The programspecific criteria are divided into two parts Curriculum Faculty ABET Criteria The Context for Change 3 Civil Engineering Body of Knowledge Second Edition BOK2 published by ASCE ID: 458596
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The ABET criteria consist of eight General Criteria plus program-specific criteria.
The program-specific criteria are divided into two parts:
Curriculum
Faculty
ABET CriteriaSlide3
The Context for Change
3
Civil Engineering Body of Knowledge, Second Edition (BOK2) published by ASCE
Civil Engineering Program Criteria changed for consistency with BOK2
BOK/Program Criteria changes planned on an 8-year cycleSlide4
Background – The BOK and CE Program Criteria
BOK1-compliant
Accreditation
Criteria
Levels of
Achievement
NAE 2020
Vision 2025
Mechanism for fostering curricular change
BOK2-compliant
Accreditation
Criteria
BOK3-compliant
Accreditation
Criteria
BOK
3
rd
Ed.Slide5
Event
BOK
2
nd
Ed.BOK
3
rd
Ed.
BOK 4
th
Ed.
BOK Committee of CAP
3
/COE assignedAlready accomplishedOct 2016Oct 2024BOK finalizedSept 2018Sept
2026BOK publishedMarch 2019March 2027
Accreditation Committee of CAP
3/COE organizedOct 2020Oct 2028Draft CE Program Criteria publishedMarch 2022
March 2030CE Program Criteria approved by ABET EAC (1
st
reading)July 2022July 2030CE Program Criteria approved by ABET Board of Directors/Delegates (1st reading)
Oct 2022Oct 2030
Public
Review of CE Program Criteria initiatedNov 2022Nov 2030CE Program Criteria approved by ABET EAC (2nd reading)
July 2023
July 2031CE Program Criteria approved by ABET Board of Delegates (2nd
reading)Oct 2023Oct 2031First Reviews Under New CE Program CriteriaSept 2016Sept 2024
Sept 2032Slide6
Event
BOK
2
nd
Ed.BOK
3
rd
Ed.
BOK 4
th
Ed.
BOK Committee of CAP
3
/COE assignedAlready accomplishedOct 2016Oct 2024BOK finalizedSept 2018Sept
2026BOK publishedMarch 2019March 2027
Accreditation Committee of CAP
3/COE organizedOct 2020Oct 2028Draft CE Program Criteria publishedMarch 2022
March 2030CE Program Criteria approved by ABET EAC (1
st
reading)July 2022July 2030CE Program Criteria approved by ABET Board of Directors/Delegates (1st reading)
Oct 2022Oct 2030
Public
Review of CE Program Criteria initiatedNov 2022Nov 2030CE Program Criteria approved by ABET EAC (2nd reading)
July 2023
July 2031CE Program Criteria approved by ABET Board of Delegates (2nd
reading)Oct 2023Oct 2031First Reviews Under New CE Program CriteriaSept 2016Sept 2024
Sept 2032
8 year
cycle
8 year
cycleSlide7
7
Changes in effect beginning
2016/17 review cycleSlide8
8
Commentary on the
civil engineering
program criteria can
be downloaded from ASCE’s website
http://www.asce.org/university_curriculum_development/Slide9
9
Bloom’
s Taxonomy and Associated Verbs
list, recite, define, …
explain, describe, …
apply, solve, …
analyze, formulate, …
design, create, …
assess, evaluate, …
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. EvaluationSlide10
1. Curriculum
9
Program Criteria:Slide11
Notes about CE Curricular Requirements
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Curricular requirements are not additional student outcomes and do not require assessment and evaluation as such
If a program chooses to incorporate one or more elements of curricular requirements into its stated Student Outcomes, then assessment and evaluation in accordance with Criterion 4 is requiredSlide12
12
The civil engineering curriculum must prepare graduates to
apply
knowledge
of
mathematics through differential equations, calculus-based physics, chemistry, at least one additional area of basic science
(No change from previous criteria)Slide13
12
One or more courses in Calculus that cover differentiation, integration, and applications of calculus in engineering problems
A course in differential equations
One or more courses in college-level Physics that have a Calculus course as a prerequisite or
corequisite
A course in college-level chemistry
Specific courses are not required, but these criteria are usually met by:Slide14
14
Requires
that students be exposed to a third area of
basic science
to develop greater science breadth
(versus depth in physics or chemistry). Additional areas may include biology, ecology, geology, meteorology, or others.Computer science and engineering science (e.g. thermodynamics) are not additional areas of basic science.
It is not required that all students take the same additional area of science.Slide15
15
The civil engineering curriculum must prepare graduates
to
apply
probability and statistics to address uncertainty
(New criterion) Slide16
16
Uncertainty can be addressed in the analysis of data or other calculations
A course on probability and statistics is not required
The criteria does not specify topics in probability and statistics that must be coveredSlide17
17
The civil engineering curriculum must prepare graduates
to
analyze and solve
problems in at least four
technical areas appropriate to civil engineering
(Changed from “apply knowledge of” to “analyze and solve”) Slide18
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“Analysis” refers to the ability to break down material into its component parts to understand its organizational structure.
To “analyze and solve problems” requires an understanding of both the content and organizational form of the relevant material.Slide19
19
Generally recognized, but non-exhaustive, list of civil engineering areas:
structural
environmental
transportation
geotechnical
construction
water resources
hydraulics/ hydrology
surveying/ measurementsSlide20
20
The civil engineering curriculum must prepare graduates
to
conduct
experiments in at least two technical areas of civil engineering
and analyze and interpret the resulting data
(Changed from “conduct civil engineering experiments” to “conduct experiments in at least two technical areas of civil engineering”)Slide21
21
Student laboratory experiences include exposure to experimental procedures and data
analysis
in areas associated with
civil engineering
projects, for example, but not limited to:soil propertiesproperties of structural materials, e.g. steel, concrete, wood
water and wastewater properties
performance of transportation systemsSlide22
22
The civil engineering curriculum must prepare graduates
to
design
a system, component, or process in at least two civil engineering contexts
(No substantive change, editorial change from “more than one” to “at least two”)Slide23
23
Note ABET
definition-engineering design: “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.”Slide24
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Engineering design typically includes both analysis and
synthesis.
Analysis without synthesis is not
design.
Students should have some iterative design in the curriculum, but not all design experiences need be
iterative.
Engineering design does not necessarily involve the devising of a complete system; a component or subsystem constitutes an acceptable design
experience.Slide25
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Students should have exposure to design problems that are incompletely defined and
open-ended.
Exposure should be in at least two civil engineering contexts.
Engineering standards and realistic constraints are critical in
civil engineering design; the program must show that standards and codes are taught and applied.Slide26
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The civil engineering curriculum must prepare graduates
to
include
principles of sustainability
in design(New criterion)Slide27
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The criterion does not define a specific set of sustainability principles
in design that
must be covered
.
Programs can include principles of sustainability in a design context that is most appropriate for their curriculum.This criterion can also be used to partially meet Criterion 3(c) that requires “an ability to design a system….within realistic constraints such as…sustainability.”Slide28
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Prepare
graduates
to
explain
basic concepts in project management, business, public policy, and leadership.
(Changed “management” to “project management”)Slide29
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Project Management
The criterion focuses on project management, not just management. Business management is not the same as project management.
Examples of project management coverage:
project work plans, scope, deliverables, budget and schedule preparation and monitoring
interaction with non-civil engineering disciplines
quality assurance and quality control, dispute resolution processes, and other relevant topicsSlide30
30
Business
Examples of business coverage:
- legal forms of ownership
- organizational structure and design
- income statements- engineering economics
- finance
- marketing and sales
- billable time
- overhead
- profit
Exposure
to
business
topics may by through a stand-alone course or integrated into several coursesSlide31
31
Public Policy
Examples of public policy coverage:
- the political process
- formulation of public policy
- laws & regulations
- funding mechanisms
- government & business interaction
the public service responsibilities of
engineering professionals
Exposure to these topics may by through a stand-alone course or integrated into several
courses.Slide32
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Leadership
The curriculum must cover the components of leadership; students do not need to display leadership.
Examples of leadership coverage:
- Broad motivation, direction, and
communication skills which complement
management
- Desirable behaviors that include earning
trust
, trusting others, formulating
and
articulating vision, openness,
consistency, commitment, and discretionSlide33
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Prepare
graduates to
analyze
issues in professional ethics.
(New criterion)Slide34
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Program need only show how it prepares its graduates to analyze issues in professional ethics.
.Slide35
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Prepare
graduates to
explain
the importance of professional licensure.
(No change)Slide36
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The criterion is met if topics which communicate the importance of professional licensure are included in the required curriculum.
For example, provide students
with sufficient background to
:
- explain engineers’ professional and ethical responsibilities
- explain the unique nature of the civil
engineer’s
relationship to the public and the
consequent
emphasis on professional licensure for the civil engineering professional.Slide37
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2. Faculty
Program Criteria:Slide38
38
Faculty teaching courses that are primarily design in content must be
qualified to teach the subject matter by virtue of professional licensure, or by education and design
experience
(No change)Slide39
39
Design courses in the curriculum must be identified.
If the faculty members teaching the design courses are
professionally licensed, then the criterion is
met.
If an unlicensed faculty member is teaching a design class, then it is up to the program to demonstrate that the faculty member is qualified by virtue of education and design experience.Slide40
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Examples of demonstrating that a faculty member is “qualified by education and experience”:
The
faculty
member has
relevant experience in practice or consulting.The faculty member’s experience would
be accepted toward the experience requirement for professional
licensing.Slide41
41
The program must demonstrate that it is not critically dependent on one individual
(No change)Slide42
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Examples of demonstrating that the program is not critically dependent on one individual:
- The required
courses can be taught
by
more than one faculty member.
- Only one person teaches a specific required
course, but the program can cover
that
faculty’s
coursework in an absence.
- Qualified adjunct faculty are available. - One faculty member does all student academic advising, but the program can deal with an unexpected loss of that individual.Slide43
Questions?
Press
*#
on your keypad to be added to the question queue
You will be prompted when it is your turn to ask your
question
To cancel your question, press *# againSlide44
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For further information contact:
Thank you!
Leslie Nolen
Director, Educational Activities
lnolen@asce.org
Dion Coward
Manager, Educational Activities
dcoward@asce.org