Engineering the Future of Civil Engineering. Raising the Bar through Education and Licensure. Putting 10 pounds of stuff in a 5-pound bag. What's wrong with ASCE's new policy on engineering education, what's right about it, and what might we do about it?. Today’s Schedule.
01 / 83Engineering the Future of Civil Engineering
1 / 17
Télécharger la présentation
Engineering the Future of Civil Engineering
Une image / un lien ci-dessous est fourni (tel quel) pour télécharger la présentation
Politique de téléchargement : le contenu du site vous est fourni TEL QUEL pour votre information et votre usage personnel ; il ne peut être vendu, concédé sous licence ni partagé sur d’autres sites sans l’accord de son auteur.Le contenu vous est fourni TEL QUEL, pour votre information et votre usage personnel uniquement.Téléchargez la présentation en cliquant sur ce lien.Lors du téléchargement, si vous ne parvenez pas à télécharger une présentation, l’éditeur a peut-être supprimé le fichier de son serveur.Pendant le téléchargement, si vous ne parvenez pas à obtenir une présentation, le fichier a peut-être été supprimé par l’éditeur.
Today’s Schedule • Review ASCE Revised Policy 465 • How it came about – what’s good about it • What’s wrong with it • Perkins’ ideas
ASCE Policy 465 ADOPTED OCTOBER 1998 The American Society of Civil Engineers (ASCE) supports the concept of the Master’s degreeas theFirst Professional Degree for the practice of civil engineering at a professional level. ADOPTED OCTOBER 2001 The American Society of Civil Engineers (ASCE) supports the concept of the Master’s degree or Equivalent as a prerequisite for licensure and the practice of civil engineering at a professional level.
HistoryIs This a New Issue? “Is it not time we should agree that a professional man [woman] cannot be produced in four years, but that an accredited civil engineering training must be definitely post graduate, with a broad undergraduate training as a pre-requisite?” Carlton S. Proctor, 1932 (ASCE President 1952)
Member Comments ASCE EDUCATION CONFERENCES 1979 1985 1974 1990 1995 1960 Discussion of formal education beyond baccalaureate degree Image Compensation Public Health, Safety, & Welfare
2. Motivations for Change Compensation “Slippage” Reduction in Credits Professional Skills Development LeadershipPreparation Broader Formal Education Appeal To Youth Changing Systems Managementby Non-Engineers
Once a Leader . . . CE is a Profession with a 4-Year Degree CE is a Learned Art 1800 1900 1816-25 Erie Canal is “First Engineering School” Law 1- 3 years Medicine 1-4 years
A Leader No Longer 9 8 7 6 5 4 3 2 1 0 Medicine Law Architecture Pharmacy Accounting Years of Formal Education Occupational Therapy Civil Engineering Civil Engineering 1950 1900 1980 2000 2010 1920
From Mann, 1918 • But that, "engineering education needed curricular integration and a health dose of managerial and "'humanistic' courses" because "ultimately the engineer is " the creator of machines and the interpreter of their human significance." • He thought it was great that some universities could put "administrative" (management) courses in their curriculum.
1944, ASCE and predecessor of ASEE found • "Civil engineering graduates of the previous decade were deficient in their ability to communicate orally and in writing and had little interest in public affairs?
Professions (1) High Opinion Careers “worth the extra effort” High school (2) College (3) High School (4) College (5) Doctors 78% 85% 90% 92% Lawyers 45% 38% 71% 77% Teachers 66% 83% 70% 81% Engineers 58% 72% 68% 35% Accountants/ CPA 30% 36% 40% 47% Declining Appeal to Youth 2000 Sample size: 1000 high school students, 1174 college students
SUMMARY:Motivations for Change Compensation “Slippage” Reduction in Credits Professional Skills Development LeadershipPreparation Broader Formal Education Appeal To Youth Changing Systems Managementby Non-Engineers
ASCE Policy 465(Adopted by the BOD on October 9, 2001) The American Society of Civil Engineers supports the concept of the Master’s degree or Equivalent as a prerequisite for licensure andthe practice of civil engineering at a professional level.
Masters or Equivalent (MOE) • PURPOSE: Increase breadth & depth of formal education • FLEXIBILITY: • Choice of focus • Choice of timing • Choice of access • QUALITY: Maintain rigor
PossibleNon-Engineering MOE’s(for Holders of ABET-Accredited BSCE) • MS in SCIENCE • MS in ARCHITECTURE • MS in CITY & URBAN PLANNING • MASTER of BUSINESS ADMINISTRATIONMASTER OF PUBLIC ADMINISTRATION • PhD in SCIENCE
4. Implementation The Board has established the --TaskCommitteeon theAcademicPrerequisitesforProfessional Practice(TCAP3)
4. Implementation TCAP3Committee • Jeff Russell (Chair) • Stu Walesh (Vice-Chair) • Rich Anderson • Norm Buehring • Angela Duncan • John Durrant (practitioners, academics, younger members) • Jon Esslinger • Gerry Galloway • Brook Maples • Brian Parsons • Bobby Price • Tom Lenox
When? • Will not happen overnight. • Will require cooperative effort. • (Accountants have 20 year plan for 150 credits for CPA)
Summary • HISTORY— we have been here before. • MOTIVATIONS FOR CHANGE— we need to move ahead. • ASCE POLICY 465— we have more specificity. • IMPLEMENTATION— we, including a broad set of stakeholders, have a lot of important work ahead of us.
End of ASCE Slides • They made a good case. • What’s wrong with it • Perkins ideas
Right • 120 credits is inadequate for the professional practice of CE. Wrong • Policy adds 30 credits to the 140 credit degree as well. • Does not define what credits need be added.
