Krishnamurthy, M., & Pezza, D. A., & Fridley, K. J., & Hains, D. B. (2018, June), The Practitioners’ Point of View of the ASCE Body of Knowledge  Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--31120

\bibitem{asee_peer_31120}
  Krishnamurthy, M., \& Pezza, D. A., \& Fridley, K. J., \& Hains, D. B. (2018, June), \emph{The Practitioners’ Point of View of the ASCE Body of Knowledge}
  Paper presented at 2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah.
  10.18260/1-2--31120

Muthusamy Krishnamurthy P.E., David Anthony Pezza P.E., Kenneth J. Fridley, and Decker B. Hains.  "The Practitioners’ Point of View of the ASCE Body of Knowledge".  2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah, 2018, June.  ASEE Conferences, 2018.  https://peer.asee.org/31120 Internet.  13 Dec, 2024

\bibitem{asee_peer_31120}
  Muthusamy Krishnamurthy P.E., David Anthony Pezza P.E., Kenneth J. Fridley, and Decker B. Hains.
  "The Practitioners’ Point of View of the ASCE Body of Knowledge".
  \emph{2018 ASEE Annual Conference \& Exposition , Salt Lake City, Utah, 2018, June}.
  ASEE Conferences, 2018.
  https://peer.asee.org/31120 Internet.  13 Dec, 2024

@INPROCEEDINGS{asee_peer_31120
author = "Muthusamy Krishnamurthy P.E., David Anthony Pezza P.E., Kenneth J. Fridley, and Decker B. Hains"
title = "The Practitioners’ Point of View of the ASCE Body of Knowledge"
booktitle = "2018 ASEE Annual Conference \& Exposition "
year = "2018"
month = "June"
address = "Salt Lake City, Utah"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/31120}
number = {10.18260/1-2--31120}
}

TY  - CPAPER
AB  - Abstract
The American Society of Civil Engineers has established the Body of Knowledge 3 Task Committee (BOK3TC) to revisit the 2nd edition of the Body of Knowledge (BOK2) report. The Body of Knowledge defines the knowledge, skills and attitudes needed to enter into the practice of civil engineering.  The BOK2 Task Committee identified 24 outcomes at certain desired levels of achievement that civil engineers need to possess at the time of licensure. These outcomes are divided into three groups: (1) foundational outcomes achieved through the degree program, (2) technical outcomes achieved through the degree program, education, experience, and mentoring and (3) professional outcomes achieved through the degree program, experience and mentoring. 

The BOK3TC initiated work in October 2016 and its progress has been presented in an earlier paper by Fridley [1] et al. A critical component of the completed work was the development of a survey to obtain input from the identified constituency. The survey sought input from constituents as to the relevancy of the outcomes, the appropriateness of defined levels of achievements, the validity of the definitions and to gauge perceived needs across civil engineers in academia, government, consulting, construction, sales, and so on. One apparent contrast is in the critical outcomes defined by academia with those defined by practitioners. This paper focuses on the outcomes that practitioners identified as critical to an aspiring civil engineer at the time of licensure.

Reference
[1]   Fridley, K.C, Hains, D.B, Nolen, L, Barry, B.E, and Hartmann B.L, “Is It Time For a Third Edition of the Civil Engineering Body of Knowledge (BOK)?”Paper ID # 18002, Proceedings of the 2017 Annual Conference of the American Society for Engineering Education, June 2017.

Coordinating Note: 
This abstract is submitted at the specific invitation and request of Tom Lenox, the coordinator of the ASCE Liaison Committee’s session(s) for the CE Division of ASEE in 2018.  It should be considered for inclusion in the sessions on “Educational & Professional Issues of Strategic Importance to the Civil Engineering Profession – and ASCE.” that the ASCE Liaison Committee is organizing. 

AU  - Muthusamy Krishnamurthy P.E.
AU  - David Anthony Pezza P.E.
AU  - Kenneth J. Fridley
AU  - Decker B. Hains
CY  - Salt Lake City, Utah
DA  - 2018/06/23
PB  - ASEE Conferences
TI  - The Practitioners’ Point of View of the ASCE Body of Knowledge
UR  - https://peer.asee.org/31120
DO  - 10.18260/1-2--31120
ER  -