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Civil Engineering Body of Knowledge for the 21st Century Second Edition [Mīkstie vāki]

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  • Formāts: Paperback / softback, 192 pages, weight: 350 g, illustrations
  • Izdošanas datums: 29-Feb-2008
  • Izdevniecība: American Society of Civil Engineers
  • ISBN-10: 078440965X
  • ISBN-13: 9780784409657
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Civil Engineering Body of Knowledge for the 21st Century Second EditionPalielināt
  • Formāts: Paperback / softback, 192 pages, weight: 350 g, illustrations
  • Izdošanas datums: 29-Feb-2008
  • Izdevniecība: American Society of Civil Engineers
  • ISBN-10: 078440965X
  • ISBN-13: 9780784409657
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780784409657.html
Keywords:
The manner in which civil engineering is practiced must change. That change is necessitated by such forces as globalization, sustainability requirements, emerging technology, and increased complexity with the corresponding need to identify, define, and solve problems at the boundaries of traditional disciplines.Beginning in 1998, ASCE's Board of Direction adopted, refined, and confirmed ASCE Policy Statement (PS) 465 - ""Academic Prerequisites for Licensure and Professional Practice"" - which ""...supports the attainment of a body of knowledge (BOK) for entry into the practice of civil engineering at the professional level."" PS 465 recognizes that the profession's principal means of changing the way civil engineering is practiced lies in reforming the manner in which tomorrow's civil engineers are prepared - through education and early experience - to enter professional practice.According to PS 465, the BOK will be fulfilled by means of formal education and experience - that is, a bachelor's degree plus a master's degree, or approximately 30 semester credits, and experience. PS 465 and the foundational BOK will reform the education and prelicensure experience of tomorrow's civil engineers.""Civil Engineering Body of Knowledge for the 21st Century: Preparing the Civil Engineer for the Future, Second Edition"", focuses on outcomes to the proposed changes in the way civil engineering is taught and learned, including the knowledge, skills and attitudes necessary for entry into professional practice. The report also offers valuable guidance for faculty, students, engineer interns, and practitioners.The proposed changes to civil engineering education in ""Civil Engineering Body of Knowledge for the 21st Century: Preparing the Civil Engineer for the Future, Second Edition"", will greatly improve the preparation of civil engineers for the profession.
List of Figures
vii
List of Tables
ix
Executive Summary 1(1)
Body of Knowledge
1(1)
Fulfilling the Body of Knowledge
2(2)
Roles of Faculty, Students, Engineer Interns, and Practitioners
4(1)
The Next Steps
5(1)
Introduction
6(6)
The Vision for Civil Engineering in 2025
6(2)
ASCE Policy Statement 465: Emergence of the Body of Knowledge
8(2)
Formation of and Charge to the Second Body of Knowledge Committee
10(1)
Committee's Overall Approach
10(1)
Note to the Reader
11(1)
Body of Knowledge---Knowledge, Skills, and Attitudes Necessary for Entry into Professional Practice
12(8)
Introduction
12(1)
Bloom's Taxonomy
13(1)
Outcomes: Introduction
14(1)
Outcomes: Enhanced Clarity
15(5)
Fulfilling the Body of Knowledge
20(17)
Introduction
20(1)
Outcomes: Paths to Fulfillment
21(2)
Outcomes: Rubric
23(3)
Outcomes: Explanations
26(1)
Outcomes: Validating Fulfillment
27(3)
The Vision for Civil Engineering in 2025 and the Body of Knowledge: The Foundation of the Policy Statement 465 Master Plan
30(6)
Other Ways the Body of Knowledge Could Be Used
36(1)
Guidance for Faculty, Students, Engineer Interns, and Practitioners
37(23)
Introduction
37(1)
Guidance for Faculty
38(8)
Guidance for Students
46(3)
Guidance for Engineer Interns
49(5)
Guidance for Practitioners
54(5)
Summary
59(1)
The Next Steps
60(3)
Acknowledgments
63(1)
APPENDIX A Abbreviations
64(3)
APPENDIX B Glossary
67(3)
APPENDIX C ASCE Policy 465: Emergence of the Body of Knowledge
70(3)
APPENDIX D Charge to the Body of Knowledge Committee
73(3)
Introduction
73(1)
Charge
73(2)
Committee Composition
75(1)
Effort Expected of Committee Members
75(1)
Appendix E Members and Corresponding Members of the Body of Knowledge Committee
76(5)
Members
76(1)
Corresponding Members
77(3)
ASCE Staff
80(1)
Contributors to Special Tasks
80(1)
APPENDIX F Bloom's Taxonomy
81(6)
Level 1---Knowledge
81(1)
Level 2---Comprehension
82(1)
Level 3---Application
82(1)
Level 4---Analysis
83(1)
Level 5---Synthesis
84(1)
Level 6---Evaluation
85(1)
Cited Sources
85(2)
APPENDIX G The Affective Domain of Bloom's Taxonomy
87(11)
Overview
87(1)
Bloom's Taxonomy
87(1)
First Edition of the Body of Knowledge
88(1)
The Levels of Achievement Report
89(2)
The Curriculum Committee Report
91(1)
Second Edition of the BOK
91(1)
Conclusion: Two-Dimensional Outcomes
92(1)
Example Affective Domain Rubrics
92(3)
Commentary on Affective Domain Portions of the Example Rubrics
95(1)
Recommendation for Future Work
96(1)
Cited Sources
96(2)
APPENDIX H Relationship of ABET, BOK1, and BOK2 Outcomes
98(5)
APPENDIX I Body of Knowledge Outcome Rubric
103(10)
APPENDIX J Explanations of Outcomes
113(40)
Introduction
113(40)
APPENDIX K Humanities and Social Sciences
153(4)
Introduction
153(1)
Liberal Learning in Civil Engineering Education
154(1)
A Balanced Body of Knowledge
155(1)
Foundational Outcomes in the Body of Knowledge
156(1)
Cited Sources
156(1)
APPENDIX L Sustainability
157(6)
Overview
157(1)
Civil Engineering and the Sustainability Commitment
157(2)
Sustainability and the Body of Knowledge
159(1)
Interdisciplinary, Distinctive Competence, Scope
159(1)
The Rationale behind the Sustainability Rubric
160(1)
Cited Sources
161(2)
APPENDIX M Globalization
163(5)
Introduction
163(1)
Professional Practice
163(1)
Infrastructure
164(1)
Environment
164(1)
Computer Tools and the Internet
164(1)
Definitions of Globalization
164(2)
Sources
166(2)
APPENDIX N Public Policy
168(4)
Cited Sources
170(2)
APPENDIX O Attitudes
172(5)
Findings of the First Body of Knowledge Committee
172(1)
The Importance of Attitudes in the Engineering Profession and Beyond
173(1)
Attitudes or Abilities?
173(1)
Assessing Attitudes
174(1)
Concluding Remarks
174(1)
Cited Sources
175(2)
APPENDIX P Notes
177