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In response to the clear need for faculty training, the American Society of Civil Engineers (ASCE) developed and funded Project ExCEEd (Excellence in Civil Engineering Education) which is celebrating its twentieth year of existence. For the past two decades, 38 ExCEEd Teaching Workshops (ETW) have been held at six different universities. The program has 910 graduates from over 267 different U.S. and international colleges and universities. The ExCEEd effort has transformed from one that relied on the grass roots support of its participants to one that is supported and embraced by department heads and deans. This paper summarizes the history of Project ExCEEd, describes the content of the ETW, assesses its effectiveness, highlights changes in the program as a result of the assessment, and outlines the future direction of the program. [ABSTRACT FROM AUTHOR]

The article proposes a methodology for updating the civil engineering body of knowledge. The methodology discusses how the Civil Engineering Body of Knowledge Third Edition Task Committee (BOK3TC) can develop an updated BOK publication that objectively reflects the profession’s current consensus on the knowledge, skills, and attitudes required for entry into the professional practice of civil engineering.

The article reports that the American Society of Civil Engineers has been engaged in a major strategic initiative to increase the educational prerequisites for entry into the practice of civil engineering at professonal level. The accreditation criteria for baccalaureate-level civil engineering programs includes general criteria and program-specific criteria.

The article focuses on raising bar for engineering in the U.S. The licensure boards are composed of practicing licensed professional engineers, who have two to five decades of practical experience. Most board members do not have the expertise to evaluate the details of an individual candidate’s educational credentials as given in an academic transcript.

The American Society of Civil Engineers (ASCE) organized the Civil Engineering Program Criteria Task Committee in October 2012 whose charge is to determine if the current ABET Civil Engineering Program Criteria (CEPC) should be changed to reflect one or more of the 24 outcomes of the second edition of the Civil Engineering Body of Knowledge published in 2008. After two years of work, a proposed CEPC has been approved by the relevant ASCE committees and forwarded to ABET for approval and incorporation into accreditation criteria. A paper chronicling the committee's efforts through a review of the literature, the committee's methodology and process, and the key issues that emerged was presented at the 2014 ASEE Annual Conference in Indianapolis. This paper updates that effort by presenting the resulting proposed criteria, the changes generated by constituency feedback, progress on the Commentary, the existing gap between the proposed accreditation criteria and the current body of knowledge, and the future work of the committee. [ABSTRACT FROM AUTHOR]

The American Society of Civil Engineers organized the Civil Engineering Program Criteria Task Committee in October 2012 whose charge is to determine if the current ABET Civil Engineering Program Criteria (CEPC) should be changed to reflect one or more of the 24 outcomes of the second edition of the Civil Engineering Body of Knowledge published in 2008. After over a year of conference calls and face to face meetings, the committee has drafted and disseminated a proposed CEPC. This paper chronicles the development of the proposed criteria by sharing a review of the literature, the committee's methodology and process, the key issues that emerged, the resulting proposed criteria, and the future work of the committee. [ABSTRACT FROM AUTHOR]

The article discusses the organization, processes and initiatives of the Task Committee on Accreditation Policies and Procedures of the American Society of Civil Engineers (ASCE) from 2009 to 2012. The effectiveness of fulfilling the committee's charge is reviewed. Some recommendations for future directions of to new educational and accreditation committees are given, as well as a review of the Accreditation Policy and Procedure Manual (APPM).