. The levels of competence in BOK-1 recognition, understanding, and ability became problematic as the BOK was examined for assessment and mapping the outcomes into existing curriculum. The Levels of Achievement Committee was formed to address the levels of competence. The committee recommended using the six levels of cognitive development in Bloom’s Taxonomy of Educational Objectives as the levels of achievement (rather than levels of competence) in the BOK.4

Hains, D., & Evans, M., & Ressler, S. (2007, June), Teaching The Bok ? Challenges For Faculty And Programs Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2607

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: © 2007 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