Additional technical and professional education is vital to prepare future civil engineers for the engineering challenges of the 21 st century. In a proactive response to globalization, accelerated project timelines, an intricate and aging infrastructure, and emerging engineering and information technologies, the American Society of Civil Engineers (ASCE) is undergoing a significant and formal reevaluation of the educational system for civil engineering. In October 2001, the ASCE Board of Direction unanimously voted to move forward with Policy Statement 465, entitled “Academic Prerequisites for Licensure and Professional Practice. ” This policy statement supports “the concept of the Master’s degree or Equivalent as a prerequisite for licensure and the practice of civil engineering at a professional level. ” While ASCE recognizes that implementation of ASCE Policy Statement 465 will not occur overnight, this measure has the potential to transform the practice of civil engineering, and positively influence the safety, quality, efficiency, and sustainability of the built environment in the 21 st century. The ASCE Board recently charged the Task Committee on Academic Prerequisites for Professional Practice (TCAP^3) with developing, organizing, and executing a detailed plan for the full realization of Policy Statement 465. The committee consists of 15 members representing practitioners, educators, younger members, students, and ASCE senior staff. Their mission includes efforts in the following three areas: (1) Body of Knowledge/Curricula, (2) Professional Licensure, and (3) Accreditation. TCAP^3 is collaborating with industry, universities, an
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