No abstract
For several decades, educators and practitioners in the civil engineering community in the United States have been calling for reform of civil engineering education. In 1995, at the American Society of Civil Engineers (ASCE) Civil Engineering Education Conference (CEEC '95), some of the educational leaders of the profession believed that the time was right to begin the long road to reformation. Their call for action ultimately resulted in the passage of ASCE Policy Statement 465 Academic Prerequisites for Licensure and Professional Practice which states that in the future, education beyond the baccalaureate degree will be necessary for entry into the professional practice of civil engineering. Ultimately, the new Committee on the Academic Prerequisites for Professional Practice (CAP^3) was charged to develop, organize, and execute a detailed plan for the full realization of ASCE Policy Statement 465. The purpose of this paper is to discuss ASCE's current plan for implementing Policy Statement 465. ASCE's Raise the Bar InitiativeOctober 2008 marked the Tenth Anniversary of the Board of Direction's approval of Policy Statement 465 Academic Prerequisites for Licensure and Professional Practice. Since then, ASCE has gradually increased its efforts to raise the educational requirements for entry into the future practice of civil engineering at the professional level. For more than a decade, ASCE has been presenting, talking, and listening to many stakeholders. As a result, ASCE has been progressively improving our proposed program to Raise the Bar in engineering education. This has resulted in refinements to Policy Statement 465 in 2001, 2004, and 2007. The Committee on the Academic Prerequisites for Professional Practice (CAP^3) is charged to develop, organize, and execute a detailed plan for the full realization of ASCE Policy Statement 465. This effort is also referred to as the Raise the Bar initiative. The National Council of Examiners for Engineering & Surveying (NCEES) 1 , the National Society of Professional Engineers (NSPE) 2 , and the National Academy of Engineering (NAE) 3 have joined in this advocacy. In addition, there are many other individuals advocating change including Norman R. Augustine 4 , James J. Duderstadt 5 , and those leaders that attended the "5XME" Workshop 6 .
For several decades, educators and practitioners in the civil engineering community in the United States have been calling for reform of civil engineering education. In 1995, at the American Society of Civil Engineers (ASCE) Civil Engineering Education Conference (CEEC '95), some of the educational leaders of the profession believed that the time was right to begin the long road to reformation. Their call for action ultimately resulted in the passage of ASCE Policy Statement 465 which states that, in the future, education beyond the baccalaureate degree will be necessary for entry into the professional practice of civil engineering. An ASCE Board-level committee was formed to study and implement the actions that would be necessary to achieve this vision for civil engineering. The purpose of this paper is to discuss ASCE's current plan for implementing these actions including its development of a revised Civil Engineering Body of Knowledge (BOK), modified accreditation criteria, improved civil engineering curricula, and licensure issues.
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