The American Society of Civil Engineers (ASCE) has implemented a number of relevant recommendations aimed at establishing an applicable experience governing concept in the workplace. These recommendations are part of ASCE Policy Statement 465.
Recommendation 1: Encouraging Collaboration
An in-depth examination of this provision shows that the first recommendation entails encouraging multiple academic institutions, employers, and government bodies to play an active role in supporting, fostering, and introducing information development for all engineers. This proposal focuses on offering all of the requisite fundamentals of science, math, and engineering, as well as an adequate scope and depth of specialization. On top of that, the attainment of additional education that extends beyond the bachelor's degree is essential in generating adequate experience in the workplace (American Society of Civil Engineers, 2017).
Recommendation 2: Implementing Appropriate Curricular
The ASCE also highlights the importance of implementing appropriate curricular through the entire formal education continuum. This path also conforms to the educational and experience standards put in place by the licensing jurisdictions of the engineering in the engineering sector. Another suggestion involves the internship periods where learners are subjected to work experience-gained knowledge which supplements the knowledge acquired during classwork education. The attainment of specialized technical competence is also essential since engineers are required to have sufficient expertise in health protection, safety, and public welfare. A lot of emphases is placed on the need for students to gain appropriate experience based on the technical and professional practices of engineering.
Recommendation 3: Providing Flexibility
Lastly, the ASCE policy statement suggests the provision of flexibility for various roles in the engineering docket. The field of engineering must, therefore, be implemented in a manner that enhances the professional stature of engineers as leaders hence encouraging them to make further advancements in the community, the workplace, and most importantly motivating other students (Russell, Stouffer, Walesh, & Lenox, 2017).
References
American Society of Civil Engineers. (2017, January 9). Policy Statement 465 – Academic Prerequisites For Licensure and Professional Practice. Retrieved from American Society of Civil Engineers: http://www.asce.org/issues-and-advocacy/public-policy/policy-statement-465—academic-prerequisites-for-licensure-and-professional-practice/
Russell, J., Stouffer, B. W., Walesh, S., & Lenox, T. (2017). Civil Engineers Raise The Bar On Education: Asce Policy Statement 465. Proceedings of the 2002 ASEE/SEFI/TUB Colloquium (pp. 1-8). Reston: American Society of Civil Engineers.
