Trends in Engineering Licensure Blaine D. Leonard, P.E., D.GE, Pres.10.ASCE Montana JEC Meeting November 7, 2014 – Helena, MT

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

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


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

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

Outcome title 1Knowledge

2Comprehension

3Application

4Analysis

5Synthesis

6Evaluation

Levels of achievement


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


22. Attitudes

21. Teamwork

20. Leadership

19. Globalization

18. Business & public admin.

17. Public policy

16. Communication

Professional




Technical (cont)

6Evaluation

5Synthesis

4Analysis

3Application

2Comprehension

1Knowledge


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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


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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.


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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.”


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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


“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

Outcome title 6Evaluation

5Synthesis

4Analysis

3Application

2Comprehension

1Knowledge



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


22. Attitudes

21. Teamwork

20. Leadership

19. Globalization

18. Business & public admin.

17. Public policy

16. Communication

Professional




Technical (cont)

6Evaluation

5Synthesis

4Analysis

3Application

2Comprehension

1Knowledge


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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


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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

Documents

Trends in Engineering Licensure Blaine D. Leonard, P.E., D.GE, Pres.10.ASCE Montana JEC Meeting November 7, 2014 – Helena, MT