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Civil Engineering Body of Knowledge for the 21st Century, 2008
- Contents
- List of Figures
- List of Tables
- Executive Summary [Go to Page]
- Body of Knowledge
- Fulfilling the Body of Knowledge
- Roles of Faculty, Students, Engineer Interns, and Practitioners
- The Next Steps
- CHAPTER 1 Introduction [Go to Page]
- The Vision for Civil Engineering in 2025
- ASCE Policy Statement 465: Emergence of the Body of Knowledge
- Formation of and Charge to the Second Body of Knowledge Committee
- Committee’s Overall Approach
- Note to the Reader
- CHAPTER 2 Body of Knowledge—Knowledge, Skills, and Attitudes Necessary for Entry into Professional Practice [Go to Page]
- Introduction
- Bloom’s Taxonomy
- Outcomes: Introduction
- Outcomes: Enhanced Clarity
- CHAPTER 3 Fulfilling the Body of Knowledge [Go to Page]
- Introduction
- Outcomes: Paths to Fulfillment
- Outcomes: Rubric
- Outcomes: Explanations
- Outcomes: Validating Fulfillment
- The Vision for Civil Engineering in 2025 and the Body of Knowledge: The Foundation of the Policy Statement 465 Master Plan
- Other Ways the Body of Knowledge Could Be Used
- CHAPTER 4 Guidance for Faculty, Students, Engineer Interns, and Practitioners [Go to Page]
- Introduction
- Guidance for Faculty
- Guidance for Students
- Guidance for Engineer Interns
- Guidance for Practitioners
- Summary
- CHAPTER 5 The Next Steps
- Acknowledgments
- APPENDIX A: Abbreviations
- APPENDIX B: Glossary
- APPENDIX C: ASCE Policy 465: Emergence of the Body of Knowledge
- APPENDIX D: Charge to the Body of Knowledge Committee [Go to Page]
- Introduction
- Charge
- Committee Composition
- Effort Expected of Committee Members
- APPENDIX E: Members and Corresponding Members of the Body of Knowledge Committee [Go to Page]
- Members
- Corresponding Members
- ASCE Staff
- Contributors to Special Tasks
- APPENDIX F: Bloom’s Taxonomy [Go to Page]
- Level 1—Knowledge
- Level 2—Comprehension
- Level 3—Application
- Level 4— Analysis
- Level 5—Synthesis
- Level 6—Evaluation
- Cited Sources
- APPENDIX G: The Affective Domain of Bloom’s Taxonomy [Go to Page]
- Overview
- Bloom’s Taxonomy
- First Edition of the Body of Knowledge
- The Levels of Achievement Report
- The Curriculum Committee Report
- Second Edition of the BOK
- Conclusion: Two-Dimensional Outcomes
- Example Affective Domain Rubrics
- Commentary on Affective Domain Portions of the Example Rubrics
- Recommendation for Future Work
- Cited Sources
- APPENDIX H: Relationship of ABET, BOK1, and BOK2 Outcomes
- APPENDIX I: Body of Knowledge Outcome Rubric
- APPENDIX J: Explanations of Outcomes [Go to Page]
- Introduction
- APPENDIX K: Humanities and Social Sciences [Go to Page]
- Introduction
- Liberal Learning in Civil Engineering Education
- A Balanced Body of Knowledge
- Foundational Outcomes in the Body of Knowledge
- Cited Sources
- APPENDIX L: Sustainability [Go to Page]
- Overview
- Civil Engineering and the Sustainability Commitment
- Sustainability and the Body of Knowledge
- Interdisciplinary, Distinctive Competence, Scope
- The Rationale behind the Sustainability Rubric
- Cited Sources
- APPENDIX M: Globalization [Go to Page]
- Introduction
- Professional Practice
- Infrastructure
- Environment
- Computer Tools and the Internet
- Definitions of Globalization
- Sources
- APPENDIX N: Public Policy [Go to Page]
- Cited Sources
- APPENDIX O: Attitudes [Go to Page]
- Findings of the First Body of Knowledge Committee
- The Importance of Attitudes in the Engineering Profession and Beyond
- Attitudes or Abilities?
- Assessing Attitudes
- Concluding Remarks
- Cited Sources
- APPENDIX P: Notes [Go to Page]