Stuart G. Walesh, PhD, PE, Consultant stuwalesh@Comcast

1. NSPE’s Pan – Engineering Body of Knowledge ASEE Annual Conference & Exposition Indianapolis, IN, June 2014 Stuart G. Walesh, PhD, PE, Consultant stuwalesh@Comcast.net

2. Purpose • Describe the EBOK • Indicate similarities and differences between the EBOK and the CEBOK • Suggest ways educators and others might use the EBOK

3. 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 activities that potentially impact public health, safety, and welfare Similar to the CEBOK definition

4. Why develop an EBOK? Support NSPE’s mission, vision, and values Respond to NAE “take charge” challenge to the engineering profession Need for a pan-engineering BOK Build on discipline-specific BOK efforts

5. 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

6. 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.

7. 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.

8. 3 categories of capabilities • Basic or Foundational (3) • Technical (16) • Professional Practice (11)

9. Basic or foundational 1. Mathematics 2. Natural Sciences 3. Humanities and Social Sciences Just the names—see report for detailed description Technical

10. Professional practice 20. Business Aspect of Engr. 21. Communication 22. Ethical Responsibility 23. Global Knowledge & Awareness 24. Leadership 25. Legal Aspects of Engr. 26. Lifelong Learning 27. Professional Attitudes 28. Project Management 29. Public Policy & Engr. 30. Teamwork

11. Specificity of the EBOK compared to the CEBOK Much less—by design CEBOK: “What?” and “How?” EBOK: “What?”

12. So, how Do we use the EBOK ?

13. Prospective engineering students Engineering society members Parents Certification boards Teachers/ advisors Licensing boards General public EBOK Mentors and supervisors Engineering and other faculty/ administrators Engineer interns Employers Current engineering students Accreditation leaders

14. Possible Uses Stakeholders Prospective engineering students, parents, teachers, advisors, general public • Understand importance of engineering • Appreciate range of knowledge, skills, and attitudes Engineering and other faculty and administrators • Design curricula/programs • Create/improve courses

15. 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

16. 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

17. The CEBOK and EBOK: Similarities and Differences Similar • Aspirational • Entry into professional practice • Outcomes/Capabilities

18. Different • Discipline-specific vs. pan-engineering • CEBOK assigns levels of achievement to B, M/30, and E • EBOK does just “What?,” not “How?”

19. EBOK has 6 additional capabilities (all technical): Manufacturing/Construction Engineering Economics QCQA Safety Systems Engineering Operations and Maintenance Consider some for CEBOK3?

20. 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

21. Want to help? • ReadEngineering 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 stuwalesh@comcast.net) • Suggest improvements to the EBOK (send to Art Schwartz, NSPE, aschwartz@nspe.org) • Use the EBOK in your organization/work