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The Formation of the Chartered Engineer. William T Grimson Engineers Ireland & Dublin Institute of Technology. Università “Sapienza”, Faculty of Engineering, Rome 11 th -12 th Feb 2011.
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The Formation of the Chartered Engineer William T Grimson Engineers Ireland & Dublin Institute of Technology Università “Sapienza”, Faculty of Engineering, Rome 11th -12th Feb 2011
Why have a ‘standard’ by which an engineer can be deemed to be a professional or Chartered Engineer? The most direct answer is to guarantee the level of service to others either within the profession or to society in general. From another perspective it is a matter of trust. The client needs to believe that the provider of engineer services will do so in an exemplary manner.
“Without Trust we Cannot Stand” “It isn't only rulers and governments who prize and need trust. Each of us and every profession and every institution needs trust. We need it because we have to be able to rely on others acting as they say that they will, and because we need others to accept that we will act as we say we will. The sociologist Niklas Luhman was right that ‘a complete absence of trust would prevent [one] even getting up in the morning’ ” Onora O’Neill 2002 Reith Lecture BBC Radio 4
… and G B Shaw: The Doctor’s Dilemma … the professions are conspiracies against the laity What is behind this polemic ? It is said that Shaw’s hatred of doctors stemmed from a bungled operation on his foot … notion of ‘hiding of shortcomings’ - something Shaw felt was a problem within all professions
Perception of ourselves and by others … who and what are we?
Engineering as a profession A fundamental principle of any profession must be that its members are fit to serve the needs of individual members of the public and society in general … and in turn that engineers are to be trusted. Setting and maintaining standards for what constitutes a professional engineer (Chartered Engineer)is therefore critical.
… formation of an engineer … a life-long processstarting in early childhood
… formation of an engineer … continuing as experienced engineers
… formation of an engineer … continuing as insightful retired engineers !
Engineers Ireland defines the Formation of an engineer in terms of Approx eight years
… Formation of an engineer The educational phase is defined in terms of Learning Outcomes for a Programme of study The experience phase (building on the above outcomes) is defined in terms of a set of Competences that should be attained and are expected of a Chartered Engineer.
As a design task what should be the learning outcomes and competences? … and how should the two relate? Does subject X help Competence Y to be developed? Should subject Z be included in the curriculum? What is the role of training in the development of an engineer Should non-technical subjects be embedded in technical subjects?
Regional & State legislation • Global concerns • Cost • Environment & pollution • Energy • Quality • Citizen/society • Ethical considerations The challenge … the composite man/woman • Mathematics • Physics • Chemistry • Biological systems specialisation • Technologies
Engineers Ireland does not blindly follow others … we follow best practice … after a thorough exploration, and achieving, a sound understanding of what is involved.
Rich legacy of programmes across all engineering disciplines in numerous jurisdictions Historically, whilst different models developed there was much in common and whether it was craft-inspired, engineering science focussed, or systems oriented, the result today is that there is a convergence of thinking where the achievement of learning outcomes is the goal rather than the precise content or the methods used in delivery of subject material.
International aspect of educating engineers ABET : programme accreditation criteria International Accords EUR-ACE: programme accreditation criteria
EUR-ACE accreditation criteria for engineering programmes • The Programme Outcomes of accredited engineering degree programmes have the following dimensions: • ◦ Knowledge and Understanding; • ◦ Engineering Analysis; • ◦ Engineering Design; • ◦ Investigations; • ◦ Engineering Practice; • ◦ Transferable Skills.
… accreditation criteria • Knowledge and understanding of the mathematics, sciences, engineering sciences and technologies underpinning their branch of engineering. • The ability to identify, formulate, analyse and solve engineering problems. • The ability to design components, systems or processes to meet specific needs. • The ability to design and conduct experiments and to apply a range of standard and specialised research tools and techniques.
… accreditation criteria • Understanding of the need for high ethical standards in the practice of engineering, including the responsibilities of the engineering profession towards people and the environment. • The ability to work effectively as an individual, in teams and in multi-disciplinary settings, together with the capacity to undertake lifelong learning. • The ability to communicate effectively with the engineering community and with society at large.
… accreditation criteria (trust) • With respect to the Investigations outcome it is noted that the graduate should be capable of undertaking work that ‘may require that data bases, codes of practice and safety regulations are consulted’. • In Engineering Practice the outcome should be that graduates ‘should also recognise the wider, non-technical implications of engineering practice including ethical, environmental, commercial and industrial concerns’. • For Transferable Skills the outcome states that the ‘skills necessary for the practice of engineering, and which are applicable more widely, should be developed within the programme.’
… accreditation criteria (trust) • An understanding of the need for high ethical standards in the practice of engineering, including the responsibilities of the engineering profession towards people and the environment; • The ability to communicate effectively with the engineering community and with society at large.
Six Programme areas Engineers Ireland has determined that the study of six Programme Areas is necessary if graduates are to achieve the Programme Learning Outcomes Mathematics & Science Technology Software & Inf. systems Innovation Engineering practice Programme areas
Plus … Students should be given ample opportunity to analyse and discuss the ethical consequences of their decisions. Engineering invariably involves a team approach; it is important therefore that students learn how to work with and for others, both within and outside their own disciplines. Social and Business Context Programmes should develop the student’s ability to communicate technical information to a range of audiences. Society expects professional behaviour from its professional engineers and therefore programmes should enable students to become familiar with the expectations and standards inherent in professional codes of conduct
How are the societal, communication and ethical aspects best incorporated into programmes? • Case studies? • Ethics? • History of Science and Technology? • Philosophy? • Economics? • Law? • …
History of Science & Engineering Context is a critical element … in understanding how technology was developed and then deployed . History provides insight into the formation of an identity.
After graduation Graduates through suitable employment, being mentored, and building on their education, start the process of developing competences that are considered to be essential if they are to become ‘professional’
Competences of a Chartered Engineer Competence 1: Use a combination of general and specialist engineering knowledge and understanding to optimize the application of existing and emerging technology Competence 2: Apply appropriate theoretical and practical methods to the analysis and solution of engineering problems. Competence 3: Provide technical, commercial and managerial leadership. Competence 4: Use effective communication and interpersonal skills. Competence 5: Make a personal commitment to abide by the appropriate code of professional conduct, recognising obligations to society, the profession and the environment.
Competence 5(a): Comply with Codes and Rules of Conduct Chartered Engineers must: 1) Place responsibility for the welfare, health and safety of the community at all times before responsibility to the profession, to sectional interests, or to other engineers; 2) Comply with the Code of Ethics of Engineers Ireland; 3) Apply professional skill in the interests of employer or client, for whom they act in professional matters, as a faithful agent or trustee; 4) Give evidence, express opinions or make statements in an objective and truthful manner and on the basis of adequate knowledge.
Process of application and interview • Chronological details of career • Training Courses undertaken • Initial Professional Development (IPD) • The name of the company / organisation providing employment • The title of the position held, and level of responsibility, • The position, qualifications and / or membership of professional bodies of immediate superiors • Two essays offering the candidate the opportunity to articulate opinions on important topics relevant to the professional practice of engineering.
… leading to an interview • The report is subsequently assessed and if judged to be of the appropriate standard the application proceeds to the Professional Interview stage.
… leading to an interview • The interview panel consists of three members of Engineers Ireland who are Chartered Engineers and who are considered competent by the Board of Examiners to make recommendations on the suitability of candidates for the title of Chartered Engineer.
Returning to the matter of trust Engineers Ireland take the matter very seriously
The Council shall establish an Ethics and Disciplinary Board … Engineers Ireland The Ethics Board shall have a maximum membership of sixteen persons including the Chairman and shall include up to four persons who are not members of the engineering profession. Engineers Ireland should take one more step … include lay persons on accreditation panels, and perhaps even on interview boards for the title of Chartered Engineering.
