ASEEBOK Stuart G. Walesh, PhD, PE, Consultant [email protected] Engineering Body of Knowledge: Tomorrow’s Engineer Indiana Society of Professional.

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Stuart G. Walesh, PhD, PE, [email protected]

EngineeringBody of Knowledge:

Tomorrow’s Engineer

Indiana Society of Professional Engineers77th Annual Conference

Indianapolis, IN, June 2014

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Purpose

• Describe the EBOK and the process used to develop it

• Suggest ways you and your organization might use the EBOK

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NSPE’s Definition of BOK

The depth and breadth of knowledge, skills, and attitudes

appropriate to enter practice as a professional engineer

in responsible charge of engineering activitiesthat potentially impact

public health, safety, and welfare

Respond to NAE “take charge” challenge to the engineering profession

Support NSPE’s mission, vision, and values

Build on discipline-specific BOK efforts

Need for a pan-engineering

BOK

Why developan EBOK?

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Support NSPE’s vision, mission, and valuesUse values as an example:

1. Protection of the public welfare above all other considerations

2. Ethical and competent practice of engineering

3. Innovation through the creative application of math, science, and engineering

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4. The PE license as the highest standard of professionalism in engineering

5. Continuous learning for professional growth

6. Growth in the number of licensed Professional Engineers

7. Teamwork, unity, and fellowship of all PEs across all disciplines

8. Commitment to the future of the licensed Professional Engineer

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Respond to NAE’s “take charge” challenge

“If the engineering profession is to take the initiative in defining its own future; it must:

• agree on an exciting vision;

• transform engineering education to help achieve the vision;

• build a clear image of the new roles for engineers…;

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• Accommodate innovative developments from non-engineering fields; and

• find ways to focus the energies of the different disciplines of engineering toward common goals.”

All benefit from a pan-engineering BOK

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Build on discipline-specific BOK efforts

AAEESASCE ASMEASQIEEESME

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Offsetsplintering

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The Process

2011 Charge to NSPE Licensure and Qualifications for Practice Committee (LQPC)

2012 Draft outline of EBOK approved by LQPC

Comments invited/received from within NSPE

Webinar conducted

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Comments invited from AAEES, ACEC, AIChE, ASABE, ASCE, ASHRAE, ASME, IEEE-USAComments received from AIChE, ASCE, ASABE, and IEEE-USA

2013 Draft report approved by LQPC

Comments received from AIChE, ASABE, ASCE, Japan Society of Professional Engineers, IEEE-USA

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Final report approved by NSPE Board of Directors

Report available as a free pdf

NSPE welcomes continued input

Second edition likely

The process continues

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An early product of the process

Guiding Principles that Will Shape the Future of Engineering

• The pace of technological innovation will continue to be rapid (most likely accelerating)

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• The world in which technology will be deployed will be intensely globally interconnected

• The presence of technology in our everyday lives will be seamless, transparent, and more significant than ever

• The population of individuals who are involved with or affected by technology (e.g., designers, manufacturers, distributors, and government users) will be increasingly diverse and multidisciplinary

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• Social, cultural, political, and economic forces will continue to shape and affect the success of technological innovation

• Engineering practice and professionalism will increasingly require the ability to draw upon a broad and comprehensive body of knowledge to make focused discretionary judgments about optimal solutions to unique, complex problems in the interest of enhancing public health, safety, and welfare

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• Engineers from well-developed countries will increasingly be challenged to provide innovative, higher value-added services and products and to do so in a leading-edge manner

• As globalization of engineering practice expands, leadership in the ethical practice of engineering and the need to hold paramount public health, safety, and welfare will become more critical

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• Through both education and training, engineers will need a broad background to understand and manage the impact of engineering solutions in a global, economic, environmental, and societal (i.e., sustainable) context

• The increasing need to incorporate societal impact considerations in engineering decision-making will require better communication, management, leadership, and other professional practice skills on the part of engineers. Collaboration with non-engineers will be critical

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• The rapid and accelerating pace of technological innovation will increase the need for continuing professional development and lifelong learning on the part of engineers

Note: First five quoted from The Engineer of 2020

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Another product of the process

Key Attributes of the Professional Engineer

• Analytical and practical

• Thorough and detail-oriented in design

• Creative and innovative

• Communicative

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• Knowledgeable about the application of sciences and mathematics

• Thoroughly knowledgeable in a selected field of engineering and conversant in related technical fields

• Knowledgeable about and skillful in business and management

• Able to provide leadership – with ability to effect change in strategies, tactics, policies, and procedures in project and other roles

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• Professional and positive in attitude

• Aware of societal and historical considerations in the global context

• Aware of and compliant with relevant laws, regulations, standards, and codes

• Licensed as a Professional Engineer and knowledgeable about engineering ethics and applicable codes of professional conduct

• Dedicated to lifelong learning

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EBOK Structure

The EBOK KSAs are defined by 30 Capabilities

Similar to the CEBOK’s outcomes

Each capability is further defined with a list (not all inclusive) of representative specific Abilities

Each ability begins with an active verb

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Example of capability-abilities format

5. Design

Description

Design, whether used as a verb to represent a process or interpreted as a noun to refer to the result of the process, is a core capability in engineering. As a process, design may be defined as…… The goal of design is quality; that is, meeting all requirements such as functional needs and staying within a budget. The ultimate result of the design process is an optimal solution consisting of a structure, facility, system, product, or process. More specifically, design leads to highly varied results such as automobiles, airports, chemical processes, computers and other electronic devices, nuclear power plants, prosthetic devices, skyscraper, ships, and spacecraft.

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Example abilities

As examples of design capability, an engineer entering practice at the professional level should be able to:

•Identify, or work collaboratively to identify, the pertinent technical, environmental, economic, regulatory, and other project requirements and constraints;•Contribute to the development of alternatives and prepare design details for complex projects;•Analyze the pros and cons of some alternative design options and assist in the selection of an optimized design alternative;•Etc.

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3 categories of capabilities

• Basic or Foundational (3)

• Technical (16)

• Professional Practice (11)

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Basic or foundational

1. Mathematics 2. Natural Sciences 3. Humanities and Social Sciences

Technical

4. Manuf./Const. 12. Risk, Reliab., Uncert. 5. Design 13. Safety 6. Engr. Econ. 14. Societal Impact 7. Engr. Science 15. Systems Engr. 8. Engr. Tools 16. Oper. & Maint. 9. Experiments 17. Sustain. & Environ.

Impact10. Prob. Recog. & Solving 18. Tech. Breadth11. QCQA 19. Tech. Depth

Just the names—

see report for

detailed description

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Professional practice

20. Business Aspect of Engr.21. Communication22. Ethical Responsibility23. Global Knowledge & Awareness24. Leadership25. Legal Aspects of Engr.26. Lifelong Learning27. Professional Attitudes28. Project Management29. Public Policy & Engr.30. Teamwork

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So, what is theEBOK

used for?

Prospectiveengineering

students Parents

Teachers/advisors

Generalpublic

Engineeringand other faculty/

administratorsCurrent

engineeringstudents

Accreditationleaders

Employers

Engineerinterns

Mentors andsupervisors

Licensingboards

Certification

boards

Engineeringsociety members

EBOK

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Use of the EBOK

Stimulate future-oriented thinkingand

possible action

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“The best way topredict the future

is to create it.”(Peter Drucker, consultant)

Get more specific

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StakeholdersProspective engineering students, parents, teachers, advisors, general public

Possible Uses•Understand importance of engineering

•Appreciate range of knowledge, skills, and attitudes

Engineering and other faculty and administrators

•Design curricula/programs

•Create/improve courses

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Current engineering students

•Provide context for their education

Accreditation leaders •Revise criteria

Employers •Partner with personnel

Engineer Interns •Direct their experience

Mentors and supervisors •Assist interns

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Licensing boards •Set expectations for licensure

Certification boards •Define desired mastery level

Engineering society members

•Use as resource for committee, subcommittee, and task force work

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NSPE is sharing the EBOK

As of end of June 2014:

• 5 presentations at state and national conferences

• 4 planned presentations at state, national, and international conferences

• 5 articles/papers published

• 70 executive directors/presidents of professional societies notified and referred to the complimentary pdf Engineering Body of Knowledge report

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Want to help?

• Read Engineering Body of Knowledge (free pdf at www.nspe.org/EBOK)

• Speak and write about the EBOK (Sample abstracts, articles, PowerPoints are available. Contact Stu Walesh at [email protected])

• Suggest improvements to the EBOK (send to Art Schwartz, NSPE, [email protected])

• Use the EBOK in your organization/work

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KEY IDEAS

• Needed a pan-engineering BOK

• Defined EBOK as KSA’s needed to practice as a professional engineer

• Used an inclusive-transparent process

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• Developed a non-prescriptive capabilities-abilities structure

• Arranged 30 capabilities in 3 categories

– Basic or foundational

– Technical

– Professional practice

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• Designed the EBOK to serve many and varied stakeholders

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• Expect EBOK2

• Get involved!

– Read it

– Use it

– Critique it

– Speak and write about it

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