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Education for Professional Practice
Get the Updated Body of Knowledge Here
Civil Engineering Body of Knowledge for the 21st Century (2nd Edition -- 2008)
(PDF download, file size 1.1 MB)ASCE released the
Civil Engineering Body of Knowledge for the 21st Century, Second  Edition
(abbreviated as "BOK2") on February 19, 2008 at a special event at the NationalAcademy of Engineering. We invite you to download a free copy of the Second Editionas a PDF file. You may also purchase a bound copy of the complete report fromwww.asce.org/bookstore/book.cfm?book=8241 Civil engineering is a demanding field that requires a broad knowledge base andcombinations of skills to successfully practice as a professional. The purpose of BOK2 isto present the recommendations of the ASCE Body of Knowledge Committee regarding(1) WHAT are the knowledge, skills, and attitudes to enter into professional practice, (2)HOW can the BOK be fulfilled by tomorrow's aspiring engineers, and (3) WHO shouldguide the learning of the engineering student and engineer intern.BOK2 was developed in response to broad stakeholder feedback about the first edition(abbreviated BOK1), as well as the ideas expressed in ASCE's 
Vision for Civil  Engineering in 2025
. BOK2 includes two particularly substantive changes from BOK1:
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The number of outcomes was increased from 15 to 24. For the most part, thisincrease reflects the BOK2 authors' attempt to enhance clarity and specificity,rather than to increase the scope of the body of knowledge. Nonetheless, theBOK2 Outcomes do place increased emphasis on such topics as the naturalsciences, the humanities, sustainability, globalization, public policy, risk, anduncertainty.
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The BOK2 uses Bloom's Taxonomy as the basis for defining levels of achievement. The fundamental premise of Bloom's Taxonomy is that aneducational objective can be referenced to a specific level of cognitivedevelopment through the verb used in the objective statement. The use of measurable, action-oriented verbs linked to levels of achievement is beneficial, inthat the resulting outcome statements can be assessed more effectively andconsistently.
Other ASCE Documents on EngineeringEducation
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Key Points About ASCE Policy Statement 465(April 2008)
. This document provides a brief summary of the major issues related to the implementation of ASCE Policy Statement 465 "Academic Prerequisites for Licensure &Professional Practice." This document is regularly updated by the Committee onthe Academic Prerequisites for Professional Practice (CAP
3
).
 
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Frequently Asked Questions(Draft -- October 9, 2008)
. This document,composed by the Committee on the Academic Prerequisites for ProfessionalPractice (CAP^3), provides the committee's views on several of the commonquestions asked by ASCE members and others interested in the "raise the bar"initiative. The responses to most of the questions are in two parts: (1) a shortresponse and (2) a supplement to the short response (labeled "more"). This is adynamic document – constantly being reviewed and refined by the authors.
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The Vision for Civil Engineering in 2025(June, 2007)
A diverse group of civilengineering and other leaders, including international guests, gathered in June2006 to actively participate in the Summit on the Future of Civil Engineering.Their purpose was to articulate an aspirational global vision for the future of civilengineering addressing all levels and facets of the civil engineering community.This is the report from that summit.
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Paraprofessional Exploratory Task Committee Report (September 2008)
TheParaprofessional Exploratory Task Committee (PETC), formed in the spring of 2008, was charged to study paraprofessionals in civil engineering and "identifyissues that ASCE should address" related to their integration into civil engineering project teams and the civil engineering community as a whole. The PETC wasalso charged to establish a definition of the paraprofessional, examine examplesof paraprofessionals in other professions, and provide examples of  paraprofessionals working in civil engineering. The PETC completed its work andsubmitted a report to the ASCE Board of Direction in September 2008. The PETCidentified five issues that ASCE should address. ASCE is currently consideringhow to proceed with the evaluation of these five issues in order to properlyintegrate paraprofessionals into civil engineering.
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Experience Committee Report (July 5, 2007)
At the request of the Committeeon the Academic Prerequisites for Professional Practice (CAP^3), the "ASCEExperience Committee" was formed in February 2007 and asked to: (1) reviewexisting experience guidelines, both national and international; (2) reviewexperience guidelines for other professions; (3) study the pre-licensureexperiential expectations in the draft Body of Knowledge Report; (4) define whatconstitutes progressive engineering experience; and (5) recommend subsequentcourses of action and suggested charges for a proposed subsequent "BOK Experiential Fulfillment Committee." This final report of the ExperienceCommittee of CAP^3 is available for download by the civil engineeringcommunity.
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Curricula Committee Report(December 2006)
This report documents the work and deliberations of the Curriculum Committee regarding the formal academiccomponent of the civil engineering body of knowledge. Other aspects of thatwhich are necessary to fulfill the BOK fulfillment were not addressed. Thoseaspects include structured professional practice necessary for licensure, licensuremodel law requiring higher levels of academic achievement and experience prior to licensure, and educational opportunities outside of formal education.
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Levels of Achievement Applicable to the Body of Knowledge(September 2,2005)
. The report recommends helpful changes to the definitions of the differentlevels of achievement used to define the Civil Engineering Body of Knowledge
 
(BOK) published in 2004 by the American Society of Civil Engineering (ASCE);see the first report at the very top of this page. The report recommends possiblemodifications to the BOK profile that integrates outcomes levels of achievement,formal education, and pre-licensure experience.
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Fulfillment & Validation of the Civil Engineering Body of Knowledge(April2005)
. Distance learning could someday eclipse conventional on-campus programs as the most common means of attaining engineering education beyondthe bachelor's degree. Others may choose to attain the Body of Knowledge (BOK)through a combination of campus-based education and courses offered bynontraditional providers. A critical challenge in including nontraditionalapproaches to acquiring the BOK is to ensure that the education provided by theseorganizations meets the standards of learning assessment, quality, and rigor foundin accredited engineering programs at colleges and universities. This report (1)recommends means to validate the fulfillment of the BOK attained throughalternative education providers such as corporate universities, public agencies,and professional societies and (2) explains how to describe, measure, and assessthe quality of this type of education.
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Engineering the Future of Civil Engineering(October 2001)
. Engineering theFuture of Civil Engineering is a Report from the ASCE Task Committee on theFirst Professional Degree. This Task Committee worked to "develop a vision of full realization of ASCE Policy 465(regarding the first professional degree) and astrategy for achieving this vision." The report identifies that the requisite body of specialized knowledge required to practice as a professional civil engineer is bestobtained through a combination of an engineering baccalaureate degree and amaster's degree or equivalent.
Draft Accreditation DocumentsSupporting Attainment of the Body of Knowledge
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Program Criteria for Civil and Similarly Named Engineering Programs(Asof January 2008)
. These criteria were approved by the Board of Directors of ABET, Inc [on second reading] at their meeting on November 3, 2007. Thesecriteria are effective for evaluations occurring beginning during the 2008-2009Accreditation Cycle. This document also includes the new General Criteria for Master Level Programs -- and frequently asked questions related to these criteria.
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Commentary on ABET Engineering Criteria for Civil and Similarly NamedPrograms -- Version 3.4
 
(Draft as of May 10, 2007)
. The purpose of thisdocument is to provide commentary on the ABET/EAC "Criteria for Civil andSimilarly Named Engineering Programs" in the context of the ASCE CivilEngineering Body of Knowledge (BOK). More specifically, the Commentary isintended to: (1) provide civil engineering program evaluators with guidlines for applying the ABET/EAC Criteria in a civil engineering context; and (2) providecivil engineering faculty members with recommended measures -- above and beyond the criteria -- that will ensure full, implementation of the BOK.
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