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In 2013, the National Society of Professional Engineers (NSPE) completed development of the first-ever Engineering Body of Knowledge (EBOK). Then, in 2015, the U.S. Department of Labor (DOL) finished, with major inputs from members of the American Association of Engineering Societies (AAES), its first-ever Engineering Competency Model (ECM). The EBOK and the ECM appeared, respectively, five and seven years after the 2008 release of the current Civil Engineering Body of Knowledge – Second Edition (CEBOK2) and essentially just before starting the process that could lead to a CEBOK3. This paper’s purpose is to suggest that the EBOK and ECM warrant attention because their intents overlap with the CEBOK2’s intent. Consistent with the paper’s purpose, the intent and essentials of the EBOK and ECM are described. More specifically, the EBOK is defined as the knowledge, skills, and attitudes (KSAs), collectively referred to as capabilities, required of an individual to enter practice as a professional engineer (licensed) in responsible charge of engineering activities that potentially impact public health, safety, and welfare. The overriding intent of the EBOK is to encourage ten identified engineering profession’s members and stakeholders to use the EBOK to think about where they are and where they may want to go. The ECM describes, using a tiered structure, engineering knowledge, skills, and abilities (not attitudes) collectively referred to as competencies. Unlike the EBOK, the ECM competencies are not connected to a particular milestone in an engineer’s career and, even more specifically, are not linked to licensure. The ECM is designed to serve as a resource for practitioners and academics across all engineering disciplines. The paper then suggests aspects of the EBOK and the ECM capabilities/competencies that are not explicit in the CEBOK2 outcomes and ought to be at least considered during the CEBOK2 update discussions. The seven relevant capabilities/competencies are: Client/Stakeholder Focus, Creative Thinking, Engineering Economics, Manufacturing and Construction, Operation and Maintenance, Quality Control Quality Assurance, and Safety. The paper concludes by offering preliminary ideas on how those elements might be adapted to the next version of the CEBOK.

Possible Influences of the NSPE EBOK and the AAES/DOL Engineering Competency Model (ECM) on the CEBOK3