土木工学知識体系（CEBOK） は、21世紀の土木工学知識体系とタイトルされた米国土木学会(ASCE)American Society of Civil Engineers による提案。

提案されて以来、現在も整っています。この提案は米国United States of Americaにおける土木工学Civil engineerの教育とライセンス取得プロセスへの識別と改善の実施に努めます。

 歴史 

The ASCE board of directors adopted a policy in 1998 (Policy Statement 465) that supported a change to make the master's degree be the first professional degree to enable practice of civil engineering. This proposed change was not widely accepted within the civil engineering profession and the policy was first revised in 2001 to support a requirement for a "master’s degree or equivalent". It was revised again in 2004 to support "the attainment of a body of knowledge for entry into the practice of civil engineering at the professional level"

The ASCE board created a standing committee, the Committee on Academic Prerequisites for Professional Practice (CAP3), charged with the implementation of Policy Statement 465. CAP3 determined that the best implementation of PS 465 was to define the body of knowledge (BOK) that would form the foundation of the licensure process. CAP3 in turn established the Body of Knowledge Committee which wrote the first and second (current, 2008) versions of the BOK.

 知識体系の内容 
知識体系は、土木技術を実践するため必要な、知識、技能、および考え方~なる24の成果を定義します。その成果は、基礎的、技術的、および専門的の3つの分類に分割されます。
 基礎的
 1. 数学 (Mathematics)
 2. 自然科学 (Natural science)
 3. 人文科学 (Humanities)
 4. 社会科学 (Social sciences)
 技術的
 5. 物質科学 (Materials science)
 6. 機械工学 (Mechanics)
 7. 経験 (Experiment)
 8. 問題解決 (Problem solving)
 9. 設計 (Design)
 10. 持続性 (Sustainability)
 11. 現代史 (Contemporary history)
 12. リスク と 不確実性 (Risk,Uncertainty)
 13. プロジェクト管理 (Project management)
 14. 土木工学領域の広がり (Civil engineering)
 15. 技術的特殊性 (Civil Engineering#Sub-disciplines)
 専門的
 16. コミュニケーション (Communication)
 17. 公的ポリシ (Policy)
 18. 事業管理 と 行政管理 (Business administration、Public administration)
 19. グローバル化 (Globalization)
 20. リーダーシップ (Leadership)
 21. チームワーク (Teamwork)
 22. 考え方(心理学) (Attitude (psychology))
 23. 継続教育 (Continuing education)
 24. 専門性と論理性の責任(Professional ethics)

知識体系は、24の成果のそれぞれのため必要な到達レベルを概観する教育目的分類体系 (Taxonomy of Educational Objectives)を使います。

 実装の状態
ASCE has formed the BOK Educational Fulfillment Committee (BOKEdFC) to focus on the changes needed to engineering education. This committee is composed of representatives from universities with four-year civil engineering programs.

NCEES considered the implementation of the BOK at their 2008 annual meeting and decided to establish a task force. The task force is provide an analysis of " the potential educational, professional, regulatory, and economic impact of the master's or equivalent; and any alternative solutions besides the master's or equivalent that could potentially address the challenge of better preparing engineering licensure candidates to enter the profession."

In 2008, Nebraska became the first to consider legislation requiring college-level education beyond the Bachelors degree as a requirement for a professional engineering license. The legislation was not enacted, in part to testimony from engineering associations. The Nebraska section of the American Council of Engineering Companies stated that the new requirement might have made it more difficult for companies located in their state to hire and keep entry-level engineers.

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 知識体系