Civil Engineer's Handbook of Professional Practice

Preface

The American Society of Civil Engineers (ASCE) has made a concerted effort to work with ABET (formerly named the Accreditation Board for Engineering and Technology) in order to assure that civil engineering education anticipates and responds to the profession's evolving needs. The ASCE has formed several task forces over the last decade not only to address these needs in the present but also to foresee significant trends.

The ASCE has incorporated these findings in multiple reports and policy statements, including: Policy 465—Academic Prerequisites for Licensure and Professional Practice; the vision articulated by the Summit on the Future of Civil Engineering—2025; and the Civil Engineering Body of Knowledge for the 21st Century (BOK1-2004 and BOK2-2008). Policy 465 supports the concept of the master's degree or equivalent as a prerequisite for licensure and the practice of civil engineering at the professional level. The attendees of the Summit on the Future of Civil Engineering—2025 articulated a vision that sees civil engineers as being entrusted by society to be leaders in creating a sustainable world and enhancing the global quality of life. (More information is available at: www.asce.org/raisethebar).

Each of the BOK2's 24 outcomes could command its own textbook. The goal of this book is to provide an easily understood and readily usable resource for civil engineering educators, students, and professional practitioners that develops overall understanding and points readers to additional resources for further study. The book distills 15 of the BOK2's outcomes (six technical outcomes and all nine professional outcomes), as well as other relevant issues.

The Civil Engineer's Handbook of Professional Practice targets both academia and industry. The book can be used as a textbook for Professional Practice, Senior Project, Infrastructure Engineering, and Engineering Project Management courses. It is appropriate for upper division and graduate level students in the major. Additionally, the book is a helpful reference for practicing civil engineers.

The information contained in the 191-page BOK2 provides a vision for a civil engineering body of knowledge. The Civil Engineer's Handbook of Professional Practice builds on that vision by providing illuminating techniques, quotes, case examples, problems and information to assist the reader in addressing the many challenges facing civil engineers in the real world. This book:

Focuses on the business and management aspects of a civil engineer's job, providing students and practitioners with sound business management principles

Addresses contemporary issues, such as permitting, globalization, sustainability, and emerging technologies

Offers proven methods for balancing speed-quality-price with contracting and legal issues in a client-oriented profession

Includes guidance on juggling career goals, life outside work, compensation, and growth

Additionally, the authors and publisher have established a website:

www.wiley.com/go/cehandbook

Wiley and the Authors wish to support this book and to enable communication between the readers and authors and offer this website address as a convenient mechanism to do so.

Acknowledgments

This book was born through our involvement with the students of the Department of Civil Engineering at California State University, Sacramento (CSUS) and a desire to help them become highly functioning, competent, ethical, and successful Civil Engineers. We have been guided by the vision established by the American Society of Civil Engineers (ASCE) in the Bodies of Knowledge 1 (2004) and 2 (2008) and other ASCE policy statements. We would like to acknowledge both our students and the many professional Civil Engineers, both past and present, who have inspired us.

We have relied heavily on the insights and professional experience of our many expert contributing authors and technical reviewers and are most grateful for their participation. To engage with these professionals, who are part of an engineering community that is dedicated to continuous improvement, mentoring, public health and safety, was a pleasure. The contents of this book truly reflect a national and international flavor and represent the diversity of our fellow engineers in academia, public service, and the private sector. These dedicated professionals are acknowledged and listed with their credentials in the following pages.

The authors also would like to thank our colleagues in the CSUS Department of Civil Engineering for their assistance with this project and for helping to provide an environment that is both stimulating and nurturing. Specifically, we wish to thank Dr. Ramzi Mahmood, Department Chair, for his support. Keith Bisharat is thanked for great leadership and insight into the initial mystery of book publishing. Keith was able to show us the true end product, his book titled Construction Graphics, and often made himself available for consulting and coaching. Dr. Ed Dammel is acknowledged for his leadership and contributions from the Civil Engineering (CE) Senior Project class, which are samples of actual engineering problems prepared by graduating CE students under the tutelage of volunteer professional Civil Engineers. We also are grateful for additional guidance and encouragement provided by Dr. Cyrus Aryani and Dr. John Johnston.

On a personal level, Karen Hansen would like to thank all of those who have assisted in this book-writing-publishing odyssey. Several good friends and relatives have provided warmth as well as homes away from home. I am forever indebted to Martha Padilla-Borrego, Susan Padilla-Riney, and Maxine Padilla-Selby and to my aunts and uncles, Gordon and Peggy Winlow and Blanche and Herbert Jensen, for their hospitality. These friends and family used all of their considerable collective creative powers to help me keep on track. My parents, Barbara Lee Winlow and Robert W. Hansen, have given me the curiosity and drive required to see this project through to completion. How fortunate I have been to have these people in my life!

There are many others, who have offered intellectual counterpoints, good humor, and strong shoulders. Among these are: Sandra Benedet, my cousin Kristie Denzer, Jan Escamilla and Steve Sheridan, Carole Hyde, John and Lana Kacsmaryk, Marion Lee, Irene McNay, Jane Millar, Marie-Lorraine Muller, Ronald Speake, Noel (Bill) Stewart, and Dr. Jorge Vanegas. Thank you all!

Kent Zenobia wishes to thank several people that helped immensely with the production of this book. I would like to thank my wife, Ellen, for her love, support and patience during the past three or so years it has taken me to collect and produce this work. She demonstrated great patience and understanding throughout the process. She helped with subject matter presentation, editing and actual manuscript preparation. I am so fortunate to have her as a partner in life and love. I would like to thank my two children, Taylor and Jack for their love, support and patience waiting for their playmate (Dad).

I am treated to another dimension of engineering by my fellow colleagues at CSUS. Working as an adjunct professor at California State University, Sacramento provides me with another family of colleagues for which I am truly grateful.

Producing this handbook has been stimulating, numbing, satisfying, frustrating, and always challenging. Each author wishes to thank the other for their patience, grace under pressure, and insights we anticipate our readers will find constructive. Together, we hope our multi-dimensional views from academic, public service and industry perspectives enhance readers' professional practice of Civil Engineering.

Finally, we thank John Wiley and Sons, Inc. for their efforts producing this handbook. We whole-heartedly thank Jim Harper, Editor, who helped initiate this project; Daniel Magers, Senior Editorial Assistant; Kerstin Nasdeo, Production Manager; Nancy Cintron, Senior Production Editor; and Robert L. Argentieri, Executive Editor for their patience, craftsmanship, and experience in the actual publication of this work.

Karen Lee Hansen and Kent Zenobia

March 2011

Contributing Authors

Keith A. Bisharat, MS, is a professor in the Construction Management Program at California State University in Sacramento. He is also a licensed general contractor with more than 25 years of experience in construction as a sole proprietor, partner, forensic construction consultant, developer, building designer, project manager, superintendent, project engineer, carpenter, and laborer. He is author of Construction Graphics: A Practical Guide to Interpreting Working Drawings, a book that shows how construction graphics translate into construction methods and practices.

Dr. Tim Brady has been researching innovation and innovation management since 1980. He is a Principal Research Fellow at the Center for Research and Innovation Management (CENTRIM), at the University of Brighton, United Kingdom. He joined CENTRIM in 1994 to work on a study of the management of innovation within complex product systems (CoPS) and later became Deputy Director of the Economic and Social Research Council (ESRC)-funded CoPS Innovation Centre. His current research interests include learning and capability development in project-based business, and the emergence of integrated solutions. He was a member of the Engineering and Physical Sciences Research Council (EPSRC) network: Rethinking Project Management, and organized the eighth International Network on Organizing by Projects (IRNOP) research conference, which took place in Brighton in September 2007. He previously worked at the Science Policy Research Unit (SPRU), University of Sussex, and at the University of Bath. Dr. Brady's Ph.D. dissertation examined business software ‘make-or-buy’ decisions.

Jody Bussey has worked for architects, general contractors and construction management firms since 2000. She graduated magna cum laude from California State University, Sacramento with a BS in Construction Management and a minor in Business Administration. Her involvement on a LEED Gold high rise construction project introduced her to sustainable design and construction. Jody recently joined PMA Consultants, acting as a senior engineer assisting with construction management services on the San Francisco Water System Improvement Program. She is currently working on multiple pipeline, water treatment facility, and crossover valve facility projects totaling $300M. The projects include the $85M Tesla UV Water Treatment Plant, a LEED-certified facility that will be the third largest in the country and the largest in California. These projects are part of a $4B overall program utilizing state of the art construction management software and award winning best practices procedures.

E.J. Koford is a biologist and project manager with 20 years of experience preparing environmental permitting documents, wildlife and fisheries investigations, threatened and endangered species surveys, EIS/EIRs, water quality evaluations, and environmental regulatory compliance with requirements of CEC, FERC, SMARA, CERCLA, RCRA, NEPA, and CEQA. He has performed field surveys in 18 states and countries. Mr. Koford has an M.S. in Ecology from the University of California at Davis, an A.B. in Zoology from the University of California at Berkeley, and is a Certified Wildlife Biologist of the Wildlife Society.

Dr. Iain A. MacLeod, a Chartered Engineer and Fellow of both the Institute of Civil Engineers (ICE) and Institution of Structural Engineers (IStructE), is Professor Emeritus in the Department of Civil Engineering, Strathclyde University. He has worked as a design engineer and consultant in the United States and Canada and in design research with the Portland Cement Association in the United States. He was Professor of Structural Engineering at the University of Strathclyde in Glasgow for 23 years and Professor and Head of Department at Paisley University. He is a former Lecturer at the University of Glasgow. His research work has spanned a range of topics in the design of buildings, including the analysis of tall buildings, the use of information technology (IT) in design and studies in design process. He is author of Modern Structural Analysis: Modelling Process and Guidance, published by Thomas Telford Ltd., a book that redresses the imbalance in risk between computer models based around generally determinate calculation outputs and possibly non-determinate understandings of the actual modeling process.

Dr. Jane E. Millar, principal of Jane Millar & Associates in Brighton, United Kingdom, consults in Policy Research. She has been a Senior Research Fellow at the Migration Research Unit (MRU), University College London; at the Institute for Public Policy Research in London; and at the Policy Research Unit (SPRU), University of Sussex. She holds a Ph.D. in Cognitive and Computing Sciences from the University of Sussex and has managed a wide range of projects in both industry and academia.

Brian S. Neale, a Chartered Engineer and Fellow of both the Institution of Civil Engineers (ICE) and Institution of Structural Engineers (IStructE) and member of the Council of Management of the Institute of Demolition Engineers (IDE) in the United Kingdom, is an independent consultant and Secretary of the UK based Hazards Forum. He formerly worked for the Health and Safety Executive and other professional Civil Engineering organizations. He chaired the drafting of BS6187:2000 Code of Practice for Demolition standard and its 2010 revision. As a European Committee for Standardization (CEN) convenor, Mr. Neale oversaw the drafting of one of the Structural Eurocodes related to the topic of demolition. He was editor of the 2009 Thomas Telford Ltd. book, Forensic Engineering: From Failure to Understanding, and chaired the Organizing Committees of all four International Conferences on Forensic Engineering organized by the Institution of Civil Engineers and supported by the American Society of Civil Engineers (ASCE). His published papers include an international dimension and his consultancy includes a training element.

Greg Oslund, P.E. has more than 22 years of experience in the planning, approval, design, management and oversight of transportation projects. He has spent his entire career developing a comprehensive understanding of the project development phases required for these projects including project initiation, planning, programming, project approval and environmental design (PA&ED), design (PS&E), utility coordination, permitting, R/W acquisition and engineering support during construction. He has served as project engineer, project manager and/or principal in charge for more than 25 large transportation projects. In addition, Mr. Oslund has more than 15 years business development experience involving major transportation project pursuits as the prime consultant. He has served as client service manager, pursuit manager and regional business development manager responsible for setting and implementing the business develop and marketing strategy for a large engineering and construction firm.

George T. Qualley, P.E., is a licensed professional engineer with 40 years of civil engineering design, construction, operation, and maintenance experience for the State of California. He served for 13 years as Flood Management Division Chief for the California Department of Water Resources, responsible for a staff of over 300, carrying out an integrated statewide flood management program including flood and water supply forecasting; flood emergency operations; assuring adequate maintenance and repair of existing flood control projects; promoting effective management of unprotected floodplains to discourage unwise and damageable development; and collaborating with federal, state, and local partners in developing new multi-objective projects in areas of critical need that integrate structural and nonstructural approaches to flood risk reduction. Mr. Qualley holds a Bachelor of Science Degree from North Dakota State University.

Tony Quintrall, P.E. is a geotechnical project engineer with HDR Engineering, Inc. in Folsom, CA. At HDR he has been involved in numerous geotechnical investigations and design and construction activities for levees and small dams throughout Northern California. He has been involved with all aspects of the design process, from preliminary investigations and analysis to construction management, functioning as a technical specialist performing analysis as well as providing oversight and quality control.

Dr. Matthew Salveson, P.E. is a licensed civil engineer and has been working in the transportation engineering field since 1991. His project experience includes the planning and design of various transportation facilities in California, including bridges, freeways, local roads, and interchanges. He has also managed the construction, retrofit and repair of numerous bridges. Dr. Salveson received his Bachelor of Science, Master of Science, and Doctor of Philosophy in Civil Engineering from the University of California, Davis. He is currently an Assistant Professor of Civil Engineering at California State University, Sacramento.

Michael A. Turco, P.E., BCEE is a licensed professional engineer and certified project manager, with 40 years of engineering, design, and management experience in and for the oil, chemical, hazardous waste management and environmental consulting industries. He is board certified by the American Academy of Environmental Engineers in hazardous waste management and holds a BS in Chemical Engineering, an MS in Environmental Engineering and an MBA, all from Drexel University.

Scott D. Woodland, P.E., M. ASCE is a licensed professional engineer in the State of California. With experience in design and construction, operations and maintenance and planning for the California Department of Water Resources he is an 18 year veteran of California's on-going struggles to deliver water and protect the State's citizens from floods. He currently is helping with the implementation of the California FloodSAFE and Integrated Regional Water Management Programs. Scott has a BS in Civil Engineering from the University of California, Davis. Scott contributed to portions of this book related to executing a professional commission, engineer's role in project development, and professional engagement.

Phil Welker, PMP is a chemical/environmental engineer with nearly 20 years of experience managing complex large-scale toxic and hazardous waste remediation projects for both the private and public sector, particularly the federal government. He is a certified project management professional (PMP), and is an Associate at GeoEngineers, Inc., where he monitors and assists project managers with their daily project oversight activities. Phil has a BS in Chemical Engineering from Trinity University, Texas. Phil contributed to portions of this book related to executing a professional commission, products that engineers deliver, and professional engagement.

Contributing Editors

Dr. Cyrus Aryani, P.E., G.E. is professor of geotechnical engineering and graduate program coordinator in the Department of Civil Engineering at California State University, Sacramento. Prior to joining the university, he worked as a consulting geotechnical engineer in southern California where he planned and supervised subsurface exploration programs, conducted feasibility studies for site selection and development, analyzed slope stability and designed landslide stabilization plans, and incorporated geosynthetic materials on a wide variety of projects, including: commercial/industrial tracts, residential development, bridges, road embankments, airports, oil storage and landfill facilities, earth dams and water storage reservoirs, utility tunnels, and distressed structures. He is the author of several publications and professional reports including a three volume text book, Applied Soil Mechanics and Foundation Engineering, California State University, Sacramento 2008, 2009, and 2010.

Dr. Sandra M. Benedet holds a Ph.D. in Spanish from Stanford University and a BA from California State University, San Francisco. Dr. Benedet currently is a Professor at DePaul University in Chicago and has taught at Stanford University, Roosevelt University, Northwestern University, and the University of Iowa. She has instructed a wide range of courses, including language, composition, and literature, as well as a course on urban literature that examines the way in which the Latin American city has been imagined in the 20th century. She has worked extensively on questions of modernity as they relate to the avant-garde. Her work has appeared in La palabra y el hombre: Revista de la Universidad Veracruzana, and Contratiempo, a Chicago-based publication.

Phil Brozek, P.E., is a Professional Engineer in the State of California and has more than 30 years of professional experience in contract management, construction management, and project management on large US Army Corps of Engineers projects. Phil is currently a partner in Brozek & Associates providing project leadership for natural resource conservation projects.

Dr. Janis E. Hulla, D.A.B.T., has worked with the U.S. Army Corps of Engineers since 2002. She provides environmental health and toxicological expertise to the Corps, Army and Department of Defense. She identifies and frames national issues at the intersection of policy, science, and field practice to resolve both longstanding and emerging issues. She serves as an advisor to, and project manager for, the Physical Sciences and Life Sciences Divisions of the Army Research Office located in Research Triangle Park, NC. Prior to moving to Sacramento, Dr. Hulla was a senior fellow at the National Institute of Environmental Health Sciences, RTP, NC. A former faculty member of the University of North Dakota and North Dakota State Toxicologist, Dr. Hulla earned her B.S. in Microbiology and M.S. in Biochemistry from Montana State University. Her Ph.D. was earned in Pharmacology from the University of Washington School of Medicine. Dr. Hulla is certified as a Diplomate of the American Board of Toxicology (ABT) and currently serves on its Board of Directors.

Dr. John Johnston, P.E. is professor of environmental engineering in the Department of Civil Engineering at California State, Sacramento (CSUS) and Technical Advisor in the CSUS Office of Water Programs where he has guided stormwater research for all Caltrans projects. He served as Senior Environmental Engineer, Camp Dresser and McKee, Inc., in Boston, MA, managing EPA-sponsored technology evaluation of in-vessel composting systems for municipal sludge, and a study of sludge dewatering system options for the City of Fall River, MA. Dr. Johnston also was a Civil Engineer with U.S. Army Corps of Engineers, Sacramento District, where he designed water and wastewater systems, roads, and facilities at Corps reservoirs in California.

Thomas J. Kelleher, Jr. is an attorney and Senior Partner with Smith, Currie, & Hancock LLP, a nationally recognized firm that practices in the areas of construction law, government contracts, and environmental law. He graduated cum laude from Harvard University and graduated from the University of Virginia School of Law. He served in the U.S. Army from 1968 through 1973 including positions as the Assistant Chief and Instructor in the Procurement Law Division at the U.S. Army Judge Advocate General's School, Charlottesville, Virginia. Mr. Kelleher has extensive government and construction contract experience on the spectrum of issues involving bidding, changes, differing site conditions, delays, and terminations. He has represented clients on hospital projects, airport facilities, research laboratories, convention facilities, prisons, federal and state courthouse and office complexes, and resort hotels and has practiced before the various federal government boards of contract appeals, as well as federal and state courts. In addition, he has represented clients in mediations, as well as arbitration proceedings. Mr. Kelleher is co-editor of Common Sense Construction Law: A Practical Guide for the Construction Professional.

Dr. Debra Larson, P.E. is Associate Dean of the College of Engineering, Forestry and Natural Sciences at Northern Arizona University (NAU). She joined in 1994 as an Associate Professor after completing a Ph.D. in Civil Engineering from Arizona State University and working in industry as a civil and structural engineer for ten years. Her research interests have included alternative building materials and techniques, value-added wood products, low-rise structures, and engineering pedagogy. Dr. Larson has designed and managed numerous American Society of Civil Engineers (ASCE)-sponsored Excellence in Civil Engineering Education (ExCEEd) Teaching Workshops for civil engineering educators and participated actively as a member of the ASCE's Body of Knowledge (BOK) Educational Fulfillment Committee. She also has lead ABET, Inc.—formerly Accreditation Board for Engineering and Technology—specialized evaluation teams in reviewing academic institutions and programs to ensure that they are meeting established standards of educational quality.

Todd Kamisky, P.E., G.E. is a licensed civil and geotechnical engineer, and has been working in the geotechnical engineering field since 1994. His project experience includes all geotechnical aspects of residential subdivisions, detention basins, bridges, communication towers, schools and commercial/industrial developments. Mr. Kamisky received his Bachelor of Science degree in Civil Engineering from California State University, Chico and a Master of Science degree in Civil Engineering with emphasis in Geotechnical Engineering, from University of California, Davis.

Bridget Crenshaw Mabunga is an Adjunct Professor of English in the Los Rios Community College District and a Writer/Editor. She also volunteers as an Assistant Editor for Narrative Magazine. She holds a BA in English (cum laude) from California State University, Chico and an MA in English (emphasis Creative Writing) from California State University, Sacramento.

Janet Riser, MBA, CFM, CRPC obtained her undergraduate degree from the University of Pittsburg, and an MBA from Drexel University before entering the financial investment community as a financial advisor for over 25 years with Merrill Lynch and now with Janney, Montgomery, Scott LLC as a First Vice-President. Janet earned her Chartered Retirement Planning Counselor designation from the College of Financial Planning in 2007 and in 2009 received Five Star Wealth Manager Award in the Delaware Valley. Janet specializes in the financial planning process, helping her clients deal with life cycle and market transitions. One of Janet's greatest pleasures in her work is the long-term relationships working with and growing extended families through multiple generations. Janet contributed to portions of this book related to the client relationship, communication, and professional engagement.

List of Abbreviations

Chapter 1

Introduction

Big Idea

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; stewards of the natural environment and its resources; innovators and integrators; managers of risk and uncertainty; and leaders in discussions and decisions shaping public environmental and infrastructure policy.

—ASCE Body of Knowledge 2

Key Topics Covered

The Need for Accreditation

American Society of Civil Engineers (ASCE)

21st Century Engineer

Goal of This Book

Reader's Guide

Related Chapters in This Book

Chapters 1 through 17 and Appendices A, B, C, D, E, F

Related to ASCE Body of Knowledge 2 Outcomes

Background

The Civil Engineer's Handbook of Professional Practice is a professional practice guide for civil engineers. The first decade of the 21st century has afforded many opportunities to reflect on the role civil engineers will play in coming years. The global economy and world banking system, national security, climate change, dwindling natural resources, technological advances, and societal changes have provided sufficient food for thought. In retrospect, the 2001 American Society of Civil Engineers (ASCE) report, titled Engineering the Future of Civil Engineering, which acknowledged that civil engineering must respond proactively to increasingly complex challenges related to public health, safety, and welfare, appears prophetic.

As a university program, civil engineering has been growing in the 21st century. Enrollment in most universities across the nation continues to increase, partially due to shrinking opportunities in other technical fields as a result of outsourcing. Civil engineers work very closely with government agencies and on projects requiring significant local knowledge, making outsourcing of their work difficult. According to the U.S. Bureau of Labor Statistics:

Civil engineers are expected to experience 24 percent employment growth during the projections decade [2008−2018], faster than the average for all occupations. Spurred by general population growth and the related need to improve the Nation's infrastructure, more civil engineers will be needed to design and construct or expand transportation, water supply, and pollution control systems and buildings and building complexes. They also will be needed to repair or replace existing roads, bridges, and other public structures.

For several years the country's infrastructure has been given a grade of D on the ASCE's infrastructure report card; in 2009 the ASCE estimated that a $2.2 trillion investment was needed over the next five years to rectify this problem. Significant public and private funding sources have been established to address this challenge and, as a result, the demand for well-educated and competent civil engineers should continue.

Infrastructure is a multitrillion-dollar marketplace with enormous need for private investment.

Source: Henry Kravis in the New York Times, 5/16/08

The Need for Accreditation

ASCE has made a concerted effort to work with ABET, Inc., formerly named the Accreditation Board for Engineering and Technology, to assure that civil engineering education anticipates and responds to the profession's evolving needs. ASCE has formed several task forces not only to address these needs in the present but also to foresee significant trends.

ABET, Inc. accredits civil engineering programs within U.S. universities and plays a significant role in determining the development of the profession. University Departments of Civil Engineering undergo extensive, periodic reviews by ABET in order to maintain their accreditation.

ABET, Inc. was established more than 75 years ago as the Engineers' Council for Professional Development (ECPD). A survey of multiple engineering societies revealed the need for quality control, and in 1932, seven societies founded ECPD. These societies included: the American Society of Civil Engineers (ASCE); the American Society of Mining and Metallurgical Engineers (now the American Institute of Mining, Metallurgical, and Petroleum Engineers); the American Society of Mechanical Engineers (ASME); the American Institute of Electrical Engineers (now IEEE); the Society for Promotion of Engineering Education (now the American Society for Engineering Education−ASEE); the American Institute of Chemical Engineers (AIChE); and the National Council of State Boards of Engineering Examiners (now NCEES). By 2009, ABET accredited approximately 2,700 programs at more than 550 universities and colleges nationwide.

ABET Outcomes

Following a long period of development, in 1997, ABET adopted Engineering Criteria 2000 (EC2000), which took a completely new approach to engineering education. By defining outcomes of engineering education, EC2000 focused on what is learned rather than what is taught. ABET has identified 11 outcomes of civil engineering education:

1. Mathematics, science, and engineering—an ability to apply knowledge of mathematics, science, and engineering

2. Experiments—an ability to design and conduct experiments, as well as analyze and interpret data

3. Design—an ability to design a system, component, or process to meet desired needs

4. Multidisciplinary teams—an ability to function on multidisciplinary teams

5. Engineering problems—an ability to identify, formulate, and solve engineering problems

6. Professional and ethical responsibility—an understanding of professional and ethical responsibility

7. Communication—an ability to communicate effectively

8. Impact of engineering—the broad education necessary to understand the impact of engineering solutions in a global and societal context

9. Lifelong learning—a recognition of the need for, and an ability to engage in, lifelong learning

10. Contemporary issues—a knowledge of contemporary issues

11. Engineering tools—an ability to understand techniques, skills, and modern engineering tools necessary for engineering practice

American Society of Civil Engineers

Meanwhile, the American Society of Civil Engineers has made a concerted effort to work with ABET to assure that civil engineering education anticipates and responds to the profession's evolving needs.

The ASCE has formed several task forces not only to address these needs in the present but also to foresee significant trends. Policy 465 expresses the vision articulated by the Summit on the Future of Civil Engineering–2025 held in 2006. The attendees of the Summit saw civil engineers as being entrusted by society to be leaders in creating a sustainable world and enhancing the global quality of life. As depicted in Figure 1.1, Policy 465 supports the concept of the master's degree or equivalent as a prerequisite for licensure and the practice of civil engineering at the professional level.

Figure 1.1 ASCE's vision of preparation for a career in civil engineering

(Adapted from ASCE Policy Statement 465)

The 2001 ASCE report Engineering the Future of Civil Engineering, mentioned above, concluded that for civil engineers to maintain leadership in the infrastructure and environmental arena, an implementation master plan was needed; and the basis of this master plan is a document called the Body of Knowledge. The Body of Knowledge 1 (BOK1), published in 2004, defines categories of knowledge and recommends 15 outcomes that collectively prescribe a substantially greater depth and breadth of knowledge, skills, and attitudes required of an individual aspiring to the practice of civil engineering at the professional level (licensure) in the 21st Century. The first 11 outcomes are those identified by ABET, but the BOK1 included four additional outcomes that broaden and deepen these ABET outcomes. The new outcomes are:

12. Specialization—an ability to apply knowledge in a specialized area related to civil engineering

13. Management—an understanding of the elements of project management, construction, and asset management

14. Policy and administration—an understanding of business and public policy and administration fundamentals

15. Leadership—an understanding of the role of the leader and leadership principles and attitudes

The BOK1 also emphasized the importance of attitude: knowledge and skill, while necessary, are not sufficient to be a fully functioning civil engineer. (Note: ABET has incorporated outcomes 13, 14, and 15 into its Criterion 9 for civil engineering programs.)

ASCE published the second edition of BOK1, the Body of Knowledge 2 (BOK2), in 2008. The BOK2 also uses the outcomes approach developed by ABET to define the knowledge, skills, and attitudes necessary to enter civil engineering practice at the professional level in the 21st century. The BOK2 further adopts Bloom's Taxonomy to indicate the desired level of achievement for each outcome. The BOK2's 24 outcomes are organized into three categories: foundational, technical, and professional. (See Table 1.1.)

Table 1.1 BOK2 Outcomes (2008)

ASCE Has Developed a Global Vision of the Profession:

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

Leaders in discussions and decisions shaping public environmental and infrastructure policy

—Civil Engineering Body of Knowledge for the 21st Century (BOK2).

The first and second editions of the Civil Engineering Body of Knowledge for the 21st Century stress the need for change in the way civil engineers practice their profession and in the way they are educated. Though not strictly prescriptive, BOK1 and BOK2 offer guidance to academia in helping to educate future engineers. Summary findings are highlighted below.

Key issues facing engineering education

BOK1 identifies the chief issues facing civil engineering as:

Escalated complex risks and challenges to public safety, health, and welfare

Vulnerability to human-made hazards and disasters (such as terrorism)

Globalization

Four-year bachelor's degree inadequacy in providing formal academic preparation for the practice of civil engineering at the professional level

BOK2 adds further concerns:

Sustainability

Emerging technology

Teaching/learning modes

BOK1 identifies four teaching/learning modes:

Undergraduate study typically leading to a BSCE

Graduate study or equivalent

Co-curricular and extracurricular activities

Post-B.S. engineering experience prior to licensure

BOK1 also concludes that distance learning increasingly will improve accessibility to high-quality formal education.

Faculty member characteristics

BOK1 identifies characteristics of the model full- or part-time civil engineering faculty member:

Scholars having and maintaining expertise in the subjects they teach

Teachers who effectively engage students in the learning process

Professionals with practical experience, preferably with professional engineering licenses

Positive role models for the profession

Table 1.2 depicts the relationships among the ABET, BOK1, and BOK2 outcomes.

Table 1.2 From ABET to BOK2 Outcomes.

The BOK2 not only defined outcomes but also identified what level of proficiency should be achieved for each outcome through the use of Blooms' taxonomy. Table 1.3 depicts the BOK2's 24 outcomes with the level of proficiency expected for each outcome.

Table 1.3 Entry into the Practice of Civil Engineering at the Professional Level Requires Fulfilling 24 Outcomes to the Appropriate Levels of Achievement.

What Is the Role of Engineers in Society and How Is that Role Changing?

By 2020, we aspire to a public that will understand and appreciate the profound impact of the influence of the engineering profession on sociocultural systems, the full spectrum of career opportunities accessible through an engineering education, and the value of an engineering education to engineers working successfully in nonengineering jobs.

We aspire to a public that will recognize the union of professionalism, technical knowledge, social and historical awareness, and traditions that serve to make engineers competent to address the world's complex and changing challenges.

We aspire to engineers who will remain well grounded in the basics of mathematics and science, and who will expand their vision of design through solid grounding in the humanities, social sciences, and economics. Emphasis on the creative process will allow more effective leadership in the development and application of the next-generation technologies to problems of the future.

—National Academy of Engineering, The Engineer of 2020.

21st Century Engineer

Aspiring civil engineers face challenges posed by the unique attributes and characteristics of facilities and civil infrastructure systems, as well as the complexities of the current processes and the diverse set of resources required for both their delivery and their use.

BOK2 gives some structure to what is a large educational challenge. These new outcomes and approaches have raised the bar substantially for civil engineering educators. Twentieth-century civil engineering education focused on learning about engineering mechanics; doing calculations; writing essays and lab reports; acquiring knowledge; and working with determinant processes. Twenty-first-century civil engineering practice requires innovative thinking and relies heavily on tacit knowledge—understanding, judgment, associativity, and intuition. (MacLeod, 2009) (See Figure 1.2.)

Figure 1.2 Dominant activities in 21st century practice

(Source: Dr. Iain A. MacLeod, Department of Civil Engineering, Strathcyle University, Glasgow, Scotland)

Goal of This Book

Given these complexities, the question is: How can the new BOK outcomes be achieved? Clearly, each of the BOK2's 24 outcomes could command its own textbook. The goal of this book is to provide an easily understood and readily usable resource for civil engineering educators, students, and professional practitioners that develops overall understanding and points readers to additional resources for further study. The book distills 15 of the BOK2's outcomes (six technical outcomes and all nine professional outcomes) as well as other relevant issues.

The Civil Engineer's Handbook of Professional Practice targets both academia and industry. The book can be used as a textbook for Professional Practice, Senior Project, Infrastructure Engineering, and Engineering Project Management courses. It is intended for junior, senior, and graduate level students in the major. As the issues addressed in the 2008 BOK2 are disseminated and better understood by educators, all Civil Engineering Departments will need to offer a course on Practice Management, if they do not do so already.

Additionally, the book is a helpful reference for practicing civil engineers. The information imbedded in the 191-page BOK2 provides a vision for a civil engineering body of knowledge. The Civil Engineer's Handbook of Professional Practice builds on that vision.

Readers' Guide

Of the 24 outcomes discussed in BOK2, this book addresses the following:

The Civil Engineer's Handbook of Professional Practice offers additional relevant information such as: the design professional's role in the project development process; the legal infrastructure in the United States; the fundamental contents of contracts; the origin of conflicts; the various roles that the civil engineer plays in construction projects; how the legal world views construction disputes; the basic economics of civil engineering practice; and emerging technologies relevant to civil engineering. Each chapter concludes with references for further reading and or study.

The book presents information in three levels of increasing detail through the use of graphics (photographs, illustrations, line drawings, graphs, text boxes, and cartoons) and text. These illustrations form one level of information, the commentary included in text boxes forms another, and the third is the actual text. The first page of each chapter outlines the key concepts presented and contains a unique graphic that helps to orient the reader.

The chapters of the Civil Engineer's Handbook of Professional Practice can be read in the order that best suits the reader. Following is a brief summary of the chapters and appendices:

Chapter 1—Introduction

This chapter addresses the overall issues outlined in the ASCE's Body of Knowledge, first and second editions (BOK1 and BOK2) and the need for a new approach to civil engineering.

Chapter 2—Background and History of the Profession

This chapter covers BOK2 Outcome 11−Historical Perspectives and gives an overview of the Architectural/Engineering/Construction (AEC) industry.

Chapter 3—Ethics

This chapter covers BOK2 Outcome 24−Professional and Ethical Responsibility.

Chapter 4—Professional Engagement

This chapter covers BOK2 Outcome 8−Problem Recognition and Solving.

Chapter 5—The Engineer's Role in Project Development

This chapter covers BOK2 Outcome 9−Design.

Chapter 6—What Engineers Deliver

This chapter covers BOK2 Outcome 8−Problem Recognition and Solving and Outcome 9−Design.

Chapter 7—Executing a Professional Commission

This chapter covers BOK2 Outcome 13–Project Management.

Chapter 8—Permitting

This chapter covers BOK2 Outcome 17−Public Policy.

Chapter 9—The Client Relationship

This chapter covers BOK2 Outcome 18−Public Administration.

Chapter 10—Leadership

This chapter covers BOK2 Outcome 20−Leadership and Outcome 21−Teamwork.

Chapter 11—Legal Aspects of Professional Practice

This chapter covers BOK2 Outcome 12−Risks and Uncertainties as well as the additional legal aspects.

Chapter 12—Managing the Civil Engineering Enterprise

This chapter covers BOK2 Outcome 18−Business Administration.

Chapter 13—Communicating as a Professional

This chapter covers BOK2 Outcome 16–Communication.

Chapter 14—Having a Life

This chapter covers BOK2 Outcome 22−Attitudes and Outcome 23−Lifelong Learning.

Chapter 15—Globalization

This appendix covers BOK2 Outcome 19−Globalization.

Chapter 16—Sustainability

This appendix covers BOK2 Outcome 10−Sustainability.

Chapter 17—Emerging Technologies

This appendix covers a primary concern identified in BOK2.

Summary

The demands of society and the related high standards required by both ABET and ASCE present civil engineers and civil engineering educators with numerous challenges. The authors hope that the Civil Engineer's Handbook of Professional Practice will provide both aspiring and practicing civil engineers, as well as civil engineering educators, with useful information that assists them in meeting the needs of society and achieving their own personal goals.

References/Further Reading

American Society of Civil Engineers. (2008). Civil Engineering Body of Knowledge for the 21st Century, 2d edition. ASCE report, Reston, VA.

American Society of Civil Engineers. (2004). Civil Engineering Body of Knowledge for the 21st Century, 1st edition. ASCE report, Reston, VA.

American Society of Civil Engineers. (2006). Policy 465. ASCE report, Reston, VA.

Galloway, Patricia D. (2008). 21st Century Engineer: A Proposal for Education Reform. American Society of Civil Engineers. Reston, VA.

National Academy of Engineering (2004). The Engineer of 2020: Visions of Engineering in the New Century. National Academies Press, Washington, D.C. ISBN-10: 0-309-09162-4.

Rockefeller Foundation's 2050 Forum. (2008). Rebuilding and Renewing: 21st Century Infrastructure Agenda, May 9, 2008, Washington, D.C.

www.abet.org/history.html.

www.infrastructurereportcard.org/ (accessed November 7, 2009).

www.bls.gov/oco/ocos027.htm#outlook (accessed November 7, 2009).

Chapter 2

Background and History of the Profession

Big Idea

. . . lessons learned from the behavior and especially the failure of even ancient designs are no less relevant today . . . good design practice of engineers in centuries past can serve as models for the most sophisticated designs of the modern age.

—Henry Petroski

Key Topics Covered

Background

Civil Engineering as a Profession

Civil Engineering's Historical Inheritance

The Ancient Engineers

Engineering in Medieval Times

Engineering in the Renaissance and the Age of Enlightenment

The Industrial Revolution

Modern Civil Engineering

Civil Engineering Education

Civil Engineering Careers

Summary

Related Chapters in This Book

Chapter 1: Introduction

Chapter 3: Ethics

Chapter 8: Permitting

Chapter 11: Legal Aspects of the Profession

Related to ASCE Body of Knowledge 2 Outcomes

Background

Chapter 2 examines civil engineering as a profession and the significant contributions civil engineers have made to civilization. The chapter explores civil engineering's historical inheritance, provides examples of outstanding projects—from ancient to modern times—and profiles several legendary civil engineers. The chapter also gives background on various career specializations, as well as typical educational and licensure requirements for achievement of professional status.

Civil Engineering as a Profession

Until modern times there was no clear distinction between civil engineering and architecture, and the term engineer or architect referred to the same person. In the western world, the origins of civil engineering as a profession can be found in the years immediately preceding and including the Industrial Revolution, the late 18th and early 19th centuries. The scientific discoveries of the Age of Enlightenment and the new commercial needs of the Industrial Revolution converged to create an ideal environment for innovation. During this period, certain military engineers began to work on nonmilitary, or civil, projects. The term civil engineer was adopted to emphasize this difference. In response to the growth of these new civil projects, the British Institution of Civil Engineers (ICE) was chartered in 1818 and the American Society of Civil Engineers (ASCE) was founded in 1852. Other professional civil engineering organizations followed: Institution of Civil Engineers India (ICEI) in 1860; Spanish Asociación de Ingenieros de Caminos, Canales, y Puertos (AICCP) in 1903; South African Institution of Civil Engineers (SAICE) in 1903; Japan Society of Civil Engineers (JSCE) in 1914; and Chinese Institute of Civil Engineering (CICE) in 1936, among others.

These organization, as well as those in other countries, helped to formalize civil engineering as a profession. The geotechnical engineer and author, John Philip Bachner, lists five characteristics of a profession. These are:

Systematic body of theory

Authority

Community sanction

Ethical codes

A culture

These characteristics help define today's professional civil engineer, who must be adequately prepared with a systematic body of theory that incorporates a spirit of rationality. This theory is based on mathematics and natural sciences, such as physics and chemistry. Like other professions, for instance, law and medicine, civil engineers are granted authority based on their extensive education and are afforded community sanction, in the form of licensure or registration. Civil engineers are held to well-documented ethical codes and are expected to be their clients' trusted advisors. Civil engineers also have a culture of their own that involves providing valuable services to society, behaving appropriately, and sharing a rich history and folklore.

Attributes of a Profession

1. Systematic body of theory

Skills flow from an