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The CEBOK3 and ABET Accreditation Criteria: A Gap Analysis

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Conference

2019 ASEE Annual Conference & Exposition

Location

Tampa, Florida

Publication Date

June 15, 2019

Start Date

June 15, 2019

End Date

June 19, 2019

Conference Session

The Civil Engineering Body of Knowledge, 3rd Edition: Preparing the Future Civil Engineer

Tagged Division

Civil Engineering

Page Count

22

Permanent URL

https://peer.asee.org/33373

Download Count

27

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Paper Authors

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Kenneth J. Fridley University of Alabama

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Kenneth J. Fridley is the Senior Associate Dean for the College of Engineering at The University of Alabama. Prior to his current appointment, Fridley served as Professor and Head of the Department of Civil, Construction and Environmental Engineering at the University of Alabama. Dr. Fridley has been recognized as a dedicated educator throughout his career and has received several awards for his teaching efforts, including the ExCEEd (Excellence in Civil Engineering Education) Leadership Award in 2010. At the University of Alabama, Fridley has led efforts to establish several new programs including new undergraduate degree programs in construction engineering, architectural engineering and environmental engineering, a departmental Scholars program allowing highly qualified students an accelerated program to earn their MSCE in addition to their BS degree, the interdisciplinary "Cube" promoting innovation in engineering, and the cross-disciplinary MSCE/MBA and MSCE/JD dual-degree programs.

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Decker B. Hains Western Michigan University

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Dr. Decker B. Hains is a Master Faculty Specialist in the Department of Civil and Construction Engineering at Western Michigan University. He is a retired US Army Officer serving 22 years on active duty with the US Army Corps of Engineers and taught at the United States Military Academy at West Point (USMA). He earned a Bachelor of Science degree in Civil Engineering from USMA in 1994, Master of Science degrees from the University of Alaska Anchorage in Arctic Engineering in 1998 and Missouri University Science & Technology in Civil Engineering in 1999, and a PhD in Civil Engineering from Lehigh University in 2004. He is a registered Professional Engineer in Michigan.

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Audra N. Morse P.E. Michigan Technological University

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Dr. Audra Morse, P.E., is a Professor and Department Chair in the Department of Civil and Environmental Engineering at Michigan Technological University. Her professional experience is focused on water and wastewater treatment, specifically water reclamation systems, membrane filtration and the fate of personal products in treatment systems. However, she has a passion to tackle diversity and inclusion issues for students and faculty in institutions of higher education.

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Leslie Nolen CAE American Society of Civil Engineers

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Leslie Nolen, CAE, serves as director, educational activities for the American Society of Civil Engineers. She brings over 20 years of association management experience to her work with ASCE's Committee on Education on issues of importance to the undergraduate and graduate level education of civil engineers.

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Abstract

Undergraduate civil engineering curricula must satisfy a variety of constraints, notably any institutional requirements and, to be accredited by ABET, the minimum requirements defined in the ABET General Criterion 3: Student Outcomes, General Criterion 5: Curriculum, and the Program Criteria for Civil and Similarly Named Engineering Programs (also referred to as the civil engineering program criteria, or CEPC). The American Society of Civil Engineers (ASCE) serves as the lead society responsible for content of the CEPC. ASCE also maintains and publishes the Civil Engineering Body of Knowledge (CEBOK), with the third edition (CEBOK3) being published in the spring of 2019. ASCE developed and proposed changes to the CEPC following completion of both prior editions of the CEBOK. ASCE has also established a timeline to consider possible changes to the CEPC based on future editions of the CEBOK, including the CEBOK3. Regardless if or when ASCE actually proposes any changes to the CEPC or whether any changes in the CEPC even occur based on the CEBOK3, many civil engineering programs may consider modifying their curriculum based on the CEBOK3. Therefore, an important step in evaluating the CEBOK3 in terms of undergraduate education, whether considering accreditation or curricular design, is to complete a gap analysis between current ABET engineering accreditation criteria and that portion of the CEBOK3 that is proposed to be attained through undergraduate education. Therefore, the purpose of this paper is to present a comprehensive assessment of the commonalities and differences between the curricular and student outcomes defined by ABET engineering accreditation criteria and those defined in the CEBOK3. Additionally, the paper will include an assessment of the significance and potential impact of the identified differences on civil engineering curricula.

Fridley, K. J., & Hains, D. B., & Morse, A. N., & Nolen, L. (2019, June), The CEBOK3 and ABET Accreditation Criteria: A Gap Analysis Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33373

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