Engineering Inc. - January/February 2008 - 24

Examination Essentials educational and experience prerequisites for taking the Principles and Practice of engineering examination under the proposed NCeeS Model Law: Engineering Intern with a Bachelor of Science Degree in Engineering • 30 credits of acceptable upper-level undergraduate or graduate-level coursework from approved course providers. • Four years or more of progressive experience on engineering projects of a grade and a character which indicate to the board that the applicant may be competent to practice engineering. Engineering Intern with a Master’s Degree in Engineering • Degree must be from an institution that offers eaC/aBeT-accredited programs, or the equivalent. • Three years or more of progressive experience on engineering projects of a grade and a character which indicate to the board that the applicant may be competent to practice engineering. Engineering Intern with a Doctorate in Engineering • Degree must be acceptable to the licensing board. • Two years or more of progressive experience on engineering projects of a grade and a character which indicate to the board that the applicant may be competent to practice engineering. Individual with a Doctorate in Engineering • Degree must be acceptable to the licensing board. • Four years or more of progressive experience on engineering projects of a grade and a character which indicate to the board that the applicant may be competent to practice engineering. Source: NCeeS tion has always been seen as a means for moving up the career ladder. This requirement is no different.” Down to Details a bachelor’s program can cover everything infrastructure engineers need to know.” Proponents of the more rigorous requirements contend the advanced education will empower firms to market the increased caliber of their employees to potential clients. What’s more, they say, the additional coursework will provide young employees with a broader knowledge base and the competence to tackle tough challenges earlier in their careers. Ron Ewing, CEO of Dewberry, an engineering and design firm in Fairfax, Va., agrees. “The additional education will give graduates a better understanding of the field, making them better prepared to practice and be successful in their careers. It also sends a message to the public that our professionals must meet a high minimum standard of competency to ensure their safety and welfare.” Still, some question whether the change is necessary. “I can’t identify where the current process is broken,” says Dale Beebe Farrow, 24 enGIneerInG InC. January / February 2008 executive director of the Texas Board of Professional Engineers, one of several NCEES member boards to vote against Bachelor’s Plus 30 in its present form. “The scores and pass rates on the Principles exam are pretty consistent with the past, and the exam itself has undergone few changes. So why require additional education?” Critics, including Farrow, contend the time required to take additional courses might force firms to divert attention away from important projects so that employees can attend classes. Opponents also charge that further educational requirements for licensure might deter students from pursuing engineering careers—the last thing an already shortstaffed profession needs. Laurie Dreyer-Hadley, director of human resources for Psomas in Sacramento, Calif., believes such concerns are overblown. “I have never seen anyone in this profession with an ‘I don’t want to learn more’ mentality,” she says. “Educa- Though first unveiled by NCEES in 2006, several aspects of Bachelor’s Plus 30 are still up for debate by the Council’s Uniform Procedures and Legislative Guidelines committee. Among the most salient issues is what those additional credit hours should encompass. Should they provide the depth to technical subjects lacking in undergraduate curricula? Or, should they help graduates further develop the project management, communication, negotiation and other “people skills” needed to fulfill the multidimensional responsibilities of today’s engineers? NCEES Executive Director Jerry Carter says that’s not an easy question to answer. “Every time we feel an issue has been addressed, someone identifies a point that the proposed language doesn’t cover,” Carter says. “The feedback is valuable, and we’re working to see that all issues are fully addressed.” Even after a consensus is reached, Bach- e very time we feel an issue has been addressed, someone identifies a point that the proposed language doesn’t cover. Jerry CarTer NaTioNaL CouNCiL oF exaMiNerS For eNgiNeeriNg aND SurveyiNg

Engineering Inc. - January/February 2008

Table of Contents for the Digital Edition of Engineering Inc. - January/February 2008