Raise the bar: strengthening the civil engineering profession is a compilation of perspectives on the perceived need to expand the level and extent of civil engineering education required to qualify for professional registration. The American Society of Civil Engineers (ASCE) published the book and appears to generally support the main premise that education beyond the baccalaureate (bachelor) degree should become the new minimum requirement for entry into practice as a civil engineer.
In Canada, there have been fewer, but ever-present, similar discussions about the educational qualifications necessary to register in the professional practice of civil engineering. I was first introduced to the concept at the 32nd conference of the Canadian Association of Civil Engineers hosted in Saskatoon, Saskatchewan, in 2004. Faculty, government and industry engineers were debating the relative merits and benefits of establishing a new normal: the requirement for completion of post-graduate education (a master’s degree) for registration in the Canadian engineering regulatory associations across provinces and territories.
Then and in the book Raise the bar: strengthening the civil engineering profession, the discussion revolves around the acquisition and application of foundational knowledge through curricula as well as experiential opportunities, such as cooperative education work-terms, internships or other community-based opportunities including volunteerism. This book goes further in the discussion by adding several personal traits and moral expectations not generally considered part of the traditional engineering curriculum. The book is an edited collection of 10 papers that present information about the current challenges related to professionalism, knowledge, accreditation, licensing and the development and integration of curricular and experiential program revisions.
Of particular interest to those in the profession and academia alike are the chapters on “Civil engineering in 2025: the vision and how it was developed” (chapter 3), “The new and improved civil engineering body of knowledge” (chapter 4) and “Revising accreditation criteria” (chapter 5), since these concretely discuss the reasoning and impetus for the “raising the bar” movement as well as some of the visions, impacts and changes necessary to effect the ideal outcomes.
In “Civil engineering in 2025: the vision and how it was developed”, the authors lay out the foundation, including fundamental arguments in favour of enhancing the formal education requirements for professional registration in civil engineering. A summit of civil engineering leaders, educators, industry and accreditation members was held in 2006 to articulate a vision for the future. The outcome of that summit was the following vision statement (89):
Entrusted by society to create a sustainable world and enhance the global quality of life, civil engineers serve competently, collaboratively, and ethically as master:
| • | planners, designers, constructors, and operators of society’s economic and social engine, the built environment; | ||||
| • | stewards of the natural environment and its resources; | ||||
| • | innovators and integrators of ideas and technology across the public, private, and academic sectors; | ||||
| • | managers of risk and uncertainty caused by natural events, accidents, and other threats; and | ||||
| • | leaders in discussions and decisions shaping public environmental and infrastructure policy. | ||||
The article continues, describing key attributes, attitudes, knowledge and skills that the various authors and editors of the book consider to be essential in the modern-day civil engineer. These include basic skills and knowledge of subjects in which we expect all engineers and scientists to be conversant and have the ability to apply appropriately (math, physics, design, risk, sustainability, ethics, etc.). Beyond these fundamentals, the authors highlight additional qualities related to innovation and resourcefulness, communication and collaboration, and management and entrepreneurship, as well as honesty, integrity, curiosity and optimism. Taken as a whole, this truly is a vision of monumental proportions.
The authors of chapter 4 outline “The new and improved civil engineering body of knowledge”, by focusing on BOK: a 2004 ASCE report outlining the Body of knowledge for the twenty-first-century civil engineer. The BOK was established using the principles of Bloom’s taxonomy of the cognitive domain, noting that until basic needs are met, higher functions cannot be achieved. The results of that exercise produced 24 outcomes categorized into foundation, technical and professional themes. Similar to the information presented in chapter 3, Anderson et al. present their arguments in chapter 4 in support of the education of students such that these 24 attributes are inculcated in graduating civil engineers as a basis for registration in the profession.
For those who are nearly exhausted by the litany of expertise, knowledge, behaviours and personal characteristics espoused as essential for today’s civil engineer to personify, Ressler, the author of chapter 5, provides an overview of “Revising accreditation criteria” in support of changes to formal education to encourage the development of these attributes. Ressler provides a general overview of how formal education can be revised to meet the goals of the strategic vision previously described in chapter 3, working together with the national academic accreditation body responsible for the engineering profession in the USA. As in previous chapters, the focus is on the acquisition of envisioned and expressed traits via engagement in formal education (i.e. pursuit of the professional degree) as the primary (sole?) pathway to the creation of the modern civil engineer.
This book is a mixture of inspirational insights and discussions alongside the throwing of paralysis-inducing gauntlets. If we, as a general society, accept that civil engineers should be beacons of shining light who are inquisitive, trustworthy and intelligent (not to mention the other 25 or so key characteristics and skills laid out) in their design of structures and application of knowledge, as the numerous chapter authors purport, then it is not only formal education systems that require a review, but rather there is a call to arms for a full-scale shift in society, childrearing, primary and secondary education, on-the-job training, philosophical, ethical and moral foundations, and behaviour. This is potentially paralyzing. Where do you start? Who starts and how? Who are the responsible authorities and how can they effect the sorts of change professed as necessary for the future honour of the profession of civil engineering?
If, however, there is a reasonable objective to enhance the intellectual, attitudinal and performance attributes of civil engineers in society, there is a role for formal education to play. I caution against “education creep” such that increasing years in and credentials obtained from post-secondary education be considered requirements for taking on the role of junior engineer-in-training (EIT). The EIT process in Canada is designed to provide mentorship and guidance toward the development of many, if not all, of the vital attributes laid out in the book. Do universities have an essential role to play? You bet they do. However, students cannot derive all of their life’s experiences, personal values and ethics, or knowledge solely from a classroom, a professor or an activity.
Environmental Systems Engineering, University of Regina
© 2015 Canadian Water Resources Association
http://dx.doi.org/10.1080/07011784.2014.977354