San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
25.1332.1 - 25.1332.27
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 – How Are BSCE Curricula Responding?Beginning in 1995 at the American Society of Civil Engineers (ASCE) Civil Engineering EducationConference (CEEC ’95), key educational and professional leaders of the civil engineeringcommunity in the United States have been working to reform civil engineering education. In1998, the call for action from CEEC ’95 ultimately resulted in the passage of ASCE PolicyStatement 465—Academic Prerequisites for Licensure and Professional Practice. ASCE Policy465 states that, in the future, education beyond the baccalaureate degree will be necessary forentry into the professional practice of civil engineering. In 2002, an ASCE Board-levelcommittee, the Committee on Academic Prerequisites for Professional Practice (CAP^3), wasformed to study and implement the actions that would be necessary to achieve this vision forcivil engineering. The last ten years have produced significant progress in ASCE’S “Raise the Bar”initiative.To maintain the initiative’s momentum, the successful processes of the past and the associated“lessons learned” must be clearly communicated to future leaders and proponents of the “Raisethe Bar” initiative. Much has been learned from the experiences of the past – and these hard-learned experiences should guide the future direction of the initiative. A quotation (from AdlaiE. Stevenson) comes to mind: “We can chart our future clearly and wisely only when we knowthe path which has led to the present.”This is one of several scholarly papers that will be written and presented in recognition of thetenth anniversary of establishing CAP^3. The collective papers will provide engineeringeducators and practitioners with a description of the history, lessons learned, and next stepsrelated to the “raise the bar" initiative. These papers will be written from six different, yetrelated, perspectives including the (1) overall initiative, (2) civil engineering bodies ofknowledge, (3) changed university curricula, (4) draft experiential guidelines, (5) revisedaccreditation criteria, and (6) modified licensure laws and rules. This paper will provide a reviewof the recommendations for formal education resulting from the “raise the bar” initiative thatimpact the undergraduate curriculum. Additionally, the effectiveness of the efforts toimplement change will be assessed based on a survey of civil engineering curricula to determinechanges made in the undergraduate curriculum as a result of the recommendations. Finally,curricular changes driven by the “raise the bar” initiative in three specific BSCE programs will beoverviewed.COORDINATING NOTE:This abstract is submitted at the specific invitation and request of Tom Lenox, the coordinator ofthe ASCE Liaison Committee’s program for the CE Division of ASEE in 2012. It should beconsidered for inclusion in the session that Tom Lenox is organizing and moderating.
Fridley, K. J., & Hall, K. D., & Nelson, J. K. (2012, June), The Raise the Bar Initiative: Response of Three Curricula to ASCE's Educational Recommendations Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--22089
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