Unveiling the Engineering Body of Knowledge: Towards Future Engineers

1. Engineering Body of Knowledge: Tomorrow’s Engineer Indiana Society of Professional Engineers 77th Annual Conference Indianapolis, IN, June 2014 Stuart G. Walesh, PhD, PE, Consultant stuwalesh@Comcast.net

2. Purpose • Describe the EBOK and the process used to develop it • Suggest ways you and your organization 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

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. Support NSPE’s vision, mission, and values Use 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

6. 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

7. 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…;

8. 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

9. Build on discipline-specific BOK efforts AAEES ASCE ASME ASQ IEEE SME

10. Offset splintering

11. 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

12. Comments invited from AAEES, ACEC, AIChE, ASABE, ASCE, ASHRAE, ASME, IEEE-USA Comments 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

13. Final report approved by NSPE Board of Directors Report available as a free pdf The process continues NSPE welcomes continued input Second edition likely

14. 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)

15. 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

16. 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

17. 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

18. 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

19. 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

20. Another product of the process Key Attributes of the Professional Engineer • Analytical and practical • Thorough and detail-oriented in design • Creative and innovative • Communicative

21. 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

22. 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

23. 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

24. 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.

25. 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.

26. 3 categories of capabilities • Basic or Foundational (3) • Technical (16) • Professional Practice (11)

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

28. 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

29. So, what is the EBOK used for ?

30. 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

31. Use of the EBOK Stimulate future-oriented thinking and possible action

32. “The best way to predict the future is to create it.” (Peter Drucker, consultant) Get more specific

33. 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

34. 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

35. 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

36. 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

37. 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

38. KEY IDEAS • Needed a pan-engineering BOK • Defined EBOK as KSA’s needed to practice as a professional engineer • Used an inclusive-transparent process

39. Developed a non-prescriptive capabilities-abilities structure • Arranged 30 capabilities in 3 categories • Basic or foundational • Technical • Professional practice

40. Designed the EBOK to serve many and varied stakeholders

41. Expect EBOK2 • Get involved! • Read it • Speak and write about it • Critique it • Use it