Professional Design Component for Civil Engineering Curriculums

Abstract

The Accreditation Board for Engineering and Technology has adopted a revised set of accreditation criteria that is designed to assure that graduates of accredited programs are prepared to enter the practice of engineering. The proposal also specifies that engineering programs must demonstrate that their graduates have an understanding of professional practice issues in addition to the ability to design civil engineering projects by taking various realistic constraints under consideration. The findings of this study indicate that engineering undergraduate and graduate students as well as practitioners perceive that three constraints that represent the traditional technical aspect of engineering are of great importance for design projects. They include engineering codes and standards, economic factors, and manufacturability (constructability). In contrast, two constraints received lower ratings. They include social ramifications and political factors. Overall, 60% of the Accreditation Board for Engineering and Technology recommended design constraints are rated by students and practitioners with a composite score ⩾ 3.0. This may be interpreted as strong support for the