Civil Engineering Technologist Body of Knowledge Task ...This document presents the preliminary report of the task committee that was charged ... planning, engineering research, and

Civil Engineering Technologist

Body of Knowledge Task Committee

Preliminary Report

26 October 2016

Preface This document presents the preliminary report of the task committee that was charged with developing a Body of Knowledge for Civil Engineering Technologists (CETs). The committee discussed extensively the various functions that CETs serve, the settings in which they work, and the various combinations of education and experience which provide competency for a CET. The full charge of the committee is included as Appendix B.

The initial product of the committee’s work includes a set of foundational outcomes, i.e., skills and attributes expected of all CETs. A second set of outcomes was developed to describe skills and attributes applicable to specific categories of business, such as design, construction, etc.

The purpose of this document is to provide preliminary outcomes and background information so as to receive comments from interested stakeholders. Input is sought as to the clarity and appropriateness of the outcomes. In addition, comments regarding the selected cognitive level for each outcome will be useful. Suggestions to remove or add outcomes will also be considered, along with comments about any other aspect of the work.

Comments from the following will be particularly useful:

• Practicing engineers who employ or work with technologists • Individuals practicing as technologists (regardless of their specific job title) • The ASCE Committee on Civil Engineering Technologists (CCET) and its

subcommittees • Members of ASCE committees dealing with the education of technologists • ASCE ETAC commissioners • Civil Engineering Technology program department chairs and faculty • Civil Engineering program department chairs and faculty; Civil Engineering

Department Heads Council and its Executive Committee • ASCE Committees

o Committee on Advancing the Profession (CAP) o Committee on Licensure (COL) o Committee on Accreditation (COA) o Raise the Bar Committee (RTBC) o Civil Engineering Certification, Inc.

Groups outside ASCE whose input would be appreciated include the following.

• ABET’s Research and Assessment office • ABET Accreditation Council Task Force (or its successor)

• National Council of Examiners for Engineering and Surveying (NCEES) • National Society of Professional Engineers (NSPE) • National Institute for Certification in Engineering Technologies (NICET) • American Society of Mechanical Engineering (ASME) • Institute for Electronics and Electrical Engineers (IEEE-USA) • U.S. Army Corps of Engineers • National Academy of Engineering (NAE) • Society of American Military Engineers (SAME)

Please send comments to Kelly Dooly at ASCE ([email protected]).

All comments are requested by March 31, 2017.

A final report on this initial draft of a Civil Engineering Technologist Body of Knowledge (CET-BoK) is due to the Committee on Civil Engineering Technologists (CCET) by August 2017.

The task committee thanks ASCE staff members Alicia Karwoski, PE and Kelly Dooley, PE for their conscientious and excellent support.

Table of Contents

1. The Civil Engineering Technologist (CET) ........................................................................ 5

2. The CET Body of Knowledge (CET-BoK) ........................................................................ 7

3. Formation and Charge to the CET-BoK Committee .......................................................... 8

4. Work Accomplished ........................................................................................................... 8

5. Discussion and Status ....................................................................................................... 10

6. Next Steps ......................................................................................................................... 12

Appendix A – CET-BoK Task Committee Members

Appendix B – CET-BoK Task Committee Charge

Appendix C – References

Appendix D – CET-BoK Outcomes Rubric

Appendix E – CET-BoK Specialty Outcomes Rubric

Appendix F – CET-BoK Specialty Outcomes Rubric (organized by work areas)

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Civil Engineering Technologist

Body of Knowledge Preliminary Report

1. The Civil Engineering Technologist (CET)

Overview

Civil engineering work has evolved to encompass the distinctive roles and competencies of professional engineers, technologists and technicians. A civil engineering technologist is a specialist trained to work in one or more technical areas within the civil engineering field. Engineering technologists often work under professional engineers, yet they are expected to demonstrate competency for completion of independent activities within their particular area(s) of specialty. In many cases, civil engineering technologists acquire unique skills and knowledge that complement those of a professional engineer. In contrast, civil engineering technicians may be vocationally trained and typically focus on a narrower set of tasks. Whereas professional engineers are entrusted with the highest and most direct level of responsibility to the public, the technologist’s responsibilities are commonly tied to those of the professional engineer. ASCE has defined the roles of professional engineers, technologists, and technicians in ASCE Policy Statement 535, “Defining the Civil Engineering Team”.

Per ASCE PS 535, civil engineering technologists are able to apply foundational knowledge of mathematics, natural sciences, humanities and engineering fundamentals to the solution of broadly defined engineering problems within a particular civil engineering sub discipline. As such, technologists are employed in a wide array of industries including construction, laboratory and field testing, construction, applied research and design. In general, the work of engineering technologists focuses on the applied aspects of engineering principles, whereas the work of engineers broadens to include conceptual aspects and engineering principles. Conversely, the work of technicians emphasizes task-oriented or vocational aspects of engineering.

Background

The International Engineering Technologists Agreement (IETA) stipulates an engineering technologist shall demonstrate “the competence for independent practice as an engineering technologist as exemplified by the International Engineering Alliance (IEA) competency profile.”

According to IEA, engineering is an activity that is essential in meeting the needs of people, economic development, and the provision of services to society. Engineering involves the purposeful application of mathematical, natural sciences, and a body of engineering knowledge, technology, and techniques. Typical engineering activity

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requires several roles including those of the engineer, engineering technologist, and engineering technician. These roles are defined by their distinctive competencies and their level of responsibility to the public. There is a degree of overlap between roles.

IEA stipulated a (civil) engineering technologist’s range of problem solving as encompassing “broadly-defined” engineering problems (as opposed to “complex engineering problems” for engineers). It further expands broadly-defined activities as those which require engineering knowledge at the level of an engineering specialist. Further, a specialist is an individual who possesses the theoretical framework and body of knowledge for an accepted sub-discipline.

IETA (Sydney Accord) describes the knowledge profile for (civil) engineering technologists as incorporating:

1) a systematic, theory-based understanding of the natural sciences applicable to the sub-discipline, conceptually-based mathematics, numerical analysis, statistics, and aspects of computer and information science to support analysis and use of models applicable to the sub-discipline;

2) a systematic theory-based formulation of engineering fundamentals required in an accepted sub-discipline; and

3) engineering specialist knowledge that provides theoretical frameworks and bodies of knowledge for an accepted sub-discipline.

Civil engineering technologists are employed in a wide array of industries including construction, inspection, maintenance, facility management, etc. In general, the work of engineering technologists focuses on the application of engineering principles within a pre-defined scope, whereas civil engineers apply or are capable of applying higher-level understandings of the theory underlying the applicable engineering principles and broader oversight of the work to be accomplished. An example of the latter is developing the scopes of work for various team members. By contrast, the work of technicians emphasizes detailed, task oriented aspects of engineering.

A state government agency describes civil engineering technologists duties as: “ ….may inspect portions of construction projects; take part in field survey work including the leading of small project survey parties; make and check engineering computations; prepare portions of written reports; assist in the design of highways and buildings including landscaping projects; and conduct complex field and laboratory tests of engineering materials ... would perform complex and technical activities in support of various engineering projects and/or program areas. These activities might include preparing written reports and cost estimates of materials, supplies and equipment, and developing or reviewing contract plans and specifications. … may supervise … technicians in such areas as design, construction inspection, surveying, traffic engineering, maintenance, planning, engineering research, and material testing. Additionally, ... may plan and schedule field and laboratory test work, review test reports,

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and develop test equipment and procedures. ... may also be expected to use various computer applications in the performance of your [sic] duties.”

In general, a civil engineering technologist requires a broad range of applied science and applied mathematics understanding, competency in civil engineering fundamentals, and specialized civil engineering knowledge in one or more focus area(s).

2. The CET Body of Knowledge (CET-BoK)

The body of knowledge of civil engineering technologists (CET-BoK) presumes a combination of college-level education and four or more years of related work experience in one or more technology fields.

The structure of the Civil Engineering Technologist Body of Knowledge (CET-BoK) is similar to the Civil Engineering Body of Knowledge. The committee felt this familiarity in approach will facilitate an understanding of similarities and differences between civil engineering technologists and civil engineers. Accordingly, the TC envisions the final version of the CET-BoK to contain figures, tables, and text. The figures will include a rubric of the minimum knowledge, skills, and aptitudes a civil engineering technologist should attain referenced to Bloom’s Level of Cognitive Achievement. The rubric will be divided into Technologist Specialty Outcomes and Professional Competency Outcomes.

The final version of the CET-BoK publication will be structured as follows:

• List of Figures • List of Tables • Executive Summary • Chapter 1: Introduction • Chapter 2: Body of Knowledge-Necessary Knowledge, Skills, and Attitude • Chapter 3: Fulfilling the Body of Knowledge • Chapter 4: Guidance for Faculty, Students, Interns, and Practitioners • Chapter 5: The Next Steps • Acknowledgements • Appendices

When identifying Technologist Specialty Outcomes, the TC considered each within the following four civil engineering technologist work areas.

A. Design – the application of engineering principles and skills to develop a safe, economical project for construction; alternatively, the evaluation of engineered work designed or constructed by others.

B. Construction – the process of constructing or producing an engineered work from engineering designs that may require the application of engineering concepts.

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C. Testing and Materials – determining the properties of raw materials and constructed components to assess their performance potential using standard engineering principles and/or codified evaluation procedures.

D. Research – the application of scientific and technical concepts and procedures to evaluate the performance of materials, constructed works, or construction procedures used within engineering.

The TC reviewed the paths available for entry into the civil engineering work areas and identified three dominant pathways: 1) post-secondary education which by itself provides the minimum qualifications (typically, completion of a 4-year degree); 2) post-secondary education and on-the-job training; and 3) on-the-job training alone. While these may be the predominant pathways for entry, the TC also concluded some level of topic mastery, requiring post-entry work experience, is also required. Establishing a “target” level for work experience is a challenge given the diversity in backgrounds provided by the three predominant pathways, but 5-years was selected as a guide for the level of practical work experience upon which to base the CET-BoK outcomes.

From these analyses, the TC developed six assumptions (Section 4) as a guide for establishing a minimum level of knowledge, skills, and aptitudes for each of the CET-BoK outcomes.

3. Formation and Charge to the CET-BoK Committee

The Committee on Civil Engineering Technologists (CCET) formed the Civil Engineering Technologist Body of Knowledge (CET BOK) task committee to build on the recommendations developed by the Technologist Credentialing Task Committee (TCTC).

One of the recommendations outlined in the August, 2013 TCTC report is the establishment of the body of knowledge (BOK) for civil engineering technologists (CET). This committee will be charged, as detailed in Appendix B, with producing a BOK report in response to TCTC recommendations.

4. Work Accomplished

Methodology

Since formation of the TC in March of 2015, the TC held three in-person meetings and 11 conference calls. The conference call schedule was approximately monthly.

Using data and results from the three previous ASCE Task Committees working on the issues of Civil Engineering Technologists (Paraprofessional Exploratory Task Committee, 18 Sep 2008; Paraprofessional Task Committee, 3 Sep 2010, and Technologist Credentialing Task Committee, 22 Aug 2013), references included in Appendix C, and direction from the TC Charge (Appendix B), the TC employed a

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Socratic approach to identify a general framework for a Civil Engineering Technologist’s Body of Knowledge. This framework considers the criteria used in the Civil Engineering BoK, but includes the applied nature of a technologist’s work to inform the addition, deletion, and shaping of the Foundational, Technical, and Professional Competency Outcomes. Of significance, the TC felt a technologist would be expected to demonstrate expertise in specific areas, which were captured as Technologist Specialty Outcomes. A technologist would specialize in one or more areas, but not all. Each of these “specialty” outcomes are included within the Civil Engineering BoK, but as they represent focus areas for a technologist, these were identified individually.

Analysis

Based on the TC charge, the group deliberated on the skills and prerequisites appropriate for inclusion in a BoK for civil engineering technologists. The result of these deliberations was that no monolithic group existed, which represented the “civil engineering technologist” field. Consequently, a compromise was reached that is represented by a series of assumptions on which to base a CET-BoK. These assumptions include the following.

1) No mandatory formal education beyond a high school diploma or equivalent

2) No specific type of college degree required

3) Applies to an individual practicing in civil engineering field

4) Does not apply to individuals operating in a position of responsible charge

5) Applies to individuals operating in design, construction, testing and measurements, or research

6) Describes a minimum level of competency as a civil engineering technologist

Using these assumptions, the TC developed a rubric in the form of a table to describe the minimum cognitive achievement level for a person to achieve minimum competency as a civil engineering technologist. This table, based on the application of Bloom’s taxonomy, represents the preliminary findings of this TC’s effort to develop a BoK. The table is included as section 5 of this report.

The preliminary CET-BoK includes 18 Technologist Specialty Outcomes. While these outcomes might be considered imbedded components of the Civil Engineering BoK, they are uniquely identified in this CET-BoK as areas of specialization and in-depth skill that define a CE Technologist’s abilities and accomplishments. A similar level of specialized mastery in not explicitly required for the CE-BoK.

The CET-BoK also includes 16 Foundational Outcomes as compared to 24 Foundational Outcomes in the CE-BoK. In addition, the level of achievement varies, considerably in some cases, between individual outcomes with similar titles in the CET-BoK and CE-

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BoK. The most common deviation is in the area of cognitive achievement where most of the civil engineering technologist minimum achievement levels are in application, where many similar Foundational Outcomes for civil engineers are in analysis, synthesis, or evaluation.

The preliminary CET-BoK Outcomes Rubric is included as Appendix D and CET-BoK Specialty Outcomes Rubric as Appendix E. Appendix F contains a reformatted version of the Specialty Outcomes organized by work areas.

The table rubric is the primary product of this preliminary report and was designed to solicit feedback before the TC undertakes the next phase of BoK development. The next phase will be development of additional CET-BoK detail, resolution, and examples for publication in a final TC report in September 2017.

Credentialing

The efforts of this TC are not an attempt to define credentialing standards for civil engineering technologists. Such standards will also require the identification of a type of credential, characterization of relevant formal education, further review of necessary years of practical work experience, and need for examination. These additional tasks are part of the CET and other CET sub-committee charges. It is recognized the development of a CET “identification” will be an iterative process, so the development of a CET-BoK is the first step in this iterative effort.

5. Discussion and Status

The CET-BoK Task Committee has drafted an initial Body of Knowledge for the Civil Engineering Technologist. While the Body of Knowledge for engineers (BoK2) seeks to develop the necessary knowledge, outcomes, and skills for licensure, the CET-BoK focuses on different outcomes whose attainment would be through a credential that is not yet identified.

Common to all engineering professions is an ability to apply science, technology, engineering fundamentals, and mathematics to solve problems. In subdividing areas of responsibility, the professional engineer is associated with problem sets that include complex engineering problems, technologists solving broadly defined engineering problems, and technicians solving well-define problems (ASCE PS 535). Herein lies a fundamental challenge when developing BoKs as the delineation for how specific work or skill areas divide between complex, broad, and well-defined is not always clear.

Related to the delineation of work or skill areas is the titling of individuals working as technologists. Outside the United States the term technologist is generally accepted, but within the US the term is infrequently used so obtaining “typical” job responsibilities for individuals working in this area proved difficult. Even associating undergraduate civil engineering technology degree recipients proved a challenge as many ABET Engineering

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Technology Accreditation Commission (ETAC) programs consider their graduates engineers on track to professional licensure. As such, graduates of many of these programs never use the term technologist, though in seventeen states ETAC graduates cannot obtain an engineer’s license or refer to themselves as engineers. Titles for many civil engineering technicians, such as Highway Technician, Transportation Technician, Materials Technician, or simply Engineering Technicians, are straightforward. However, there are instances where technicians solve broadly defined problems, but do not use the title technologist. Determining titles for those who perform the duties of a civil engineering technologist as described for ASCE PS 535 continues to be challenge.

The International Engineering Alliance includes three Accords for accreditation purposes. The Washington Accord is the accepted accreditation document by ABET for Engineering Accreditation Commission (EAC) programs, the Sydney Accord for ETAC bachelor degree programs and the Dublin Accord for ETAC associate degree programs.

Generally speaking EAC programs are designed to provide the educational experience needed to prepare individuals to solve complex engineering problems. Similarly, ETAC bachelor-degree programs provide the necessary outcomes to solve applied engineering problems, and ETAC associate level programs provide technicians to accomplish specific tasks such as CADD and materials testing. However, the “in practice” observations indicate some EAC graduates only work on “broad based” problems” and may not chose or be allowed to serve in responsible charge. Conversely, many ETAC graduates have attained licensure, solve complex problems, and serve in roles of responsible charge.

Because of the lack of consistency in actual employment responsibilities by EAC and ETAC graduates with the presumed goals of those accreditations, the CET-BoK Task Committee chose to define the BoK for civil engineering technologists without using established educational accreditations or curriculums, but using specific outcomes believed necessary to solve broad based, civil engineering problems by individuals displaying expertise in-depth in one or more of 18 Technologist Specialty Outcomes.

The CET-BoK is aware of existing engineering technologist certification by the National Institute for Certification in Engineering Technologies (NICET) hosted by the National Society of Professional Engineers (NSPE). The NICET Chief Operating Executive is a member of the CET-BoK Task Committee, so elements of that program were considered during the CET-BoK Task Committee work. The NICET technologist certificate is a credential based on education and experience but does not include examination.

Similarly, a number of professional organizations offer certification for technicians such as the American Concrete Institute (ACI) and the Western Alliance for Quality Transportation Construction, which certifies technicians with a credential that is recognized by all 11 members of the alliance.

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6. Next Steps

There does seem to be an opportunity to offer a credential for individuals in the civil engineering enterprise working between the engineer and the technician. However, relevant questions moving forward include the level of practitioner demand for a technologist credential and what organization might administer such a program.

While not the purpose of this Task Committee, the following issues are relevant when considering the CET-BoK.

a) The typical roles and jobs for civil engineering technologists and the associated job descriptions and titles.

b) The type credential that might be associated with attaining a CET-BoK. c) The limitations associated with a credential technologists.

Moving Forward

The CET-BoK Task Committee seeks input on the content of the CET-BoK rubric and its underlying assumptions. Relevant to the appropriateness of the rubric is the role of civil engineering technologists within the civil engineering enterprise.

Please send comments on the preliminary CET-BoK to Ms Kelly Dooly at ASCE ([email protected]).

All comments are requested by March 31, 2017.

A final report on this initial draft of a Civil Engineering Technologist Body of Knowledge (CET-BoK) is due to the Committee on Civil Engineering Technologists (CCET) by August 2017.

Appendix A

A - 1

CET-BoK Task Committee Members

Mike Clark NICET [email protected] Tony Cioffi New York City College of

Technology/CUNY [email protected] Kelly Dooley Manager, Professional Activities American Society of Civil Engineers 1801 Alexander Bell Drive Reston, VA 20191 [email protected] Maury Fortney Mefi-Engineering [email protected] Dennis Randolph Public Works Grandview, MO [email protected] Kenneth Cooper, PE, RLS F. ASCE [email protected] Scott Keim US Bureau of Reclamation [email protected] Gary Koser Indian River State College [email protected]

Joe Manous, PhD, PE, D.WRE, F.ASCE. F.EWRI

Institute for Water Resources, USACE 7701 Telegraph Rd, Alexandria, VA 22315 [email protected] Horst Brandes University of Hawaii [email protected] Amit Bandyopadhyay Farmingdale State College (SUNY) [email protected] Ellen Stevens [email protected]

mailto:[email protected]

Appendix B

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CHARGE TO THE CIVIL ENGINEERING TECHNOLOGIST

BODY OF KNOWLEDGE TASK COMMITTEE

(Final Draft: March 30, 2015) INTRODUCTION The Committee on Civil Engineering Technologists (CCET) formed the Civil Engineering Technologist Body of Knowledge (CET BOK) task committee to build on the recommendations developed by the Technologist Credentialing Task Committee (TCTC). One of the recommendations outlined in the August, 2013 TCTC report is the establishment of the body of knowledge (BOK) for civil engineering technologists (CET). This committee will be charged, as detailed below, with producing a BOK report in response to TCTC recommendations. CHARGE The CET BOK Task Committee is asked to:

1. Help to publicize the Committee’s work with the goal of seeking additional input

from a broad community of stakeholders.

2. Objectively assess the substance of the current Civil Engineering BOK and determine which parts of the CE BOK can also be included in a CET BOK. Identify areas of the CE BOK that are beyond a CET BOK that should be excluded; and identify CET BOK areas that are not covered by the CE BOK.

3. Communicate with the CCET and its task committees that will be working on

parallel initiatives related to the BOK effort.

4. Communicate with groups within ASCE having BOK interests, such as, the Committee on Advancing the Profession (CAP), Committee on Licensure (COL), Committee on Accreditation (COA), Raise the Bar Committee (RTBC),; Civil Engineering Certification, Inc.; and the Civil Engineering Department Heads Council and its Executive Committee.

5. Communicate with groups outside of ASCE such as ABET’s Research and

Assessment office, the ABET Accreditation Council Task Force or its successor, the National Council of Examiners for Engineering and Surveying (NCEES), the National Society of Professional Engineers (NSPE), the National Institute for Certification in Engineering Technologies (NICET), the American Society of Mechanical Engineering (ASME), the Institute for Electronics and Electrical Engineers (IEEE-USA), the U.S. Army Corps of Engineers, the National

Appendix B

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Academy of Engineering (NAE), the Society of American Military Engineers (SAME), and other organizations having an interest in the BOK.

6. Prepare a draft CET BOK document, for review by CCET, by July 1, 2017 That

report should:

• Provide a record of the Committee’s process, actions, findings, and recommendations.

• Present a document for public release describing the Civil Engineering

Technologist’s BOK.

7. Publish and widely disseminate the CET-BOK document. Upon approval of the Committee’s report by CCET and CAP, ASCE will be asked to provide editing services and to print and distribute the document.

COMMITTEE COMPOSITION CCET BOK envisions a 12 person task committee with at least one individual representing each of the following stakeholder groups or entities:

1. Member(s) of the civil engineering technologist educational community.

2. Member(s) of the private civil engineering technologist practice community.

3. Member(s) of the public civil engineering technologist practice community.

4. Member(s) of professional organizations associated with the engineering technologist practice community.

EFFORT EXPECTED OF COMMITTEE MEMBERS

1. Commit to active involvement throughout the expected 30 month life of the Committee (from about April, 2015 to September 30, 2017).

2. Participate in approximately two minimum of about three face-to-face meetings

each fiscal year which will be held in cost-effective locations. Expenses will be reimbursed in accordance with ASCE policy.

3. Participate in conference calls to be held approximately every month.

4. Equitably volunteer for research, writing, and presentation tasks and/or accept

task assignments as needed to carry out the Committee’s charge.

Appendix C

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References Achieving the Vision for Civil Engineering in 2015, A Road Map for the Profession

(2009) American Society of Civil Engineer, Reston VA.

ASCE Paraprofessional Exploratory Task Committee (2008) Final Report to ASCE Board of Direction, American Society of Civil Engineers, Reston, VA.

ASCE Paraprofessional Task Committee (2010) Final Report to ASCE Board of Direction, American Society of Civil Engineers, Reston, VA.

ASCE Technologist Credentialing Task Committee (2013) Final Report to ASCE Board of Direction, American Society of Civil Engineers, Reston, VA.

“Civil Engineering Body of Knowledge for the 21st Century, Preparing the Civil Engineer of the Future, 2ed” (2008) ASCE Body of Knowledge Committee of the Committee on Academic Prerequisites for Professional Practice, American Society of Civil Engineers, Reston, VA.

“Criteria for Accrediting Engineering Programs” (2014) ABET Engineering Accreditation Commission, Baltimore.

“Criteria for Accrediting Engineering Technology Programs” (2014) ABET Engineering Accreditation Commission, Baltimore.

Dempsey, R. (2014). “Engineering's Gateway or Gatekeeper: The Role of Engineering Technology within the Racially Stratified Structure of Engineering”, Doctoral Dissertation, Ivan Allen College of the Georgia Institute of Technology, 3 March 2014.

Engineering Technologists and Engineers – What is the Difference? (2012) Web log post, NSPE, Accessed from <https://www.nspe.org/resources/blogs/pe-licensing-blog/engineering-technologists-and-engineers-what-difference>.

“Engineering vs. Engineering Technology” (2012) (2012) Web log post, ABET, Accessed from http://www.abet.org/engineering-vs-engineering-technology.

“Graduate Attributes and Professional Competencies” (2013) International Engineering Alliance, Accessed from < http://www.ieagreements.org/IEA-Grad-Attr-Prof-Competencies.pdf>.

Herrick Robert, O’Hair Michael T, Pagano, Mark A., Bertoline, Gary R., Burbank, Kenneth A, Dunning, Scott C,. Land, Ronald, E. , Ray, Jeffery L, Richardson, Carol, A. Stratton, Mark J., Williams, John C. (2012) “Engineering Technology National Form: An Action Arm for ETC for National Impact”, J. of Engineering Technology, American Society Engineering Education, Fall 2012.

Kelnhofer, Richard, Robert Strangeway, Edward Chandler, and Owe Petersen (2010) “Future of Engineering Technology”, 117th ASEE Annual Conference & Exposition, American Society Engineering Education.

Appendix C

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Land, R. E. (2012) “Engineering Technologists are Engineers”, J. of Engineering Technology, American Society of Engineering Education, Spring 2012, pp 32–39.

Lenox, Thomas A. and James O’Brian (2013) “The Civil Engineering Technologist and the Civil Engineer – According to the Authorities, What’s the Difference?” 120th ASEE Conference and Exposition, American Society of Engineering Educators.

Manous, Joe D. and Nelson Jon D. (2013) “Opportunities for Civil Engineering Technologists within the Enterprise of Civil Engineering”, 120th ASEE Annual Conference & Exposition, American Society of Engineering Educators.

Pearson, G. (2013) “The Status, Role, and Needs of US Engineering Technology Education”, Project Proposal, National Academy of Engineering.

Ressler, S. J. (2011) “Sociology of Professions: Application to the Civil Engineering ‘Raise the Bar’ Initiative”, J. of Professional Issues in Engineering Education & Practice, 137(3), 151-161.

The Vision for Civil Engineering in 2025 (2007) American Society of Civil Engineer, Reston VA.

Walesh, S. G. (2001) “Engineering the Future of Civil Engineering in the U.S.”, Educating the Engineer for the 21st Century, Proceedings of the 3rd Workshop on Global Engineering Education, pp 163-172, doi:10.1007/0-306-48394-7_17.

Appendix D

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CET-BoK Outcomes Rubric

Outcome title

Level of cognitive achievement 1

Knowledge 2

Comprehension 3

Application 4

Analysis 5

Synthesis 6

Evaluation Foundational Outcomes

1 Mathematics

Demonstrate an ability to apply integral and differential calculus to the solution of engineering problems.

2 Natural Sciences

Demonstrate an ability to understand the application of physics and as appropriate other natural sciences such as chemistry, biology, or geology

3 Humanities

Relate humanities to the practice of civil engineering technology

4 Social Sciences

Relate social sciences to the practice of civil engineering technology

5 Material Science

Apply knowledge of material types and properties to civil engineering design and construction

Appendix D

D - 2

Outcome title


Knowledge 2

Comprehension 3

Application 4

Analysis 5

Synthesis 6

Evaluation 6

Mechanics Solve problems in statics,

strength of materials, and applied fluid mechanics

Technical Outcomes 7

Problem identification and

resolution

Use data and information to identify engineering problems and propose possible solutions based on best practice

8 Sustainability

Apply sustainability principles to the solution of broadly defined engineering problems

9 Breadth in civil

engineering

Explain the concepts and implications of civil engineering fields beyond the primary specialty area.

Professional Competency Outcomes 10

Communication Prepare and Use effective

verbal, written, virtual, and graphical communications to relate information to technical and non-technical audiences

Appendix D

D - 3

Outcome title


Knowledge 2

Comprehension 3

Application 4

Analysis 5

Synthesis 6

Evaluation 11

Business acumen Follow efficient and

effective business principals and operations

12 Leadership

Plan, Organize, and Direct the efforts of a group and self

13

Public Policy

Understand public policy applicable within an area of specialization

14 Teamwork

Apply knowledge of roles and responsibilities of team members in a multidisciplinary environment and Operate effectively as a member of a multidisciplinary team

15 Lifelong Learning

Develop enhanced understanding appropriate to one’s area(s) of technical specialization through life-long learning

Appendix D

D - 4

Outcome title


Knowledge 2

Comprehension 3

Application 4

Analysis 5

Synthesis 6

Evaluation 16

Professional and ethical

responsibility

Analyze situations involving conflicting professional and ethical interests to Formulate an appropriate course of action

Note --- This information was based on the following assumptions:

1) No mandatory formal education beyond a high school diploma or equivalent 2) No specific type of college degree required 3) Applies to an individual practicing in civil engineering field 4) Does not apply to individuals operating in a position of responsible charge 5) Applies to individuals operating in design, construction, testing and measurements, or research 6) Describes a minimum level of competency as a civil engineering technologist

Appendix E

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CET-BoK Specialty Outcomes Rubric

Outcome title D

esig

n

Con

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Test

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and

M

easu

rem

ent

Rese

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Knowledge 2

Comprehension 3

Application 4

Analysis 5

Synthesis 6

Evaluation

Technologist Specialty Outcomes a – Survey X X X Produce route and

topographic surveys, and construction stakeouts

b – Field Data Collection

X X X Choose appropriate sensors and field data collection equipment for data collection and Conduct associated data management

c – Data Processing

X X X Organize technical field data collection efforts to Produce information suitable for use in studies related to civil engineering

d – Productivity Software

X X Use productivity software for engineering design and/or construction such as CADD, BIM, or similar

Appendix E

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Outcome title D

esig

n

Con

stru

ctio

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Test

ing

and

M

easu

rem

ent

Rese

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Knowledge 2

Comprehension 3

Application 4

Analysis 5

Synthesis 6

Evaluation

Technologist Specialty Outcomes e – Testing

Standards X Demonstrate

familiarity with relevant testing standards; Conduct testing; and Report results

f – Codes and Standards

X X Apply codes and standards to routine design and construction planning

g – Quantity Estimating

X X Prepare quantity takeoffs from plans and specifications

h – Permitting X X Prepare and submit permit applications, oversee permit compliance, and Prepare permit completion reports

i – Health and Safety

X X X X Develop, implement, and /or monitor health and safety plans

j – Standard Calculations

X Prepare standard and routine design calculations

Appendix E

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Outcome title D

esig

n

Con

stru

ctio

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Test

ing

and

M

easu

rem

ent

Rese

arch


Knowledge 2

Comprehension 3

Application 4

Analysis 5

Synthesis 6

Evaluation

Technologist Specialty Outcomes k – Cost

Estimating X X Produce cost

estimates for materials, labor, equipment, and overhead

l – Plans and Specifications

X X Prepare engineering and construction documents, such as drawings, plan sets, and specifications

m – Contracts X X Prepare and Organize form contracts for construction and procurement

n – QA/QC X X X Implement Quality Assurance and Quality Control programs

o – Contractor Performance

X X X Conduct coordination with contractors and Prepare reports on contractor performance

p – Technical Documents

X X X Prepare and Edit technical engineering documents

Appendix E

E - 4

Outcome title D

esig

n

Con

stru

ctio

n

Test

ing

and

M

easu

rem

ent

Rese

arch


Knowledge 2

Comprehension 3

Application 4

Analysis 5

Synthesis 6

Evaluation

Technologist Specialty Outcomes q – Civil

Engineering Software

X X X X Use specialized civil engineering software for analysis, design, reporting, and/or project scheduling.

r – Project Management

X X X X Apply management skills for the successful delivery of a project.



Appendix F

F - 1

CET-BoK Specialty Rubrics Organized by Work Area

Technologist Specialty Outcomes for Design Outcome Title Outcome Statement

Level of cognitive achievement – 3 Application a – Survey Produce route and topographic surveys, and construction stakeouts c – Data Processing Organize technical field data collection efforts to Produce information suitable for use in studies related to civil

engineering d – Productivity

Software Use productivity software for engineering design and/or construction such as CADD, BIM, or similar


Apply codes and standards to routine design and construction planning


Prepare quantity takeoffs from plans and specifications

h – Permitting Prepare and submit permit applications, oversee permit compliance, and Prepare permit completion reports I – Health and Safety Develop, implement, and/or monitor health and safety plans j – Standard

Calculations Prepare standard and routine design calculations

k – Cost Estimating Produce cost estimates for materials, labor, equipment, and overhead l – Plans and

Specifications Prepare engineering and construction documents, such as drawings, plan sets, and specifications

m – Contracts Prepare and Organize form contracts for construction and procurement n – QA/QC Implement Quality Assurance and Quality Control programs p – Technical

Documents Prepare and Edit technical engineering documents

q – Civil Engineering Software

Use specialized civil engineering software for analysis, design, reporting, and/or project scheduling


Apply management skills for the successful delivery of a project.

Appendix F

F - 2

Technologist Specialty Outcomes for Construction Outcome Title Outcome Statement

Level of cognitive achievement 3 - Application a – Survey Produce route and topographic surveys, and construction stakeouts b – Field Data

Collection Choose appropriate sensors and field data collection equipment for data collection and Conduct associated data management

d – Productivity Software

Use productivity software for engineering design and/or construction such as CADD, BIM, or similar


Apply codes and standards to routine design and construction planning


Prepare quantity takeoffs from plans and specifications

h – Permitting Prepare and submit permit applications, oversee permit compliance, and Prepare permit completion reports i – Health and Safety Develop, implement, and/or monitor health and safety plans k – Cost Estimating Produce cost estimates for materials, labor, equipment, and overhead l – Plans and

Specifications Prepare engineering and construction documents, such as drawings, plan sets, and specifications

m – Contracts Prepare and Organize form contracts for construction and procurement n – QA/QC Implement Quality Assurance and Quality Control programs o – Contractor

Performance Conduct coordination with contractors and Prepare reports on contractor performance


Use specialized civil engineering software for analysis, design, reporting, and /or project scheduling



Appendix F

F - 3

Technologist Specialty Outcomes for Testing and Measurement Outcome

title Outcome Statement Level of cognitive achievement 3 - Application

b – Field Data Collection

Choose appropriate sensors and field data collection equipment for data collection and Conduct associated data management

c – Data Processing Organize technical field data collection efforts to Produce information suitable for use in studies related to civil engineering

e – Testing Standards

Demonstrate familiarity with relevant testing standards; Conduct testing; and Report results

i – Health and Safety

Develop, implement, and monitor health and/or safety plans

n – QA/QC Implement Quality Assurance and Quality Control programs o – Contractor

Performance Conduct coordination with contractors and Prepare reports on contractor performance


Prepare and Edit technical engineering documents





Appendix F

F - 4

Technologist Specialty Outcomes for Research

Outcome title

Outcome Statement Level of cognitive achievement 3 Application

a – Survey Produce route and topographic surveys, and construction stakeouts b – Field Data

Collection Choose appropriate sensors and field data collection equipment for data collection and Conduct associated data management

c – Data Processing Organize technical field data collection efforts to Produce information suitable for use in studies related to civil engineering

I – Health and Safety

Develop, implement, and monitor health and/or safety plans

o – Contractor Performance

Conduct coordination with contractors and Prepare reports on contractor performance


Prepare and Edit technical engineering documents





