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Reston, VA, United States

The American Society of Civil Engineers is a tax-exempt professional body founded in 1852 to represent members of the civil engineering profession worldwide. Based in Reston, Virginia, it is the oldest national engineering society in the United States. Wikipedia.


Roth L.H.,American Society of Civil Engineers
Storm Surge Barriers to Protect New York City: Against the Deluge | Year: 2013

The U.S. Army Corps of Engineers and the American Society of Civil Engineers have assessed the disastrous circumstances of Hurricane Katrina striking New Orleans in August 2005. New Orleans was caught ill-prepared; hesitant, unwilling or unable to evacuate; and with inadequate defenses. The region's vulnerability and the consequences of a major hurricane were not recognized. The hurricane protection system, compromised by questionable engineering decisions, inadequate or dysfunctional interfaces between organizations, and a political culture that did not understand the potential for catastrophe, gave insufficient consideration of the risks and was unwilling to pay the price for adequate protection. The tragedy shows that responsibilities for funding and technical decision-making must be tied together. The lessons for New York in particular are: (1) to reevaluate the need for a hurricane protection system; (2) understand risk and embrace safety; (3) demand engineering quality; and (4) put someone in charge. © 2013 American Society of Civil Engineering. Source


Killgore M.W.,American Society of Civil Engineers
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2013

Today, all over the world, engineers and engineering companies are working across international borders. Engineers in responsible charge are seeking avenues to legally practice across the globe. Most countries require either a credential or license in order to practice engineering and the educational requirements for such licensure (we will use licensure to refer either to a license or credential required to practice engineering in responsible charge) vary in many cases. Trends in overseas educational requirements in several countries and how those requirements might be evolving in response to both a greater body of knowledge for engineering and providing the attributes needed to effectively practice engineering on a global scale are explored herein. ABET has begun accrediting foreign engineering programs. Today over 22 countries apart from the United States and its territories are participating. Another recent development is that the National Council of Examiners for Engineering and Surveying (NCEES) is beginning to offer their examinations overseas. At the same time mutual recognition agreements or efforts at harmonization moved forward in several countries. The Washington Accord, signed in 1989, promotes mutual recognition of engineering programs and now includes15 signatory countries and 5 provisional member countries. The Bologna Accord, signed in 1999 had the following goals for 2010: • it is easy to move from one country to the other (within the European Higher Education Area) - for the purpose of further study or employment; • the attractiveness of European higher education is increased so many people from non- European countries also come to study and/or work in Europe; • the European Higher Education Area provides Europe with a broad, high quality and advanced knowledge base, and ensures the further development of Europe as a stable, peaceful and tolerant community. Now 47 countries are party to the accord. The 1998 call for action from the 1995 Civil Engineering Education Conference of the American Society of Civil. Engineers1, ultimately resulted in the passage of ASCE Policy Statement 4652-Academic Prerequisites for Licensure and Professional Practice. ASCE Policy 465 states that, in the future, education beyond the baccalaureate degree will be necessary for entry into the professional practice of civil engineering. Already several countries have recognized the need for advanced education for licensure or chartering. This is one of several scholarly papers that will be written and presented about the preparation of engineers for licensure or equivalent outside of the United States. These papers will be written from different, yet related, perspectives including the (1) overview, (2) educational requirements for licensure in Asia and the United Kingdom, (3) ABET role and understanding about overseas educational preparation for engineers , and (4) characteristics of global engineers. This paper will focus on the first perspective - overview. © American Society for Engineering Education, 2013. Source


Killgore M.W.,American Society of Civil Engineers
ASEE Annual Conference and Exposition, Conference Proceedings | Year: 2014

Over the last several years, a number of engineering organizations have postulated visions of engineering education beyond 2020. In 2005, the National Academy of Engineering published Educating the Engineer of 2020: Adapting Engineering Education to the New Century1. Soon thereafter, ASCE released The Vision for Civil Engineering in 20252 followed by Achieving the Vision for Civil Engineering in 2025, A Roadmap for the Profession3 in 2008. Mechanical engineers went through a similar visioning process in 2008 with 2028 Vision for Mechanical Engineering: A report of the Global Summit on the Future of Mechanical Engineering4 followed by Vision 2030: Creating the Future of Mechanical Engineering Education5 in December 2011. In 2012 the National Academy of Engineering convened a distinguished panel of experts in Washington, DC, for a forum entitled "Educating Engineers: Preparing 21st Century Leaders in the Context of New Modes of Learning." And the dialogue continues into the present. In late October 2013, the National Academy of Engineering convened its annual symposium "Frontiers of Engineering Education" in Irvine, California. This scholarly paper will delve into a series of questions about the future of engineering education including: •What do various visions for the future of engineering education have in common? •How are the various visions distinct from each other? •How might the various engineering societies collaborate to realize their visions of engineering education in the future (perhaps through the AAES Working Group on Engineering Education)? •Since 2020 is only six years away, is it time to take another look at the future of engineering education? In characterizing one aspect of a future state of civil engineering practice, ASCE's roadmap to achieving Vision 2025 declares, "Civil engineering is universally recognized as a 'learned profession' characterized by competency and the continued pursuit knowledge and experience." Engineering societies can work together to make this a reality for all branches of engineering. © American Society for Engineering Education, 2014. Source


Ingham J.M.,University of Auckland | Biggs D.T.,American Society of Civil Engineers | Moon L.M.,University of Adelaide
Structural Engineer | Year: 2011

The February 2011 Christchurch earthquake was twice the design level earthquake for new buildings and generated approximately 6 times the design level loading for retrofitted buildings that had been previously strengthened to 33% of new building standard. Approximately 50% of unreinforced buildings were severely damaged; mostly due to the failure of connections. Once again it has been demonstrated that unreinforced masonry buildings collapse in large earthquakes unless they have been suitably strengthened. To maintain public safety, difficult decisions must be made regarding whether to upgrade URM buildings to current strength, or demolish these iconic heritage buildings. However, there were many successes of seismically retrofitted URM buildings that could be emulated to ensure public safety in these heritage buildings. Source


Trademark
American Society of Civil Engineers | Date: 2016-06-02

Downloadable mobile applications for providing educational material and ratings on the condition of Americas infrastructure, including roads, bridges, transit, aviation, schools, drinking water, wastewater, dams, solid waste, hazardous waste, navigable waterways, and energy. Publications, namely, brochures, newsletters, magazines, booklets, and press releases in the fields of science and engineering, containing ratings and comments on the condition of Americas infrastructure, including roads, bridges, transit, aviation, schools, drinking water, wastewater, dams, solid waste, hazardous waste, navigable waterways, and energy. Public advocacy to promote awareness of the condition of Americas infrastructure, including roads, bridges, transit, aviation, schools, drinking water, wastewater, dams, solid waste, hazardous waste, navigable waterways, and energy; and the need to improve Americas infrastructure to advance the quality of life.

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