The Engineering Body of Knowledge Joint Engineers Conference 07 November 2014 Helena, MT

1. The Engineering Body of KnowledgeJoint Engineers Conference07 November 2014Helena, MT Robert A. Green, P.E., F. NSPE President 2013-14 National Society of Professional Engineers

2. Why NSPE? • Engineering registration is administered by the various states and territories • The laws are similar but do differ from state to state • NSPE is a federation of the state organizations • Formed in 1934 • Represents all disciplines of Professional Engineers

3. Why a Body of Knowledge? • External pressure to reduce the number of credit hours required to earn an engineering degree • Changes in accreditation criteria • No longer quantitative • Focus is on meeting specific outcomes • Needed focus on the professional aspects of engineering • Early taking of the PE Exam allowed

4. Why a Body of Knowledge • Changing landscape of engineering profession (National Academy of Engineering) • Ever increasing rate of technological change • Globalization and resulting inter-connectivity • Pervasiveness of technology in everyday lives • Diversity of individuals and problems • Multi-disciplinary problems • Impact of social, cultural, political, and economic forces on technology

5. Why a Body of Knowledge • Increasing boundaries of knowledge • Leads to greater specialization • Requires even more lifelong learning • Sustainable solutions in a global context are required

6. Why a Body of Knowledge • Increasing importance of “soft” skills • Communication • Leadership • Management • Ethics • Have a greater appreciation and understanding of society and the impact of engineering • Heath care • Always connected

7. Key Attributes of a Professional Engineer • Analytical and practical • Creative and innovative • Able to communicate effectively with various audiences • A leader • Understands fundamentals • Science • Mathematics • Engineering

8. Key Attributes of a Professional Engineer • Able to handle details without losing sight of the bigger picture • Understands business, management, economics, policy • Understands societal concerns and issues and how they apply in a global context • Dedicated to concept of professionalism

9. Key Attributes of a Professional Engineer • Aware of relevant laws, regulations, codes, and standards • Understands and embraces a professional code of ethics • Aware of importance of public policy on practice of engineering • Dedicated reader and lifelong learner

10. Development of the EBoK • Effort led by the NSPE Licensure and Qualifications to Practice Committee • 27 members • Representatives from 8 engineering disciplines • Registration board experience • Was a two year, intensive process

11. Development of the EBoK • Included valuable input from partners • IEEE • AIChE • ASCE • ASABE • Japan Society of Professional Engineers • Reviewed and approved by the NSPE Board of Directors

12. Plans for the EBoK • Increase awareness of the EBoK • Get it to the Deans of Engineering • Continue to solicit input • Corrections • Deletions • Modifications • Develop a Second Edition

13. Purpose of EBoK • Assimilate those skills and attitudes that make an engineer a professional and add them to the knowledge required to be an engineer • Product should be applicable to all professional engineers • Not discipline-specific • Not age-limited

14. Knowledge, Skills, and Attitudes • Knowledge: Theories, principles, fundamentals, methodologies common to the practice of engineering • Skills: Ability to complete required tasks and apply knowledge to solve problems • Attitudes: The ways an individual responds to or thinks about a specific situation or fact

15. Intended Audience • Students—current and prospective • Engineering faculty • Engineering Interns • Professional Engineers • Mentors, employers, and supervisors • Licensing Boards • Accreditation agencies and their members • Certification boards

16. Structure of EBoK • Thirty (30) Capabilities in three broad categories • Basic or Foundational • Technical • Professional Practice • Abilities are related to each Capability

17. Basic or Foundational Capabilities • Mathematics • Natural Sciences • Humanities and Social Sciences

18. Technical Capabilities • Manufacturing/Construction • Design • Engineering Economics • Engineering Science • Engineering Tools • Experiments

19. Technical Capabilities • Problem Recognition and Solving • Quality Control and Quality Assurance • Risk, Reliability, and Uncertainty • Safety • Societal Impact

20. Technical Capabilities • Systems Engineering • Operations and Maintenance • Sustainability and Environmental Impact • Technical Breadth • Technical Depth

21. Professional Practice • Business Aspects of Engineering • Communication • Ethical Responsibility • Understand and Appreciate Global Environment • Leadership • Legal Aspects of Engineering

22. Professional Practice • Lifelong Learning • Professional Attitudes • Project Management • Public Policy and Engineering • Teamwork

23. Uses • Develop engineering curricula • Use for program evaluation • Develop in-house training programs • Mentor young engineers • Increasingly important with early taking of the PE • Educate/inform prospective students on full spectrum of engineering—not just math and science

24. Future Steps • Download your own copy • www.nspe.org/resources/pdfs/NSPE-Body-of-Knowledge.pdf • Solicit feedback • aschwartz@nspe.org • Update and Revise • Publish Second Edition

25. Robert A. Green, P.E., F.NSPE James Worth Bagley College of Engineering green@bagley.msstate.edu Questions and Discussion