stuart g. walesh, phd, pe, consultant stuwalesh@comcast

/ASEEBOK

Stuart G. Walesh, PhD, PE, Consultantstuwalesh@Comcast.net

NSPE’sPan – Engineering

Body of Knowledge

ASEE Annual Conference & ExpositionIndianapolis, IN, June 2014

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/ASEEBOK

Purpose

• Describe the EBOK

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• 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 stuwalesh@comcast.net)

• Suggest improvements to the EBOK (send to Art Schwartz, NSPE, aschwartz@nspe.org)

• Use the EBOK in your organization/work

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