The Engineering Body of Knowledge - ncees.org Engineering Body of Knowledge Knowledge, Skills and Attitudes Required for the Practice of Engineering First Edition Jon D. Nelson, P.E.,

The Engineering Body of Knowledge Knowledge, Skills and Attitudes Required

for the Practice of Engineering First Edition

Jon D. Nelson, P.E., M.NSPE Craig N. Musselman, P.E., F.NSPE

National Society of Professional Engineers Workshop at the NCEES Annual Meeting

August 20, 2014 Seattle, Washington

Agenda

n  Presentation of the EBOK – Background and Purpose – Development Process and Principles – Content

n  Audience Exercises – Tell us what you think! – For each Capability of the EBOK:

•  Exercise #1: Rank as to HOW each capability of the EBOK is attained

•  Exercise #2: Select the capabilities that YOU THINK are important for the HS&W of the public

National Society of Professional Engineers (NSPE)

n  Formed in 1934 n  National Federation with State Societies/

Chapters in each Jurisdiction n  Represents Licensed Professional Engineers

and those on a track to be Licensed Professional Engineers – Of all Engineering Disciplines – Of all Employment Sectors

NSPE’s development of the EBOK was motivated by three forces.

NAE challenge tothe engineering profession

NSPE mission, vision, and values

Discipline-specific BOK efforts

Need for an “all disciplines”

EBOK

Preparation Process

n  NSPE Licensure and Qualifications for Practice

Committee –  27 Members –  8 Disciplines Represented and many former PE board

members –  Licensure Oriented but not restricted to licensed practice –  Predominantly Engineering Practitioners

n  Two-Year Intensive Process n  A subcommittee planned and coordinated the effort n  Full committee established the list of capabilities n  Committee volunteers drafted each summary which

were vetted by the entire committee

Preparation Process

n  Drafts were reviewed by other NSPE

committees n  Draft was issued for detailed input from

Partner Societies – Obtained responses from: –  IEEE – AIChE – ASCE – ASABE (agricultural and biological engineers) –  Japan Society of Professional Engineers

The Engineering Body of Knowledge

n  The Knowledge, Skills and Attitudes required for engineers working in responsible charge of engineering activities as a Professional Engineer

n  Acquired through a combination of engineering education and engineering experience – not “teased apart” by NSPE

n  Applicable to Professional Engineers of all disciplines and in all employment sectors

Knowledge, Skills and Attitudes

n  Knowledge consists of comprehending theories, principles, and fundamentals;

n  Skills are the abilities to perform tasks and apply knowledge; and

n  Attitudes are the ways in which one thinks and feels in response to a fact or situation.

Intended Audience and Uses for the Engineering Body of Knowledge

n  Prospective and Current Engineering Students: Understand engineering and prepare

n  Engineering Faculty: Curriculum development n  Engineer Interns: Prepare for licensure/practice n  Professional Engineers: Continuing education guide n  Engineering Mentors, Supervisors and Employers:

Prepare young engineers for licensure/practice n  Licensing Boards: Develop qualifications n  Accreditation Leaders: Develop criteria n  Certification Boards: Develop requirements

The Engineering Body of Knowledge

n  Guiding Principles

n  Key Attributes

n  Capabilities and Abilities

Guiding Principles - NAE n  Technological innovation accelerating. n  Technology deployment globally interconnected. n  Technology in our everyday lives is more significant

than ever. n  Individuals are increasingly diverse and

multidisciplinary. n  Social, cultural, political, and economic forces will

shape technological innovation.

Above from: National Academy of Engineering Engineer of 2020 Educating the Engineer of 2020

Additional Guiding Principles - NSPE

n  Broader body of knowledge is increasingly required n  Higher value-added, leading-edge services and

products from the U.S. are needed n  Communication, management, leadership, ethical

practice skills are increasingly critical n  Engineering must be performed in a sustainable and

global context n  Lifelong Learning: the need is accelerating

Key Attributes of the Professional Engineer

n  Analytical, practical n  Thorough, detail-oriented n  Creative, innovative n  Communicative n  Knowledgeable about sciences and mathematics n  Knowledgeable in a selected field and conversant in

related fields n  Skillful in business and management

Key Attributes of the Professional Engineer

n  Able to provide leadership n  Maintain professional and positive in attitude in all

circumstances n  Aware of societal considerations in global context n  Aware of relevant laws, regulations, standards, and

codes n  Knowledgeable about engineering ethics and codes

of conduct n  Dedicated to lifelong learning

The Engineering Body of Knowledge

n  Knowledge, Skills and Attitudes n  Expressed in the EBOK as:

– Capabilities (30) •  Basic or Foundational •  Technical •  Professional Practice

– Abilities – related to each Capability

Format of Capabilities and Abilities in EBOK

6. Engineering Economics Description

The use of economic analysis is fundamental to the engineering design process and to changes in systems, processes, or operations. In evaluating and comparing design alternatives, engineers need to assess initial capital costs; annual operation, maintenance, and repair costs; and periodic replacement of equipment or other components costs and determine the remaining economic value at the end of the evaluation period. Design alternatives typically have different capital and operating costs, with some alternatives having higher capital costs and lower operation, maintenance, and repair costs, while other alternatives offer lower capital costs but higher operating costs. Engineering economic analysis is used in the design process to compare alternatives on an equivalent (present worth or equivalent annual cost) basis, using assumptions for interest rates. This analysis helps ensure the least costly optimized design taking into account the estimated expenditures required and the time value of money. Once design alternatives are selected, engineers are typically involved in further defining project economics. This is done by estimating total project costs, incorporating the cost of designing and manufacturing or constructing a solution as well as other implementation costs such as management requirements, bonds and insurances, contingencies for as-yet-undefined project requirements, and financing. An essential element of this process is the identification and economic quantification of the risks associated with the project or product. This entire process is often iterative, wherein cost estimates are refined as projects proceed from planning to design to manufacturing or construction. Engineers often interact with managers and other professionals in providing project economic information and opinions of project costs in financial analysis and financing processes. On some projects, engineers help evaluate life-cycle costs, taking into account annual loan payments as well as annual operation, maintenance, and other recurring costs in the process of setting rates or prices to ensure that revenues to be received are adequate to offset costs. This also often involves interaction with management, finance, and other professionals.

Example Abilities As examples of engineering economics capability, an engineer entering practice at the professional level should be able to: n  Prepare detailed cost estimates of initial capital and annual operation, maintenance, repair, and replacement costs for a project or component

of a project; n  Calculate the return on investment, present worth and/or annual cost and benefit of a project having initial capital and annual operation,

maintenance, repair, and replacement costs using appropriate interest, discount, and projected inflation rates; n  Identify and quantify the economic risks associated with a project or product; and n  Compare design alternatives with varying cost profiles on a present worth or annual cost basis.

Questions before Exercises?

Session Exercise

Exercise #1: As of TODAY, rank (1 – 3, or blank) each Capability if it is attained through:

•  Column 1: Bachelor’s Education •  Column 2: Post-Graduate Education •  Column 3: Experience

Session Exercise

Exercise #2: Check ‘Yes’ or ‘No” whether each Capability is important to ALL PEs for the Protection of the Health, Safety and Welfare of the Public: •  Check the appropriate column:

•  Column 1: Yes •  Column 2: No

Session Exercise

Complete the Exercises: Provide your Engineering Discipline

Provide your Email Address – Optional (if you would like the exercise results)

OPTIONAL

What Does NSPE Ask?

Individuals and Organizations: 1. Consider this practice-based Engineering

Body of Knowledge in the context of your role in the engineering profession. What should you or your organization do differently in the future?

2. Provide input for a second edition. To: aschwartz@nspe.org

Download the NSPE Engineering Body of Knowledge

http://www.nspe.org/resources/pdfs/NSPE-Body-of-Knowledge.pdf

NSPE EBOK

Thanks for Listening and Participating!

Additional Questions?

Jon D. Nelson, P.E. jon.nelson@tetratech.com

Craig N. Musselman, P.E. cmusselman@cmaengineers.com

Abilities

Selected Example Abilities Listed for Each Capability

e.g.: Analyze alternative design options and select an optimized design of a complex component or system