Integrating Learning Outcomes Throughout the Civil Engineering Curriculum to Meet Site Engineering Prerequisite Needs

The Accreditation Board for Engineering and Technology (ABET) has promulgated criteria for accrediting engineering programs in the United States under the heading ABET Engineering Criteria 2000. Criterion 3 sets forth outcomes that every accredited engineering program must demonstrate that their graduates meet, using a process of assessment. These program objectives are commonly referred to as "a" through "k" outcomes. The American Society of Civil Engineers (ASCE) has published Civil Engineering Body of Knowledge for the 21 st Century—Preparing the Civil Engineer for the Future. This publication, which supports ABET's Engineering Criteria 2000, has been referred to as the "Body of Knowledge" (BOK) by ASCE's Committee on Academic Prerequisites for Professional Practice. It describes what should be taught and learned, and incorporates the eleven "a" through "k" ABET outcomes while adding four additional ones addressing technical specialization, project management, construction, asset management, business and public policy and administration, and leadership. The BOK further delineates what level of competence a student is expected to achieve for each of the fifteen outcomes from either a Bachelor's Degree program plus a Master's Degree (or 30 hours plus experience) (B+M/30), additional experience, or additional post-licensure education and experience. This paper examines what constitutes the practice of site engineering, the associated subject matter that provides a knowledge and skill base that will serve as a foundation required for this practice after graduation, the sequencing of material relating to site engineering as to when it should be presented to students, and at the level of achievement expected from the students in order to meet the intended ABET and BOK outcomes. One undergraduate institution's individual course goals are examined for subject matter pertaining to site engineering. Those particular courses that are involved are then further evaluated to see if, across the curriculum, the necessary subject matter is included. In addition, the continuity and sequencing of material between the freshman and senior level courses is checked. This paper also examines the role that "threads of knowledge" established by individual course goals play in creating/meeting pre-requisite requirements necessary to establish continuity of learning throughout the curriculum. Finally, this paper provides a summary of findings and recommendations for improving a student's educational experience in the site engineering area of practice that could be used to better integrate courses within the curriculum.