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

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

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

10. /ASEEBOK 10 Offset splintering

11. /ASEEBOK 11 The Process 2011Charge to NSPE Licensure and Qualifications for Practice Committee (LQPC) 2012Draft outline of EBOK approved by LQPC Comments invited/received from within NSPE Webinar conducted

12. /ASEEBOK 12 Comments invited from AAEES, ACEC, AIChE, ASABE, ASCE, ASHRAE, ASME, IEEE-USA Comments received from AIChE, ASCE, ASABE, and IEEE-USA 2013Draft report approved by LQPC Comments received from AIChE, ASABE, ASCE, Japan Society of Professional Engineers, IEEE-USA

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

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

27. /ASEEBOK 27 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

28. /ASEEBOK 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. /ASEEBOK 29 So, what is the EBOK used for ?

30. 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 30

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

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

33. /ASEEBOK 33 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

34. /ASEEBOK 34 Current engineering students Provide context for their education Accreditation leadersRevise criteria EmployersPartner with personnel Engineer InternsDirect their experience Mentors and supervisorsAssist interns

35. /ASEEBOK 35 Licensing boardsSet expectations for licensure Certification boardsDefine desired mastery level Engineering society members Use as resource for committee, subcommittee, and task force work

36. /ASEEBOK 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. /ASEEBOK 37 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

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

40. /ASEEBOK 40 Designed the EBOK to serve many and varied stakeholders

41. /ASEEBOK 41 Expect EBOK2 Get involved! –Read it –Use it –Critique it –Speak and write about it

42. /ASEEBOK 42