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The Civil Engineering Bok2 And Challenges To Implementation In A Private Undergraduate Engineering Institute

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2010 Annual Conference & Exposition


Louisville, Kentucky

Publication Date

June 20, 2010

Start Date

June 20, 2010

End Date

June 23, 2010



Conference Session

Fulfilling the CE BOK2 - Case Studies

Tagged Division

Civil Engineering

Page Count


Page Numbers

15.1212.1 - 15.1212.17



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Paper Authors

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Kevin Sutterer Rose Hulman Institute Of Technology

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

The Civil Engineering BOK2 and Challenges to Implementation in an Undergraduate Engineering Institute

Abstract The second edition of the Civil Engineering Body of Knowledge for the 21st Century (BOK2) is a comprehensive, coordinated list of 24 outcomes which define the knowledge, skills, and attitudes expected of the future civil engineer. The BOK2 outcomes use Bloom’s Taxonomy for cognitive development to help define the levels of achievement expected to be achieved prior to entry into the professional practice of civil engineering, as well as the levels of achievement for each outcome relative to each stage in the engineer’s development, from the baccalaureate degree program, to post-baccalaureate formal education, to pre-licensure working experience. This system clearly identifies the role and responsibilities of the civil engineering profession in the technical and professional development of the future engineer and their ultimate achievement of the BOK.

As part of a continuing effort, ASCE’s Body of Knowledge Educational Fulfillment Committee (BOKEdFC) is examining how programs are responding to the BOK2 and possible ways the BOK2 outcomes may be integrated into civil engineering curricula. Previously, the BOKEdFC examined survey data illustrating how well programs, in their current design, achieve the educational outcomes of both the first and second editions of the civil engineering BOK. Based on the survey data and analysis, the BOKEdFC concluded that several BOK2 outcomes may be “challenging” for many programs to address in today’s civil engineering curricula. These include the nine outcomes shown in Figure 2 (i.e., Outcomes 3 – Humanities, 4 – Social Sciences, 10 – Sustainability, 11 – Contemporary Issues & History, 12 – Risk & Uncertainty, 17 – Public Policy, 18 – Business & Public Administration, 19 – Globalization, and 20 – Leadership). In addition, the committee identified Outcome 5 – Material Science and Outcome 24 – Professional & Ethics as outcomes that may be challenging for programs to fully implement.

The purpose of this paper is to provide a comprehensive analysis of the civil engineering curriculum at Rose-Hulman Institute of Technology with respect to the second edition of the 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 the aforementioned survey data identified as being a challenge for many programs to address within current curricular design. The curriculum, as developed herein, is considered to be in general compliance with BOK2, except that some revisions identified as appropriate to the Mission and Outcomes of the institute have been identified.


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

Sutterer, K. (2010, June), The Civil Engineering Bok2 And Challenges To Implementation In A Private Undergraduate Engineering Institute Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16318

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