The Engineering Body of Knowledge

Joint Engineers Conference07 November 2014

Helena, MT

Robert A. Green, P.E., F. NSPE

President 2013-14

National Society of Professional Engineers

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Structure of EBoK

Thirty (30) Capabilities in three broad categories– Basic or Foundational– Technical– Professional Practice

Abilities are related to each Capability

Basic or Foundational Capabilities

Mathematics Natural Sciences Humanities and Social Sciences

Technical Capabilities

Manufacturing/Construction Design Engineering Economics Engineering Science Engineering Tools Experiments

Technical Capabilities

Problem Recognition and Solving Quality Control and Quality Assurance Risk, Reliability, and Uncertainty Safety Societal Impact

Technical Capabilities

Systems Engineering Operations and Maintenance Sustainability and Environmental Impact Technical Breadth Technical Depth

Professional Practice

Business Aspects of Engineering Communication Ethical Responsibility Understand and Appreciate Global

Environment Leadership Legal Aspects of Engineering

Professional Practice

Lifelong Learning Professional Attitudes Project Management Public Policy and Engineering Teamwork

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

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

QUESTIONS AND DISCUSSION

Robert A. Green, P.E., F.NSPE

James Worth Bagley College of Engineering

green@bagley.msstate.edu