The American Society of Civil Engineers (ASCE) has raised the bar in defining professional status for civil engineers in its Policy Statement 465. In support of that statement ASCE has developed a document that defines the “Body of Knowledge” that should be addressed in civil engineering programs that lead to a professional degree. This paper describes the current efforts by ASCE’s Committee on Faculty Development to define who should teach the body of knowledge. Discussion focuses on faculty credentials, methods of content delivery, and venue of programs, e.g., in-residence versus distance education programs.
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