FrontiersEEE 1 Civil Engineering Body of Knowledge: Status and Lessons Learned Stuart G. Walesh,...

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Civil EngineeringCivil EngineeringBody of Knowledge:Body of Knowledge:Status and Lessons Status and Lessons

LearnedLearned

Stuart G. Walesh, Ph.D., P.E., Hon.M.ASCE

Frontiers in Environmental Engineering EducationJanuary 8 – 10, 2007

Tempe, AZ

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Today’sToday’s CE professional track:CE professional track:Today’sToday’s CE professional track:CE professional track:

Professional practice and

life-long learning

Exam/Licen.

Tomorrow’sTomorrow’s CE professional track:CE professional track:Tomorrow’sTomorrow’s CE professional track:CE professional track:

Exam/Licen.

Morecomprehensive

Professional practice and

life-long learning

With specialtycertification option

BOK (Implicit)

Bacc.Educ. Exper.

BOK (Explicit)

Bacc.Educ.

M/30Exper.

Modified Morefocused

Master’s degree orapprox. 30 credits

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CHANGE!

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TOPICSTOPICS

WHERE ARE WE?WHERE ARE WE?

WHAT DID WE LEARN?WHAT DID WE LEARN?

RECAPRECAP

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TOPICSTOPICS



RECAPRECAP

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A profession’s foundation includes a body of knowledge

Sources: See Huntington, 1975; Lawson, 2004

Profession

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Socialresponsibility CorporatenessBOK

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BOK is defined as:

the knowledge, skills, and attitudes necessary to enter

the practice of civil engineeringat the professional level

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In the BIG picture, the CE BOK calls for:

• More fundamentals—math/science/engineering science

• Maintaining technical breadth

• More breadth in humanities and social sciences

• Additional professional practice breadth• Greater technical depth

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The BOK consists of 26 outcomes

Encourage accountability and creativity

Discourage prescription

Technical: 16Professional: 10

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Technical outcomes1. Mathematics 2. Physics3. Chemistry4. Breadth in basic science5. Mechanics6. Materials7. Breadth in civil engineering8. Engineering tools

9. Engineering problem recognition and solving10. Design11. Experiments12. Contemporary issues13. Risk/uncertainty14. Sustainability15. Project management16. Technical specialization

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Professional outcomes

22. Business and public administration23. Teamwork24. Leadership25. Life-long learning26. Attitudes

17. Communication18. History and heritage19. Globalization20. Professional and

ethical responsibility21. Public policy

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How to definedesired

level of achievement?

Bloom’s Taxonomy

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Bloom’s TaxonomyLevel of

achievementIllustrative

verbs

6. Evaluation

5. Synthesis

4. Analysis

3. Application

2. Comprehension

1. Knowledge

Critique, decide, judge

Combine, create, plan

Analyze, break down, subdivide

Apply, conduct, solve

Describe, discuss, explain

Define, identify, list

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Levels of achievement for outcomes

1. Mathematics

10. Design

2. Physics3. Chemistry4. Breadth in basic science5. Mechanics6. Materials7. Breadth in civil engineering areas8. Engineering tools9. Engineering problem recog./sol.

11. Experiments12. Contemporary issues13. Risks/uncertainty14. Sustainability15. Project management16. Technical specialization

Technical

Outcome Level of achievement

1Know-ledge

2Compre-hension

3Appli-cation

4Analy-

sis

5Synthe-

sis

6Evalu-ation

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17. Communication

26. Attitudes

18. History and heritage19. Globalization20. Professional & ethical responsibility21. Public policy22. Business and public administration23. Teamwork24. Leadership25. Life-long learning

Professional


1Know-ledge

2Compre-hension

3Appli-cation

4Analy-

sis

5Synthe-

sis

6Evalu-ation

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Allocation of responsibility for outcomes

1. Mathematics

10. Design

2. Physics3. Chemistry4. Breadth in basic science5. Mechanics6. Materials7. Breadth in civil engineering areas8. Engineering tools9. Engineering problem recog./sol.

11. Experiments12. Contemporary issues13. Risks/uncertainty14. Sustainability15. Project management16. Technical specialization

Technical


1Know-ledge

2Compre-hension

3Appli-cation

4Analy-

sis

5Synthe-

sis

6Evalu-ation

BBBBBBBBBBBBBBBB

BBBBBBBBBBBBBBB

BBBBBBBBBBBBBBB

B

B

BB

B E

M/30M/30

EEEE

EM/30 M/30 M/30 M/30

M/30

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17. Communication

26. Attitudes

18. History and heritage19. Globalization20. Professional & ethical responsibility21. Public policy22. Business and public administration23. Teamwork24. Leadership25. Life-long learning

Professional


1Know-ledge

2Compre-hension

3Appli-cation

4Analy-

sis

5Synthe-

sis

6Evalu-ation

BBBBBBBBBB

BBBBBBBBBB

B

BB

BBB

B

BB

Key: Level of achievement fulfilled through the Bachelor’s Degree

Level of achievement fulfilled through the Master’s Degree or approximately 30 credits

Level of achievement fulfilled through pre-licensure experience

B

M/30

E

E EE

E

EEEE E

E

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Example RubricOutcome

TitleLevel of cognitive achievement

1

Knowledge2

Comprehension3

Application4

Analysis5

Synthesis6

Evaluation

To enter the practice of civil engineering at the professional level,an individual must be able to demonstrate this level of achievement

T e c h n i c a l O u t c o m e s

16Technical specialization

Define key aspects of advanced technical

specialization appropriate

to civil engineering

(B)

Explain key concepts and

problem-solving processes in a traditional or

emerging specialized

technical area appropriate to

civil engineering.

(M/30)

Apply specialized tools,

technology or technologies to

solve simple problems in a traditional or


technical area of civil

engineering.

(M/30)

Analyze a complex

system or process in a

traditional or emerging

specialized technical area appropriate to

civil engineering.

(M/30)

Design a complex system

or process or create new

knowledge or technologies in a traditional or


technical area appropriate to

civil engineering.

(M/30)

Evaluate the design of a

complex system or process, or evaluate the

validity of newly-created

knowledge or technologies in a

traditional or emerging advanced

specialized technical area appropriate to

civil engineering.

(E)

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Implications for:

CE students and interns

Faculty and practitioners

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Iowa State

Georgia Tech

Wentworth

Case Western

Tennessee TechNorthern Arizona

Colorado State

Florida

WesternMichiganWyoming Bucknell

Nebraska

California State - L.A.Louisville

WisconsinMadison

West Virginia

Oklahoma

Norwich

Rose-Hulman

Penn State

IllinoisUrbana-Champaign

US Military Academy

Texas-Austin

Texas-Tyler

“BOK cannot fit into today’s BSCE”

“BOK cannot fit into today’s BSCE”

CURRICULA – The BOK has been compared to existing curricula by curricula design partners

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• July 2006: CE Program Criteria approved by ABET EAC

• 2006-2007: Public review period

• Fall 2008: First visits under new criteria

• 2012: First graduates of undergrad programs accredited under new criteria

• 2016: First graduates of these programs seek licensure

ACCREDITATION – 10 yearsneeded for implementation

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LICENSURE – NCEES approved “additional 30 credits” for Model Law at the September 2006 Annual Meeting

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TOPICSTOPICS



RECAPRECAP

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Start CEBOK

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Start CEBOK

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1. Communicate-Communicate-Communicate

Practitio

ners Faculty

Corresponding MembersProfessional Societies

Employers

Students

IndividualsLicensing Boards Other Professions

Accreditation Community

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2. Get ducks in a row: organize for success

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ASCE Board of Direction

Committee on Academic Prerequisites for Professional Practice

(CAP3)Charge: Implement PS 465

BOK Curricula Accreditation Licensure Fulfillmentand

Validation

Etc.

Leadership/Coordination/

Continuity

Ad hoc

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3.First

thingsfirst

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Entrusted by society to

create a sustainable world and

enhance the global quality of life,civil engineers

serve competently, collaboratively, and ethically as master:

planners, designers, constructors, and operators of society’s economic and social engine, the built environment;

stewards of the natural environment and its resources;

innovators and integrators of ideas and technology across the public, private, and academic sectors;

managers of risk and uncertainty caused by natural events, accidents, and other threats; and

leaders in discussions and decisions shaping public environmental and infrastructure policy.

Civil Engineering Vision

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Modellaw

Accreditationcriteria

Master PlanExamplecurricula

Experienceguidelines

Examplelanguage

Accreditedprograms

Statelicensing

rulesB + 30

Guidelines

Curricula

Accreditation

Licensure

Policy 465implemented

in 55jurisdictions

Body of Knowledge

(BOK)

Fulfillment & Validation

BOK

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ASCE Policy 465(Adopted by the BOD October 1998)

The ASCE supports the concept ofThe ASCE supports the concept of the the

Master’s degree as the First Professional Master’s degree as the First Professional

Degree Degree for the practice of civil for the practice of civil

engineering at a professional levelengineering at a professional level

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The ASCE supports the concept ofThe ASCE supports the concept of the the

Master’s degree or Equivalent as a Master’s degree or Equivalent as a

prerequisite for licensure prerequisite for licensure and the and the

practice of civil engineering at a practice of civil engineering at a

professional levelprofessional level

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The ASCE supportsThe ASCE supports the attainment of a the attainment of a

Body of Knowledge Body of Knowledge for entry into the for entry into the

practice of civil engineering at a practice of civil engineering at a

professional levelprofessional level

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Mann: 1918

Wickenden: 1928

Grinter: 1955

National Research Council: 1985

ASCE Education Conferences: 1974, 1979, 1985, 1990, 1995

Many papers, articles, and other documents from within and outside of civil engineering

4. Stand–respectfully and thankfully—on the shoulders of others

Engineering the Future of CE (ASCE): 2001

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5. Function inclusively and transparently• Issue agendas and minutes

• Report activities

• Post documents on website

• Establish correspondent members

• Encourage e-mail discussions

• Invite opponents to join committees

• “Meet” anywhere with anyone

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Awareness

Understanding

Commitment

Action

6. Adopt a change model, such as:

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7. Persevere and practice principled compromise

•Resist lowest common denominator temptation

•Compromise on means, not the vision

•Expect complexity and setbacks

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8. “Live” with ambiguity/iteration

Ideal

Actual

BOK Accred.crit.

Licensure Specialtycertif.

Specialtycertif.

Licensure

Accred.crit.

BOK

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“…the exploding body of science and

engineering knowledge cannot be

accommodated within the context of

the four-year baccalaureate

degree.”

9. Recognize and act on serendipity

http://books.nap.edu/catalog/11338.html

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TOPICSTOPICS



RECAPRECAP

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Questio

ns Comm

entsCritiquesStories

Suggestions

Ideas

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Articles, Papers, Books, and ReportsAktan, A. E. and J. M. Roesset. 2006. “The Need for a Renaissance in Civil Engineering to Effectively Address Our Societal Concerns Related to Infrastructures,” presented at the CEE EDU Reform Workshop, Istanbul, Turkey. October 4 - 7, 2006. (Contrasts civil engineering with other engineering disciplines noting two differences. The first is “the disconnected manner in which their [civil engineers] products are planned, financed, designed, constructed, and operated” and the second is “over life cycles far exceeding those of manufactured systems.” Argues that continued “adjustments to the common 4-year curricula” are no longer realistic given the increasing complexity of interconnected “engineered, natural, and human systems.”)

Anderson, R. O., J. S. Russell, and S. G. Walesh. 2006. “The Reformation of Civil Engineering Education in the United States,” presented at CEE EDU Reform Workshop, Istanbul, Turkey. October 4 - 7, 2006. (Provides a historic overview.)

APPENDIX A: RESOURCES

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ASCE. 1995. Summary Report – 1995 Civil Engineering Education Conference (CEEC ’95).

ASCE Body of Knowledge Committee of the Task Committee on Academic Prerequisites for Professional Practice. 2004. Civil Engineering Body of Knowledge for the 21st Century. (Available on the ASCE website at http://www.asce.org/raisethebar.)

ASCE Body of Knowledge Fulfillment and Validation Committee of the Committee on Academic Prerequisites for Professional Practice. 2005. Fulfillment and Validation of the Attainment of the Civil Engineering Body of Knowledge. (Available on the ASCE website at http://www.asce.org/raisethebar.)

ASCE Committee on Academic Prerequisites for Professional Practice. 2004 – 2006, “Raise The Bar,” quarterly newsletter of CAP3, (Available on the ASCE website at http://www.asce.org/raisethebar.)


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ASCE Levels of Achievement Subcommittee of the Committee on Academic Prerequisites for Professional Practice. 2005. Levels of Achievement Applicable to the Body of Knowledge Required for Entry Into the Practice of Civil Engineering at the Professional Level, September. (Available on the ASCE website at http://www.asce.org/raisethebar.)

ASCE Task Committee on the First Professional Degree. 2001. Engineering the Future of Civil Engineering, October 9. (Available on the ASCE website at http://www.asce.org/raisethebar.)

ASCE Task Committee to Plan a Summit on the Future of the Civil Engineering Profession. 2007 (Draft). The Vision for Civil Engineering in 2005, January 5. (Available from Stu Walesh, editor, at [email protected].)


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Baker, C. and H. Harclerode. 2006. “Strengthening the Education Leg of Licensure,” Licensure Exchange – NCEES, April. (Describes NCEES efforts to require additional education for licensure partly because engineering education is falling behind other professions in preparing students for practice.)

Barnes, C. E. 2006. “Basic Education for Structural Engineers,” InFocus column, STRUCTURE Magazine, April, pp. 8-9. (Describes, using a table, the phase in, through 2010, of more structural courses and more structured experience. Includes MSCE and notes ASCE BOK. Takes a “backward” course name, course content, and “outcome objectives” approach. “Technical writing” is the only NT topic noted.)

Bloom. B. S., Englehart, M. D., Furst. E. J., Hill, W. H. and Krathwohl, D. 1956. Taxonomy of Educational Objectives, the Classification of Educational Goals, Handbook I: Cognitive Domain. David McKay, New York, NY.


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Gronlund, N. E. 1978. Stating Objectives for Classroom, Macmillan, New York, NY.

Holly, Jr., F. M. 2006. “Should PE Licensure Require Education Beyond a BS Degree?,” August. (Summarizes recent NAE, NCEES, and ASCE studies and asks interested individuals to share their views with the Iowa Engineering and Land Surveying Examining Board.)

Huntington, S. P. 1957. Soldier and the State, Harvard University Press, Cambridge, MA.

Lawson, W. D. 2004. “Professionalism: The Golden Years,” Journal of Professional Issues In Engineering – ASCE, January, pp. 26 – 36.

MIT Task Force on the Undergraduate Educational Commons. 2006. “Summary of the Report and Recommendations of the Task Force on the Undergraduate Educational Commons,” October. (Recommends shifts in science courses, shifts in H&SS courses, and expansion of international experiences. A fine tuning, course-oriented document; not reform.)


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National Academy of Engineering. 2004. The Engineer of 2020: Visions of Engineering in the New Century, Washington, DC.

National Academy of Engineering. 2005. Educating the Engineer of 2020: Adapting Engineering Education to the New Century, Washington, DC.

National Academy of Engineering, the National Academy of Sciences, and the Institute of Medicine, 2006. Rising Above the Gathering Storm: Energizing America for a Brighter Future – Executive Summary, Washington, D.C. (Warns that the U.S. increasingly risks losing jobs to global competitors and advocates more mathematics, science, research, and innovation.)

National Council of Examiners for Engineering and Surveying (NCEES). 2003. Report of the Engineering Licensure Qualifications Task Force (ELQTF), March. (Recommended that “…additional education (bachelor’s plus) be considered as a future prerequisite licensure as a professional engineer in a 10- to 15-year timeframe.”)


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National Council of Examiners for Engineering and Surveying (NCEES). 2005. Interim Presentation of the Licensure Qualifications Oversight Group (LQOG). (Building on the 2003 ELQTF report, recommends additional engineering education and professional practice examination. The former is described as “Graduation with a BS degree from an engineering program of four or more years accredited by EAC/ABET, or equivalent, plus 30 additional credits from approved course providers in upper level undergraduate or graduate level course work in professional practice and/or technical topic areas…”)

National Society of Professional Engineers. 2006. “ABET Accreditation Plans Go Global,” PE, May, p. 18. (Indicates that “engineering programs at foreign universities may soon be able to earn the same accreditation status as engineering programs at U.S. universities.” ABET will phase out substantial equivalency evaluations.)


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National Society of Professional Engineers. 2006. PEs Share Their Outlook on the Profession, PE, August/September, (A 2006 survey of PEs revealed that 50% agreed or strongly agreed that education beyond the BS should be required for entry into the profession.)

Russell, J. S., and C. N. Musselman. 2006. “Charting a Course for the Future,” PE, December 2006, pp. 26-33.

Studt, T. 2006. “U.S. Engineering at Crossroads,” Editorial, R&D Magazine, p. 7. (Argues that lower compensation of engineers in other nations and their increasing capability will increase outsourcing to engineers in other nations. Expresses concern with complacency of U.S. engineers.)


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Vest, C. M. 2006. “Educating Engineers for 2020 and Beyond,” NAE website, based on October 10, 2005 presentation at NAE Annual Meeting. (Describes where the U.S. was in 1990—as recorded elsewhere for broad use. Argues that “students are driven by passion, curiosity, engagement, and dreams,”—not by, or no longer by, technology. Asks if a “services science” might emerge. Fears U.S. complacency noting that science and engineering “rule” in Asia.)

Walesh, S. G. 2006. “Body of Knowledge for Civil Engineers: Essential for Success in the International Arena,” 35th International IGIP Symposium, Tallinn, Estonia, September.

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Websites


American Academy of Water Resources Engineers, (http://www.aawre.org/), click on “Requirements” and look for “Requirements for Certification,” which provides a detailed description of selection criteria.

American Society of Civil Engineers, (http://www.asce.org/raisethebar). Click on “Professional Issues” and the “Body of Knowledge.” Provides PS 465 documents and the “Raise the Bar” newsletter.

National Council of Examiners for Engineering and Surveying, (http://www.ncees.org/). Click on “NCEES studies of the licensure process” for access to the 2003 report of the Engineering Licensure Qualifications Task Force (ELQTF) and 2005 Interim Presentation of the Licensure Qualifications Oversight Group (LQOG).

National Council of Structural Engineers Associations (NCSEA), (http://www.ncsea.com/).

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APPENDIX B: RELEVANCE OF BOK

Relevance of the Civil Engineering Body of Knowledge

When well-crafted, a profession’s Body of Knowledge (BOK) speaks to all segments of the profession. While the messages may differ among the various segments of a profession, all can view the BOK as common ground. The BOK is a foundation on which a profession’s members study for and build careers, meet responsibilities, and pursue opportunities. So it is with the civil engineering BOK. Consider the relevance of the civil engineering BOK to various members of and stakeholders in the civil engineering community. The civil engineering BOK:

• offers prospective civil engineering students, and their parents and advisors, a glimpse of the importance of civil engineering and the breadth of opportunities offered to them.

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• assists civil engineering and other faculty in designing curricula, creating and improving courses, and teaching and counseling students.

• offers researchers ideas on future directions of civil engineering and related technical needs and defines the knowledge, skills, and attitudes that should be offered by students seeking to engage in research.

• provides current civil engineering students with a framework against which they can understand the purpose, measure the progress, and plan the completion of their studies.

• gives ABET leaders a basis for developing appropriate accreditation criteria.

• informs employers what they can expect in terms of basic knowledge, skills, and possibly attitudes possessed by civil engineering graduates.

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• suggests to employers their role, in partnership with individual civil engineers prior to licensure, in helping young civil engineers attain the levels of achievement needed to enter the practice of civil engineering at the professional level.

• provides licensing boards with confidence that the formal education and pre-licensure experience of civil engineers will meet the engineering profession’s responsibility to protect public safety, health, and welfare.

• encourages specialty certification boards to build on the pre- licensure BOK in defining their desired mastery level of achievement.

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