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On the ABET Program Criteria for
Civil and Similarly Named Programs Effective for 2016-‐2017 Accreditation Cycle
October 16, 2015
Commentary
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Civil Engineering Program Criteria Commentary i
Table of Contents
Part A. Purpose of the Commentary 1
Part B. The Civil Engineering Body of Knowledge (BOK) 2
Part C. ABET Engineering Accreditation Criteria 3
Part D. Understanding the CE Program Criteria 6
D-‐1. Math and Science 7
D-‐2. Probability and Statistics 9
D-‐3. Breadth in Civil Engineering 11
D-‐4. Civil Engineering Experiments 14
D-‐5. Civil Engineering Design 17
D-‐6. Sustainability in Design 20
D-‐7. Project Management, Business, Public Policy, and Leadership 22
D-‐8. Professional Ethics 24
D-‐9. Professional Licensure 26
D-‐10. Faculty Requirements 27
Appendix I: Bloom’s Taxonomy 30
Appendix II: BOK Outcomes Rubric (Second Edition) 37
Civil Engineering Program Criteria Commentary 1
A. Purpose of the Commentary
This document was prepared by the Civil Engineering Program Criteria Task Committee as charged by the ASCE Committee on Accreditation. This document provides guidance to civil engineering program evaluators and to civil engineering program faculty by clarifying and amplifying the Civil Engineering Program Criteria to be utilized in association with the Criteria for Accrediting Engineering Programs of the Engineering Accreditation Commission of ABET (EAC/ABET). Nothing in this Commentary is intended to add to, detract from, or modify the EAC/ABET General Criteria for Baccalaureate Level Programs and the General Criteria for Masters Level Programs (hereafter referred to collectively as the “EAC/ABET General Criteria”). In the spirit of the EAC/ABET General Criteria, this Commentary does not attempt to prescribe a single approach to satisfying the criteria; rather, it emphasizes the educational institution’s freedom to innovate within the framework of an outcomes-‐based assessment process.
Program evaluation is an inherently subjective process. This Commentary should help evaluators make subjective judgments in a manner that is consistent with the Criteria for Accrediting Engineering Programs of the EAC/ABET. Evaluators are encouraged to use this document as a resource to aid the decision-‐making process, not as a set of rigid rules to be followed without some flexibility. Ultimately, decisions about compliance with the criteria must be based principally on the evaluator’s professional judgment with input from and concurrence of the visit team, and appropriate program documentation.
This Commentary should assist civil engineering program faculty in better understanding of the Civil Engineering Program Criteria and what must be included in the curriculum relative to the Program Criteria to achieve EAC/ABET accreditation. Additionally, qualifications required of the faculty are included.
There is no ABET policy requiring the measurement and assessment of learning achievement by the graduate of any of the Civil Engineering Program Criteria. However, program faculty must demonstrate each item in the Civil Engineering Program Criteria is taught within the curriculum to the intended levels of achievement, which can be shown or described in course syllabi, assignments, and student work.
Throughout this commentary references are made to Bloom’s Taxonomy. Bloom’s Taxonomy is not a part of the Civil Engineering Program Criteria. However, the authors of the criteria and this commentary utilized Bloom’s Taxonomy in selecting the verbs used to describe intended levels of achievement. Consequently, references to the taxonomy are made to provide guidance in interpreting the language used. A brief discussion of the taxonomy included in Appendix I of this commentary.
The information presented in this Commentary reflects the best collective judgment of its authors and reviewers. It is subject to continual review and revision, to reflect input from constituencies and lessons learned from accreditation practice.
Civil Engineering Program Criteria Commentary 2
B. The Civil Engineering Body of Knowledge (BOK)
For almost two decades, ASCE has been involved in an ambitious effort to better prepare civil engineering professionals to meet the technological, environmental, economic, social, and political challenges of the future. This “Raise the Bar” initiative attained an important milestone in October 1998, when the ASCE Board of Direction formally adopted Policy Statement 465. The most recent version of this policy states in part:
The ASCE supports the attainment of an engineering body of knowledge for entry into the practice of civil engineering at the professional level, . . .
In conjunction with the implementation of Policy Statement 465, ASCE initiated a comprehensive project to define the profession’s body of knowledge (BOK). In 2004 this effort came to fruition with ASCE’s publication of the first edition of the Civil Engineering Body of Knowledge for the 21st Century —a report describing the knowledge, skills, and attitudes necessary for entry into the practice of civil engineering at the professional level. The second edition of this report, published in 2008 and referred to as “BOK2” (download from www.asce.org/civil_engineering_body_of_knowledge/), proved enormously valuable in guiding the subsequent implementation of Policy Statement 465. The conceptual framework includes three key characteristics: (1) the civil engineering BOK is defined in terms of 24 outcomes, (2) the outcomes have clearly defined levels of achievement, and (3) expected levels of achievement are separately specified for baccalaureate-‐level education, master’s-‐level education, and pre-‐licensure experience. This conceptual framework is depicted by the “outcome rubric” extracted from Appendix I of BOK2 and included in Appendix II of this document. Having published its BOK, ASCE determined changes to the accreditation criteria constitute the most viable instrument for affecting the broad-‐based curriculum reform required for BOK implementation.
In conjunction with the development of the BOK and related Civil Engineering Program Criteria, ASCE identified the need to clearly establish the expected level of achievement associated with each BOK outcome. This distinction is particularly important to ASCE because the civil engineering BOK differentiates the knowledge, skills, and attitudes gained through education from those gained through experience. Given that both education and experience contribute to the attainment of most outcomes, it is critical to define the different level of achievement expected from each source. ASCE addressed this issue by adopting Bloom’s Taxonomy as the basis for defining levels of achievement. Bloom’s Taxonomy is a well-‐established framework for defining educational objectives in terms of the desired level of cognitive development. It is further described and explained in Appendix I of this document, extracted from Appendix F of BOK2.
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C. ABET Engineering Accreditation Criteria
The ABET criteria for accrediting engineering programs are published each year for evaluations during the upcoming accreditation cycle. The criteria are divided into three sections: General Criteria for Baccalaureate Level Programs, General Criteria for Masters Level Programs, and Program Criteria. The ABET “Program Criteria for Civil and Similarly Named Engineering Programs” is provided below. In addition to the Civil Engineering Program Criteria, the EAC/ABET General Criterion 3 Student Outcomes and General Criterion 5 Curriculum are provided in this section for reference and because of the relationship between these parts of the EAC/ABET General Criteria and the Civil Engineering Program Criteria.
Program Criteria for Civil and Similarly Named Engineering Programs
These program criteria apply to engineering programs that include "civil" or similar modifiers in their titles.
1. Curriculum
The curriculum must prepare graduates to apply knowledge of mathematics through differential equations, calculus-‐based physics, chemistry, and at least one additional area of basic science; apply probability and statistics to address uncertainty; analyze and solve problems in at least four technical areas appropriate to civil engineering; conduct experiments in at least two technical areas of civil engineering, and analyze and interpret the resulting data; design a system, component, or process in at least two civil engineering contexts; include principles of sustainability in design; explain basic concepts in project management, business, public policy, and leadership; analyze issues in professional ethics; and explain the importance of professional licensure.
2. Faculty
The program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual.
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Extracts for the EAC/ABET General Criteria for Baccalaureate Level Programs
The EAC/ABET General Criteria for Baccalaureate Level Programs include the following:
1. Students 2. Program Educational Objectives 3. Student Outcomes 4. Continuous Improvement 5. Curriculum 6. Faculty 7. Facilities 8. Institutional Support
The Civil Engineering Program Criteria have both explicit and implicit relationships with many aspects of Criterion 3 Student Outcomes and Criterion 5 Curriculum. These two criteria are provided here for ease of reference.
Criterion 3. Student Outcomes
The program must have documented student outcomes that prepare graduates to attain the program educational objectives.
Student outcomes are outcomes (a) through (k) plus any additional outcomes that may be articulated by the program.
(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-‐long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
Civil Engineering Program Criteria Commentary 5
Criterion 5. Curriculum
The curriculum requirements specify subject areas appropriate to engineering but do not prescribe specific courses. The faculty must ensure that the program curriculum devotes adequate attention and time to each component, consistent with the outcomes and objectives of the program and institution. The professional component must include:
(a) one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline. Basic sciences are defined as biological, chemical, and physical sciences
(b) one and one-‐half years of engineering topics, consisting of engineering sciences and engineering design appropriate to the student's field of study. The engineering sciences have their roots in mathematics and basic sciences but carry knowledge further toward creative application. These studies provide a bridge between mathematics and basic sciences on the one hand and engineering practice on the other. Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-‐making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs
(c) a general education component that complements the technical content of the curriculum and is consistent with the program and institution objectives.
Students must be prepared for engineering practice through a curriculum culminating in a major design experience based on the knowledge and skills acquired in earlier course work and incorporating appropriate engineering standards and multiple realistic constraints.
One year is the lesser of 32 semester hours (or equivalent) or one-‐fourth of the total credits required for graduation.
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D. Understanding the CE Program Criteria
Program evaluation is an inherently subjective process. A common statement in the accreditation criteria is "the program must demonstrate…”, which indicates the burden for demonstrating compliance with the criteria belongs to the program, not the program evaluator. There are innumerable methods available to demonstrate facets of the General and Program Criteria. The program evaluator judges whether the submitted material adequately demonstrates what is claimed.
With this consideration, the following sections should assist both civil engineering program faculty and program evaluators to better understand the Civil Engineering Program Criteria. In addition, for each provision or part of the Program Criteria, a brief background on each criterion is provided. That is, the following sections provide both faculty and program evaluators with an understanding of both “what” is intended by each criterion and “why” the provision is included in the Program Criteria.
It is important to note the Program Criteria include only curricular and faculty requirements. There is no requirement for programs to assess student achievement of the Civil Engineering Program Criteria. The program, however, must clearly demonstrate each curricular item in the Civil Engineering Program Criteria is included within the curriculum, and that the faculty experience and composition meet the faculty requirement of the Civil Engineering Program Criteria.
While Bloom’s Taxonomy is not an explicit part of the accreditation criteria, the Civil Engineering Program Criteria utilizes Bloom’s verbs to describe the intended levels of achievement. Accordingly, references to Bloom’s Taxonomy are made to provide guidance in interpreting the criteria. A brief discussion of the Bloom’s Taxonomy is included in Appendix I.
Civil Engineering Program Criteria Commentary 7
D-‐1. Math and Science
The curriculum must prepare graduates to apply knowledge of mathematics through differential equations, calculus-‐based physics, chemistry, and at least one additional area of basic science
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to apply knowledge of mathematics through differential equations, calculus-‐based physics, chemistry, and at least one additional area of basic science, consistent with the program educational objectives
Understanding the Criterion
To comply with this provision of the Civil Engineering Program Criteria, the program must demonstrate its curriculum content is sufficient to prepare graduates to apply concepts and principles from mathematics and science to solve relatively straightforward problems. This must include mathematics through differential equations, calculus-‐based physics, chemistry, and one additional area of basic science. The program should present sufficient information and document that these subject areas are adequately covered within the curriculum and that all students must take the necessary courses in order to graduate. Additionally, while the EAC/ABET General Criterion 5(a) requires one year of a combination of mathematics and science, it does not have separate requirements for a minimum number of credit hours or courses in any of these subject areas.
For the additional area of basic science, programs may include areas such as biology, ecology, geology or meteorology, all areas of significant interest and increasing importance for civil engineers. This list is not all-‐inclusive, and it is not necessary all students within a particular program’s curriculum take the same additional area of science. However, for topics other than those listed above, it is the program’s responsibility to demonstrate the selected area(s) of science provides breadth beyond physics and chemistry. In general, an advanced course in physics or chemistry (i.e., a physics or chemistry course that is part of a physics or chemistry sequence for which a basic-‐level physics or chemistry course serves as a prerequisite) would not fulfill this requirement because such a course would provide additional depth rather than additional breadth. Still, programs should have a degree of flexibility in choosing basic science courses that meet this breath requirement. Courses such as geo-‐physics, seismology, organic or bio-‐chemistry that are not part of a standard physics or chemistry sequence might be appropriate, especially if they can be tied to student outcomes and program’s curricular emphasis. Likewise, a course primarily engineering science in
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content would not fulfill this requirement. It has been long established that courses such as thermodynamics, computer science or materials science do not meet this requirement.
Background/Rationale
The EAC/ABET General Criterion 3(a) requires “an ability to apply knowledge of mathematics, science, and engineering.” Additionally, the EAC/ABET General Criterion 5(a) requires “one year of a combination of college level mathematics and basic sciences (some with experimental experience) appropriate to the discipline. Basic sciences are defined as biological, chemical, and physical sciences.” ABET defines one year as “the lesser of 32 semester hours (or equivalent) or one-‐fourth of the total credits required for graduation.” Refer to Appendix I or www.abet.org for addition information on the EAC/ABET General Criteria.
The Second Edition of the Civil Engineering Body of Knowledge includes two outcomes related to this provision of the Civil Engineering Program Criteria: Outcome 1 – Mathematics and Outcome 2 – Natural Sciences (see Appendix II). Mathematics through differential equations, calculus-‐based physics, and chemistry are considered part of the technical core of civil engineering and, thus, are explicitly required by the Civil Engineering Program Criteria.
The requirement for “one additional area of basic science” comes from the Second Edition of the Civil Engineering Body of Knowledge and reflects an increasing emphasis on biological systems, ecology, sustainability, and nanotechnology within the practice of civil engineering. The intent is for civil engineering graduates to develop greater breadth in the basic sciences beyond the technical core subjects of physics and chemistry. While the BOK2 defines the additional area of science as a “natural science,” ABET defines “basic science” as biological, chemical, and physical sciences. This definition of a basic science is consistent with the goals of the BOK2 and is, therefore, adopted for use in the Civil Engineering Program Criterion.
The phrase “consistent with the program objectives” was removed from the criteria because the words do not add anything meaningful to the criteria. Program objectives are very broad, describing graduates’ abilities three to five years after graduation. It would be difficult to envision an example of a basic science that would be inconsistent with program objectives.
According to Bloom’s Taxonomy (see Appendix I), the verb “apply,” which is used in the EAC/ABET General Criterion 3(a) and in this provision of the Civil Engineering Program Criteria, denotes the expected level of achievement is Bloom’s Level 3, or “application level.” Both the Civil Engineering BOK2 Outcome 1 – Mathematics and Outcome 2 – Natural Sciences are also at Bloom’s Level 3 of achievement. Therefore, this provision of the Civil Engineering Program Criteria agrees with the targeted level of achievement for math and science as conveyed in the Second Edition of the Civil Engineering Body of Knowledge.
Civil Engineering Program Criteria Commentary 9
D-‐2. Probability and Statistics
The curriculum must prepare graduates to apply probability and statistics to address uncertainty
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to apply probability and statistics to address uncertainty
Understanding the Criterion
Probability and statistics are related but separate areas of study. Probability is used to quantify the likelihood, or uncertainty, an event will occur, whereas statistics models or characterizes the dispersion of data or relationships between data sets. The intent of this provision of the Civil Engineering Program Criteria is not to require a specific course or set of courses a curriculum must include, nor is it to define specific topics within probability or statistics that must be included. Rather, the provision is meant to prepare graduates to deal with real-‐world uncertainties in design and planning. That is, the intent is to provide students with a foundation on which they, as future professionals, can manage risk and uncertainty.
To comply with this provision of the Civil Engineering Program Criteria, the program must demonstrate its curriculum content is sufficient to prepare graduates to apply concepts and principles from probability and statistics to address uncertainty in data, measurements, or calculations. This may include a specific course in probability and statistics, but such a course is not required to meet this provision of the program criteria. The relevant concepts from probability and statistics may be integrated into one or more engineering courses. The key element is for the curriculum to include the opportunity for students to apply these concepts to address uncertainties.
One possible way to integrate probability and statistics concepts into an engineering course and address uncertainties is to include them in laboratory courses that require students to analyze and interpret the resulting data (see Section D-‐4 on Civil Engineering Experiments). That is, this provision of the program criteria may be met if the analysis and interpretation of the data explicitly addresses uncertainty by, for example, defining potential sources of experimental errors and estimating the cumulative effect of the errors in characterizing the resulting data.
Civil Engineering Program Criteria Commentary 10
Background/Rationale
This is a new provision to the Civil Engineering Program Criteria, and there is not a specific corresponding provision in the EAC/ABET General Criteria. Probability and statistics, however, may be considered part of the mathematics requirement included in the EAC/ABET General Criterion 5(a). Refer to Section B or www.abet.org for addition information on the EAC/ABET General Criteria.
While the probability and statistics provision is referred to new to the Civil Engineering Program Criteria, it was actually part of the program criteria until 2006-‐2007. At that time, the provision required “graduates have: proficiency in … probability and statistics…” The provision was removed primarily for two reasons. First, probability and statistics was not included explicitly in the first edition of the Civil Engineering Body of Knowledge. Second, while still recognizing the importance of subject matter, there was a belief that even without the provision most programs would continue to include probability and statistics.
As the Second Edition of the Civil Engineering Body of Knowledge was being prepared, there was broad support for including an outcome related to risk and uncertainty. Based on that input, the BOK now contains Outcome 12 – Risk and Uncertainty (see Appendix II), which includes the following outcome statement at the baccalaureate level: “apply principles of probability and statistics to solve problems containing uncertainties.” While the BOK Outcome 12 is titled Risk and Uncertainty, risk is not explicitly included in outcome statements at the undergraduate level. Adding risk in addition to uncertainty would be exceeding the requirements stated in the BOK2.
Since probability and statistics concepts are integral to most civil engineering subjects and since they are included in the BOK2, the subject matter was reintroduced into the Civil Engineering Program Criteria. Moreover, graduates are required to be able to analyze and interpret data from experiments, which implies some background in probability and statistics. It is entirely feasible for appropriate coverage of probability and statistics to occur in the associated engineering courses, rather than in a separate course in probability and statistics.
According to Bloom’s Taxonomy (see Appendix I), the verb “apply” denotes the expected level of achievement is Bloom’s Level 3, or “application level.” Both this provision of the Civil Engineering Program Criteria and the related BOK2 outcome use the same verb “apply,” therefore this program criterion is consistent with the BOK2.
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D-‐3. Breadth in Civil Engineering
The curriculum must prepare graduates to analyze and solve problems in at least four technical areas appropriate to civil engineering
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to apply knowledge of analyze and solve problems in at least four technical areas appropriate to civil engineering
Understanding the Criterion
The field of civil engineering involves many traditional technical areas of specialization. Seven generally recognized civil engineering technical areas include:
• Construction engineering • Environmental/sanitary engineering • Geotechnical engineering • Hydraulics/hydrology/water resources engineering • Structural engineering • Surveying/measurements • Transportation engineering
The field of civil engineering continues to evolve, and new specialty areas will continually emerge. It is important the enforcement of this provision of the program criteria not stifle curricular innovation and a program’s ability to respond to future opportunities or needs. If a curriculum’s four technical areas include one or more areas not listed above, the program (not the evaluator) is responsible for demonstrating the technical area or areas are “appropriate to civil engineering.” The program must provide information on which a well-‐reasoned judgment can be made by the program evaluator. This judgment must balance the desirability of curricular innovation against the need for relevant technical breadth in all civil engineering graduates. The judgment may not be based on the evaluator’s personal view of what civil engineering should or should not be.
Some possible justifications for a non-‐standard technical area to be included as appropriate to civil engineering might include the following:
Civil Engineering Program Criteria Commentary 12
• ASCE has an institute or technical division in the technical area. • ASCE publishes a journal in the technical area. • ASCE sponsors specialty conferences in the technical area. • There are civil engineering consulting firms that specialize in the technical area.
Again, this list is not all-‐inclusive since many other legitimate, well-‐reasoned justifications are possible.
Note there is no requirement for a minimum number of credit hours or courses in each of the four technical areas, and there is no requirement that all graduates of a given program take courses in the same four areas.
Background/Rationale
This is a long-‐standing provision of the Civil Engineering Program Criteria. The intent of this provision is to ensure every civil engineering graduate has sufficient relevant technical breadth. This provision of the Program Criteria may be used to support the EAC/ABET General Criterion 3 Student Outcomes (a) an ability to apply knowledge of mathematics, science, and engineering, and 3(e) an ability to identify, formulate, and solve engineering problems.
The areas of civil engineering a program chooses to include in its curriculum are intentionally not specified in this provision. The field of civil engineering is evolving, and new specialty areas continually emerge. It is critically important the enforcement of this criterion not stifle curricular innovation. There are, of course, many traditional areas of civil engineering programs can include, such as construction, environmental, geotechnical, structural, surveying, transportation, and water resources.
Again, this provision of the program criteria is not intended to specifically mandate any particular areas of civil engineering because many traditional and legitimate non-‐traditional or emerging areas are possible. For any non-‐traditional or emerging area, the program must provide a well-‐reasoned justification for including the area as one of the four technical areas in fulfilling this provision.
In addition to intentionally not specifying the areas of civil engineering required in a curriculum, the provisions do not require a minimum number of credit hours or number of courses in each of the four technical areas. Also, there is no requirement that all graduates of a given program take courses in the same four areas. A curriculum may be designed to allow students to select a number of areas from a list as defined by the program.
The primary change from previous editions of the breadth provision of the Civil Engineering Program Criteria is replacing “apply knowledge of” with “analyze and solve problems” to make this provision of the program criteria consistent with the Second Edition of the Civil Engineering Body of Knowledge. Following Bloom’s Taxonomy (see Appendix I), the verb “apply” used in previous editions of this provision expected
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Bloom’s Level 3, Application. The current provision uses “analyze and solve.” While “solve” is a Bloom’s Level 3 verb, “analyze” is a Bloom’s Level 4, Analysis verb. Therefore, the level of achievement to be included in a curriculum is raised. The requirement to “apply” knowledge is the ability to use learned material in new and tangible situations. This may include the application of such things as rules, methods, concepts, principles, laws, and theories. “Analysis” refers to the ability to break down material into its component parts to understand its organizational structure. This may include identifications of parts, analysis of the relationship between parts, and recognition of the organizational principles involved. Analysis is a higher cognitive level than application because it requires an understanding of both the content and the organizational form of the material. Considering this, most curricula in meeting the previous edition of this provision likely meet the new, higher level provision and the BOK2 breadth outcome.
Civil Engineering Program Criteria Commentary 14
D-‐4. Civil Engineering Experiments
The curriculum must prepare graduates to conduct experiments in at least two technical areas of civil engineering, and analyze and interpret the resulting data
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to conduct civil engineering experiments in at least two technical areas of civil engineering, and analyze and interpret the resulting data
Understanding the Criterion
The EAC/ABET General Criterion 3(b) requires “an ability to design and conduct experiments, as well as to analyze and interpret data.” The emphasis of this provision of the Civil Engineering Program Criteria is on conducting laboratory experiments or tests in at least two technical areas of civil engineering and then analyzing and interpreting the resulting data. Compliance can be demonstrated by showing graduates have sufficient exposure to laboratory experiences within the curriculum and that all students must obtain that level of exposure in order to graduate.
The criterion requires the program include experimental experience in at least two technical areas of civil engineering. As noted with the provision requiring breadth in civil engineering, there are at least seven generally recognized civil engineering technical areas. In addition, the field of civil engineering is evolving, and new specialty areas will emerge. The program may consider providing experimental experiences in generally recognized civil engineering technical areas as well as new or emerging technical areas of civil engineering practice. Regardless of the specific technical areas, the program must provide experimental experiences in at least two different areas.
To comply with this provision, the experimental experiences should include, but are not limited to the following:
• Understanding of the objectives and procedures associated with an experiment • The conduct of an experiment, including setup, measurement and data
collection • Observation and documentation of error and uncertainties in data collection
procedures • Critical analysis of data
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• Interpretation of the experimental results, with appropriate conclusions and recommendations
• Application of experimental procedures and analysis of results consistent with a real-‐world civil engineering problems or situations
A growing trend in engineering curriculum development involves the use of “virtual laboratories.” These computer simulations attempt to replicate the hands-‐on experiences of conventional physical labs. In general, such curricular innovations are encouraged, and the program evaluator must keep an open mind when considering their effectiveness. An evaluation of a virtual laboratory experience should consider such factors as:
• The extent to which the subject matter lends itself to accurate simulation. • The extent to which the simulation replicates the actual physical experiences of
setup, measurement, errors, and data collection. • The nature of student interaction with the simulation. • The students’ abilities acquired through the simulation. • Students’ satisfaction with their abilities gained through the simulation.
Background/Rationale
The EAC/ABET General Criterion 3(b) requires “an ability to design and conduct experiments, as well as to analyze and interpret data.” The Civil Engineering Program Criteria differs from EAC/ABET General Criterion 3(b) in that there is no mention of an ability to “design experiments,” but there is an additional requirement of student exposure to experiments “in at least two technical areas of civil engineering.”
The design of experiments is not emphasized in the Program Criteria because civil engineers generally do not develop experimental procedures; rather, they select and conduct experiments according to published standards, such as the American Society for Testing and Materials (ASTM) specifications and the Standard Methods for the Examination of Water and Wastewater. Nonetheless, it is important to recognize the absence of any reference to experimental design in the Civil Engineering Program Criteria does not relieve a program of responsibility for compliance with the “design experiments” provision of EAC/ABET General Criterion 3(b).
Prior editions of the program criteria required programs to “prepare graduates to conduct civil engineering experiments.” The requirement of including an experimental experience in “at least two technical areas of civil engineering” is new and stems from a perceived reduction in the practical hands-‐on skills of students entering civil engineering curricula and an apparent trend towards a reduction in laboratory courses from engineering curricula. Additionally, this new breadth of experiments supports and aligns with the BOK2 experiments outcome.
Consistent with Bloom’s Taxonomy (see Appendix I), the verb “conduct” in this provision of the Program Criteria implies the level of achievement for such tasks as experimental
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setup, measurement, and data collection is Level 3, Application. The verbs “analyze” and “interpret” imply the level of achievement for processing experimental data is Level 4, Analysis.
With respect to the General Criteria, the verb “design” implies the expected level of achievement is Level 5, Synthesis. Thus the design of experiments must reflect the putting together of parts to form a new whole. However, because the requirement for experiment design occurs only in the General Criteria, there is no requirement for students to design experiments in a civil engineering context. Thus the program would be in full compliance if students’ ability to design experiments were acquired, for example, in a physics, chemistry, or engineering mechanics course.
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D-‐5. Civil Engineering Design
The curriculum must prepare graduates to design a system, component, or process in at least two civil engineering contexts
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to design a system, component, or process in at least two more than one civil engineering contexts
Understanding the Criterion
The EAC/ABET General Criterion 3(c) requires “an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.” The Civil Engineering Program Criteria further requires a breadth of the design experience in at least two civil engineering contexts. Therefore, to comply with this provision of the Civil Engineering Program Criteria the program must demonstrate its curriculum content is sufficient to prepare graduates to perform engineering design in at least two areas of civil engineering.
ABET provides the following definition of engineering design in EAC/ABET General Criterion 5 for Curriculum: “Engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-‐making process (often iterative), in which the basic sciences, mathematics, and the engineering sciences are applied to convert resources optimally to meet these stated needs.”
This definition should form the basis for evaluation of the design-‐related provisions of the Civil Engineering Program Criteria. Elements to look for in evaluating students design experience include, but are not limited to:
• The engineering design process typically includes both analysis and synthesis. Analysis involves the application of engineering tools and principles to predict the performance of a system, component, or process; synthesis involves the creation of a new system, component or process to meet desired needs. Analysis without synthesis is not engineering design.
• Normally, analysis and synthesis are performed in an iterative cycle. Thus, students should experience some iterative design in the curriculum. It is not, however, necessary for all design experiences to be iterative. Such a requirement would place an unrealistically heavy burden on both faculty and students.
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• Engineering design problems are generally ill-‐defined. As part of their design experience, students should have an opportunity to define a problem, to include determining the problem scope and design objectives.
• Engineering design problems are generally open-‐ended. They have no single correct answer, rather a range of possible solutions. Nonetheless, the evaluator must recognize, in an academic setting, there are significant practical constraints on a program’s ability to implement open-‐ended design experiences across the curriculum. The program must strike an appropriate balance between the desirability of open-‐ended design problems, the limitations of students’ knowledge and experience, and the need to provide students with high-‐quality feedback on their design computations. It is both typical and appropriate for a design problem to have a relatively narrow range of “correct” solutions. Similarly, the term optimal (or optimally) should be interpreted with caution. While some engineering design problems may have optimal solutions, others (such as ill-‐defined systems problems) may not have an optimal solution per se. Some engineers might even argue no problems other than the most trivial have true optimal solutions.
• Engineering design does not necessarily involve devising a complete system. The design of a component (e.g., a beam or column) or subsystem (e.g., a roof truss) may constitute an acceptable design experience. Students’ design experience is enhanced, however, if they can also gain an appreciation for the design of large-‐scale systems.
• Engineering standards and realistic constraints are critical in civil engineering design. The program must clearly demonstrate where standards and constraints are taught and how they are integrated into the design component of the curriculum. In civil engineering, the most common types of standards are consensus standards, codes and regulations. Constraints explicitly cited in EAC/ABET General Criterion 3(c) are economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability considerations. In a civil engineering context, manufacturability is generally interpreted as constructability.
• Engineering design is increasingly interdisciplinary, and requires students to function on multidisciplinary teams. For civil engineering design, a team consisting of (1) representatives from the established sub-‐disciplines of civil engineering, (2) a more broadly comprised team with representatives from civil engineering, other engineering disciplines, architecture, law, finance, etc., or (3) some combination of the two would be considered multidisciplinary teams.
The program must also demonstrate students have adequate exposure to design, as defined, in at least two civil engineering contexts. The intent of this is for these “civil engineering contexts” to be significantly different from one another.
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One unambiguous way to satisfy the criterion for at least two civil engineering contexts is for the program to require its students to experience design in more than one technical area of civil engineering as defined for the Breadth in Civil Engineering criterion (see Section D-‐3). For example, a program that requires students to design both a reinforced concrete building frame (a structural engineering context) and a deep foundation (a geotechnical engineering context) is probably in compliance. Conversely, a program that requires students to design a reinforced concrete structure and a steel structure may not be in compliance, because the design process for steel and concrete structures is so similar.
Background/Rationale
This provision of the Civil Engineering Program Criteria is basically unchanged from previous editions of the criteria. It is intended to assure a breadth of design experiences is included in the curriculum. Consistent with Bloom’s Taxonomy (see Appendix I), the verb “design” implies the expected level of achievement is Level 5, Synthesis. This is also consistent with the ABET definition for engineering design.
Requiring design experiences in at least two civil engineering contexts also builds on the Breadth in Civil Engineering provision (see Section D-‐3) of the Civil Engineering Program Criteria. The Breadth in Civil Engineering provision requires the curriculum to “prepare graduates to analyze and solve problems in at least four technical areas appropriate to civil engineering,” which implies the expected level of achievement for the four or more areas is Bloom’s Level 4, Analysis. Therefore, it can be inferred for at least two technical areas of civil engineering that the expected level of achievement is raised to Level 5, Synthesis.
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D-‐6. Sustainability in Design
The curriculum must prepare graduates to include principles of sustainability in design
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to include principles of sustainability in design
Understanding the Criterion
This is a new provision to the Civil Engineering Program Criteria. Sustainability is included, but not mandated, as one of several possible constraints in the EAC/ABET General Criterion 3(c), which requires “an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability.” The Civil Engineering Program Criteria reflects the importance of including sustainability and identifies it as necessary to the design process. Therefore, to comply with this provision of the Civil Engineering Program Criteria the program must demonstrate its curriculum content prepares graduates to include principles of sustainability in design.
There are many definitions of sustainability, and there is not a consensus definition of what constitutes sustainability. This is specifically recognized in the provision’s wording of “… include principles of sustainability” versus “… include the principles of sustainability.” This recognizes there is not a specific set of principles of sustainability that must be included. Rather, the program is allowed the latitude to include principles of sustainability in a context most appropriate for its curriculum.
ASCE defines sustainability as follows: “A set of environmental, economic and social conditions in which all of society has the capacity and opportunity to maintain and improve its quality of life indefinitely without degrading the quantity, quality or availability of natural, economic, and social resources.” This definition is comprehensive and recognizes the “triple bottom line” of environmental stewardship, economic growth, and social progress.
The criterion does not require a program to include sustainability in all student design experiences or that it be included in more than one context. The criterion simply requires coverage of sustainability in the curriculum be sufficient so graduates can include key concepts of sustainability in an engineering design, in at least one context.
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Background/Rationale
The importance of sustainability is communicated in many ways, and ASCE is a recognized leader in this advancing area. The Civil Engineering Code of Ethics includes as one of the Fundamental Cannons that “Engineers shall…strive to comply with the principles of sustainable development…” The BOK2 also has an outcome specific to sustainability, which states baccalaureate-‐level students should be able to “apply the principles of sustainability to the design of traditional and emergent engineering systems.” The verb “apply” indicates a level of attainment for sustainability at Bloom’s Level 3 – Application.
While Criterion 3(c) of the EAC/ABET General Criteria lists “sustainability” as one of eight constraints that should be considered in a design, these eight constraints are preceded by the words “such as,” which is commonly interpreted by ABET evaluators as meaning the program complies if it demonstrates students can design within “at least one” of the listed constraints. Criterion 5 states the culminating design experience must include “multiple realistic constraints.” Therefore, considering both EAC/ABET General Criterion 3 and Criterion 5, a program lacking coverage of sustainability complies with the present criteria. However, requiring an additional curricular topic that fully addresses the BOK2 outcome statement was deemed too far-‐reaching and potentially too difficult for programs to attain without creating a separate course in sustainability. The provision as stated, “to include principles of sustainability in design,” allows a more qualitative approach and lowers the cognitive level of achievement required, yet ensures sustainability is not neglected by simply being part of a larger list of requirements.
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D-‐7. Project Management, Business, Public Policy, and Leadership
The curriculum must prepare graduates to explain basic concepts in project management, business, public policy and leadership
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to explain basic concepts in project management, business, public policy, and leadership
Understanding the Criterion
This provision of the Civil Engineering Criteria includes four components: basic concepts in project management, business, public policy, and leadership. Previously, this provision did not specifically state project management and implied a broader exposure to management, including project management, construction management, and asset management.
Examples of basic concepts in project management include project manager responsibilities, defining and meeting client requirements, risk assessment and management, stakeholder identification and involvement, contract negotiation, project work plans, scope and deliverables, budget and schedule preparation and monitoring, interaction among engineering and other disciplines, quality assurance and quality control, and dispute resolution processes.
Examples of basic business concepts typically applied in the private, government and non-‐profit sectors include legal forms of ownership, organizational structure and design, income statements, balance sheets, decision (engineering) economics, finance, marketing and sales, billable time, overhead, and profit.
Examples of basic public policy concepts include the political process, formulation of public policy, laws and regulations, funding mechanisms, public education and involvement, government-‐business interaction, and the public service responsibility of professionals.
Leadership, which differs from and complements the other components of this criterion, requires broad motivation, direction, and communication skills. Examples of desirable behaviors of leaders, which can be taught and learned, include earning trust, trusting
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others, formulating and articulating vision, communication, rational thinking, openness, consistency, commitment to organizational values, and discretion with sensitive information.
Consistent with Bloom’s Taxonomy, the verb “explain” in this criterion implies the expected level of achievement is Level 2 – Comprehension. Graduates must explain some (but not all) of the key concepts in the four areas listed in the provision. It is not necessary for the program to offer one or more courses explicitly devoted to project management, business, public policy, or leadership. Rather, these topics may be integrated into other courses or curricular experiences. Additionally, graduates’ ability to explain generic, business-‐oriented project management, business, public policy, or leadership concepts such as those acquired from a course or courses offered outside engineering could also represent full compliance with this criterion.
Background/Rationale
Narrowing the focus on management in the previous program criteria to project management in the current program criteria recognizes civil engineering work is largely project based. Additionally, to be effectively productive on a project, civil engineers need to know how their work fits into the overall team effort to produce the project. This focus is not intended to diminish any involvement of civil engineers in construction or asset management.
To the extent construction management involves managing a project and not, for example, managing a construction firm or managing construction financing, it could meet the intent of the focus on project management. Similarly, to the extent asset management involves managing a project and not, as examples, managing inventory or managing facilities, it could meet the intent of the focus on project management.
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D-‐8. Professional Ethics
The curriculum must prepare graduates to analyze issues in professional ethics
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to analyze issues in professional ethics
Understanding the Criterion
The EAC/ABET General Criterion 3(f) requires that graduates have “an understanding of professional and ethical responsibility.” Programs could have students achieve an “understanding” of professional and ethical responsibility as required by the EAC/ABET General Criterion 3(f) through seminars or lectures.
However, the provision in the Civil Engineering Program Criteria that graduates “analyze issues in professional ethics” reflects an expectation for a higher level of achievement in professional ethics than required by EAC/ABET General Criterion 3(f). This provision of the Civil Engineering Program Criteria reflects a greater importance of professional ethics by requiring a curriculum to include an opportunity for students to go beyond a simple understanding of ethical responsibility and have students analyze issues in professional ethics.
Consistent with Bloom’s Taxonomy, the verb “analyze” used in this criterion implies the expected level of achievement is Level 4 – Analysis. In this context, for example, analysis implies the ability to determine the fundamental elements of an ethical issue to allow for a close examination and potential resolution. This may be done through a number of mechanisms, such as a compare-‐and-‐contrast approach to an ethical issue using case studies, analyzing video scenarios, or first-‐hand debate of ethical dilemmas.
While there are a wide variety of ways a program may meet this criterion, one possible way to encourage students’ ethical development is to provide developmentally appropriate curricular experiences in multiple contexts at multiple times through the curriculum. It is not necessary to have a separate course in ethics to satisfy this criterion. Students, early in curriculum, may list and explain ethical and professional responsibilities. This could then evolve into having students apply ethical codes and standards to determine an appropriate course of action for a specific circumstance. Analysis of ethical situations could be woven into upper division design problems or into a senior project culminating design.
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Another possible way to address this criterion is to include ethical development in selected co-‐ and extra-‐curricular activities. Having students participate in community service, professional societies, or having co-‐op or internship opportunities reinforce the in-‐class learning and may provide “real-‐world” experiences for students to analyze issues in professional ethics. The recognized difficulty in this approach is documenting that every student participates in a relevant co-‐ or extra-‐curricular experience.
It is critically important to recognize programs may prepare their graduates to analyze issues in professional ethics in any number of ways. The examples provided here serve only to assist with understanding this new criterion, not prescribe how any program should meet the criterion. Regardless of the program’s specific approach, the curriculum only needs show how it prepares its graduates to analyze issues in professional ethics.
Background/Rationale
The Civil Engineering BOK2 Outcome 24 – Professional and Ethical Responsibility states baccalaureate-‐level civil engineering graduates should be able to “analyze a situation involving multiple conflicting professional and ethical interests to determine an appropriate course of action.” The Civil Engineering Program Criteria requirement that graduates “analyze issues in professional ethics” includes most, but not all, of BOK2’s Outcome 24 requirement. Specifically, the BOK2 requirement to include “multiple professional and ethical conflicting interests to determine an appropriate course of action” is a worthy goal for a baccalaureate-‐level program, but not specifically required by the Civil Engineering Program Criteria.
Seminars or lectures may be ineffective in addressing ethical decision-‐making and, more importantly, influencing ethical and professional behavior. In fact, professional engineers themselves have reported their ethics education as undergraduates did little to prepare them for the ethical realities they face in their profession. While graduating professionals who behave ethically throughout their careers is ultimately what undergraduate programs and the profession want to achieve, it is unrealistic to place a statement to that effect in the Civil Engineering Program Criteria.
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D-‐9. Professional Licensure
The curriculum must prepare graduates to explain the importance of professional licensure
Changes from the Previous Edition of the Civil Engineering Program Criteria The curriculum program must prepare graduates to explain the importance of professional licensure
Understanding the Criterion
To comply with this provision of the Program Criteria sufficient curricular content must be present to address the importance of licensure so all graduates are exposed to and could explain the concept. While professional licensure is not explicitly addressed in the EAC/ABET General Criteria, this long-‐standing provision in the Civil Engineering Program Criteria is related to and supportive of General Criterion 3 Student Outcome (f) an understanding of professional and ethical responsibility.
Consistent with Bloom’s Taxonomy, the verb “explain” in this criterion implies the expected level of achievement is Level 2 – Comprehension. Graduates should be able to explain the unique nature of civil engineers’ responsibility to the general public and the consequent emphasis on professional licensure in civil engineering professional practice.
Background/Rationale
Civil engineers comprise the majority of licensed professional engineers and have responsible charge over projects with direct impact on the everyday lives of the public. ASCE has long recognized this and has actively supported professional licensure, along with life-‐long learning, as the best assurance the civil engineer is capable of assuring the safety and welfare of the public. In fact, the No. 1 Canon of ASCE’s Code of Ethics is “Engineers shall hold paramount the safety, health and welfare of the public and shall strive to comply with the principles of sustainable development in the performance of their professional duties.“
The first engineering licensure law was enacted in 1907 in Wyoming in order to protect the public health, safety, and welfare. Licensure tells the public an engineer has mastered the critical elements of the profession, a symbol of achievement and assurance of quality.
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D-‐10. Faculty Requirements
The program must demonstrate that faculty teaching courses that are primarily design in content are qualified to teach the subject matter by virtue of professional licensure, or by education and design experience. The program must demonstrate that it is not critically dependent on one individual.
Changes from the Previous Edition of the Civil Engineering Program Criteria No changes; faculty requirements remain the same as in the previous edition of the Civil Engineering Program Criteria
Understanding the Criterion
The phrase "courses that are primarily design in content" is intended to apply to the differentiation between engineering science and engineering design courses. Courses in this category would be those, typically in the third and fourth years, where design is a majority percentage of the course. Often, these courses are used to satisfy the General Criteria 3c design outcome and the civil engineering design provision of the Civil Engineering Program Criteria. As an aid to the Program Evaluator in differentiating classes and faculty covered by this criterion, the program may elect to include a listing of all courses primarily design in content or a tabulation indicating the design component of each class, and the faculty members who teach the respective courses.
The next phrase, "qualified to teach the subject matter by virtue of professional licensure, or by education and design experience,” describes the minimal EAC/ABET qualifications necessary to teach the design courses. Professional licensure, usually as a Professional Engineer (P.E.), is considered satisfactory evidence of necessary qualifications to teach engineering design. The second half of the requirement, "or by education and design experience," provides an alternative to the demonstration by licensure that a faculty member is qualified to teach design in a specific area. It is recognized by inclusion of this phrase that the appropriate qualifications to teach design in a civil engineering program may not be solely defined by professional licensure. The program must demonstrate to the reasonable satisfaction of the program evaluator that faculty members who teach design courses meet at least one or the other of these qualifications.
Relevant professional licensure may be in a major civil engineering discipline (e.g., structural or environmental engineering). Licensure in a discipline closely related to the
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field the faculty member is teaching design may constitute relevant licensure but may not be sufficient for satisfying this requirement. For example, licensure as a professional geologist along with appropriate design experience may be sufficient to satisfy the overall requirement to teach certain design courses, even if not sufficient to satisfy the licensure requirement.
Certifications are available in many disciplines and specialties. These are not professional licensure and cannot be used to fully satisfy this requirement. However, certification can indicate proficiency/expertise in a particular field. Thus, certification may be helpful in demonstrating experience in a specific discipline or specialty.
Faculty members claiming qualifications to teach design by virtue of the education and experience provision should be educated in a field closely related to that in which he/she is teaching design. For instance, the related field may be chemical or mechanical engineering for environmental engineering faculty. Of equal or greater importance than the specifics of his/her education is what the individual has accomplished since obtaining the related education. In the case of an unlicensed faculty member, a relevant question might be whether the person appears to have enough experience to be eligible to be licensed. Design experience can come in many forms and from many types of employment. The most common may be industrial experience working for the private sector. Design experience may come in a sustained period of employment, or it may come incrementally over several years. Generally, design experience repetitious in nature, such as repeatedly designing the same component or type of facility, usually does not provide credit toward licensure beyond the initial performance. The claimant and the program should concisely document the specifics of the claimed experience in design. The specific method for documenting the claimed design experience is left to the program. Simply stated, there is no one correct approach or method to document design experience.
The demonstration by the program that relevant faculty members are qualified by virtue of professional licensure can be as simple as a table with the appropriate information. Information in the table could include the jurisdiction of licensure, discipline (if appropriate), date of initial licensure, and the expiration date of the license.
The program evaluator must also review the class materials to assist in determining if the instructor is qualified to teach the subject matter.
Some jurisdictions explicitly consider the teaching of design courses, or advanced engineering courses in general, as the practice of engineering. Therefore, engineering faculty in those jurisdictions may have a legal obligation for professional licensure, which is beyond the scope of the EAC/ABET accreditation evaluation. Additionally, the legal ramifications of inappropriate or non-‐existent licensure (practicing engineering without a license) are similarly beyond the scope of the program criteria and this commentary. Those teaching courses with a minority percentage of design in the overall course are not addressed in the program criteria.
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A program cannot be critically dependent on a single individual. If a program has only one full-‐time faculty member able to teach a specific course, it is not necessarily critically dependent on that individual. If a part-‐time faculty member is able to assist or other reasonable accommodations can be met for an absence or a sabbatical, the criterion is met. A program may be critically dependent on a faculty member if an entire portion of the program is eliminated or seriously degraded if this faculty member departs.
Background/Rationale
These requirements for faculty are a long-‐standing part of the Civil Engineering Program Criteria. General Engineering Criterion 6 for Faculty includes two requirements, one related to the size of the faculty and one related to the qualifications and authority of the faculty to ensure the proper oversight and guidance of the program.
First, the “program must demonstrate that the faculty members are of sufficient number and that have the competencies to cover all curricular areas of the program.” The program criterion adds the requirement that the program not be critically dependent on any one individual. That is, in addition to general criterion assuring adequate levels of student-‐faculty interactions, advising, mentoring, and other activities, the program criterion assures broader engagement by the program’s faculty. In part, this is also related to the Breadth in Civil Engineering criterion (see section D-‐3).
Second, the “program faculty must have appropriate qualifications,” which may be “judged by such factors as education, diversity of backgrounds, engineering experience, … and licensure as Professional Engineers.” The program criteria adds the specific requirement that faculty who teach design courses be qualified to do so by virtue of professional licensure or by education and experience.
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Appendix I: Bloom’s Taxonomy
The second edition of the Civil Engineering Body of Knowledge for the 21st Century (a.k.a., BOK2, downloadable from www.asce.org/civil_engineering_body_of_knowledge/), explicitly included the use of Bloom’s Taxonomy to define the level of achievement for each outcome. Appendix F of the BOK2 provides an overview of Bloom’s Taxonomy, six Bloom’s levels in the cognitive domain (also referred to as levels of achievement), and a sampling of common Bloom’s verbs associated with each level. Appendix F of the BOK2 is reprinted here for quick reference.
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APPENDIX F
Bloom’s Taxonomy
The articulation of BOK learning outcomesand related levels of achievement comes, inpart, from the desire to clarify what shouldbe taught and learned. Clarification can beachieved through the use of Bloom’sTaxonomy of Educational Objectivesa forthe cognitive domain, which systematicallydifferentiates outcome characteristics andpromotes common understanding for allusers of the BOK. The cognitive domainrefers to educational objectives that involvethe recall and recognition of knowledgeand the development of intellectual abilitiesand skills.
Bloom’s Taxonomy was originally conceivedas a technique to reduce the labor ofpreparing comprehensive examinationsthrough the exchange of test items amongfaculty at various universities.a The goal wasto create banks of test items in which eachbank attended to the same educationalobjective. A team of measurementspecialists began meeting in 1949 to createthe taxonomy of objectives and their firstdraft was published in 1956. Bloombelieved, however, that the originaltaxonomy went beyond measurement.Among his many ideas was his belief thatthe taxonomy could serve as a commonlanguage for expressing and understandinglearning goals or objectives.b
Bloom’s emphasis on the use of measurable,action-oriented verbs facilitates the creationof outcome statements that lend themselvesto more consistent and more effective
assessment. Bloom’s Taxonomy consists ofsix levels in the cognitive domain, whichherein are called levels of achievement.These achievement levels for cognitivedevelopment will occur as a result of formaleducation and experience.
The Levels of Achievement SubcommitteeReportc details the recommendation to useBloom’s Taxonomy as the levels ofachievement for the BOK. The purpose ofthis appendix is to define the achievementlevels and provide definitions of the activeverbs used in the BOK for each level. Thesedefinitions are helpful because some of theactive verbs can be used at different levels.Moreover, for some outcomes, Bloom’sTaxonomy was not directly applicable andverbs were chosen with specific definitionsto convey the progression through thelevels of achievement. These specialinstances are noted in the definitions ateach level. The definitions of the verbswere taken from Webster's Third NewInternational Dictionary, Unabridged.d Thedefinition of the levels of achievement weresummarized from Bloom’s Taxonomy ofEducational Objectives,a Stating Objectivesfor Classroom Instruction, 2nd Editione andfrom the Levels of AchievementSubcommittee Report.c
Level 1—Knowledge
Knowledge is defined as the rememberingof previously learned material. This may
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involve the recall of a wide range ofmaterial, from specific facts to completetheories, but all that is required is thebringing to mind of the appropriateinformation. Knowledge represents thelowest level of learning outcomes in thecognitive domain.e
Define: to discover and set forth the meaning of.
Describe: to present distinctly by means of properties and qualities.
Identify: to select; to choose something for a number or group.
List: to declare to be.
Recognize: to perceive clearly.
Other illustrative verbs at the knowledgelevel include: enumerate, label, match,name, reproduce, select, and state.
Level 2—Comprehension
Comprehension is defined as the ability tograsp the meaning of material. This maybe shown by translating material from oneform to another (words to numbers), byinterpreting material (explaining orsummarizing), and by estimating futuretrends (predicting consequences oreffects). These learning outcomes go onestep beyond the simple remembering ofmaterial, and represent the lowest level ofunderstanding.e
Explain: to make plain or understandable.
Describe: to present distinctly by means of properties and qualities.
Distinguish: to perceive as being sepa-rate or different.
Discuss: to present in detail.
Other illustrative verbs at the comprehensionlevel include: classify, cite, convert, estimate,generalize, give examples, paraphrase,restate (in own words), and summarize.
Level 3—Application
Application refers to the ability to uselearned material in new and concretesituations. This may include theapplication of such things as rules,methods, concepts, principles, laws, andtheories. Learning outcomes in this arearequire a higher level of understandingthan those under comprehension.e
Solve: to find an answer, solution, explanation, or remedy for.
Apply: to use for a particular purpose or in a particular case.
Use: to carry out a purpose or action by means of.
Formulate: to plan out in orderly fashion.
Develop: to make clear, plain, or under-standable. Develop is similar to “explain” but at a greater level of detail.
Conduct: the act, manner, or process of carrying out (as a task) or carrying forward.
Report: to give an account of; to give a for-mal or official account or statement of.
Organize: to put in a state of order.
Function: to carry on in a certain capacity.
Demonstrate: to illustrate or explain in an orderly and detailed way especially with many examples, specimens, and particulars.
Explain: to give the reason for or cause of. Although commonly a level 2 or
83CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
level 5 verb when used in the context of outcome 11, contemporary issues and historical perspectives, the verb “explain” conveys the application of broad education to the identification, formulation, and solution of engineer-ing problems.
Other illustrative verbs at the applicationlevel include: administer, articulate,calculate, chart, compute, contribute,establish, implement, prepare, provide,and relate.
Level 4— Analysis
Analysis refers to the ability to break downmaterial into its component parts so that itsorganizational structure may beunderstood. This may include theidentification of parts, analysis of therelationship between parts, and recognitionof the organizational principles involved.Learning outcomes here represent a higherintellectual level than comprehension andapplication because they require anunderstanding of both the content and thestructural form of the material.e
Analyze: to ascertain the components of or separate into component parts; determine carefully the fundamental elements of (as by separation or isola-tion) for close scrutiny and examination of constituents or for accurate resolu-tion of an overall structure or nature.
Select: to choose something from a number or group.
Organize: to arrange by systematic planning and coordination; to unify into a coordinated functioning whole. Although “organize” is not typically a level 4 verb, it is appropriate for out-comes 8 (problem recognition and solving), 16 (communication), and 20 (leadership). For each of these out-
comes, the verb “organize” conveys the appropriate educational objective progression.
Compare: to examine the character or qualities of, especially for the purpose of discovering resemblances or differences.
Contrast: to compare in respect of dif-ferences; to examine like objects by means of which dissimilar qualities are made prominent.
Illustrate: to make clear by giving exam-ples or instances.
Formulate: to put into a systematized statement or expression.
Deliver: give forth in words; to make known to another. Although the verb “deliver” is not typically a level 4 verb, it is appropriate for outcome 16 (commu-nication) because it conveys the appro-priate educational objective progression.
Function: to carry on in a certain capac-ity. For level 4, the verb “function” is only used for outcome 21 (teamwork) and it has the same definition at level 4 as it does at level 3. In this case, the verb does not convey the educational pro-gression between levels 3 and 4. Rather, the progression is delineated by the movement from an intradisciplinary to a multidisciplinary team.
Direct: to carry out the organizing, ener-gizing, and supervising of, especially in an authoritative capacity; to regulate the activities or course of; to guide and supervise; to assist by giving advice, instruction, and supervision. The verb “direct” may not be considered a typical level 4 verb; however, within the context of outcome 20 (leadership), the verb “direct” conveys the logical educational progression in the outcome.
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Identify: to establish the distinguishing characteristic of; to select; to choose something from a number or group. The verb “identify” is also a level 1 verb; however, within the context of outcome 23 (lifelong learning), the verb “iden-tify” conveys the ability to determine the additional knowledge, skills, and attitudes appropriate for professional practice, which is a level 4 task.
Other illustrative verbs at the analysis levelinclude: break down, correlate, differentiate,discriminate, infer, and outline.
Level 5—Synthesis
Synthesis refers to the ability to puttogether to form a new whole. This mayinvolve the production of a uniquecommunication, a plan of operation(research proposal), or a set of abstractrelations (scheme for classifyinginformation). Learning outcomes in thisarea stress creative behaviors and placemajor emphasis on the formulation ofnew patterns or structure.e
Create: to produce (as a work of art or of dramatic interpretation) along new or unconventional lines; to make or bring into existence something new.
Design: to conceive and plan out in the mind; to create, fashion, execute, or construct according to plan; to origi-nate, draft, and work out, set up, or set forth.
Specify: to tell or state precisely or in detail. Although not usually considered a level 5 verb, when used with outcome 7 (experiments), the verb “specify” refers to the ability to determine which experiment or experiments are required. Drawing from a wide range of possibilities and then specifying the appropriate one(s) is a level 5 task.
Explain: to show the logical develop-ment or relationships of. “Explain” is also a level 2 verb when it simply means to make plain or understandable. Showing a logical development or rela-tionships are level 5 tasks.
Synthesize: combine or put together by the composition or combination of parts or elements so as to form a whole; the combining of often varied and diverse ideas, forces, or factors into one coherent or consistent complex.
Relate: to show or establish a logical or causal connection between.
Develop: to open up; to cause to become more completely unfolded so as to reveal hidden or unexpected qualities or potentialities; to lay out (as a represen-tation) into a clear, full, and explicit pre-sentation. “Develop” is also a level 3 verb when—much like the verb “explain”—it means to make clear, plain, or understandable. For outcomes 10 (sustainability), 12 (risk and uncer-tainty), 17 (public policy), and 19 (glo-balization) develop requires synthesis.
Plan: to devise or project the realization or achievement of; to arrange the parts of.
Compose: to form by putting together two or more things, elements, or parts; to put together; to arrange in a fitting, proper, or orderly way.
Integrate: to make complete; to form into a more complete, harmonious, or coordinated entity, often by the addi-tion or arrangement of parts or ele-ments; to combine to form a more complete, harmonious, or coordinated entity; to incorporate (as an individual or group) into a larger unit or group.
Construct: to form, make, or create by combining parts or elements; to create by organizing ideas or concepts
85CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
logically, coherently, or palpably; to draw with suitable instruments so as to fulfill certain specified conditions; to assemble separate and often disparate elements.
Adapt: to make suitable (for a new or different use or situation) by means of changes or modifications.
Organize: to arrange or constitute into a coherent unity in which each part has a special function or relation; to arrange by systematic planning and coordina-tion of individual effort; to arrange ele-ments into a whole of interdependent parts.
Execute: to put into effect; to carry out fully and completely.
Other illustrative verbs at the synthesis levelinclude: anticipate, collaborate, combine,compile, devise, facilitate, generate,incorporate, modify, reconstruct, reorganize,revise, and structure.
Level 6—Evaluation
Evaluation concerns the ability to judgethe value of material for a given purpose.The judgments are to be based on definitecriteria. These may be internal criteria(organization) or external criteria(relevance to the purpose) and theindividual may determine the criteria orbe given them. Learning outcomes in thisarea are highest in the cognitive hierarchybecause they contain elements of all theother categories as well as conscious valuejudgments based on clearly definedcriteria.e
Evaluate: to examine and judge con-cerning the worth, quality, significance, amount, degree, or condition of.
Compare: to examine the character or qualities of, especially for the purpose
of discovering resemblances or differ-ences. This definition is the same as for level 4; however, when used in context with the verb “evaluate” for outcome 8 (problem recognition and solving), the combined action requires evaluation and is a level 6 task.
Appraise: to judge and analyze the worth, significance or status of; especially to give a definitive expert judgment of the merit, rank, or importance of.
Justify: to prove or show to be just, desirable, warranted, or useful.
Assess: to analyze critically and judge definitively the nature, significance, sta-tus, or merit of; to determine the importance, size, or value of.
Self-assess: to personally or internally analyze critically and judge definitively the nature, significance, status, or merit of a personal trait. Outcome 23 (life-long learning) uses the verb “self-assess” to convey the concept of intro-spective reflection.
Other illustrative verbs at the evaluationlevel include: compare and contrast,conclude, criticize, decide, defend, judge,and recommend.
Cited Sources
a) Bloom, B. S., M. D. Englehart, E. J.Furst, W. H. Hill, and D. Krathwohl.1956. Taxonomy of Educational Objec-tives, the Classification of EducationalGoals, Handbook I: Cognitive Domain.David McKay, New York, NY.
b) Anderson, L., D. R. Krathwohl, P. W.Airasian, K. A. Cruikshank, R. E.Mayer, P. R. Pintrich, J. Raths, and M.C. Wittrock. 2001. A Taxonomy ofLearning, Teaching, and Assessment: A
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Revision of Bloom’s Taxonomy. AddisonWesley Longman, Inc. New York, NY.
c) ASCE Levels of Achievement Subcom-mittee. 2005. Levels of AchievementApplicable to the Body of KnowledgeRequired for Entry Into the Practice ofCivil Engineering at the ProfessionalLevel, Reston, VA, September. (http://www.asce.org/raisethebar)
d) Webster's Third New International Dic-tionary, Unabridged. Merriam-Webster,2002. Available at http://unabridged.merriam-webster.com.
e) Gronlund, N. E. 1978. Stating Objec-tives for Classroom Instruction, 2nd
Edition, Macmillan, New York, NY.
Civil Engineering Program Criteria Commentary 37
Appendix II: BOK Outcomes Rubric (Second Edition)
One of the key sections of the second edition of the Civil Engineering Body of Knowledge for the 21st Century (downloadable from www.asce.org/civil_engineering_body_of_knowledge/), is the full outcomes rubric, which includes outcome statements for all six levels of achievement for each and every outcome. Included in rubric are the outcomes envisioned as part of the baccalaureate degree (B), the post-‐baccalaureate formal education (M/30), and pre-‐licensure experience (E). The outcomes rubric is included in Appendix I of the BOK2 and is reprinted here for quick reference.
103CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
APPENDIX I
Body of Knowledge Outcome Rubric
Building on the recommendations of the Levels of Achievement Subcommittee,9 the BOK2Committee developed the outcome rubric.14 The rubric communicates the following BOKcharacteristics:
■ The 24 outcomes, categorized as foundational, technical, and professional and, withineach category, organized in approximate pedagogical order
■ The level of achievement that an individual must demonstrate for each outcome to enterthe practice of civil engineering at the professional level
■ For each outcome the portion to be fulfilled through the bachelor’s degree, the portionto be fulfilled through the master’s degree or equivalent (approximately 30 semestercredits of acceptable graduate-level or upper-level undergraduate courses in a special-ized technical area and/or professional practice area related to civil engineering), andthe portion to be fulfilled through prelicensure experience
Key:
B Portion of the BOK fulfilled through the bachelor’s degree
M/30 Portion of the BOK fulfilled through the master’s degree or the equivalent
E Portion of the BOK fulfilled through prelicensure experience
Achievement levels beyond minimums needed to enter professional practice
104 CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion
To
ente
r th
e pr
acti
ce o
f civ
il en
gine
erin
g at
the
prof
essi
onal
leve
l, an
indi
vidu
al m
ust b
e ab
le to
dem
onst
rate
this
leve
l of a
chie
vem
ent
Fo
un
da
tio
na
l O
utco
me
s
1M
ath
emat
ics
Def
ine
key
fact
ual
in
form
atio
n r
elat
ed
to m
ath
emat
ics
thro
ugh
dif
fere
nti
al
equ
atio
ns.
Exp
lain
key
con
cept
s an
d pr
oble
m-s
olvi
ng
proc
esse
s in
mat
hem
atic
s th
rou
gh
diff
eren
tial
equ
atio
ns.
Solv
e pr
oble
ms
in
mat
hem
atic
s th
rou
gh
diff
eren
tial
equ
atio
ns
and
app
ly t
his
kn
owle
dge
to t
he
solu
tion
of e
ngi
nee
rin
g pr
oble
ms.
An
alyz
e a
com
plex
pr
oble
m t
o de
term
ine
the
rele
van
t m
athe
mat
ical
pr
inci
ples
an
d th
en
appl
y th
at k
now
ledg
e to
sol
ve t
he
prob
lem
.
Cre
ate
new
kn
owle
dge
in
mat
hem
atic
s.
Eval
uat
e th
e va
lidit
y of
new
ly
crea
ted
know
ledg
e in
m
athe
mat
ics.
(B)
(B)
(B)
2N
atu
ral s
cien
ces
Def
ine
key
fact
ual
in
form
atio
n r
elat
ed
to c
alcu
lus-
base
d ph
ysic
s, c
hem
istr
y,
and
one
addi
tion
al
area
of n
atu
ral
scie
nce
.
Exp
lain
key
con
cept
s an
d pr
oble
m-s
olvi
ng
proc
esse
s in
cal
culu
s-ba
sed
phy
sics
, ch
emis
try,
an
d o
ne
addi
tion
al a
rea
of n
atu
ral
scie
nce
.
Solv
e pr
oble
ms
in
calc
ulu
s-ba
sed
phys
ics,
ch
emis
try,
an
d on
e ad
diti
onal
are
a of
n
atu
ral s
cien
ce a
nd
appl
y th
is k
now
ledg
e to
the
sol
uti
on o
f en
gin
eeri
ng
prob
lem
s.
An
alyz
e co
mpl
ex
prob
lem
s to
det
erm
ine
the
rele
van
t ph
ysic
s,
chem
istr
y, a
nd/
or o
ther
ar
eas
of n
atu
ral s
cien
ce
prin
cipl
es a
nd
then
ap
ply
that
kn
owle
dge
to s
olve
th
e pr
oble
m.
Cre
ate
new
kn
owle
dge
in p
hysi
cs,
chem
istr
y, a
nd/
or
oth
ers
area
s of
nat
ura
l sc
ien
ce.
Eval
uat
e th
e va
lidit
y of
new
ly
crea
ted
know
ledg
e in
ph
ysic
s, c
hem
istr
y,
and/
or o
ther
s ar
eas
of n
atu
ral s
cien
ce.
(B)
(B)
(B)
3H
um
anit
ies
Def
ine
key
fact
ual
in
form
atio
n fr
om
mor
e th
an o
ne
area
of
the
hum
anit
ies.
Exp
lain
key
con
cept
s fr
om a
t le
ast
one
area
of
the
hum
anit
ies
and
thei
r re
lati
onsh
ip to
civ
il en
gin
eeri
ng
prob
lem
s an
d so
luti
ons.
Dem
onst
rate
the
impo
rtan
ce o
f th
e hu
man
itie
s in
th
e pr
ofes
sion
al p
ract
ice
of
engi
nee
rin
g
An
alyz
e a
com
plex
pr
oble
m in
form
ed b
y is
sues
rai
sed
in t
he
hum
anit
ies
and
app
ly
thes
e co
nsi
dera
tion
s in
th
e de
velo
pmen
t of
a
solu
tion
to
the
prob
lem
.
Cre
ate
new
kn
owle
dge
in
hum
anit
ies.
Eval
uat
e th
e va
lidit
y of
new
ly
crea
ted
know
ledg
e in
hu
man
itie
s.
(B)
(B)
(B)
105CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
4So
cial
sci
ence
s
Def
ine
key
fact
ual
in
form
atio
n fr
om
mor
e th
an o
ne
area
of
soci
al s
cien
ces.
Exp
lain
key
con
cept
s fr
om a
t le
ast
one
area
of
the
soci
al s
cien
ces
and
thei
r re
lati
onsh
ip to
civ
il en
gin
eeri
ng
prob
lem
s an
d so
luti
ons.
Dem
onst
rate
the
in
corp
orat
ion
of s
ocia
l sc
ien
ces
know
ledg
e in
to t
he
prof
essi
onal
pr
acti
ce o
f en
gin
eeri
ng.
An
alyz
e a
com
plex
pr
oble
m in
corp
orat
ing
soci
al s
cien
ce
know
ledg
e an
d th
en
appl
y th
at k
now
ledg
e in
the
deve
lopm
ent o
f a
solu
tion
to
the
prob
lem
.
Cre
ate
new
kn
owle
dge
in s
ocia
l sc
ien
ces.
Eval
uat
e th
e va
lidit
y of
new
ly
crea
ted
know
ledg
e in
so
cial
sci
ence
s.
(B)
(B)
(B)
Te
ch
nica
l O
utco
me
s
5M
ater
ials
sci
ence
Def
ine
key
fact
ual
in
form
atio
n r
elat
ed
to m
ater
ials
sci
ence
w
ith
in t
he
con
text
of
civi
l en
gin
eeri
ng.
Exp
lain
key
con
cept
s an
d pr
oble
m-s
olvi
ng
proc
esse
s in
mat
eria
ls s
cien
ce w
ith
in
the
con
text
of c
ivil
engi
nee
rin
g.
Use
kn
owle
dge
of
mat
eria
ls s
cien
ce to
so
lve
prob
lem
s ap
prop
riat
e to
civ
il en
gin
eeri
ng.
An
alyz
e a
com
plex
pr
oble
m t
o de
term
ine
the
rele
van
t m
ater
ials
sc
ien
ce p
rin
cipl
es, a
nd
then
app
ly t
hat
kn
owle
dge
to s
olve
th
e pr
oble
m.
Cre
ate
new
kn
owle
dge
in m
ater
ials
sc
ien
ce.
Eval
uat
e th
e va
lidit
y of
new
ly
crea
ted
know
ledg
e in
m
ater
ials
sci
ence
.
(B)
(B)
(B)
6M
ech
anic
s
Def
ine
key
fact
ual
in
form
atio
n r
elat
ed
to s
olid
an
d fl
uid
m
ech
anic
s.
Exp
lain
key
con
cept
s an
d pr
oble
m-s
olvi
ng
proc
esse
s in
sol
id a
nd
flu
id
mec
han
ics.
Solv
e pr
oble
ms
in
solid
an
d fl
uid
m
ech
anic
s.
An
alyz
e an
d s
olve
pr
oble
ms
in s
olid
an
d fl
uid
mec
han
ics.
Cre
ate
new
kn
owle
dge
in
mec
han
ics.
Eval
uat
e th
e va
lidit
y of
new
ly
crea
ted
know
ledg
e in
m
ech
anic
s.
(B)
(B)
(B)
(B)
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion
106 CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
7E
xper
imen
ts
Iden
tify
th
e pr
oced
ure
s an
d eq
uip
men
t nec
essa
ry
to c
ondu
ct c
ivil
engi
nee
rin
g ex
per
imen
ts in
mor
e th
an o
ne
of t
he
tech
nic
al a
reas
of c
ivil
engi
nee
rin
g.
Exp
lain
th
e pu
rpos
e,
proc
edu
res,
equ
ipm
ent,
an
d pr
acti
cal a
pplic
atio
ns
of e
xper
imen
ts s
pan
nin
g m
ore
than
on
e of
the
te
chn
ical
are
as o
f civ
il en
gin
eeri
ng.
Con
duct
exp
erim
ents
in
on
e or
acr
oss
mor
e th
an o
ne
of t
he
tech
nic
al a
reas
of c
ivil
engi
nee
rin
g ac
cord
ing
to e
stab
lish
ed
proc
edu
res
and
repo
rt t
he
resu
lts.
An
alyz
e th
e re
sult
s of
ex
per
imen
ts a
nd
eval
uat
e th
e ac
cura
cy o
f th
e re
sult
s w
ith
in t
he
know
n b
oun
dari
es o
f th
e te
sts
and
mat
eria
ls
in o
r ac
ross
mor
e th
an
one
of t
he
tech
nic
al
area
s of
civ
il en
gin
eeri
ng.
Spec
ify
an e
xper
imen
t to
mee
t a
nee
d,
con
duct
th
e ex
per
imen
t, a
nd
anal
yze
and
expl
ain
the
resu
ltin
g da
ta.
Eval
uat
e th
e ef
fect
iven
ess
of a
de
sign
ed e
xper
imen
t in
mee
tin
g an
ill-
defi
ned
rea
l-w
orld
n
eed.
(B)
(B)
(B)
(B)
(M/3
0)
8P
robl
em
reco
gnit
ion
an
d so
lvin
g
Iden
tify
key
fact
ual
in
form
atio
n r
elat
ed
to e
ngi
nee
rin
g pr
oble
m r
ecog
nit
ion
, pr
oble
m s
olvi
ng,
an
d ap
plic
able
en
gin
eeri
ng
tech
niq
ues
an
d to
ols.
Exp
lain
key
con
cept
s re
late
d to
pro
blem
re
cogn
itio
n, p
robl
em
arti
cula
tion
, an
d pr
oble
m-
solv
ing
proc
esse
s, a
nd
how
en
gin
eeri
ng
tech
niq
ues
an
d to
ols
are
appl
ied
to
solv
e pr
oble
ms.
Dev
elop
pro
blem
st
atem
ents
an
d so
lve
wel
l-de
fin
ed
fun
dam
enta
l civ
il en
gin
eeri
ng
prob
lem
s by
app
lyin
g ap
prop
riat
e te
chn
iqu
es
and
tool
s.
Form
ula
te a
nd
solv
e an
ill-
defi
ned
en
gin
eeri
ng
prob
lem
ap
prop
riat
e to
civ
il en
gin
eeri
ng
by
sele
ctin
g an
d ap
plyi
ng
appr
opri
ate
tech
niq
ues
an
d to
ols.
Syn
thes
ize
the
solu
tion
to a
n il
l-de
fin
ed e
ngi
nee
rin
g pr
oble
m in
to a
br
oade
r co
nte
xt t
hat
may
incl
ude
pu
blic
p
olic
y, s
ocia
l im
pact
, or
bu
sin
ess
obje
ctiv
es.
Com
pare
the
init
ial
and
fin
al p
robl
em
stat
emen
ts, t
he
effe
ctiv
enes
s of
al
tern
ativ
e te
chn
iqu
es a
nd
tool
s,
and
eval
uat
e th
e ef
fect
iven
ess
of t
he
solu
tion
.
(B)
(B)
(B)
(M/3
0)
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion
107CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
9D
esig
n
Def
ine
engi
nee
rin
g de
sign
; lis
t th
e m
ajor
st
eps
in t
he
engi
nee
rin
g de
sign
pr
oces
s; a
nd
list
co
nst
rain
ts th
at a
ffec
t th
e pr
oces
s an
d pr
odu
cts
of
engi
nee
rin
g de
sign
.
Des
crib
e th
e en
gin
eeri
ng
desi
gn p
roce
ss; e
xpla
in
how
rea
l-w
orld
con
stra
ints
af
fect
the
pro
cess
an
d pr
odu
cts
of e
ngi
nee
rin
g de
sign
.
App
ly t
he
desi
gn
proc
ess
to m
eet
a w
ell-
defi
ned
set
of
requ
irem
ents
an
d co
nst
rain
ts.
An
alyz
e a
syst
em o
r pr
oces
s to
det
erm
ine
requ
irem
ents
an
d co
nst
rain
ts.
Des
ign
a sy
stem
or
proc
ess
to m
eet
desi
red
nee
ds w
ith
in
such
rea
listi
c co
nst
rain
ts a
s ec
onom
ic,
envi
ron
men
tal,
soci
al,
polit
ical
, eth
ical
, h
ealt
h a
nd
safe
ty,
con
stru
ctab
ility
, an
d su
stai
nab
ility
.
Eval
uat
e th
e de
sign
of
a c
ompl
ex s
yste
m,
com
pon
ent,
or
proc
ess
and
asse
ss
com
plia
nce
wit
h
cust
omar
y st
anda
rds
of p
ract
ice,
use
r’s a
nd
proj
ect’s
nee
ds, a
nd
rele
van
t co
nst
rain
ts.
(B)
(B)
(B)
(B)
(B)
(E)
10Su
stai
nab
ility
Def
ine
key
asp
ects
of
su
stai
nab
ility
re
lati
ve to
en
gin
eeri
ng
phen
omen
a, s
ocie
ty
at la
rge,
an
d it
s de
pen
den
ce o
n
nat
ura
l res
ourc
es; a
nd
rela
tive
to t
he
eth
ical
ob
ligat
ion
of t
he
prof
essi
onal
en
gin
eer.
Exp
lain
key
pro
per
ties
of
sust
ain
abili
ty, a
nd
thei
r sc
ien
tifi
c ba
ses,
as
they
p
erta
in to
en
gin
eere
d w
orks
an
d se
rvic
es.
App
ly t
he
prin
cipl
es
of s
ust
ain
abili
ty to
th
e de
sign
of t
radi
tion
al
and
em
erge
nt
engi
nee
rin
g sy
stem
s.
An
alyz
e sy
stem
s of
en
gin
eere
d w
orks
, w
het
her
tra
diti
onal
or
emer
gen
t, fo
r su
stai
nab
le
per
form
ance
.
Des
ign
a co
mp
lex
syst
em, p
roce
ss, o
r pr
ojec
t to
per
form
su
stai
nab
ly. D
evel
op
new
, mor
e su
stai
nab
le
tech
nol
ogy.
Cre
ate
new
kn
owle
dge
or
form
s of
an
alys
is in
ar
eas
in w
hic
h
scie
nti
fic
know
ledg
e lim
its
sust
ain
able
de
sign
.
Eval
uat
e th
e su
stai
nab
ility
of
com
plex
sys
tem
s,
wh
eth
er p
ropo
sed
or
exis
tin
g.
(B)
(B)
(B)
(E)
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion
108 CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
11C
onte
mp
orar
y is
sues
an
d h
isto
rica
l pe
rsp
ecti
ves
Iden
tify
eco
nom
ic,
envi
ron
men
tal,
polit
ical
, soc
ieta
l, an
d h
isto
rica
l asp
ects
in
engi
nee
rin
g.
Des
crib
e th
e in
flu
ence
of
his
tori
cal a
nd
con
tem
por
ary
issu
es o
n
the
iden
tifi
cati
on,
form
ula
tion
, an
d so
luti
on
of e
ngi
nee
rin
g pr
oble
ms
and
desc
ribe
th
e in
flu
ence
of e
ngi
nee
rin
g so
luti
ons
on t
he e
con
omy,
en
viro
nm
ent,
pol
itic
al
lan
dsca
pe,
an
d so
ciet
y.
Dra
win
g u
pon
a b
road
ed
uca
tion
, exp
lain
th
e im
pact
of h
isto
rica
l an
d c
onte
mp
orar
y is
sues
on
th
e id
enti
fica
tion
, fo
rmu
lati
on, a
nd
solu
tion
of e
ngi
nee
rin
g pr
oble
ms a
nd
expl
ain
th
e im
pact
of
engi
nee
rin
g so
luti
ons
on t
he
econ
omy,
en
viro
nm
ent,
pol
itic
al
lan
dsca
pe,
an
d so
ciet
y.
An
alyz
e th
e im
pact
of
his
tori
cal a
nd
con
tem
por
ary
issu
es o
n
the
iden
tifi
cati
on,
form
ula
tion
, an
d so
luti
on o
f en
gin
eeri
ng
prob
lem
s an
d an
alyz
e th
e im
pact
of
engi
nee
rin
g so
luti
ons
on t
he e
con
omy,
en
viro
nm
ent,
pol
itic
al
lan
dsca
pe,
an
d so
ciet
y.
Syn
thes
ize
the
impa
cts
and
rela
tion
ship
s am
ong
engi
nee
rin
g an
d ec
onom
ic,
envi
ron
men
tal,
polit
ical
, soc
ieta
l, an
d h
isto
rica
l iss
ues
.
Eval
uat
e th
e im
pact
s an
d re
lati
onsh
ips
amon
g en
gin
eeri
ng
and
his
tori
cal,
con
tem
por
ary,
an
d em
ergi
ng
issu
es.
(B)
(B)
(B)
(E)
12R
isk
and
un
cert
ain
ty
Rec
ogni
ze
un
cert
ain
ties
in d
ata
and
know
ledg
e an
d li
st t
hos
e re
leva
nt
to
engi
nee
rin
g de
sign
.
Dis
tin
guis
h be
twee
n
un
cert
ain
ties
th
at a
re d
ata-
base
d an
d th
ose
that
are
kn
owle
dge-
base
d an
d ex
plai
n t
he
sign
ific
ance
of
tho
se u
nce
rtai
nti
es o
n
the
per
form
ance
an
d sa
fety
of
an
en
gin
eeri
ng
syst
em.
App
ly t
he
prin
cipl
es
of p
roba
bilit
y an
d st
atis
tics
to so
lve
prob
lem
s co
nta
inin
g u
nce
rtai
nti
es.
An
alyz
e th
e lo
adin
g an
d ca
pac
ity,
an
d th
e ef
fect
s of
th
eir
resp
ecti
ve
un
cert
ain
ties
, for
a
wel
l-de
fin
ed d
esig
n a
nd
illu
stra
te t
he
un
derl
yin
g pr
obab
ility
of
failu
re (
or
non
perf
orm
ance
) fo
r a
spec
ifie
d fa
ilure
mod
e.
Dev
elop
cri
teri
a (s
uch
as
requ
ired
sa
fety
fact
ors)
for
the
ill-d
efin
ed d
esig
n o
f an
en
gin
eere
d sy
stem
w
ith
in a
n a
ccep
tabl
e ri
sk m
easu
re.
App
rais
e a
mu
ltic
ompo
nen
t sy
stem
an
d ev
alu
ate
its
quan
tita
tive
ris
k m
easu
re, t
akin
g in
to
acco
un
t th
e oc
curr
ence
pr
obab
ility
of a
n
adve
rse
even
t an
d it
s po
ten
tial
co
nse
quen
ces
cau
sed
by fa
ilure
.
(B)
(B)
(B)
(E)
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion
109CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
13P
roje
ct
man
agem
ent
List
key
man
agem
ent
prin
cipl
es.
Exp
lain
wh
at a
pro
ject
is
and
the
key
asp
ects
of
proj
ect
man
agem
ent.
Dev
elop
sol
uti
ons
to
wel
l-de
fin
ed p
roje
ct
man
agem
ent
prob
lem
s.
Form
ula
te
docu
men
ts to
be
inco
rpor
ated
into
th
e pr
ojec
t pl
an.
Cre
ate
proj
ect
plan
s.Ev
alu
ate
the
effe
ctiv
enes
s of
a
proj
ect
plan
.
(B)
(B)
(B)
(E)
14B
read
th in
civ
il en
gin
eeri
ng
area
s
Def
ine
key
fact
ual
in
form
atio
n r
elat
ed
to a
t le
ast
fou
r te
chn
ical
are
as
appr
opri
ate
to c
ivil
engi
nee
rin
g.
Exp
lain
key
con
cept
s an
d pr
oble
m-s
olvi
ng
proc
esse
s in
at
leas
t fo
ur
tech
nic
al
area
s ap
prop
riat
e to
civ
il en
gin
eeri
ng.
Solv
e pr
oble
ms
in o
r ac
ross
at
leas
t fo
ur
tech
nic
al a
reas
ap
prop
riat
e to
civ
il en
gin
eeri
ng.
An
alyz
e an
d s
olve
w
ell-
defi
ned
en
gin
eeri
ng
prob
lem
s in
at l
east
fou
r te
chn
ical
ar
eas
appr
opri
ate
to
civi
l en
gin
eeri
ng.
Cre
ate
new
kn
owle
dge
that
spa
ns
mor
e th
an o
ne
tech
nic
al a
rea
appr
opri
ate
to c
ivil
engi
nee
rin
g.
Eval
uat
e th
e va
lidit
y of
new
ly
crea
ted
know
ledg
e th
at s
pan
s m
ore
than
on
e te
chn
ical
are
a ap
prop
riat
e to
civ
il en
gin
eeri
ng.
(B)
(B)
(B)
(B)
15Te
chn
ical
sp
ecia
lizat
ion
Def
ine
key
asp
ects
of
adv
ance
d te
chn
ical
sp
ecia
lizat
ion
ap
prop
riat
e to
civ
il en
gin
eeri
ng.
Exp
lain
key
con
cept
s an
d pr
oble
m-s
olvi
ng
proc
esse
s in
a t
radi
tion
al o
r em
ergi
ng
spec
ializ
ed
tech
nic
al a
rea
appr
opri
ate
to c
ivil
engi
nee
rin
g.
App
ly s
peci
aliz
ed
tool
s, t
ech
nol
ogy,
or
tech
nol
ogie
s to
solv
e si
mpl
e pr
oble
ms
in a
tr
adit
ion
al o
r em
ergi
ng
spec
ializ
ed te
chn
ical
ar
ea o
f civ
il en
gin
eeri
ng.
An
alyz
e a
com
plex
sy
stem
or
proc
ess
in a
tr
adit
ion
al o
r em
ergi
ng
spec
ializ
ed t
ech
nic
al
area
app
ropr
iate
to c
ivil
engi
nee
rin
g.
Des
ign
a co
mp
lex
syst
em o
r pr
oces
s or
cr
eate
new
kn
owle
dge
or
tech
nol
ogie
s in
a
trad
itio
nal
or
emer
gin
g ad
van
ced
spec
ializ
ed te
chn
ical
ar
ea a
ppro
pria
te to
ci
vil e
ngi
nee
rin
g.
Eval
uat
e th
e de
sign
of
a c
ompl
ex s
yste
m
or p
roce
ss, o
r ev
alu
ate
the
valid
ity
of n
ewly
cr
eate
d kn
owle
dge
or
tech
nol
ogie
s in
a
trad
itio
nal
or
emer
gin
g ad
van
ced
spec
ializ
ed t
ech
nic
al
area
app
ropr
iate
to
civi
l en
gin
eeri
ng.
(B)
(M/3
0)(M
/30)
(M/3
0)(M
/30)
(E)
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion
110 CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
Pro
fe
ssio
na
l O
utco
me
s
16C
omm
un
icat
ion
List
th
e ch
arac
teri
stic
s of
ef
fect
ive
verb
al,
wri
tten
, vir
tual
, an
d gr
aph
ical
co
mm
un
icat
ion
s.
Des
crib
e th
e ch
arac
teri
stic
s of
eff
ecti
ve
verb
al, w
ritt
en, v
irtu
al, a
nd
grap
hic
al
com
mu
nic
atio
ns.
App
ly t
he
rule
s of
gr
amm
ar a
nd
com
posi
tion
in v
erba
l an
d w
ritt
en
com
mu
nic
atio
ns,
pr
oper
ly c
ite
sou
rces
, an
d u
se a
ppro
pria
te
grap
hic
al s
tan
dard
s in
pr
epar
ing
engi
nee
rin
g dr
awin
gs.
Org
aniz
e an
d de
live
r ef
fect
ive
verb
al, w
ritt
en, v
irtu
al,
and
grap
hic
al
com
mu
nic
atio
ns.
Pla
n, c
ompo
se, a
nd
inte
grat
e th
e ve
rbal
, w
ritt
en, v
irtu
al, a
nd
grap
hic
al
com
mu
nic
atio
n o
f a
proj
ect
to t
ech
nic
al
and
non
tech
nic
al
aud
ien
ces.
Eval
uat
e th
e ef
fect
iven
ess
of t
he
inte
grat
ed v
erba
l, w
ritt
en, v
irtu
al, a
nd
grap
hic
al
com
mu
nic
atio
n o
f a
proj
ect
to te
chn
ical
an
d n
onte
chn
ical
au
dien
ces.
(B)
(B)
(B)
(B)
(E)
17P
ubl
ic
pol
icy
Des
crib
e ke
y fa
ctu
al
info
rmat
ion
rel
ated
to
pu
blic
pol
icy.
Dis
cuss
an
d ex
plai
n ke
y co
nce
pts
and
proc
esse
s in
volv
ed in
pu
blic
pol
icy.
App
ly p
ubl
ic p
olic
y pr
oces
s te
chn
iqu
es t
o si
mpl
e pu
blic
pol
icy
prob
lem
s re
late
d to
ci
vil e
ngi
nee
rin
g w
orks
.
An
alyz
e re
al-w
orld
pu
blic
pol
icy
prob
lem
s on
civ
il en
gin
eeri
ng
proj
ects
.
Dev
elop
pu
blic
p
olic
y re
com
men
-da
tion
s, a
nd
crea
te o
r ad
apt a
sys
tem
to a
re
al-w
orld
situ
atio
n o
n
civi
l en
gin
eeri
ng
wor
k pr
ogra
ms.
Eval
uat
e th
e ef
fect
iven
ess
of a
pu
blic
pol
icy
in a
co
mpl
ex, r
eal-
wor
ld
situ
atio
n a
ssoc
iate
d
wit
h la
rge-
scal
e ci
vil
engi
nee
rin
g in
itia
tive
s.
(B)
(B)
(E)
18B
usi
nes
s an
d pu
blic
ad
min
istr
atio
n
List
key
fact
ual
in
form
atio
n r
elat
ed
to b
usi
nes
s an
d pu
blic
ad
min
istr
atio
n.
Exp
lain
key
con
cept
s an
d pr
oces
ses
use
d in
bu
sin
ess
and
publ
ic a
dmin
istr
atio
n.
App
ly b
usi
nes
s an
d pu
blic
adm
inis
trat
ion
co
nce
pts
an
d pr
oces
ses.
An
alyz
e re
al-w
orld
pr
oble
ms
invo
lvin
g bu
sin
ess
or p
ubl
ic
adm
inis
trat
ion
.
Cre
ate
or a
dapt
a
syst
em o
f bu
sin
ess
or
publ
ic a
dmin
istr
atio
n
to m
eet
a re
al-w
orld
n
eed.
Eval
uat
e a
syst
em
of b
usi
nes
s or
pu
blic
ad
min
istr
atio
n in
a
com
plex
, rea
l-w
orld
si
tuat
ion
.
(B)
(B)
(E)
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion
111CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
19G
loba
lizat
ion
Des
crib
e gl
obal
izat
ion
pr
oces
ses
and
thei
r im
pact
on
pr
ofes
sion
al p
ract
ice
acro
ss c
ult
ure
s,
lan
guag
es, o
r co
un
trie
s.
Exp
lain
glo
bal i
ssu
es
rela
ted
to p
rofe
ssio
nal
pr
acti
ce, i
nfr
astr
uct
ure
, en
viro
nm
ent,
an
d se
rvic
e po
pula
tion
s (a
s th
ey a
rise
ac
ross
cu
ltu
res,
lan
guag
es,
or c
oun
trie
s).
Org
aniz
e,
form
ula
te, a
nd
solv
e en
gin
eeri
ng
prob
lem
s w
ith
in a
gl
obal
con
text
.
An
alyz
e en
gin
eeri
ng
wor
ks a
nd
serv
ices
in
orde
r to
fun
ctio
n a
t a
basi
c le
vel i
n a
glo
bal
con
text
.
Dev
elop
cri
teri
a an
d gu
idel
ines
to a
ddre
ss
glob
al is
sues
.
Eval
uat
e di
ffer
ent
crit
eria
an
d gu
idel
ines
in
addr
essi
ng
glob
al
issu
es.
(B)
(B)
(B)
(E)
20Le
ader
ship
Def
ine
lead
ersh
ip
and
the
role
of a
le
ader
; lis
t lea
ders
hip
pr
inci
ples
an
d at
titu
des.
Exp
lain
th
e ro
le o
f a
lead
er a
nd
lead
ersh
ip
prin
cipl
es a
nd
atti
tude
s.
App
ly le
ader
ship
pr
inci
ples
to d
irec
t th
e ef
fort
s of
a s
mal
l, h
omog
enou
s gr
oup.
Org
aniz
e an
d di
rect
th
e ef
fort
s of
a g
rou
p.
Cre
ate
a n
ew
orga
niz
atio
n to
ac
com
plis
h a
com
plex
ta
sk.
Eval
uat
e th
e le
ader
ship
of a
n
orga
niz
atio
n.
(B)
(B)
(B)
(E)
21Te
amw
ork
Def
ine
and
list
th
e ke
y ch
arac
teri
stic
s of
ef
fect
ive
intr
adis
cipl
inar
y an
d m
ult
idis
cipl
inar
y te
ams.
Exp
lain
th
e fa
ctor
s af
fect
ing
the
abili
ty o
f in
trad
isci
plin
ary
and
mu
ltid
isci
plin
ary
team
s to
fu
nct
ion
eff
ecti
vely
.
Func
tion
eff
ecti
vely
as
a m
embe
r of
an
in
trad
isci
plin
ary
team
.
Fun
ctio
n e
ffec
tive
ly
as a
mem
ber
of a
m
ult
idis
cipl
inar
y te
am.
Org
aniz
e an
in
trad
isci
plin
ary
or
mu
ltid
isci
plin
ary
team
.
Eval
uat
e th
e co
mpo
siti
on,
orga
niz
atio
n, a
nd
per
form
ance
of a
n
intr
adis
cipl
inar
y or
m
ult
idis
cipl
inar
y te
am.
(B)
(B)
(B)
(E)
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion
112 CIVIL ENGINEERING BODY OF KNOWLEDGE FOR THE 21ST CENTURY
22A
ttit
ude
s
List
att
itu
des
supp
orti
ve o
f the
pr
ofes
sion
al p
ract
ice
of c
ivil
engi
nee
rin
g.
Exp
lain
att
itu
des
supp
orti
ve o
f th
e pr
ofes
sion
al p
ract
ice
of
civi
l en
gin
eeri
ng.
Dem
onst
rate
at
titu
des
supp
orti
ve o
f th
e pr
ofes
sion
al
prac
tice
of c
ivil
engi
nee
rin
g.
An
alyz
e a
com
plex
ta
sk to
det
erm
ine
wh
ich
att
itu
des
are
mos
t co
ndu
cive
to
its
effe
ctiv
e ac
com
plis
hm
ent.
Cre
ate
an
orga
niz
atio
nal
st
ruct
ure
tha
t m
ain
tain
s/fo
ster
s th
e de
velo
pmen
t of
at
titu
des
con
duci
ve t
o ta
sk a
ccom
plis
hm
ent.
Eval
uat
e th
e at
titu
des
of k
ey
mem
bers
of a
n
orga
niz
atio
n a
nd
asse
ss t
he e
ffec
t of
th
eir
atti
tude
s on
ta
sk
acco
mpl
ish
men
t.
(B)
(B)
(E)
23Li
felo
ng
lear
nin
g
Def
ine
lifel
ong
lear
nin
g.E
xpla
in t
he
nee
d fo
r lif
elon
g le
arn
ing
and
desc
ribe
th
e sk
ills
requ
ired
of a
life
lon
g le
arn
er.
Dem
onst
rate
the
ab
ility
for
self
-dir
ecte
d le
arn
ing.
Iden
tify
add
itio
nal
kn
owle
dge,
ski
lls, a
nd
at
titu
des
appr
opri
ate
for
prof
essi
onal
pr
acti
ce.
Pla
n a
nd
exec
ute
th
e ac
quis
itio
n o
f re
quir
ed e
xper
tise
ap
prop
riat
e fo
r pr
ofes
sion
al p
ract
ice.
Self
-ass
ess l
earn
ing
proc
esse
s an
d ev
alu
ate
thos
e pr
oces
ses
in li
ght
of
com
peti
ng
and
com
plex
rea
l-w
orld
al
tern
ativ
es.
(B)
(B)
(B)
(E)
(E)
24P
rofe
ssio
nal
an
d et
hica
l re
spon
sibi
lity
List
th
e pr
ofes
sion
al
and
eth
ical
re
spon
sibi
litie
s of
a
civi
l en
gin
eer.
Exp
lain
th
e pr
ofes
sion
al
and
eth
ical
res
pon
sibi
litie
s of
a c
ivil
engi
nee
r.
App
ly s
tan
dard
s of
pr
ofes
sion
al a
nd
eth
ical
resp
onsi
bilit
y to
de
term
ine
an
appr
opri
ate
cou
rse
of
acti
on.
An
alyz
e a
situ
atio
n
invo
lvin
g m
ult
iple
co
nfl
icti
ng
prof
essi
onal
an
d et
hic
al in
tere
sts
to
dete
rmin
e an
ap
prop
riat
e co
urs
e of
ac
tion
.
Syn
thes
ize
stu
dies
an
d ex
per
ien
ces
to
fost
er p
rofe
ssio
nal
an
d et
hic
al c
ondu
ct.
Just
ify
a so
luti
on t
o an
en
gin
eeri
ng
prob
lem
bas
ed o
n
prof
essi
onal
an
d et
hic
al s
tan
dard
s an
d as
sess
per
son
al
prof
essi
onal
an
d et
hica
l dev
elop
men
t.
(B)
(B)
(B)
(B)
(E)
(E)
Out
com
eti
tle
Leve
l of c
ogni
tive
ach
ieve
men
t
1 K
now
ledg
e2
Com
preh
ensi
on3
App
licat
ion
4A
naly
sis
5 Sy
nthe
sis
6 Ev
alua
tion