How the civil engineering BOK2 is being implemented at the University of Alabama

Abstract

The second edition of the Civil Engineering Body of Knowledge for the 21st Century (BOK2) is a comprehensive, coordinated list of 24 outcomes which define the knowledge, skills, and attitudes expected of the future civil engineer. The BOK2 outcomes use Bloom's Taxonomy for cognitive develop to help define the levels of achievement expected to be achieved prior to entry into the professional practice of civil engineering, as well as the levels of achievement for each outcome relative to each stage in the engineer's development, from the baccalaureate degree program, to post-baccalaureate formal education, to pre-licensure working experience. This system clearly identifies the role and responsibilities of the civil engineering profession in the technical and professional development of the future engineer and their ultimate achievement of the BOK. As part of a continuing effort, ASCE's Body of Knowledge Educational Fulfillment Committee (BOKEdFC) is examining how programs are responding to the BOK2 and possible ways the BOK2 outcomes may be integrated into civil engineering curricula. Previously, the BOKEdFC examined survey data illustrating how well programs, in their current design, achieve the educational outcomes of both the first and second editions of the civil engineering BOK. Based on the survey data and analysis, the BOKEdFC concluded that several BOK2 outcomes may be "challenging" for many programs to address in today's civil engineering curricula. These include the nine "red outcomes" shown in Figure 2 (i.e., Outcomes 3 - Humanities, 4 - Social Sciences, 10 - Sustainability, 11 - Contemporary Issues & History, 12 - Risk & Uncertainty, 17 - Public Policy, 18 - Business & Public Administration, 19 - Globalization, and 20 - Leadership). In addition, the committee identified Outcomes 5 - Material Science and Outcome 24 - Professional & Ethics as outcomes that may be challenging for programs to fully implement. The purpose of this paper is to provide a comprehensive analysis of the University of Alabama's civil engineering curriculum with respect to the second edition of the BOK2, or more specifically the BOK2 outcomes associated with the baccalaureate degree since the BOK2 includes outcomes for baccalaureate and post-baccalaureate formal education as well as pre-licensure experience. Specific emphasis is given those BOK2 outcomes that the aforementioned survey data identified as being a challenge for many programs to address within current curricular design. The curriculum, as developed by the faculty, is considered to be BOK2-conforming, in addition to meeting current university graduation and ABET/EAC accreditation requirements. © American Society for Engineering Education, 2010.