Salt Lake City, Utah
June 20, 2004
June 20, 2004
June 23, 2004
9.1233.1 - 9.1233.9
The ASCE BOK – A Case Study of the Evaluation and Design of a BOK Cur r iculum
Michael Robinson, P.E., Kevin Sutter er , P.E. Depar tment of Civil Engineer ing Rose-Hulman Institute of Technology
Intr oduction The American Society of Civil Engineers (ASCE) in ASCE Policy Statement 465 advocates a post baccalaureate educational requirement for professional licensure and broadly describes a body of knowledge (BOK) appropriate for professional licensure1. The BOK was more specifically defined in terms of specific knowledge, skills and attitudes necessary to practice as a licensed professional civil engineer by the ASCE Task Committee on Academic Prerequisites for Professional Practice (TCAP3). The BOK can be attained through a combination of formal education, both baccalaureate and post-baccalaureate, and experience. Several engineering colleges, including Rose-Hulman Institute of Technology (RHIT), were invited by TCAP3 to design model curricula compliant with the formal education component of the BOK. We will discuss the process used to evaluate our curriculum with the goal of designing a BOK curriculum within our four-year undergraduate program. Interestingly, TCAP3 did not explicitly designate what parts of the formal education are to be attained in a baccalaureate program.
Rose-Hulman Institute of Technology is a four-year, private, non-sectarian college of engineering, science, and mathematics located in Terre Haute, IN. Current enrollment is approximately 1,900 students. The most recent freshman profile includes 94 percent in top 20 percent of their high school classes with a median SAT of 1,320 and an average SAT of 30. The Civil Engineering Department consists of 6 faculty and has an enrollment of approximately 110 students. The Department offers a M.S. Environmental Engineering degree.
The BOK consists of 15 outcomes a civil engineer must demonstrate through a combination of formal education and work experience for professional licensure. The first 11 are the “a through k” Accreditation Board for Engineering and Technology (ABET) outcomes:
1. An ability to apply knowledge of mathematics, science and engineering 2. An ability to design and conduct experiments, as well as analyze and interpret data 3. An ability to design a system, component, or process to meet desired needs 4. An ability to function on multi-disciplinary teams 5. An ability to identify, formulate, and solve engineering problems 6. An understanding of professional and ethical responsibility 7. An ability to communicate effectively 8. The broad education necessary to understand the impact of engineering solutions in a global and societal context 9. A recognition of the need for, and ability to engage in, life-long learning 10. A knowledge of contemporary issues
“Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright 2004, American Society for Engineering Education”
Gettleman, M., & Robinson, M., & Sutterer, K. (2004, June), The Asce Bok – A Case Study Of The Evaluation And Design Of A Four Year Curriculum To Exceed The Bok Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--12917
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