New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Abstract For nearly fifty years, the American Society of Civil Engineers (ASCE) has advocated for an additional year of post-baccalaureate engineering education for civil engineers who pursue licensure as professional engineers (PEs). In 1968, ASCE, in coordination with the newly formed American Society for Engineering Education (ASEE) authored Goals of Engineering Education , funded by the National Science Foundation (NSF). The report concluded:
“The increasing complexity of the technological needs of the future… [require] the extension of the basic engineering education to include at least one year of graduate level study.”
In 2004, the National Academy of Engineering (NAE) weighed in on the subject as well. The Engineer of 2020: Vision of Engineering in the New Century concluded:
“We should reconstitute engineering curricula and related engineering programs to prepare today’s engineers for the careers of the future.”
In their publication Educating the Engineer of 2020: Adapting Engineering Education to the New Century NAE reinforced their earlier conclusions with this statement:
“It is evident that the exploding body of science and engineering knowledge cannot be accommodated within the context of the traditional four-year baccalaureate degree.”
Subsequently, there has been substantial work by ASCE and other professional and technical engineering societies defining their bodies of knowledge and some have gone as far as identifying the need and rationale for more rigorous engineering requirements for professional licensure. Some of this work is described later in this paper. These studies have tended to focus on both the academic and experiential learning deemed necessary for a professional engineer to be competent to practice. Most of this work has not directly addressed the “business case” for a higher educational standard. The intent of this paper is to do just that. It will address the following questions head-on:
Does society benefit from higher educational standards? Does the licensee benefit from higher educational standards? Does the employer benefit from higher educational standards?
This abstract is submitted at the specific invitation and request of Tom Lenox, the coordinator of the ASCE Liaison Committee’s program for the CE Division of ASEE in 2016. It should be considered for inclusion in the session “Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession – and ASCE” that Tom Lenox is organizing and moderating.
Killgore, M. W., & Flicker, E. L., & Aldrich, B. (2016, June), The Case for a Master's Degree for Civil Engineering Licensure Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26102
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: © 2016 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