The Raise the Bar Initiative: Charting the Future by Understanding the Path to the Present - Experiential Guidelines

Monte L. Phillips; Forrest M. Holly

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Conference: 2012 ASEE Annual Conference & Exposition
Location: San Antonio, Texas
Publication Date: June 10, 2012
Start Date: June 10, 2012
End Date: June 13, 2012
ISSN: 2153-5965
Conference Session: Reflections on the “Raise the Bar” Initiative (Part I) - Using a Decade of Experience to Chart the Future
Tagged Division: Civil Engineering
Page Count: 19
Page Numbers: 25.1331.1 - 25.1331.19
DOI: 10.18260/1-2--22088
Permanent URL: https://peer.asee.org/22088
Download Count: 466

Paper Authors

biography

Monte L. Phillips P.E. American Society of Civil Engineers

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Monte L. Phillips is an Emeritus Professor of civil engineering at the University of North Dakota. He received a Ph.D. from the University of Illinois with an emphasis in geotechnical engineering. During a 39-year career as an educator, he served on the faculties of the University of North Dakota, Ohio Northern Univeristy, and the University of Illinois. Phillips has been an active member of the National Society of Professional Engineers serving as National President in 1994-95. He currently serves NSPE on the Board of Ethical Review, as a member of the Licensure and Qualifications for Practice Committee, and as Chair of the Council of Fellows Executive Committee. He served a five-year term, including Chair, on the North Dakota Board of Registration for Professional Engineers and Land Surveyors. Over the past decade he has chaired and served on numerous task forces and committees of the National Council of Examiners for Engineering and Surveying involved with promoting licensure. He currently represents NCEES on the ABET Board of Directors. He is a Fellow and past two-term North Dakota section President of ASCE and served as Chair of the Experiential Fulfillment Committee of ASCE's Committee on Academic Prerequisites for Professional Practice. He is a Fellow and Past President of the National Academy of Forensic Engineers; a former six-term member of the Board of Directors of the National Institute of Building Science; is past Chair of, and serves on the National Board of Governors of the Order of the Engineer.

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biography

Forrest M. Holly Jr. P.E. University of Iowa

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Forrest Holly is Emeritus Professor of civil and environmental engineering at the University of Iowa, and Adjunct Professor of civil engineering and engineering mechanics at the University of Arizona. His area of specialization is water engineering. He is a licensed Professional Engineer in seven states. After six years in consulting engineering in France and the U.S., Holly served as Professor, Research Engineer, Department Chair, and Associate Dean at the University of Iowa. He served on the Iowa Engineering and Land Surveyors Examining Board for eight years, two of them as Chair. He served four years as President of the International Association of Hydraulic Research, and has served on and chaired numerous ASCE and NCEES committees. He most recently served as Vice-chair of the Experiential Fulfillment Committee of ASCE’s Committee on Academic Prerequisites for Professional Practice.

Forrest is semi-retired and living in Tucson, Arizona.

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Abstract

2012 ASEE Annual Conference; San Antonio, Texas; June 10-13, 2012 The Raise the Bar” Initiative: Charting the Future by Understanding the Path to the Present – Experiential GuidelinesBeginning in 1995 at the American Society of Civil Engineers (ASCE) Civil EngineeringEducation Conference (CEEC ’95), key educational and professional leaders of the civilengineering community in the United States have been working to reform civilengineering education. In 1998, the call for action from CEEC ’95 ultimately resulted inthe passage of ASCE Policy Statement 465—Academic Prerequisites for Licensure andProfessional Practice. ASCE Policy 465 states that, in the future, education beyond thebaccalaureate degree will be necessary for entry into the professional practice of civilengineering. In 2002, an ASCE Board-level committee, the Committee on AcademicPrerequisites for Professional Practice (CAP^3), was formed to study and implement theactions that would be necessary to achieve this vision for civil engineering. The last tenyears have produced significant progress in ASCE’S “Raise the Bar” initiative.To maintain the initiative’s momentum, the successful processes of the past and theassociated “lessons learned” must be clearly communicated to future leaders andproponents of the “Raise the Bar” initiative. Much has been learned from theexperiences of the past – and these hard-learned experiences should guide the futuredirection of the initiative.This is one of several scholarly papers that will be written and presented inrecognition of the tenth anniversary of establishing CAP^3. The collected paperswill provide engineering educators and practitioners with a description of thehistory, lessons learned, and next steps related to the “raise the bar" initiative.These papers will be written from six different, yet related, perspectives including the(1) overall initiative, (2) civil engineering bodies of knowledge, (3) changed universitycurricula, (4) experiential guidelines, (5) revised accreditation criteria, and (6) modifiedlicensure laws and rules. This paper will focus on the fourth perspective – theexperiential guidelines.ASCE’s “Raise the Bar” initiative not only calls for increasing the educationalrequirements beyond the baccalaureate degree but also the adoption of appropriateexperience requirements as a prerequisite for the professional practice of civilengineering. Accumulation and validation of acceptable experience is a commonrequirement for entry into professional practice, i.e., licensure. In the United States,engineering experience requirements and expectations are poorly articulated, non-uniform across licensing jurisdictions, and generally lacking in structure.This paper will summarize ASCE’s initial work to improve the pre-licensure experientialpreparation of the engineering intern. It will describe the history, lessons learned, andnext steps related to the CAP^3 “experience initiative” – an initiative which began in2007 and ultimately led to the development of the draft “Guidelines for Attainment ofExperiential Outcomes.” The draft “Guidelines” contains guidance for engineer interns,supervisors, and mentors for documenting, validating, and reporting the experienceactivities during the pre-licensure state of the intern’s career.COORDINATING NOTE:This abstract is submitted at the specific invitation and request of Tom Lenox, thecoordinator of the ASCE Liaison Committee’s program for the CE Division of ASEE in2012. It should be considered for inclusion in the session that Tom Lenox is organizingand moderating.

Citation
Format

Phillips, M. L., & Holly, F. M. (2012, June), The Raise the Bar Initiative: Charting the Future by Understanding the Path to the Present - Experiential Guidelines Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22088

TY  - CPAPER
AB  -          2012 ASEE Annual Conference; San Antonio, Texas; June 10-13, 2012                           The Raise the Bar” Initiative:           Charting the Future by Understanding the Path to the Present –                              Experiential GuidelinesBeginning in 1995 at the American Society of Civil Engineers (ASCE) Civil EngineeringEducation Conference (CEEC ’95), key educational and professional leaders of the civilengineering community in the United States have been working to reform civilengineering education. In 1998, the call for action from CEEC ’95 ultimately resulted inthe passage of ASCE Policy Statement 465—Academic Prerequisites for Licensure andProfessional Practice. ASCE Policy 465 states that, in the future, education beyond thebaccalaureate degree will be necessary for entry into the professional practice of civilengineering. In 2002, an ASCE Board-level committee, the Committee on AcademicPrerequisites for Professional Practice (CAP^3), was formed to study and implement theactions that would be necessary to achieve this vision for civil engineering. The last tenyears have produced significant progress in ASCE’S “Raise the Bar” initiative.To maintain the initiative’s momentum, the successful processes of the past and theassociated “lessons learned” must be clearly communicated to future leaders andproponents of the “Raise the Bar” initiative. Much has been learned from theexperiences of the past – and these hard-learned experiences should guide the futuredirection of the initiative.This is one of several scholarly papers that will be written and presented inrecognition of the tenth anniversary of establishing CAP^3. The collected paperswill provide engineering educators and practitioners with a description of thehistory, lessons learned, and next steps related to the “raise the bar&quot; initiative.These papers will be written from six different, yet related, perspectives including the(1) overall initiative, (2) civil engineering bodies of knowledge, (3) changed universitycurricula, (4) experiential guidelines, (5) revised accreditation criteria, and (6) modifiedlicensure laws and rules. This paper will focus on the fourth perspective – theexperiential guidelines.ASCE’s “Raise the Bar” initiative not only calls for increasing the educationalrequirements beyond the baccalaureate degree but also the adoption of appropriateexperience requirements as a prerequisite for the professional practice of civilengineering. Accumulation and validation of acceptable experience is a commonrequirement for entry into professional practice, i.e., licensure. In the United States,engineering experience requirements and expectations are poorly articulated, non-uniform across licensing jurisdictions, and generally lacking in structure.This paper will summarize ASCE’s initial work to improve the pre-licensure experientialpreparation of the engineering intern. It will describe the history, lessons learned, andnext steps related to the CAP^3 “experience initiative” – an initiative which began in2007 and ultimately led to the development of the draft “Guidelines for Attainment ofExperiential Outcomes.” The draft “Guidelines” contains guidance for engineer interns,supervisors, and mentors for documenting, validating, and reporting the experienceactivities during the pre-licensure state of the intern’s career.COORDINATING NOTE:This abstract is submitted at the specific invitation and request of Tom Lenox, thecoordinator of the ASCE Liaison Committee’s program for the CE Division of ASEE in2012. It should be considered for inclusion in the session that Tom Lenox is organizingand moderating.
AU  - Monte L. Phillips P.E.
AU  - Forrest M. Holly Jr. P.E.
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - The Raise the Bar Initiative: Charting the Future by Understanding the Path to the Present - Experiential Guidelines
UR  - https://peer.asee.org/22088
DO  - 10.18260/1-2--22088
ER  -