The Body of Knowledge for Water Resources Engineering was drafted by American Academy of Water Resources Engineers (AAWRE) in 2005 (AAWRE, 2005) and was entirely consistent with the first edition of the Civil Engineering Body of Knowledge for the 21st Century (ASCE, 2004). A document, Achieving the Vision for Civil Engineering in 2025: A Roadmap for the Profession (Roadmap) was published in 2009 (ASCE, 2009) and suggests that, in our role as master builders, we "acquire a new, more expansive body of knowledge". In 2008, ASCE published second edition of the Civil Engineering Body of Knowledge for the 21st Century (ASCE, 2008). The second edition expanded the 15 outcomes to 24 outcomes and conformed to ASCE Policy 465, Academic Prerequisites for Licensure and Professional Practice. The second edition almost made extensive use of Bloom's Taxonomy in defining how the outcomes are achieved. In civil engineering the body of knowledge is defined as "the knowledge, skills & attitudes necessary to enter into the practice of civil engineering at the professional level." By contrast the AAWRE body of knowledge is defined as the "knowledge, skills, and attitudes necessary to become a Diplomate, Water Resources Engineer". This paper proposes to look at the existing AAWRE body of knowledge including some proposed changes from the AAWRE Body of Knowledge Committee and other recent bodies of knowledge and ask whether some of the ideas proposed in the civil engineering body of knowledge or used by other professions are candidates for incorporation. Note that in October 2016, ASCE will be charged with developing a possible third edition of the civil engineering body of knowledge. Therefore the paper also proposes to carefully seek scrutiny of the second edition from AAWRE Diplomates and evaluate whether there are aspects ripe for inclusion in the third edition and whether to recommend those for inclusion in a potentially updated AAWRE body of knowledge. A final question will review what levels of mastery as defined in Blooms taxonomy or other systems are appropriate to the Diplomate level of achievement versus the entry level professional engineer.
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