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

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

3. /ASEEBOK 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. 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 develop an EBOK? /ASEEBOK 4

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

9. /ASEEBOK 9 Basic or foundational 1. Mathematics 2. Natural Sciences 3. Humanities and Social Sciences Technical 4. Manuf./Const.12. Risk, Reliab., Uncert. 5. Design13. Safety 6. Engr. Econ.14. Societal Impact 7. Engr. Science15. Systems Engr. 8. Engr. Tools16. Oper. & Maint. 9. Experiments17. Sustain. & Environ. Impact 10. Prob. Recog. & Solving18. Tech. Breadth 11. QCQA19. Tech. Depth Just the names— see report for detailed description

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

12. /ASEEBOK 12 So, how Do we use the EBOK ?

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

14. /ASEEBOK 14 Stakeholders Prospective 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

15. /ASEEBOK 15 Current engineering students Provide context for their education Accreditation leadersRevise criteria EmployersPartner with personnel Engineer InternsDirect their experience Mentors and supervisorsAssist interns

16. /ASEEBOK 16 Licensing boardsSet expectations for licensure Certification boardsDefine desired mastery level Engineering society members Use as resource for committee, subcommittee, and task force work

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

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

20. /ASEEBOK 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. /ASEEBOK 21 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 stuwalesh@comcast.net) Suggest improvements to the EBOK (send to Art Schwartz, NSPE, aschwartz@nspe.org) Use the EBOK in your organization/work

22. /ASEEBOK 22