trends in engineering licensure blaine d. leonard, p.e., d.ge, pres.10.asce montana jec meeting...
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Trends in Engineering Licensure
Blaine D. Leonard, P.E., D.GE, Pres.10.ASCEMontana JEC Meeting
November 7, 2014 – Helena, MT
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Focus on the Future
The Civil Engineering Body of Knowledge
CE Program Accreditation
Licensure Exam Changes
Engineering builds the foundation for a better future
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Changes . . .
1960
1980
1970
1990
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A Transformed Future
Sustainable design
Nanotechnology
Fuel cell vehicles
Point of use waste treatment systems
Intelligent infrastructure and living databases
New construction & financing models
3-D printing / manufacturing
Decentralized work environments
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Focus on the Future
“Our greatest obligation to our [future engineering professionals] is to prepare them to understand and to deal effectively with the world in which they will live and not with the world we have known or the world we would prefer.”
Grayson Kirk (1903-1997), Educator
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Entrusted by societyto create a sustainable world andenhance the global quality of life,
civil engineersserve competently, collaboratively, and ethically
as:
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Master Builders
1. Master planners, designers, constructors, and operators of society’s economic and social engine—the built environment
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Stewards of the Environment
2. Stewards of the natural environment and its resources
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Innovators
3. Innovators and integrators of ideas and technology across the public, private, and academic sectors
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Managers of Risk
4. Managers of risk and uncertainty caused by natural events, accidents, and other threats
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Leaders in Public Policy
5. Leaders in discussions and decisions shaping public environmental and infrastructure policy.
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Paradigm Shift
Sets an aspirational target for a new global state of affairs:
─ The role of engineers in the economy of the future─ Where engineers are:
Entrusted Leaders Ethical role models Stewards of the public good
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The Need:
The complex challenges of the future
will require engineers with enhanced
technical and professional knowledge and skills.
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CE Body of Knowledge
Engineering builds the foundation for a better future
A detailed analysis of:─ The knowledge, skills and
attributes that future engineers will need to have for entry into professional civil engineering practice
─ Where and when the education should be obtained
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Technical5. Materials science
6. Mechanics
7. Experiments
8. Problem recognition & solving
9. Design
10. Sustainability
11. Contemporary issues &historical perspectives
12. Risk & uncertainty
13. Project management
14. Breadth in CE areas
15. Technical specialization
Professional
16. Communication
17. Public policy
18. Business & public administration
19. Globalization
20. Leadership
21. Teamwork
22. Attitudes
23. Lifelong learning
24. Professional & ethical responsibility
Foundational1. Mathematics 3. Humanities
2. Natural sciences 4. Social sciences
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Bloom’s Taxonomy:Levels of Achievement
list, recite, define, …
explain, describe, …
apply, solve, …
analyze, formulate, …
design, create, …
assess, evaluate, …
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
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Outcome title 1Knowledge
2Comprehension
3Application
4Analysis
5Synthesis
6Evaluation
Levels of achievement
12. Risk & uncertainty
11. Contemporary issues & historical perspectives
10. Sustainability
9. Design
8. Problem recogn. & solving
7. Experiments
6. Mechanics
5. Materials science
Technical
4. Social sciences
3. Humanities
2. Natural sciences
1. Mathematics
Foundational
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Outcome title
24. Professional & ethical
responsibility
23. Lifelong learning
22. Attitudes
21. Teamwork
20. Leadership
19. Globalization
18. Business & public admin.
17. Public policy
16. Communication
Professional
15. Technical specialization
14. Breadth in CE areas
13. Project management
Technical (cont)
6Evaluation
5Synthesis
4Analysis
3Application
2Comprehension
1Knowledge
Levels of achievement
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Looking at the Trend:Civil Engineering Transcripts
1971 2011
Course Category Credits Credits
Basic Science 16 15Mathematics 16 15Communication Skills 6 8Arts & Humanities 17 15Fitness 3 2Engineering & Technical Courses 71 65Electives 7 0
Total 136 120
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Looking at the Trend:Engineering Programs The credits required to earn a 4-year
engineering degree have decreased significantly
Engineering builds the foundation for a better future
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Diverging Trends
The complex challenges facing 21st-century society will require professional
engineers (PEs) to advance their technical excellence and professional
leadership.
The engineering education of the present—a four-year undergraduate degree—will not be sufficient to prepare the licensed
professional engineers of the future.
Engineering builds the foundation for a better future
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National Academy of Engineering
“It is evident that the exploding body of science
and engineering knowledge cannot be accommodated within the context of the
traditional four-year baccalaureate degree.”
Engineering builds the foundation for a better future
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Trends in Other Professions
PEs need greater breadth and depth of knowledge, leadership, and vision
Every otherlearnedprofession hasrecognized theneed to requireadvanceeducation
Engineering builds the foundation for a better future
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“It seems to me, ironic, that engineers could build bridges and tunnels and dams that thousands of people’s lives depend on, whereas you can’t give my neighbor’s cat a vaccination, if you are a veterinarian, without an advanced degree. It doesn’t seem to add up.”
─ Norman Augustine, PE,
Former Chair & CEO, Lockheed Martin
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The Solution:
A broader and deeperengineering educationis essential for meeting
future challenges.
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“A continuation of the status quo in engineering education in the U.S. is not sufficient in light of the pressing demands for change.”
“The increased breadth and complexity of modern engineering practice are straining the standard four-year curriculum for engineering education.”
“Moving Forward to Improve Engineering Education,” National Science Board, 2007.
“2028 Vision for Mechanical Engineering,” ASME, 2008.
Other Voices for Change
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5XME Workshop: Transforming Mechanical Engineering Education
US engineers need to provide five times the value when compared to global competition.
Graduates must possess:─ Broad grounding in fundamentals─ Flexibility and agility─ Innovation and creativity to benefit society─ Global focus─ Teamwork and leadership─ Communication skills
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An NCEES task force recently concluded that our current licensure system has been in place for many years and has not adapted to the realities of the current engineering marketplace. The NCEES task force also expressed concern that our system is inadequate for engineers working in emerging fields.
J. Richard Cottingham, PE, PLS, NCEES President 2000
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Outcome title 6Evaluation
5Synthesis
4Analysis
3Application
2Comprehension
1Knowledge
Levels of achievement
12. Risk & uncertainty
11. Contemporary issues & historical perspectives
10. Sustainability
9. Design
8. Problem recogn. & solving
7. Experiments
6. Mechanics
5. Materials science
Technical
4. Social sciences
3. Humanities
2. Natural sciences
1. Mathematics
Foundational
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Outcome title
24. Professional & ethical
responsibility
23. Lifelong learning
22. Attitudes
21. Teamwork
20. Leadership
19. Globalization
18. Business & public admin.
17. Public policy
16. Communication
Professional
15. Technical specialization
14. Breadth in CE areas
13. Project management
Technical (cont)
6Evaluation
5Synthesis
4Analysis
3Application
2Comprehension
1Knowledge
Levels of achievement
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“We can’t supplant or replace what they’re not getting in their Bachelor’s program in our fast paced world today.”
—Brad Aldrich, P.E. Partner, Forcier, Aldrich & Associates, Inc.,
Past President, NSPE
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The Future Path for Licensure
An accredited bachelor’s of engineering degree
A master’s degree ─ OR ─an additional 30 semester credits of graduate or upperlevel undergraduate courses
3 to 4 Years of Experience
Passing the PE & FE Exams
Engineering builds the foundation for a better future
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Translating the BOK to Education
Accreditation Board for Engineering & Technology, Inc. (ABET)
Current ABET Criteria (EC 2000): Outcomes based and less prescriptive
─ Outcomes in Engineering Education: Desired results of the educational process consistent with the program objectives.
─ ABET Accreditation Criteria General Criteria for Baccalaureate Level Programs General Criteria for Masters Level Programs Program Criteria (for many, but not all, disciplines)
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ABET EAC Criterion 3 Outcomes
Engineering programs must demonstrate that their students attain the following outcomes:(a) an ability to apply knowledge of mathematics, science, and engineering
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
(c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as
economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
(d) an ability to function on multidisciplinary teams
(e) an ability to identify, formulate, and solve engineering problems
(f) an understanding of professional and ethical responsibility
(g) an ability to communicate effectively
(h) the broad education necessary to understand the impact of engineering solutions in a global,economic, environmental, and societal context
(i) a recognition of the need for, and an ability to engage in life-long learning
(j) a knowledge of contemporary issues
(k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.
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• Apply principles of leadership;
• Account for risk and uncertainty in the solution of engineering
problems;
• Apply principles of project management;
• Explain where and how public policy is developed & how it
influences engineering practice;
• Explain business concepts applicable to engineering practice;
• Apply principles of sustainability to the evaluation and design of
engineering systems.
Additional Outcomes Recommended by NSPE
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Proposed Civil Engineering Program Criteria The curriculum program must prepare graduates to apply
knowledge of mathematics through differential equations, calculus-based physics, chemistry, and at least one additional area of basic science, consistent with the program educational objectives; apply probability and statistics to address uncertainty; apply knowledge of analyze and solve problems in at least four technical areas appropriate to civil engineering; conduct civil engineering experiments in at least two technical areas of civil engineering and analyze and interpret the resulting data; design a system, component, or process in at least two more than one civil engineering contexts; include principles of sustainability in design; explain basic concepts in project management, business, public policy, and leadership; analyze issues in professional ethics; and explain the importance of professional licensure.
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Implementing the Solution:
Achieveadditional education
throughhigher standards
for professional licensure
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Why Focus on Licensure?
Visible, state-sanctioned standards of the profession.
Standards explicitly tied to the engineer’s professional and ethical responsibility—protecting public health and safety.
For engineers working under an industrial exemption, employers decide how much education is needed.
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Raising the Bar in Education and Licensure
Preparing engineers for the world they will live in:
─ Engineers who are better equipped to address the challenges of the future
─ Engineers with improved technical excellence and professional leadership
Better protection of public health, safety, and welfare
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NCEES
National Council of Examiners for Engineering & Surveying (NCEES):
─ Organization representing state licensing boards─ Federation that produces consensus-based
standards to facilitate protection of public health, safety, and welfare by the states
─ Promotes uniformity across jurisdictions
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Licensure Issues
Decoupled Exam (Early Taking)─ Experience still required─ Attract more PEs
Computer Based Testing─ FE Exam currently offered by computer─ PE Exam under development
Wyoming PhD exclusion
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Questions / Discussion