Stuart G. Walesh, PhD, PE, Consultant stuwalesh@Comcast
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Transcript of Stuart G. Walesh, PhD, PE, Consultant stuwalesh@Comcast
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/ASEEBOK
Stuart G. Walesh, PhD, PE, [email protected]
NSPE’sPan – Engineering
Body of Knowledge
ASEE Annual Conference & ExpositionIndianapolis, IN, June 2014
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/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
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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?
/ASEEBOK 4
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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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/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.
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/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.
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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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/ASEEBOK 10
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?
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Prospectiveengineering
students Parents
Teachers/advisors
Generalpublic
Engineeringand other faculty/
administratorsCurrent
engineeringstudents
Accreditationleaders
Employers
Engineerinterns
Mentors andsupervisors
Licensingboards
Certification
boards
Engineeringsociety members
EBOK
/ASEEBOK 13
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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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/ASEEBOK 22