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

2 Focus on the Future The Civil Engineering Body of Knowledge CE Program Accreditation Licensure Exam Changes Engineering builds the foundation for a better future

3 Changes

4 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 ( ), Educator

6 Entrusted by society to create a sustainable world and enhance the global quality of life, civil engineers serve competently, collaboratively, and ethically as:

7 Master Builders 1.Master planners, designers, constructors, and operators of society’s economic and social engine—the built environment

8 Stewards of the Environment 2.Stewards of the natural environment and its resources

9 Innovators 3.Innovators and integrators of ideas and technology across the public, private, and academic sectors

10 Managers of Risk 4.Managers of risk and uncertainty caused by natural events, accidents, and other threats

11 Leaders in Public Policy 5.Leaders in discussions and decisions shaping public environmental and infrastructure policy.

12 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

13 The Need: The complex challenges of the future will require engineers with enhanced technical and professional knowledge and skills.

14 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

Technical 5. 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 Foundational 1. Mathematics3. Humanities 2. Natural sciences4. Social sciences

16 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 1 Knowledge 2 Comprehension 3 Application 4 Analysis 5 Synthesis 6 Evaluation 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

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) 6 Evaluation 5 Synthesis 4 Analysis 3 Application 2 Comprehension 1 Knowledge Levels of achievement

19 Looking at the Trend: Civil Engineering Transcripts Course CategoryCredits Basic Science 1615 Mathematics 1615 Communication Skills 68 Arts & Humanities 1715 Fitness 32 Engineering & Technical Courses 7165 Electives 70 Total

20 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

21 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

22 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

23 Trends in Other Professions PEs need greater breadth and depth of knowledge, leadership, and vision Every other learned profession has recognized the need to require advance education Engineering builds the foundation for a better future

“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

25 The Solution: A broader and deeper engineering education is essential for meeting future challenges.

26 “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, “2028 Vision for Mechanical Engineering,” ASME, Other Voices for Change

27 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

28 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 6 Evaluation 5 Synthesis 4 Analysis 3 Application 2 Comprehension 1 Knowledge 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

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) 6 Evaluation 5 Synthesis 4 Analysis 3 Application 2 Comprehension 1 Knowledge Levels of achievement

31 “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

32 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 upper level undergraduate courses 3 to 4 Years of Experience Passing the PE & FE Exams Engineering builds the foundation for a better future

33 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)

34 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.

35 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

36 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.

37 Implementing the Solution: Achieve additional education through higher standards for professional licensure

38 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.

39 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

40 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

41 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

42 Questions / Discussion