stuart g. walesh, phd, pe, consultant stuwalesh@comcast
DESCRIPTION
NSPE’s Pan – Engineering Body of Knowledge. ASEE Annual Conference & Exposition Indianapolis, IN, June 2014. Stuart G. Walesh, PhD, PE, Consultant [email protected]. Purpose. Describe the EBOK. Indicate similarities and differences between the EBOK and the CEBOK. - PowerPoint PPT PresentationTRANSCRIPT
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Stuart G. Walesh, PhD, PE, [email protected]
NSPE’sPan – Engineering
Body of Knowledge
ASEE Annual Conference & ExpositionIndianapolis, IN, June 2014
1
/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
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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 activitiesthat potentially impact
public health, safety, and welfare
Similar to the CEBOK definition
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 developan EBOK?
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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
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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.
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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.
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3 categories of capabilities
• Basic or Foundational (3)
• Technical (16)
• Professional Practice (11)
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Basic or foundational
1. Mathematics 2. Natural Sciences 3. Humanities and Social Sciences
Technical
4. Manuf./Const. 12. Risk, Reliab., Uncert. 5. Design 13. Safety 6. Engr. Econ. 14. Societal Impact 7. Engr. Science 15. Systems Engr. 8. Engr. Tools 16. Oper. & Maint. 9. Experiments 17. Sustain. & Environ.
Impact10. Prob. Recog. & Solving 18. Tech. Breadth11. QCQA 19. Tech. Depth
Just the names—
see report for
detailed description
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Professional practice
20. Business Aspect of Engr.21. Communication22. Ethical Responsibility23. Global Knowledge & Awareness24. Leadership25. Legal Aspects of Engr.26. Lifelong Learning27. Professional Attitudes28. Project Management29. Public Policy & Engr.30. Teamwork
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Specificity of the EBOKcompared tothe CEBOK
Much less—by design
CEBOK: “What?” and “How?”
EBOK: “What?”
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So, howDo we use the
EBOK?
Prospectiveengineering
students Parents
Teachers/advisors
Generalpublic
Engineeringand other faculty/
administratorsCurrent
engineeringstudents
Accreditationleaders
Employers
Engineerinterns
Mentors andsupervisors
Licensingboards
Certification
boards
Engineeringsociety members
EBOK
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StakeholdersProspective 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
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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
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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
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The CEBOK and EBOK:Similarities and Differences
Similar
• Aspirational
• Entry into professional practice
• Outcomes/Capabilities
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Different
• Discipline-specific vs. pan-engineering
• CEBOK assigns levels of achievement to B, M/30, and E
• EBOK does just “What?,” not “How?”
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• EBOK has 6 additional capabilities (all technical):
Manufacturing/ConstructionEngineering EconomicsQCQASafetySystems EngineeringOperations and Maintenance
Consider some for CEBOK3?
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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
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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 [email protected])
• Suggest improvements to the EBOK (send to Art Schwartz, NSPE, [email protected])
• Use the EBOK in your organization/work
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